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Ashley Runyon

February 13, 2015


Creative Problem Solving
Title: The Other Side
Subject: Reading
Grade Level (s): Third
Duration: 180 minutes (this may take multiple days)
Type of Lesson: Creative Problem Solving
Standards and Elements:
Creative Thinking & Creative Problem Solving Skills
3. Demonstrate skills in fluency and flexibility to solve problems or create new products.
4. Develop original ideas, presentations, or products through synthesis and evaluation.
5. Clarify, illustrate, or elaborate on an idea for product improvement.
9. Monitor and reflect on the creative process of problem solving for future applications
Advanced Communication Skills:
1. The student uses written, spoken, and technological media to convey new learning or
challenge existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized,
includes relevant supporting examples and manipulation of language.
7. The student responds to contributions of others, considering all available information.
9. The student maintains a journal or log for self-reflection and/or self-evaluation.
10. The student supports and defends his/her own opinion while respecting the opinions of
others.
HO/CT Skills:

1. Ask probing, insightful, and relevant questions.


2. Respond to questions with supporting information that reflects an in-depth knowledge of a
topic.
3. Conducts comparisons using criteria.
ELACC3RL1:Askandanswerquestionstodemonstrateunderstandingofatext,referring
explicitlytothetextasthebasisfortheanswers.
ELACC3RI3:Describetherelationshipbetweenaseriesofhistoricalevents,scientificideasor
concepts,orstepsinatechnicalprocedureinatext,usinglanguagethatpertainstotime,
sequence,andcause/effect.
ELACC3RI6:Determinetheirownpointofviewfromthatoftheauthorofatext
ELACC3RI7:Useinformationgainedfromillustrationsandthewordsinatexttodemonstrate
understandingofatext.
Summary:
The students will analyze and infer a problem given in the text to create a solution. Students will
be able to collaborate as a group as well as a class to determine the most feasible solution for the
character in the story and its lasting impact.
Enduring Understanding(s): Creating a solution to a specific problem
Essential Question(s): What is the effect of feeling like you do not belong? How can someone
resolve his/her conflict? How can you use text evidence to create a solution?
Evidence of Learning:
What student should KNOW:
1. Students should know meaning and causes of segregation.
2. Students should know story elements (plot, text features, setting, characters, etc).
What student should BE ABLE TO DO:
1. Students should be able to support their opinion citing text evidence and supporting
details.
2. Students should be able to create a timeline.
3. Students should be able to conduct an in-depth discussion using evidence provided.
4. Students should be able to create a multi-step solution to a problem.
Suggested Vocabulary:
Criteria, visualize, evidence, plot, varied, feasible

Procedure:
Each Step of the Strategy:
1. Hook:
a. Have students close their eyes as the teacher reads aloud the visualization.
Students will record their answers to the following questions in their packet:
i. How did you feel during this experience?
ii. How did you feel after the experience?
iii. What do you think will happen now?
b. Students will share with the person next to them their answers. As a class, discuss
any similar emotions found amongst partners.
2. Background Knowledge: Introduce the book The Other Side to the students. Read to
page 8. Then, the teacher will read the story a second time. The students will be
instructed to list all of the important details and text evidence that they hear while
listening on the second page of their packet.
3. Groups:
a. The students will randomly choose a grouping stick labeled from numbers 1-20.
Each table will have a number in groups of 5 (1-5, 6-10, 11-15, and 16-20).
Students will go to their assigned table.
b. The students will collaborate with their group the facts and evidence they
recorded. Students will create at least three questions that they will need to
completely understand the problem.
c. As a class, the teacher will randomly call out different numbers and that number
from the group will share one question. The class will compare questions to see
what others were thinking.
d. Students will then move onto Step 2: Problem Finding. As a group, students will
brainstorm any problems that may result from the two girls not being able to play
together. Remind students that no idea is too crazy. The brainstorming should
have quantity, wild and crazy, relate/go off of the ideas of others, and contain no
judgment. Students may refer to Rules of Brainstorming hand out in packet.
e. Teacher will randomly ask students to share answers (call on someone wearing
red, birthday month, oldest person, etc.).
f. After hearing all of the results based off of the problem, students will create a
problem statement.
i. Remind students that this statement starts off with a question word, how,
and therefore needs to be written as one (question mark).
ii. For example, when referring to the environment, the problem statement
could be how might we create and enforce laws to reduce pollution?
1. This question has both the problem and the solutionthe problem
is pollution, and the solution would be to create and enforce laws.

g. Again, remind students of the rules of brainstorming. Students will brainstorm


with their group all possible solutions to solve the problem. Students must decide
which of their solutions their top five are.
h. Once the top five are selected, the teacher will direct the students attention to
Step 4: Solution Finding. The teacher will explain to students that this is where
they will think of a criteria that would evaluate the solutions to their problem.
The teacher will compare this to a rubric they have seen when writing an opinion
piece. The criteria is what the problem would be judged on (i.e. time periodis
this something that could be done or seen in that time period?). This will be
ranked 1-5, 1 being the worst and 5 being the best. Students will come up with
five different criterias for their top five solutions and record them on the chart.
The column with the highest number of points is the winner.
**Teacher may need to scaffold this for students. For example, place on an
example on the board of a made-up ranking or help struggling groups.
i. The groups will then be asked to share their most reasonable solution based off of
the numbers. Students may reflect if they believe this is the best and explain why
or why not. As a class, compare if any groups had the same solution.
j. The teacher will tell the students to go to Step 5: Acceptance Finding. Here,
students will now create an Action plan to go along with their solution. Remind
students that this is much like their goalsyou need to create a goal and then
steps on how to reach it. Students will record who should be involved, the
resources they will need for this action plan, and create a timeline to implement
their plan. Students will create a way to measure this plan by recording how they
will know if the plan is successful.
k. As a class, the member of the group who has not shared yet will briefly read the
steps to their action plan.
l. The teacher will instruct students to now create the action plan. Students will be
given a choice as a group on how to do so. Options include creating a video,
writing an alternate ending, creating a song/poem/rap, a persuasive letter, or
creating a poster/website/powerpoint. Students will be provided with the
Creative Problem-Solving Skills rubric to know what is expected of them.
m. Once action plans are complete, students will present in front of the class. On a
sheet of paper, students will record questions or positive comments about each
others presentations (this may include similarities or differences between own
plans).
Assessment:
Students will be assessed informally through observation while taking pictures of presentation as
well as take into consideration the class discussion. Students will be formally assessed using the
rubric Creative Problem-Solving Skills on their presentation as well as the packet completed in

class. The teacher will specifically look for text evidence, thick questioning, reasonable
problems/solutions, the evaluation of their solution, reflection, and quality of work/work ethic.
Technology Integration:
Technology will be utilized for students synthesis (presentations). Students will be able to use
technology to conduct research on the problem they believe is in the story and additional
questions they may have. Technology may include chromebooks, ipads, and desktops.
Differentiation:
Low (including students in RTI/ESOL): These students will be able to create a video/voice
recording answering each question in the packet instead of writing. Students may also choose to
draw pictures or use clipart to explain their thinking/create their action plan.
Synthesisstudents will have different options to portray their knowledge/ability when
explaining the action plan.
On Level: Students will create a criteria chart using a minimum of three problems, solutions, and
criteria.
High: Students must create a criteria chart using five problems, solutions, and criteria.
Extension:
Option 1: Students will read the rest of the story. Students will compare/contrast their action plan
to the one the author wrote. Students will analyze the solutions and decide which one is best for
the character. Students may choose from the previous synthesis, including writing a letter to the
author, explaining their beliefs.
Option 2: Students will read another book from the author. Students will compare/contrast the
problems/solutions of each story, as well as story elements and text structure. Students will create
a book mimicking the authors writing style. The book must include a problem and solution.
Resource(s)/Material(s):
-

20 copies of Creative Problem Solving packets


Copy of The Other Side by Jacqueline Woodson
20 copies of rubric for Creative Problem-Solving Skills
Technology (chromebooks/ipads/desktop/overhead projector)
Document Camera for displaying reading (optional)
Chart paper (for students who choose this option for synthesis)
Markers (for students who choose this option for synthesis)
Pencil/pen/paper to take notes during reading/presentations