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Lesson Plan One

Jessica Hatcher
EDIS 4882

Context​:
Ms. Rogoff’s 3rd, and 4th block 7th Grade English Classes.
Friday, 21st of October, 2016

Virginia SOL(s)​:
7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
j) Identify the author’s organizational pattern.

Objectives (UKD format)​:

Students will understand:
1. That problem and solution is one way to organize narrative nonfiction.

Students will know​:

1. A problem and solution text is one organized by first stating a problem and then
suggesting one or more solutions.
2. A problem is a dilemma or a situation that needs to be solved.
(​http://www.ereadingworksheets.com/text-structure/patterns-of-organization/problem-and
-solution/​).
3. A solution is something that was, can be, or should be done to remedy the problem
(​http://www.ereadingworksheets.com/text-structure/patterns-of-organization/problem-and
-solution/​).

Students will be able to​:

1. Identify what the “problem” in an article is, using a graphic organizer.
2. Identify up to three potential solutions to that problem might be, according to an article,
using a graphic organizer.

Formative Assessment​:
❖ Completed Graphic Organizer (Formal)
Students will fill out a graphic organizer as a whole class for the first article. I will model the
process of identifying the problem and potential solutions on the board by writing them out
explicitly. Students will be instructed to copy down those problems and solutions. Students will
also use the graphic organizer when they read the second article and identify the problem and
solutions on their own. For ​feedback​ at the end of class we will go over what the problem and
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potential solutions are together on the board. ​Grading criteria​ will be based on participation: have
they filled out their graphic organizer to completion?

❖ Verbal Summary (Informal)

At the end of class I will ask a few students to summarize what we did today, trying to call on as
many students as possible (of those who raise their hands). If a very small number of students
raise their hands or their answers indicate that they do not understand the material, than I will
plan on reteaching next class.

Materials Needed​:
Print out of graphic organizer (see Appendix One)
Google slides (see Appendix Two) and projector
Article One: ​https://newsela.com/articles/disney-findingdory/id/17110/
Article Two: ​https://newsela.com/articles/student-testing/id/8679/
White board and markers.
Students should each have their laptops.

Instructional Steps​:

I. Hook
For a hook I will show them a Colgate ad for dental floss (see slide one, appendix two). The add
depicts a couple with a man who has something stuck in his teeth and a woman with six fingers.
The idea behind the ad is that the stuff in the teeth keeps you from seeing what else is going on.
It is an example of a problem and solution text in that it presents a problem: stuff in teeth, and
inability for the audience to see properly, and a solution: Colgate dental floss.
To lead the students to this conclusion I will first ask them what the ad is a picture of? I’ll give
them a few minutes to talk about the man before I lead them to the two people’s relationship, and
her hand. Then I will ask them what the ad is trying to sell and how it is trying to do it. After that
I will point to the problem and solution by writing them out on the board.

II. Lecture: Article One

Following the hook I will turn the slide to the title of the article (slide two, appendix two). We’ll
read the title as a class and I’ll ask if any of the students like ​Finding Dory​ and ​Finding Nemo​.
Then I’ll ask them if any of them wanted a Dory fish or a Nemo fish as a pet after seeing those
movies.

Following that I will turn to the next slide, which has the portion of the article outlining the
problem. I will ask the class for a volunteer to read aloud. After we’ve read the passage I will ask
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what the problem is and then write it on the board, instructing the students to write it on their
graphic organizer.

Following that I will turn to the final slide, which has the portion of the article outlining some
potential solutions. I will again ask for volunteers to read aloud. Once we’ve read the entire
passage I will have students come up and identify with whiteboard markers where they think the
passage indicates potential solutions. Once I feel that the students have found all of the solutions
I will write them on the board and instruct the students to write them on their graphic organizer.

III. Practice: Article Two

After we have gone through the ​Finding Dory​ article I will have the students get out their laptops
and go to the second Newsela article, which is on standardized testing, with an elbow buddy.
I will circulate the room as they are reading and ask questions, ensuring that they know how to
identify the problem and solutions and that they are identifying the correct problems and
solutions.

III. Debrief
After all of the students have had time to read through the article I will bring them back together
as a whole class. I will quickly go over the second article with them, writing what the problem
and solutions are on the board. Then I will ask them to summarize what we did in class
(Formative Assessment two).

Differentiation for different learners​:

Students will read the second passage on Newsela, which means that they can adjust the lexile to
suit their reading level.
Students will read the second passage with an elbow buddy, which means that they can use
strategies like thinking aloud and asking questions when they are confused about something.

Technology Use​:
During the lecture I will use google slides. I will project it directly onto the whiteboard so that
students can come up and use dry erase markers to directly point to where in the passage they
think the problem and solutions are.
During the practice students will use their chromebooks to read the second article.
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Appendix One​:
Graphic Organizer

Problem Solution 1 Solution 2 Solution 3

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Appendix Two​:
Slides
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