The Wizard of Logical Fallacies

RAFT Card 1:
ROLE
Row 1

(student)
Scarecrow

AUDIENCE
Dorothy

FORMAT

TOPIC

Youtube,

Dorothy meets Scarecrow

animation,

on her journey to the

podcast.

Kingdom of Oz, where he

teaches her about the straw
man logical fallacy

Objective:
You will be able to identify and describe 3 logical fallacies, explain why they are inappropriate
during a debate, and what makes them so appealing (seemingly effective).
Student Role:
Scarecrow
Audience:
Dorothy
Format:
Students can choose between a Youtube video, podcast, or animation. Other formats require
teacher approval. All students in the group must use the same format.
Topic:

Dorothy meets Scarecrow on her journey to the Kingdom of Oz, where he teaches her about the
straw man logical fallacy.

Directions:
1. Visit fallacydetective.com to learn more about the three logical fallacies: Strawman, AdHominem, and No-True-Scotsman.
2. Prepare a script of your scene using a storyboard worksheet. Be sure to include a
definition and examples of the Strawman logical fallacy.
3. Type your script so it is easy to read.
4. Practice reading your script aloud until you feel you can read it fluently and with
expression.
5. Create an animation, youtube video, or podcast (voki.com) of your debate.
6. Submit the debate to the class website titled Dorothy and The Wiz. Act 1.

Resources:
Websites
Debate formats and rules
http://www.ru.idebate.org/
Logical fallacies
http://www.fallacydetective.com
Global Warming/Climate Change
http://www.nasa.gov
http://www.skepticalscience.com

http://www.aaas.org

Assessment:
Prepare a 2-4 minute script between Dorothy and Scarecrow where Scarecrow teaches Dorothy
about the Strawman logical fallacy.
You will receive up to 25 points for each of the following: written script, storyboard, multimedia
presentation, and content.

Raft Card 2:

Row 2

ROLE (students)
The Cowardly Lion

AUDIENCE
Dorothy and

FORMAT
Youtube,

TOPIC
On their mission

and Tin-man

Scarecrow

animation, podcast. to The Kingdom

of Oz, Dorothy
and Scarecrow
encounter 2 more
characters. The
Cowardly Lion,
who introduces
them to adhominem logical
fallacy, and Tinman who explains
the No-TrueScotsman fallacy.

Objective:

You will be able to identify and describe 3 logical fallacies, explain why they are inappropriate
during a debate, and what makes them so appealing (seemingly effective).
Student Role:
The Cowardly Lion and The Tin-man
Audience:
Dorothy and Scarecrow
Format:
Youtube, animation, podcast.
Topic:
On their mission to The Kingdom of Oz, Dorothy and Scarecrow encounter 2 more characters:
The Cowardly Lion, who introduces them to ad-hominem logical fallacy, and The Tin-man who
explains the No-True-Scotsman fallacy.

Directions:
1. Visit fallacydetective.com to learn more about the three logical fallacies: Strawman, AdHominem, and No-True-Scotsman.
2. Prepare a script of your encounter using a storyboard worksheet. Be sure to include a
definition and examples of Ad-Hominem, and No-True-Scotsman logical fallacies.
3. Type your script so it is easy to read.
4. Practice reading your script aloud until you feel you can read it fluently and with
expression.
5. Create an animation, youtube video, or podcast (voki.com) of your scene.
6. Submit the debate to the class website titled Dorothy and The Wiz. Act 2.

Resources:
Websites
Debate formats and rules
http://www.ru.idebate.org/
Logical fallacies
http://www.fallacydetective.com
Global Warming/Climate Change
http://www.nasa.gov
http://www.skepticalscience.com
http://www.aaas.org
Assessment:
Prepare a 4-7 minute script between The Cowardly Lion, Tin-man, Dorothy and Scarecrow
where The Cowardly Lion teaches and Dorothy about ad-hominem logical fallacy; and Tin-man
teaches Dorothy about No-True-Scotsman logical fallacy.
You will receive up to 25 points for each of the following: written script, storyboard, multimedia
presentation, and content.

Raft Card 3:

Row 3

ROLE (students)
Dorothy and The

AUDIENCE
The Munchkins

FORMAT
Youtube,

TOPIC
To return back to

Wizard of Oz

and witches

animation, podcast. Logi-Kansas

attending a Town-

Dorothy must

hall debate.

defeat Oz in a

Dorothy vs The

debate about

Wizard of Oz

climate change by
exposing his
committing of
logical Fallacies.

Objective:

You will be able to identify and describe 3 logical fallacies, explain why they are inappropriate
during a debate, and what makes them so appealing (seemingly effective).
Student Role:
Dorothy and The Wizard of Oz
Audience:
Characters from The Wizard of Oz attending a Town-Hall style debate between Dorothy and The
Wizard.
Format:
Youtube, animation, podcast.
Topic:
To return back to Logi-Kansas Dorothy must defeat Oz in a debate by exposing his committing
of logical Fallacies.

Directions:
1

Visit fallacydetective.com to learn more about the three logical fallacies: Strawman, AdHominem, and No-True-Scotsman.

Prepare a script of your debate using a storyboard worksheet. Be sure to include all three
logical fallacies.

Type your script so it is easy to read.

Practice reading your script aloud until you feel you can read it fluently and with
expression.

Create an animation, youtube video, or podcast (voki.com) of your debate.

Submit the debate to the class website titled Dorothy and The Wiz. Act 3.

Resources:
Websites
Debate formats and rules
http://www.ru.idebate.org/
Logical fallacies
http://www.fallacydetective.com
Global Warming/Climate Change
http://www.nasa.gov
http://www.skepticalscience.com
http://www.aaas.org
Assessment:
Prepare a 7-10 minute script of the debate between Dorothy and The Wizard of Oz on the topic
of Climate Change. Be sure to include use and exposure to all three logical fallacies.
You will receive up to 25 points for each of the following: written script, storyboard, multimedia
presentation, and content.

Entry 3: Differentiating Instruction through Technology

Introduction
One of the great benefits to using technology in the classroom is the ability to address the
diversity of student needs through differentiation. The method and speed in which students learn
varies in the same sense that students growth and development varies with each individual.
Differentiating through technology addresses these variances and allows teachers to instruct
using multiple methods such as Mathematical/Logical and Verbal/Linguistic. Differentiated
lessons also presents information at different paces; which is more appropriate for a diverse
student base.
Technology to Differentiate Instruction
Math Playground: Math Playground, located at mathplayground.com, addresses material
appropriate in the logic and mathematical ISTE standards. Math playground is a technology
wherein Mathematical/Logical students will feel most comfortable and are likely to excel.
However, Math Playground also provides an arena free of consequences for Verbal/Linguistic
learners to practice. Math Playground allows students to practice mathematic and logic skills
through interactive game play. This technology can be used as part of an assignment, extra
credit, or an allowed activity during students free time.
Math TV: Math TV, located at mathtv.org is another technology that addresses the logic and
mathematics ISTE standards. Unlike Math Playground, Math TV is a technology more suited to
the Verbal/Linguistic learner. Great for the visual learner, Math TV helps students understand
and solve mathematical word problems through a series of videos. The first video(s) introduce a

problem. The next video(s) show students how to solve the problem. And the final video
provides the students with a new, similar problem to solve on their own.
Math TV can be used as extra-credit, or an allowed activity during free time, as well as a
suggested take home, or after school practice mechanism.
Science Economics: Science Economics, located at scienceeconomics.uwe.ac.uk/index.php
addresses many of the Science ISTE standards. Science Economics is appropriate for visual
learners, as it presents science information and experiments in the form of comics. Science
Economics is also beneficial to kinesthetic learners, in that it also offers interactive, science
based games. Much like Math TV, Science Economics is most useful as an extra-credit, free
time, and after school activity.
Pros and Cons
As is the case in any technology integration, technology differentiation has potentially
positive and negative qualities. Technology differentiation can be quite positive in that it reaches
a broader student base by addressing various learning styles, abilities, and levels of development.
Another benefit to technology differentiation is its engaging qualities. By offering material in
various formats such as games and comics, students are more apt to be engaged, interested and
active in their learning. As opposed to the traditional lecture, notes, and book methodology.
Potential cons to technology differentiation are, as always, student accessibility. As much
of the differentiated material discussed is appropriate for free time and after school, students with
limited internet connectivity will miss out on opportunities to utilize these technological learning
aides. Additional cons in technological differentiation are found in students scheduling and
interest levels. Regardless to how entertaining and beneficial technology can be to our learners,

if students do not feel they have the necessary time to use them, or interest in the subject matter,
chances are that students are not likely to engage in these new learning formats.
Concluding Paragraph (4-6 sentences)
I really have to catch my flight now. Im sorry for not citing any references, and lacking a
conclusion. I accept the consequences including the 10% late penalty.

References
Again Im terribly sorry. But, Im sure I can maintain a passing grade by performing well on the
final two assignments.