Literacy LessonTeacher: Ms. MattieGrade Level: 3rd Course Unit: LiteracyLesson Title: Problem and Solution Length of Lesson: 30 minutesFocus Question/Big Idea/Learning Goals: What do you want students to be able to know as a result of this lesson? What questions or big ideas drive the instruction?

Learning Objectives: What do you want students to be able to do as a result of this lesson? Include academic language and vocabulary objectives too. Objectives must be measureable.

Goal: Students will know the problem/solution, attempted solutions, results of the solutions, and the end result to a story.

1. How can you determine the difference between a problem and a solution?

2. How do you know where to look for a problem in a story?

3. Where would the solution be found in a story?4. Can you explain what events can cause a

problem?5. How can you create a solution to a problem?

1. The students will be able to identify a problem in a story.

2. The students will be able to determine a solution to a problem in a story.

3. The students will be able to explain the events that result in a problem.

4. The students will be able to distinguish between a problem and a solution within a given text.

STANDARDS: Reference State (Social Studies and Science) Common Core (Math and ELA only)CCSS: ELAReading Standards for Informational Text K-5Grade 3:8. Describe the logical connection between particular sentences and paragraphs in a text.Academic Language (discipline specific) – list terms Academic Vocabulary (lesson specific)

Problem Solution Attempt Answer Challenge Difficulty Outcome Resolution

Instructional Language: Memorization Prior Knowledge Cooperative Group Reflection Assignment Expectations Independently Conferencing

Armchair Ashes Bargain Boost Charcoal Comfortable Delivered Diner Downtown Engines Exchanged Furniture Ketchup Leather Neighbors Onion Silverware Spoiled Tips Velvet Waitress

Pre-Assessment: How will you determine prior knowledge?

Hook: How will you catch the attention of your students and focus their minds on today’s learning goals?

Real World Connection: How are learning goals relevant to students’ lives?

Student Reflection: How will you provide for student reflection?

Can You Solve the Problem? Online QuizThis online quiz will determine the students’ prior knowledge on problems and solutions. There are four questions total. Each question involves a problem. The students have to determine the correct solution four problems. At the end of the quiz, it will display the amount of questions the students’ got correct and the percentage they scored.

Can You Solve the Problem? Online QuizThe online quiz for the pre-assessment will be used as the hook for the lesson. It not only determines students’ prior knowledge of the subject, but it will engage them at the beginning to get them interested in how every story they read has a problem and solution to be found. It is a brief quiz, but the students will enjoy searching for the correct solution to a problem.

Students need to know how to recognize a problem and the steps needed to reach a solution. For example: Student A needs a better car because the car that the student has now is about to break down. Student A needs to realize the options he/she can take to fix the problem. Student A can do one of the following: sell the car to a junkyard and use that money to put a down payment on another car; trade the car for another and still make payments; save some money and buy another car straight off the lot and keep the money from the other car when it sells; or, save some money for a down payment, sell the other car, and use that money to finish paying off the new car. Problems arise on a day-to-day basis, but there are steps to take or options to choose from to reach a solution.

Students will fill out an After-Work Reflection Form. This reflection form will help assess student learning, but also improve metacognition on the lesson. The questions are open-ended to fit each individual’s own experiences.

ASSESSMENT What evidence will you collect that students have mastered the learning objectives? Students will fill out a Problem/Solution Outline Worksheet. Students will answer the following questions: Who is the story about?; What happened in the story that caused a problem?; Why did this even happen?; What two solutions did the characters attempt to solve the situation?; What were the two results that became of the attempts?; and What was the end result?. Student will also complete an After-Work Reflection Form to provide the teacher with the students’ learning and their areas of strengths and weaknesses. Formative Assessment of Lesson Objectives: How will you monitor and give feedback during the lesson? Be specific.

Summative: How will performance be measured? Students will complete the Problem/Solution short answer worksheet.What evidence will you collect?Check all that apply

How will you define mastery?Attach relevant rubrics and grading criteria as needed.

The teacher will begin to assess their prior knowledge with the pre-assessment Problem/Solution online quiz. The teacher will monitor the students by keeping the students engaged with questions about what

Project Essay Experiment Short Answer Presentation Multiple Choice

Mastery will be defined as achieving 80% or above on the worksheet. . The percentage the students’ need to achieve from this lesson is 80% and above. This percentage will determine

they have read. The teacher will guide the students through the lesson by discussing their prior knowledge. The teacher will use the reflection form to assess their comprehension of the lesson and determine if they were using their listening skills to understand the expectations.

Other _______________

the students’ comprehension of the lesson, or if they will require extra practice or reteaching.

Assessment requires students to: Check all that apply Organize Writing: Draw Conclusions Connection to: prior learning Interpret Make Generalizations life experiences Analyze Produce arguments Synthesize Evaluate information

Academic Feedback: How will you provide feedback to students based upon the data you collected in assessments?The teacher will provide feedback by giving comments to the students. The teacher will conference with the students individually about the comments made, their work, and their reflections. The teacher will discuss with the students what they did correctly and incorrectly, what they can do to fix their mistakes in the future, and why this lesson was important to their learning. The teacher will use the After-Work Reflection Form to conference with the students’ individually about their assignments, where they were most successful, and the area(s) they need to improve in.Learning Segments and Pacing: What strategies, procedures, and transitions, will you use? What essential questions will you address in each segment?

How do learning segments align with objectives and allow for higher order thinking? What questions do you ask that promote higher order thinking?

Materials

How will you begin?Teacher will use the interactive whiteboard to engage the students in an interactive online game, the quiz. This game will pre-assess the students’ prior knowledge and get them involved with the lesson. This game will also test their knowledge of the topic. The teacher will ask :

How can you determine the difference between a problem and a solution?

Time

Beginning

(1. The students’ will be able to identify a problem in a story.)

These are issues that arise on a day to day basis. Students need to understand that if there is a problem, there are options available to solve the issue. These learning segments align with the objectives because the students will distinguish between the meanings of a problem and a solution, and the solution to a problem. Connecting the real world with this lesson will promote higher order thinking.The teacher will ask:

How can you determine the difference between a problem and a solution?

Problem/Solution Online Quizhttp://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=jwildeps

5 min

Transition? Teacher will call the names of the students for the reading group. The students will bring their pencils to the small table to join the teacher.What will you do during the lesson? Time

Teacher will recap with students on what they have learned about dealing with problems and solutions in a story. Teacher will discuss the book and what students remember. The teacher will discuss with the students their assignment for the lesson. The teacher will discuss with students their prior knowledge of the lesson by asking the following questions:

How do you know where to look for a problem in a story?

Where would the solution be found in a story?

What was the solution to the story? Can you explain what events can

cause a problem? How can you create a solution to a

problem?

(2. The students will be able to determine a solution to a problem in a story.

(3. The students will be able to explain the events that result to a solution.)

The learning segment align with the objectives because during the lesson students will have to activate their prior knowledge on the topic. The students will dig for information to let them know when a problem in a story has arisen and when a solution to a story becomes available. Real-World Connection promotes higher-order thinking.

How do you know where to look for a problem in a story?

Where would the solution be found in a story?

What do you think could have caused the fire?

Who are the main characters in this story?

What is the problem of the story?

What steps did the characters take in result of the problem?

What were the results of these steps?

What is the end result to this story?

What did the characters do with the chair at the end of the story?

What was the solution to the story?

Can you explain what events can cause a problem?

How can you create a solution to a problem?

A Chair For My Mother By Vera Williams

Problem/Solution Outline Worksheet

20 min

ddl

Transition? Teacher will ask the students’ one final time what they have learned and what they can take away from the lesson. Teacher will ask the students: How can you create a solution to a problem?How will you close the lesson?Teacher will ask the students what the problem in the story A Chair For My Mother was. The teacher will ask the students what steps the character took to solve the issue.. Teacher will discuss her expectations of the students on their assignment: complete assigned work individually; use complete sentences; use the group book to guide through the worksheet; check finalized work; use correct punctuation; and answer questions exactly as previously discussed.

Time

End

Students will be required to complete an after-work reflection form. This form allows them the opportunity to reflect on their work for the assignment. They will explain what they were asked to do for the assignment, what they liked or disliked, where they excelled at, where they need to improve at, and what they will do for future assignments.

After-Work Reflection Form5 min

Technology Integration Teacher Strategies – Best PracticesHighlight desired bullets; check all that apply

Word Processing Power Point Internet Resources Graphics/Charts Internet Research Web 2.0 Tool(s) Interactive whiteboard

Other:

Highlight desired bullets; check all that apply Student choice Modeling Cooperative learning Independent learning Implementing pre, post, and during lesson activities Teaching metacognitive strategies Hands-on learning/manipulatives utilized Higher-ordering thinking skills Real-world connections Criteria charts created (student-driven; supports learning

by defining and clarifying a task ) Rubrics created (student-centered) Mentor texts Anchor charts (a reference tool that “anchors” new and

ongoing learning to key concepts previously introduced) Research/research materials Evidence of assessment for learning (teacher modifies

instruction based on students’ understanding) Academic language used in context Conferencing Other (please explain)

Grouping Options: How will your groups be organized? What roles will students fulfill? Check all that apply.

Differentiation: How will you differentiate instruction to accommodate individual students’ anticipated learning difficulties, interests, and/or cultural heritage?

Individual Pairs Cooperative Whole Group

At the beginning of the lesson, the students will work together as a whole group to answer

If a student is having difficulty during reading group, the teacher will discuss with that student what is confusing them or what they do not understand, individually. The other students can discuss together their opinions on the questions the teacher will ask or they can look through the book to analyze the

questions that the teacher provides from the online quiz. During the lesson, the students will be working together in small reading groups as they will work cooperatively with each other and the teacher. At the end of the lesson, when they complete their assignment, the students will be working individually to complete the short answer questions on their worksheet.

information, while the teacher works individually with the struggling student. This small group of students did not need accommodations.

Intervention: How will you use the results of the assessment(s) to inform future instruction?

Special Situations in the Classroom? Are there any management and/or safety issues that need to be considered?

Depending on the results of the assessment, the teacher can do one of the following options: go into more specific detail about the topic; teach all elements of a story together or individually; put students in groups or pairs to have them help each other; or, include more activities or technology to provide a more hands-on or visual approach to the lesson.

There are no specific safety issues in the classroom. There is one management issue that may arise during the lesson. One student tends not to pay attention throughout the day. The student does not follow along or follow directions during lessons. When this issue is addressed, the student gets frustrated and becomes emotional. The teacher addresses this issue by giving the student three options: go into the hall to regroup; follow along, follow directions, and participate with the group to do your role; go back to the desk and work independently with no assistance; or the teacher has a conference with the student about his behavior.

Rationale/Theoretical Reasoning: What sources support your pedagogy and methodology? Why have you chosen the strategies you have elected to use?Rationale:The teacher strategies, technology integration tools, differentiation strategies, the procedures before and during the lesson, formative assessment, and how the lesson connects to the real world supports the pedagogy of this lesson. The learning segment, which details the procedures that the teacher will take to certify that the objectives for the lesson have been met, supports the methodology of this lesson. The students seem to respond well to technology instruction before assigning them work based upon my observations. So the lesson will begin with technology interaction to engage the students’ interests. The small group that will be taught during the lesson needs extra help with instruction. The teacher will provide the extra help for these students by working with them individually and as a group. The teacher will provide more instruction and examples to build their comprehension. All these strategies will give these students the extra assistance they need to work independently with no assistance.

Theoretical Reasoning:Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001). I will adjust my instructional approaches to meet the needs of the students who are struggling with the concept by discussing with them individually what they are confused about. By engaged learning, all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation (Greg Kearsley & Ben Shneiderman). Students are engaged within small groups that will require them to interact with their peers, and evaluate, analyze, and interpret information within given text to provide evidence to the focus questions and the problem/solution outline worksheet. Scheffler and Logan (1999) emphasize the integrating technology not only involves the attainment of computer skills but also consists of a process in which learners try, fail, access, evaluate, analyze, and apply meaningful tasks including but not limited to researching, analyzing data, applying and representing knowledge, communication, and collaboration, and use it as a tool to teach subject matter, to promote

problem-solving, and higher-order thinking skills. The teacher will use the interactive whiteboard to pre-assess the students’ prior knowledge, which will require them to evaluate, analyze and demonstrate their knowledge of problems and solutions. The technique of concept mapping was developed by John Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students and stressing the importance of prior knowledge in being able to learn new concepts. By using the Problem/Solution Outline Worksheet, the students will use their prior academic learning from the pre-assessment and the group discussion to connect to their new knowledge of the concept to show a high level of comprehension of the concept. Rowntree (1988) says you should prepare for it beforehand, participate actively during it, and reflect on it afterwards, which is applied to working in small groups. Students will use the After-Work Reflection Form to reflect on their participation within the group and their completed assignment. This form will help the students’ to understand what they were asked to do within the assignment, what they did best, what they could improve on, and what they will do for future references.

Sources:1. http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm 2. http://www.tused.org/internet/tused/archive/v2/i1/fulltext/tusedv2i1s1.pdf 3. http://home.sprynet.com/~gkearsley/engage.htm 4. http://cmap.ihmc.us/publications/researchpapers/originsofconceptmappingtool.pdf 5. http://www.science.ulster.ac.uk/nursing/mentorship/docs/toolkits/Reflection.pdf