LANGUAGE ARTS

APRIL 19, 2021

1.FOCUS QUESTION: How do I effectively
communicate my understanding about the Parish
Council and how this system of governance
operates in the Jamaican context?
2.STRAND: Reading for Meaning and Enjoyment
(Comprehension) (2 Weeks)
3.TOPIC: Problem and solution text structure
4.Objectives: Students should be able to:
5.1. Identify problem and solution text structure
6. 
SUCCESS CRITERIA
Identify I can identify problem and solution in a text

Explain I can explain what problem and solution text structure is

I can represent problem and solution information on a graphic

Represent organiser

I can persist in learning and applying problem and solution text

Persist in structure.
 ENGAGE
Teacher will brainstorm.
Mark has 97 masks. He uses 44 for his last
performance. How many masks does he have
left?
1. You go to math class one day and you see this
information on the board, what would you do?
2. Why would you do it?
 EXPLORE
A discussion will follow in which students will be introduced to problem and
solution text structure. This will be done using a scenario and T- Chart.

Scenario
• For about a week I was unable to do my laundry because I was without piped
water. I called my councillor who decided to call the office of the National Water
Commission. When he called he was told that the pump was damaged and as a
result the area is without water. On hearing that, the councillor made the decision
to have water trucked to the area so that persons could get water.
EXPLORE – DISCUSSION OF SCENARIO
Identify the problem and solution from scenario read.
T-Chart
Problem Attempted Solution
1. There was no water in the area. 2. Water was trucked
2. Unable to do laundry (wash her a. Councillor was calledCouncillor
clothes) called the National Water
3. The pump was damaged. Commission

RESULTS
1. Water was trucked to the area
EXPLAIN
1. From previous activity done, students will explain what they think problem and
solution text structure is and why they think those two words in the scenario
are highlighted.

2. Teacher will then, with the aid of a chart, provide additional information about
problem and solution text structure and how signal words can help in
identifying problem and solution. Students will be reminded of the different
signal/transition words.
TEACHER’S
EXPLANATION
Transition: words that help writers connect
ideas between sentences and paragraphs
Signal word: a word or phrase that gives an
idea about what we might expect to come
next, just like road signs or traffic signals
that let drivers know what's coming up.
 Teacher will access
student’s prior
knowledge.
• Are you familiar with the
ENGAGE question words? What are they
called?
• When you go to ask a questions
what are the five words that
you use?
TEACHER’S EXPLANATION
WITH CHART
5W’s
who: a person in a story
what: used in a question to get information about a thing
when: at which time or during a time period
where: the place where something happens
why: the cause or reason that makes an event happen
HOW
How did it happen
EXPLORE - VIDEOS
 Teacher will have students use information from
focus question to make connections to concept
being taught.

They will be shown a picture of a deplorable

condition (persons selling on the streets and not
utilizing the market).

EXTEND, From picture they will be lead through questioning

EXPLAIN to make inferences about the nature of the problem
and offer possible solutions for these problems.

This information will be represented on a graphic

organizer. Teacher will guide the process.
PICTURE
GRAPHIC ORGANISER
Problem Who
What
Why
 

Solution Attempted
Solutions
Results

1. 1.
2. 2.

End Results
 EVALUATE
Students will: 1. Complete a problem and
solution text worksheet.
INDEPENDENT
LEARNERS
1. Use information from worksheet
part 1 to summarize the problem
and solution with a paragraph
frame.