HOW DO WE IDENTIFY THE MAIN PROBLEM AND SOLUTION IN A …

HOW DO WE IDENTIFY THE

MAIN PROBLEM AND SOLUTION

IN A TEXT?

EDU 304 Third Grade

Taylor Miller

Missouri Western Lesson Plan

Name Taylor Miller______________Grade Level _3rd_ Date _10/8/12___ Content Area _ Communication Arts ______ Lesson title _The New Bear at School_ Objectives: Objective 1: TSWBAT identify the main problem and solution of a text. (Show-Me Standards CA2-3.4 Evaluate the processes used in recognizing and solving problems; GLE R2Ch Use details from text to identify setting, character traits, and problems and solutions) Assessments: Formative assessment: the students and teacher will verbally discuss the problems in The New Bear at School. Summative assessment: the students will identify the main problem and solution of a text in the unit’s post-test. Materials/Resources: The New Bear at School by Tim Warnes Addressing Learning Styles: Visual-Spatial: the students will view the picture book The New Bear at School. Linguistic: the students will be read and asked to discuss The New Bear at School. Interpersonal: the students will discuss among one another the problems that occur for Boris in The New Bear at School. Are there any cultural contributions that you can identify in this lesson? If so, what are they? NA How will you accommodate for the various cultural learning styles in your class? Students with various cultural learning styles will have the book read to them and be given time to think of problems that occur, first on their own, and then as a class.

How will you accommodate this lesson for students with learning disabilities or special needs? I will make sure the special education children are among those that I call on to check for comprehension. I will provide one-on-one instruction if I cannot confirm the students’ understanding. The ADHD students will be seated near me so I can give them non-verbal cues if needed. The Teacher Will:

1) introduce and read The New Bear at School by Tim Warnes to the students on the carpet. 2) encourage the students to share some of the problems he or she noticed in the book,

calling for text details. The Student Will:

1) listen to the reading of The New Bear at School while sitting on the carpet. 2) share one of the problems he or she noticed in The New Bear at School, including text

details.

Anticipatory set: The teacher will call the students to the carpet and begin the lesson with the questions, “Has anyone ever moved to a new school? What was that like for you?” “Was it an easy adjustment?” and briefly discuss the students’ responses.

Anticipatory set: The student will describe his or her experience with moving to a new school.

Daily Lesson Reflection 10/8/12

A. What did you see students doing while you were teaching this lesson?

The students sat with their legs crossed on the reading carpet. One student attempted to sit at her desk and had to be told to move to the carpet. For the most part, the students remained attentive throughout the entire lesson, but I did have to tell one student to turn around.

B. What did you hear students say while you were teaching this lesson?

The students were very enthusiastic in sharing their experiences moving from school to school. A few talked without raising their hand at first, but raised their hand once I reminded them. A majority of the students were very open about their feelings towards coming to a new school.

C. Do you believe this lesson was effective? How do you know?

I believe this lesson was effective because the students were able to connect to Boris’ feelings throughout the book. The lesson lead to a thoughtful discussion, and the students were able to take away the main problem of the book.

D. Based on what you saw and heard as well as what you believe about the

effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. If I taught this lesson again, I would slow down my reading. I also would allow more of the students to share their personal experiences with moving. Most of the students had negative experiences, so I would try to find those children who had a positive one.

E. Based on what you saw and heard, what will you do differently tomorrow

about classroom management? Tomorrow, I will reiterate my expectations of students during reading time. I will also spread students out to prevent unwanted conversation.


Name Taylor Miller______________Grade Level _3rd_ Date _10/9/12___ Content Area _ Communication Arts______ Lesson title _Identifying the Main Problem_ Objectives: Objective 1: TSWBAT identify the main problem and solution of a text. (Show-Me Standards CA2-3.4 Evaluate the processes used in recognizing and solving problems; GLE R2Ch Use details from text to identify setting, character traits, and problems and solutions) Assessments: Formative assessment: the students will verbally discuss the characteristics of a problem and identify the main problem in The New Bear at School. Summative assessment: the students will identify the main problem and solution of a text in the unit’s post-test. Materials/Resources: The New Bear at School by Tim Warnes Chart paper Markers Addressing Learning Styles: Visual-Spatial: the students will view the picture book The New Bear at School. Linguistic: the students will use text details from The New Bear at School when discussing the problems that occur with their peers. Interpersonal: the students will discuss among one another the problems that occur for Boris in The New Bear at School. Are there any cultural contributions that you can identify in this lesson? If so, what are they? NA How will you accommodate for the various cultural learning styles in your class? Students with various cultural learning styles will have the book read to them and be given time to think of problems that occur, first on their own, and then as a class. The objective and characteristics of a problem will be discussed orally as well as be written down on chart paper.


1) ask the students to “turn and talk” with a partner for one minute about some of the problems Boris encountered in The New Bear at School.

2) have the students share their thinking or their partner’s thinking. 3) create an anchor chart over Problem including:

a. “I can” statement: “I can identify the main problem in the text.” b. “This means” statement: “This means I use details from the text to find what’s

causing the most trouble for a character.” 4) create the “How to look for the main problem” section by questioning the students to lead

to the following ideas: a. The problem is something that keeps the character from reaching a goal. b. The main character usually has the main problem. c. The causes of a problem can come from the main character’s actions, other

characters, or the setting. d. Problems can be stated or implied. e. The problem usually occurs at the beginning or middle of the text.

The Student Will:

1) discuss with a partner the problems they noticed that Boris faced in The New Bear at School.

2) share their thinking or their partner’s thinking.

Anticipatory set: The teacher will have the students gather on the carpet. The teacher will begin by saying, “Yesterday we learned about Boris in The New Bear at School. He had a hard time adjusting to a new school. For those of you who have moved to a new school, did any of you feel like Boris did at first?”

Anticipatory set: The student will come to the carpet. The students who have experienced moving to a new school will then share whether they related to Boris’ feelings.

3) actively listen to the “I can” and “This means” statements. 4) brainstorm ideas on what to look for when trying to identify the main problem of a story.



The students sat with their legs crossed on the reading carpet. The students were originally sitting very close to one another, but willingly moved when I told them to make sure they were respecting their classmates’ space. A few students kept getting up to get tissues. One student had to be told to stop playing with his shoelace.


The majority of the students were willing to answer the questions asked. The students were engaged and shared how they would find the problem in a story. Two students got into a verbal disagreement because they did not want to work with one another, so I had to separate them and pair them off with different students. During the “turn and talk” session, the students were on topic.


I believe this lesson was effective. The students seem distracted at the beginning of the lesson, but once they became engaged, they seemed to stay engaged. Several of the students told me they could find the problem in the book they were reading for independent reading, which means they were starting to apply what we talked about in their own learning.


effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. If I taught this lesson again, I would call on a larger variety of students (I would try to steer away from calling on the students who always offer an answer). I would also find a way to engage the students while I do the writing on the anchor chart (possibly have the students read what I’m writing as I write it).


about classroom management? Tomorrow, I will make sure students are sitting next to students that they are capable of working with without getting into an argument. I will move students to a different area on the reading carpet if necessary. I will also tell students from the very beginning that they need to respect one another’s space.


Name Taylor Miller______________Grade Level _3rd_ Date _10/11/12___ Content Area _ Communication Arts______ Lesson title _A Weekend with Wendell_ Objectives: Objective 1: TSWBAT identify the main problem and solution of a text. (Show-Me Standards CA2-3.4 Evaluate the processes used in recognizing and solving problems; GLE R2Ch Use details from text to identify setting, character traits, and problems and solutions) Assessments: Formative assessment: the students and teacher will verbally discuss the main problem in The A Weekend with Wendell. Summative assessment: the students will identify the main problem and solution of a text in the unit’s post-test. Materials/Resources: A Weekend with Wendell by Kevin Henkes Chart Paper Markers Addressing Learning Styles: Visual-Spatial: the students will view the picture book A Weekend with Wendell. Linguistic: the students will be read and asked to discuss A Weekend with Wendell. Interpersonal: the students will discuss among one another the main problem that occurs for Sophie in A Weekend with Wendell. Are there any cultural contributions that you can identify in this lesson? If so, what are they? NA How will you accommodate for the various cultural learning styles in your class? Students with various cultural learning styles will have the book read to them and be given time to think of problems that occur, first on their own, and then as a class.


1) introduce and read A Weekend with Wendell by Kevin Henkes to the students on the carpet.

2) ask the students to “turn and talk” with a partner for one minute and decide the main problem Sophie encountered in A Weekend with Wendell.

3) have the students share their thinking or their partner’s thinking. 4) write down the main problem the students decided on on chart paper. 5) ask the students “How do you know this is the main problem?” (call for text details). 6) write down the text details that support the main problem.

The Student Will:

1) listen to the reading of A Weekend with Wendell while sitting on the carpet. 2) discuss with a partner the main problem Sophie faces. 3) share their thinking or their partner’s thinking. 4) watch as the teacher charts the main problem. 5) share reasoning for deciding the main problem (use text details). 6) watch as the teacher charts the text details that support the main problem.

Anticipatory set: The teacher will call the students to the carpet and introduce the book, A Weekend with Wendell, explaining that the class is going to read about Sophie-- a character similar to Boris in New Bear at School in that she encounters a pretty big problem in the story.

Anticipatory set: The student will sit on the carpet and listen to the introduction of A Weekend with Wendell.



The students sat with their legs crossed on the reading carpet and were engaged in the book I read. Two students were leaning against the doorway/bookshelf and had to be told to move. The students all worked well with their partners. Two of the students kept moving around, distracting those around them. One student got up and tried to walk to her desk before told to sit down.


The students were quiet while I read. During the “turn and talk” time, the students stayed on topic. A majority of the students were willing to share the conclusion he or she had decided upon with their partner. One student offered up text details to support his answer without even being encouraged to do so. When two students began moving around, it started an argument between the two students, which caused the other students to be distracted and start talking.


I believe this lesson was effective, however the two students’ actions caused all of the students to lose focus for a minute. This being said, the students were able to correctly identify the main problem and back up their reasoning with “proof.” I know the students were applying what we discussed the day before because one student made sure he supported his answer with “proof” from the text.


effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. If I taught this lesson again, I would call for another text detail that supports the main problem (today I only required one). The students need to see that usually there is more than one way to support the main problem. I would also bring in the techniques we used to find the main problem. The students told me the main problem, but if I were to teach this lesson again, I would have them tell me who had the main problem, where the main problem occurred in the story, and whether the problem was stated or implied in order to bring in yesterday’s lesson.


about classroom management? The next time we gather on the carpet, I will make sure to go over correct reading carpet behavior. Students are to be sitting with their legs crossed, keep their hands to themselves, not be leaning against anything, and remain quiet. I will enforce the fact that this is a time to learn; interruptions and distractions take away from other’s learning. I will start awarding a ticket to the first student that is sitting quietly on the carpet.


Name Taylor Miller______________Grade Level _3rd_ Date _10/12/12___ Content Area _ Communication Arts______ Lesson title _Identifying the Main Solution_ Objectives: Objective 1: TSWBAT identify the main problem and solution of a text. (Show-Me Standards CA2-3.4 Evaluate the processes used in recognizing and solving problems; GLE R2Ch Use details from text to identify setting, character traits, and problems and solutions) Assessments: Formative assessment: The students will complete a checkpoint assessing the students’ knowledge of the main problem and text details to support the problem. The students will verbally discuss the characteristics of a solution with the teacher. Summative assessment: the students will identify the main problem and solution of a text in the unit’s post-test. Materials/Resources: “Bicycle Blues” passage Pencils A Weekend with Wendell by Kevin Henkes Chart paper Markers Addressing Learning Styles: Visual-Spatial: the students will view the picture book A Weekend with Wendell. Linguistic: the students will apply their knowledge of text details when discussing the characteristics of a solution with their peers. Interpersonal: the students will discuss among one another the characteristics of a solution. Are there any cultural contributions that you can identify in this lesson? If so, what are they? NA How will you accommodate for the various cultural learning styles in your class? Students with various cultural learning styles will be presented with the objective and characteristics of a problem orally, as well as having it written down on chart paper.

How will you accommodate this lesson for students with learning disabilities or special needs? One of the ADHD students will walk around and pass out the passages. The passage will be read aloud so the special education students hear the story being read. I will make sure the special education children are among those that I call on to check for comprehension. I will provide one-on-one instruction if I cannot confirm the students’ understanding. The ADHD students will be seated near me when on the carpet so I can give them non-verbal cues if needed. The Teacher Will:

1) have a designated student pass out the passage. 2) call on a student to read the passage aloud. 3) give the students five minutes to answer the questions independently.

*If the students do not complete the worksheet in the five minute period, they may finish it during independent reading time.

4) have the students gather on the carpet. 5) mention the problem Sophie had in A Weekend with Wendell then ask the question

“What is it called when a character is able to solve their problem?” 6) create an anchor chart over Solution including:

a. “I can” statement: “I can identify the main solution in the text.” b. “This means” statement: “This means I use details from the text to explain the

answer to the main problem or how the problem was fixed.” 7) create the “How to look for the solution” section by questioning the students to lead to

the following ideas: a. The solution is how the character took action to solve the problem to reach his/her

goal. b. Usually a series of events leads up to the solution. c. The solution can be stated or implied. d. Solutions usually occur at the end of the text.

The Student Will:

Anticipatory set: The teacher will have the students stay seated at their desks. The teacher will then begin by saying, “I have a story about a problem I had when I was little that I want you to read.”

Anticipatory set: The student will remain at his or her desk and listen as the teacher introduces her personal story.

1) receive his or her passage. 2) listen as the passage is read aloud. 3) independently answer the questions and turn in the passage to the teacher once it has been

completed.

4) gather on the carpet. 5) share that a solution is the action a character took to solve a problem. 6) actively listen to the “I can” and “This means” statements. 7) brainstorm ideas on what to look for when trying to identify the solution of a story.

Name: _____________________________

Bicycle Blues All of the kids in Taylor’s neighborhood liked to ride their bikes after school. Taylor wanted to play with the other children, but she didn’t know how to ride a bike. She had to sit in her driveway while all of the other children rode circles around her. One day, Taylor got tired of watching and asked her dad to teach her to ride so she could play with the kids on her street. ____ What was Taylor’s main problem?

(a) Taylor didn’t know how to make friends. (b) Taylor didn’t know how to ride a bike. (c) Taylor’s neighborhood had too many children. (d) Taylor’s dad wouldn’t teach her to ride a bike.

Underline a text detail in the passage that supports your answer.



It took a few minutes for the students to come in, sit down, and get quiet at their seats after lunch. I had to say, “If you can hear me, clap once” before I had all of the students’ attention. The students read quietly after finishing their assessment as was instructed. The students still basically sit on top of one another while on the carpet though.


The students took a few minutes to quiet down when coming in from lunch. A majority of the class volunteered to read the passage, and they remained quiet while the selected student read. A majority of the students also raised their hands to offer up ways to find a solution in a story. The discussion was on topic today.


I believe this lesson was effective. Every student was able to locate the problem in the passage they read, and all but a few were able to correctly underline the text that supported the answer they chose. Since the students had the previous lesson over problem to use as a model, they caught on quickly to the ways to find the solution in a text.


effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. If I taught this lesson again, I would separate the two parts into two separate lessons. This way, I could ensure that the students didn’t feel rushed to read the passage and answer the questions. I would then be able to go more in-depth on the ways to find a solution in any text the next day.


about classroom management? Tomorrow I will assign seats on the carpet so I can keep certain students away from others whom they might be tempted to talk to and so that I can have certain students near me. This will also prevent the students from sitting so close to one another. I will continue to give a ticket to the first student sitting quietly on the carpet in the correct manner. Mr. Thomas and I went over some ways to get the students back on task when they become unfocused, so I will implement those. These tactics will include the 5-4-3-2-1-Level 0 countdown, giving students warnings as part of the 5-Step Process, and giving out laps when behavior becomes too disruptive.


Name Taylor Miller______________Grade Level _3rd_ Date _10/15/12___ Content Area _ Communication Arts____ Lesson title _Problem and Solution of a Story_ Objectives: Objective 1: TSWBAT identify the main problem and solution of a text. (Show-Me Standards CA2-3.4 Evaluate the processes used in recognizing and solving problems; GLE R2Ch Use details from text to identify setting, character traits, and problems and solutions) Assessments: Formative assessment: the students will verbally discuss main solution for the main problem in A Weekend with Wendell. Summative assessment: the students will identify the main problem and solution of a text in the unit’s post-test. Materials/Resources: A Weekend with Wendell by Kevin Henkes Chart paper Markers Addressing Learning Styles: Linguistic: the students will search for text details to support the main solution of the story. Interpersonal: the students will discuss among one another the main solution that occurs for Sophie in A Weekend with Wendell. Are there any cultural contributions that you can identify in this lesson? If so, what are they? NA How will you accommodate for the various cultural learning styles in your class? Students with various cultural learning styles will be presented with the main solution and supporting text details orally, as well as having it written down on chart paper.


1) ask the students to “turn and talk” with a partner how Sophie solved her problem in A Weekend with Wendell.

2) have the students share their thinking or their partner’s thinking. 3) write down the main solution the students decided on on chart paper. 4) ask the students “How do you know this is the main solution?” (call for text details). 5) write down the text details that support the main solution. 6) revisit The New Bear at School by calling on a student to retell Boris’ main problem. 7) verbally discuss with the students how Boris solved his problem and decide upon a main

solution. The Student Will:

1) decide what the main solution is in A Weekend with Wendell with a partner. 2) share their thinking or their partner’s thinking with the class. 3) watch as the teacher charts the main solution. 4) share reasoning for deciding the main solution (use text details). 5) watch as the teacher charts the text details that support the solution. 6) Share Boris’ main problem in The New Bear at School. 7) discuss what he or she thinks the main solution is in the story.

Anticipatory set: The teacher will have the students gather on the carpet and recall that yesterday the class talked about how to identify the solution of a story. Begin by going over the problem Sophie encountered in A Weekend with Wendell. Ask the students if they have ever had to deal with someone who didn’t play very fairly.

Anticipatory set: The student will listen as the teacher recalls the main problem of A Weekend with Wendell. They will then share their experiences with others who didn’t play fairly.



The students were a bit wound up from lunch, but they sat down quickly on the carpet. Most of the students were focused on the speaker or myself throughout the lesson. A few of the students would appear momentarily distracted but gradually got back on task. One student would not stop leaning against the doorway and had to be instructed to sit next to the easel.


The students took a few minutes to become quiet when they sat down on the carpet. During the “turn and talk” portion, the students’ conversations were on topic. The students voluntarily offered up their thoughts on the book’s solution, as well as text details to backup their thinking.


I believe this lesson was effective because the students grasped the concept of solution when applied to the text. That is, they successfully identified the solution in Weekend with Wendell and gave “proof” as to how they identified the solution. The students were also able to apply their knowledge to New Bear at School, which also showed that they understood the lesson.


effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. If I were to teach this lesson again, I would spend more time focusing on the text detail aspect of the lesson. The students still wanted to give me long explanations to prove their reasoning; it took awhile for them to understand that they could draw details straight from the text.


about classroom management? I will be sure to point out appropriate and desired behavior when I see it occurring. I will also remind students of the 5-Step Process and give out warnings if necessary. The main thing is for the students to know that I will be consistent with the consequences for misbehaving.


Name Taylor Miller______________Grade Level _3rd_ Date _10/16/12___ Content Area _ Communication Arts______ Lesson title _Dad’s Day _ Objectives: Objective 1: TSWBAT identify the main problem and solution of a text. (Show-Me Standards CA2-3.4 Evaluate the processes used in recognizing and solving problems; GLE R2Ch Use details from text to identify setting, character traits, and problems and solutions) Assessments: Formative assessment: the students will complete a graphic organizer identifying the main problem and solution of “Dad’s Day.” Summative assessment: the students will identify the main problem and solution of a text in the unit’s post-test. Materials/Resources: “Dad’s Day” passage Blank graphic organizer Pencils Addressing Learning Styles: Visual-Spatial: the students will view the passage “Dad’s Day” on the overhead. Linguistic: the students will use text details from “Dad’s Day” to determine the main problem and solution. Interpersonal: the students will discuss amongst one another the ways to identify the main problem and solution of a text. Intrapersonal: the students will complete their own graphic organizer. Are there any cultural contributions that you can identify in this lesson? If so, what are they? “Dad’s Day” addresses the holiday, Father’s Day. How will you accommodate for the various cultural learning styles in your class? Students with various cultural learning styles will be presented with the passage on the overhead, as well as have personal copies. Students will complete their own graphic organizers, yet review how to find the main problem and solution as a class.

How will you accommodate this lesson for students with learning disabilities or special needs? Two of the ADHD students will pass out the passages and graphic organizers. I will call on students to read the passage aloud so that the special education students have a chance to hear the story being read. I will provide one-on-one instruction if students need further help. The Teacher Will:

1) designate students to pass out the passages and graphic organizers. 2) call on students to read parts of the passage (the passage will also be displayed on the

document camera). 3) call on students to review the ways to identify the main problem and solution of a text. 4) instruct the students to complete the graphic organizer independently.

The Student Will:

1) pass out or receive the passages and graphic organizers. 2) read or listen to the passage being read. 3) describe the ways to identify the main problem and solution of a text when called on. 4) complete the graphic organizer independently.

Anticipatory set: The teacher will have the students remain at their seats. The teacher will then begin by asking the students, “How many of you celebrate Father’s Day each year?” And “What do you usually do on that day?”

Anticipatory set: The student will sit at their desks and raise their hands if they celebrate Father’s Day. They will then share what they typically do on that day.

Dad’s Day

Dad’s birthday was in June, near Father’s Day. Sometimes, they were even on the same day. Isabelle and Hector thought it was unfair when their dad only had one special day in June. Their friends’ dads had a Father’s Day party in June and a birthday party in a different month. Isabelle thought of a way to fix this problem. They would surprise Dad in autumn with Dad’s Day. Hector talked to their mom about cooking a special breakfast. She showed him how to cook eggs and bacon. Isabelle made a special card for Dad. They were careful to keep their plans secret. One day in October, Isabelle and Hector woke up early and crept downstairs. They cooked Dad’s breakfast and took it upstairs with their card. Dad loved his surprise. He said that he hoped they could have Dad’s Day every weekend!



The students were extremely wound up coming in from lunch. They were talking and some were up sharpening their pencils. I had to use the lights as cue for the students to get quiet, as well as assign them a lap at recess. Once the students were on task, they stayed on task. They worked on their graphic organizers and read if they finished early.


During the beginning of the lesson, the students continued to talk with their neighbors about things that had happened during lunch. When asked, “When we come into the room, what do we do?” the students explained how they should have acted. The students remained quiet in their “bubbles of silence” while everyone completed the graphic organizer.


I planned on using this graphic organizer as a checkpoint to examine the students’ comprehension over problem and solution. After analyzing the worksheets, it appears that several of the students had troubles identifying the solution of the passage. Some also had troubles picking out a text detail to support their answer. I think this lesson was somewhat ineffective because I do not think the students were familiar with the type of graphic organizer I presented them with. I think they know the problem and solution concepts, but they did not grasp how to show their understanding using this particular graphic organizer.


effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. If I taught this lesson again, I would first complete the graphic organizer with the students as a class through guided practice. Then I would give the students a second story to fill out the graphic organizer with independently. I think the setup of the organizer confused them, not the actual process of identifying the problem and solution.


about classroom management? I will be more assertive with my consequence and address the misbehaviors sooner (I think I gave the students too much time to settle down on their own before speaking up). I will also make sure that the consequences are carried out so that my warnings do not just sound like “empty threats.”


Name Taylor Miller______________Grade Level _3rd_ Date _10/18/12___ Content Area _ Communication Arts______ Lesson title _Problem and Solution Review_ Objectives: Objective 1: TSWBAT identify the main problem and solution of a text. (Show-Me Standards CA2-3.4 Evaluate the processes used in recognizing and solving problems; GLE R2Ch Use details from text to identify setting, character traits, and problems and solutions) Assessments: Formative assessment: the students will identify the problem and solution of the passage individually before discussing their answers with the class. Summative assessment: the students will identify the main problem and solution of a text in the unit’s second post-test. Materials/Resources: Passage Pencils Addressing Learning Styles: Visual-Spatial: the students will view the passage on the overhead and at their seats. Linguistic: the students will use text details from the passage to determine the main problem and solution. Interpersonal: the students will discuss amongst one another the problem they identified in the story. Intrapersonal: the students will first identify the problem and solution on their own. Kinesthetic: the students will move to different locations in the room according to the answer they choose. Are there any cultural contributions that you can identify in this lesson? If so, what are they? NA How will you accommodate for the various cultural learning styles in your class? Students with various cultural learning styles will be presented with the passage on the overhead, as well as have personal copies. Students will identify the problem and solution on their own, yet be given the opportunity to discuss their answers with the class.

How will you accommodate this lesson for students with learning disabilities or special needs? One of the ADHD students will pass out the passages. The ADHD students will also be given the opportunity to get up and move to different locations in the room. I will call on students to read the passage aloud so that the special education students have a chance to hear the story being read. I will provide one-on-one instruction if students need further help. The Teacher Will:

1) call on a student to read the passage (the passage will be displayed on the document camera).

2) discuss the characteristics of a problem with the students. 3) instruct the students to individually decide which answer they believe is the problem in

the story. 4) instruct the students to move to the designated location in the room according to the

answer they chose: a. Answer A-door b. Answer B-overhead c. Answer C-carpet d. Answer D-middle desk

5) give the students one minute to turn and talk with a partner as to why they chose the answer they did.

6) call on a student from each group to share the reasoning for the answer his or her group chose.

7) instruct students to return to their seats. 8) have a designated student pass out the passages to students at their seats. 9) discuss the characteristics of a solution with the students. 10) instruct the students to individually circle their choice for problem and write down the

solution of the story. 11) walk around the room, monitoring students’ answers and answering questions if needed. 12) call on students to share the solutions they chose and their reasoning for doing so.

The Student Will:

Anticipatory set: The teacher will instruct the students to sit at their seats. The teacher will then begin by asking the students, “Who has ever wanted a new toy? How did you go about getting the toy?”

Anticipatory set: The students will sit at their desks and raise their hands if they have ever wanted a new toy. They will then share how they got the new toy when called on.

1) read or listen to the passage being read. 2) discuss the characteristics of a problem. 3) individually decide which answer they believe is the problem in the story. 4) move to the designated location in the room according to the answer they chose:

a. Answer A-door b. Answer B-overhead c. Answer C-carpet d. Answer D-middle desk

5) turn and talk with a partner for one minute as to why he or she chose the answer he or she did.

6) share the reasoning for the answer his or her group chose. 7) return to his or her seats. 8) receive his or her passage. 9) discuss the characteristics of a solution. 10) individually circle his or her choice for problem and write down the solution of the story. 11) ask questions if needed. 12) share his or her solution and reasoning for doing so.

Name ________________________ Chase wants to buy a new game for his Play Station. The game costs $30, but he only has $20. Chase decides to rake leaves for his neighbors so he can earn money. After raking three yards, Chase earns enough money to buy the game. What is Chase’s problem in the story?

a. Chase wants to buy a new Play Station game. b. Chase doesn’t like to rake leaves. c. Chase doesn’t have enough money to buy the game. d. Chase’s friends won’t help him rake leaves.

What is the solution to Chase’s problem? ______________________________________________

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The students settled down from lunch relatively quickly. They did a good job of walking (not running) to the location in the room that corresponded with the answer they chose. The students were focused during seatwork. During “turn and talk” time, however, the students were off-task and hugging when I walked away.


The students were eager to share their thoughts on problem and solution. During “turn and talk” time, the students’ discussions were only on-topic when I was standing nearby. Whenever I moved to monitor another group, the students talked about things other than their reasoning for the problem they had chosen. While the students were individually identifying the solution of the passage, however, the students remained quiet.


I think this lesson was effective for several reasons. First, I think the students were more engaged in this lesson than others because they got to move around the room, as well as discuss their thinking with their classmates. Even though the students were off-task at one point, they still grasp the concept of the lesson. Also, the children could relate to the chosen passage (since it is about a child who has to find a way to purchase a toy he wants). I believe it was easy for the students to connect to what they were reading. This review seemed to tie up any “loose strings” the students had regarding problem and solution.


effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. If I taught this lesson again, I would move the groups closer together during the “turn and talk” time so I could monitor all of the groups at the same time. This would keep the students’ conversations more on-task. I would also confer with more students during their individual work time to make sure everyone understands the objective.


about classroom management? Based on what I saw and heard today, I will monitor students more closely when they are asked to hold group discussions with their peers. In general, I need to have more of a presence in the classroom so that the students understand that I “mean business.” I think that even just by talking louder and in a more confident manner I can keep the attention and cooperation of my students.

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HOW DO WE IDENTIFY THE MAIN PROBLEM AND SOLUTION IN A …