Problem & Solution
Title: Problem & Solution
Author: Virginia Newton
Subject: Language Arts
Grade Level: 4th grade
Common Core Standard: CCSS.ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Lesson Goals: The students will describe the problems and solutions in the passage “Staying in Phoenix” in a paragraph with 90% accuracy.
Lesson Materials: Smart board, Big Paper, Markers, 2 passages “Today’s Telephone” and “Staying in Phoenix” one per student, printer paper one per student, YouTube video
Instructional Lesson Methods and Assessment
Anticipatory Set 10 to 15 minutes
- Ask students if they know what a problem is
- Take many answers
- Then read off the actual definition
- Problem- a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome.
- Then ask the students if they know what a solution is
- Like before allow many answers
- Then read the actual definition
- Solution- a means of solving a problem or dealing with a difficult situation.
- Talk to the students about different problems and solutions in history.
- Tell students that authors often write books with problems and solutions to those problems.
- Ask students if they have read any books that the author has written about problems and solutions.
- Then play a fun little video so the students have a better understanding of problem and solution in literature.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.1 Customize the display of information
The teacher will control the volume of the video.
2.1 Define vocabulary and symbols
The teacher will define both problem and solution for the class so they will understand what they mean.
3.1 Provide or activate background knowledge
The teacher will give example or ask the students for examples of problems and solutions form the past.
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6.4 Enhance capacity for monitoring progress
The answers the students give will let the teacher know if they are completely understand.
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8.4 Increase mastery-oriented feedback
The student will respond to questions given by the teacher.
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Introduce and Model New Knowledge 15 to 20 minutes
- Get big sheet of blank paper.
- Write on top in big writing Problem and Solution
- Write under in smaller writing Graphic Organizer
- Talk to the students about how to organize problems and solutions to better understand.
- Draw a large box on the left side of the paper.
- Ask students for a problem in the world.
- Allow many answers.
- Have students come up and write their answers on the Smart board.
- Pick one of these problems and write it in the box you just drew on the paper.
- Then ask the class for solutions to this problem.
- Have the students come up and write their answers on the Smart board.
- Pick as many as wanted.
- Now on the right side of the paper draw as many smaller boxes as needed for the number of solutions.
- Write the solutions inside these boxes.
- Then draw lines from the problem box to each solution box.
- Explain to the students this a great way to keep their thoughts organized when reading a problem and solution passage.
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Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.1 Provide alternatives for auditory information
The teacher will be writing on a paper in the front of the room for everyone to see.
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4.2 Provide varied ways to interact with materials
The teacher will have the students come up and write their answers on the Smart board.
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7.3 Reduce threats and distractions
The teacher will can on the students randomly for answers.
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Guided Practice 20 to 25 minutes
- Have students get into groups or put them into groups.
- Pass out a passage (Today’s Telephone)
- Have the students read the passage together.
- Then have them come up with the problem and solution in the passage.
- Have them find details from the passage to support their answer.
- Once groups are finished, we will come together a a class and go over what they have found.
- As the teacher I will call on random groups to answer some questions
- What was the problem?
- What was the solution?
- Where were they in the passage?
- If a group gives the incorrect answer, allow other groups to answer.
- Have student go back to their own desks once finished.
https://drive.google.com/file/d/0Bx4zweyoS5jPNHRqREh1c3VQS2M/view?usp=sharing
Copy and paste this link into your browser to see the passage "Today's Telephone".
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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1.1 Provide alternatives for visual information
The students will be talking to each other in their groups.
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4.1 Provide varied ways to respond
The students will be able to use whatever means to get the information.
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8.3 Foster collaboration and communication
The students will be in groups and will have to work and discuss the answers together.
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Independent Practice 15 to 20 minutes
- Pass out a different passage to the students (Staying in Phoenix) and a piece of printer paper.
- Explain that they are to find the problem and solution in the passage. There may be more than one.
- Explain that this is to be done independently.
- Tell the students they can use a graphic organizer and to put it on the printer paper.
- Tell students that once they finish reading and finding the problems and solutions to use their notes/organizers to write a paragraph explaining the problems and solutions. They will write is on notebook paper.
https://drive.google.com/file/d/0Bx4zweyoS5jPcy1xa1V3SkUtdlU/view?usp=sharing
Copy and paste this link into your browser to see the passage "Staying in Phoenix".
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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3.2 Highlight critical features, big ideas, and relationships
The students will have the anchor chart that we made as a class as a guide for their own organizer.
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5.2 Provide appropriate tools for composition and problem solving
The teacher will give the students paper and leave the example in the front of the room for reference.
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7.1 Increase individual choice and autonomy
The students can choose for themselves if they use a graphic organizer to organize their thoughts.
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Wrap-Up 5 to 10 minutes
- The students will turn in their paragraphs.
- Then the students will go back to their desks and write about what they learned during the lesson. This will be a daily routine.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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3.4 Support memory and transfer
The students will be going back to their desks and preform from memory the daily routine.
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6.2 Support planning and strategy development
If asked questions from the students, the teacher will tell them to think it through and then answer.
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9.3 Develop self-assessment and reflection
The students will write in their journals about what they learned.
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Assessment
- The paragraph the students wrote will be graded for their assessment.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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3.3 Guide information processing
The students had done a similar assignment before with a group.
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6.3 Facilitate managing information and resources
The students will have a graphic organizer created by themselves to help with the paragraph.
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9.1 Guide personal goal-setting and expectations
The students will have a set time to get their paragraph done in. They have to work on it to get a grade and turn it in on time.
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I. Multiple Means of Representation ensures that the Recognition networks of students are supported
Specific UDL Accommodations (1.1 – 3.4)
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Key Elements
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Please Put a Check Mark Next To the Ones You Incorporated
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Where in the project?
(Which Lesson Phase 1-6)
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X
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Set
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X
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New Knowledge
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X
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Guided
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X
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Set
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X
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Set
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X
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Independent
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X
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Assessment
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X
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Wrap-Up
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II. Multiple Means of Action and Expression ensures that the Strategic networks of students are supported
Specific UDL Accommodations (4.1 – 6.4)
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Key Elements
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Please Put a Check Mark Next To the Ones You Incorporated
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Where in the project?
(Which Lesson Phase 1-6)
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X
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Guided
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X
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New Knowledge
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X
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Independent
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Wrap-Up
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X
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Assessment
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X
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Set
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X
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III. Multiple Means of Engagement ensures that the Affective networks of students are supported
Specific UDL Accommodations (7.1 – 9.3)
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Key Elements
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Please Put a Check Mark Next To the Ones You Incorporated
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Where in the project?
(Which Lesson Phase 1-6)
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X
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Independent
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X
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New Knowledge
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X
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Guided
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X
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Set
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X
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Wrap-Up
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X
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Assessment
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