Problem/Solution

Lauren Nearhoof

Unit: “Franklin R. Chang-Diaz”

Skill: Problem and Solution

Essential Question: How can you use your knowledge of problem and solution to identify them in a nonfiction text?

Assessment Prompt: Can you evaluate the problems located on the graphic organizer and identify the solution by citing evidence from the text?

Standards:

·        R6.B.3.3.1: Identify, explain, and/or interpret text organization, including sequence, question/answer, comparison/contrast, cause/effect, or problem/solution.

·        R6.A.2.1.2: Identify and apply meaning of content specific words used in text.

·        R6.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text as a whole.

Materials:

·        Leveled readers

·        Problem/Solution Graphic Organizer

·        Specified groupings

·        Note cards

Activating Strategy:

1.      Ask students to “think, pair, share” about what problems could arise during space travel.

a.       Have students think for 1 minute silently

b.      Have students pair with a student in close proximity

c.       Have students share the problems they identified

2.      In pair, have students come up with solutions for the problems identified

3.      Take volunteers to share the problems/solutions found during activating strategy

Teaching Strategy:

1.      Discuss with the students the differences in problem/solution based on text genre

a.       In fictional texts, problem and solutions can be unrealistic, exaggerated, or “too good to be true”

                                                               i.      Examples: Harry Potter uses the indivisibility cloak to investigate Hogwarts without being seen

                                                             ii.      This is unrealistic

b.      In nonfictional texts, problem and solution have to be realistic and based on true facts

                                                               i.      Franklin R. Chang-Diaz didn’t have the money to travel to the United States so he got a job and saved the money for a one-way trip

2.      Ask students if his/her definition of problem/solution has changed since yesterday after discussing the different types

a.       Have students rewrite a definition of problem and solution on a note card

b.      Have students share his/her definitions with a partner

c.        Take volunteers from the class to share

d.      Tell students to keep this note card for reference for the remaining of this unit

3.      Introduce the two leveled reader text options

a.       Read the Title

b.      Show students the cover

c.       Give a brief scenario about each book

4.      Have students decide which book they would like to read and find problem/solutions with

a.       Call students up one row at a time to pick a book

b.      Give student the corresponding graphic organizer

5.      Give students instructions

a.       Read silently the book you chose

b.      Fill out the graphic organizer correctly

c.       Inform students that this will be taken as a grade to show individual knowledge of problem/solution

6.      Monitor the students as they read to insure that everyone is staying on task

7.      As students finish, have one student from each book selection meet for a “book talk”

a.       In the book talk, students will summarize what the text was about only identifying the main ideas

b.      Students will read the problems that arose during the text

c.       Students will read the solutions to the problems

                                                               i.      Make sure that students are finding the solutions in the text, not creating his/her own to the problem

d.      Have students swap roles and discuss the same topics about the other book

8.      Bring students back into full group instruction

9.      What are some similarities between the two texts based on your book discussion?

10.  What are some differences between the two texts based on your book discussion?

11.  Evaluate which genre each text is from- fiction or nonfiction

a.       Have students defend his/her answer using knowledge about the two types of genres

Summarizing Strategy:

1.      On the back of the note card have students reply to the following prompt:

a.       3 main ideas from the text (can be a quick list)

b.      2 problems that arose from the text

c.       1 reason why the problems occurred

2.      Once students are completed with this, have them place their card on the front desk before exiting the room