Direct Instruction Lesson Plan Template

Grade Level/Subject: 3rd /Reading

Central Focus: Identifying the problem and solution in a story

Essential Standard/Common Core Objective:

CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence
of events

Date submitted: 101/19/14

Date taught: 10/28/14

Daily Lesson Objective: Students will identify the problem and solution of a fiction text by using the stem The problem
is
and the solution is
.
21st Century Skills:

Academic Language Demand (Language Function and Vocabulary):

Language Function: Identify
Vocabulary: Problem, solution
Prior Knowledge: Based on standard 3 of the ELA CCSS for Reading Literature, students should be able to describe
characters, settings and major events in a story using key details, and describe how characters in a story respond to major
events and challenges.
Activity

Description of Activities and Setting

Have you ever had a problem? How did you fix that problem?

1. Focus and Review

2. Statement of Objective
for Student

Today we are going to learn how to identify the problem and solution in a
text. We identify the problem and solutions to help us better understand the
important information in the story. When we are finished you will be able to
identify the problem and solution your own books during independent
reading. I will first model for you how to find the problem and solution and
then we will work together and then you will do it on your own.
While we read it is important to pay attention to the problem and solution in
a story. Here on the anchor chart you it says a problem is an issue that needs
to be solved and the solution is how the problem is solved. To find the
problem and solution of a story we have to read the whole story and pay close
attention to the characters feelings and big events that happen throughout the
story. Good readers do this so they are able better understand the important
information in the story.
Im going to read to you the book Chrysanthemum by Kevin Henkes and
identify the problem and solution. While Im reading I have to pay close
attention to the events in the book to be able to find the problem and solution.

3. Teacher Input

I will read the first 5 pages and stop and do a think aloud. So as Im reading I
can see that Chrysanthemum loves her name and she is very happy about
starting school. Im going to read a little bit more to see if her feelings
change.
I will read the next 2 pages and stop and do a think aloud. So now
Chrysanthemum doesnt like her name because her classmates are making fun
of her name. This seems like an issue that needs to be solved, so Im going to
keep note of this in case I find a solution in the story to this problem.
I will continue to read the rest of the book. So at the end of the story, Ms.
Twinkle saves the day by telling the girls she is also named after a flower and

Time

that she will name her baby after a flower making the other girls want to
change their names to flower names.
Referring back to the anchor chart, I will use the stem on the anchor chart.
Im going to use this stem to help me find the problem and solution. (It will
be wrote on a big sticky note for everyone to see
The problem is
and the solution is
.
So the problem is that chrysanthemum is being made fun of by her
classmates because she is named after a flower. The Solution is Ms. Tinkle
tells the girls she is also named after a flower and the girls want to change
their names to flowers and Chrysanthemum loves her name again.
Now lets try to find the problem and solution of a story together.
We are going to reread Julius the baby of the world and identify the problem
and solution. With your neighbor turn and talk about the problem in this
book What happened in the book? What is the problem in the story? How
did they solve the problem? So lets use our stem to help us:
4. Guided Practice

The problem is

and the solution is

6. Assessment Methods of
all objectives/skills:

Students should be able to say The problem is that Lily doesnt like her
brother because she feels like Julius gets all the attention. The solution to the
problem is that once cousin Garland started to talk bad about Julius, Lily felt
like she needed to stick up for her baby brother and she had a change of
heart.
Now you will go back you your seat and during your independent reading you
will identify the problem and solution of one of the books you have already
read or you have almost finished reading. I will give you each two sticky
notes and on one write down the problem and on the other write down the
solution. Use the stem we used earlier to help you gets started. Once you have
completed your sticky notes you will turn them in at the sticky wall and I will
check them.
Students will identify the problem and solution in a book of their choice by using the stem,
The problem is
and the solution is
.

7. Closure

What do we know about problems? Does every problem have a solution?

What is a Solution?

5. Independent Practice

8. Assessment Results of
all objectives/skills:

All of the students completed two sticky notes with the stem and answer written on each.

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

For high performing students, I will ask them to think

about the story they read and ask them do they think
there is another problem and solution in their story. I
will also ask them where there many little problems in
your book or was there on big problem and did all these
little problems lead to the big problem?

For students having difficulty understanding the concept the

special education will work with them during their independent
time to take a close look at the book they are reading or choose
a small, easy book that they could read quickly and go through
the steps of finding the problem and solution and using the
stem.

Materials/Technology:
Books: Chrysanthemum, Julius

Big and small sticky notes

Anchor Chart paper

the baby of the world

References:
http://betterlesson.com/community/lesson/24279/plot-structure-problem-solution

Reflection on lesson (if taught):

When planning my lesson I had a lot of help from my clinical teacher. She provided me with the books to use
for the lesson and the materials I needed to make the anchor chart. When making the anchor chart I had to
remember that I was limited on space and that the vocabulary should be appropriate for third graders to
understand. After creating the anchor chart and reading the books, I felt more comfortable and prepared to teach
the lesson. When introducing the lesson to the students, they were to be fully engaged. I had no behavioral
issues during my lesson and all students participated. I really tried to conduct the lesson like the classroom
teacher would so that the students didnt feel uncomfortable and would act the same way they did when she was
teaching. After reading and showing students how to identify the problem and solution, I think I was a bit
nervous at first because I didnt want to mess up or tell them the wrong things but after we went over the
second book together during Guided practice I think I loosened up. The turn and talks during guided practice
went really well. Students stayed on topic and I went around listening to some of their answers and they seemed
to have an understanding and they were using the stem I had provided on the anchor chart. Once I sent the
students off to their independent reading spots I went around and listened to some of the students ideas and
helped those that were struggling. At times I felt like I was disrupting the student when I was checking on them,
so I think I could have probably waited a few minutes instead of immediately checking on students. I think my
lesson went pretty well in all. I still have a few things to work on, especially my confidence. I also need to work
on time management. I honestly had forgotten about time but luckily my clinical teacher was able to signal me
when it was time to transition. All in all this was a great two week experience and I cant wait to start my
yearlong.