Name: Zannatul Farah

Subject Story Structure

Title of Lesson Determining the problem and solution in a story

Standards 1R1: Develop and answer questions about key ideas and details in a text. (RI&RL)

1R3: Describe characters, settings, and major events in a story, or pieces of

information in a text. (RI&RL)

Objectives The ability to understand and retell what the problem and solution is in a story.
Four components: The ability for students to understand the difference between problem and
Learner, Behavior, solution.
Condition, Criterion

Prior Instruction Understanding what character, setting, beginning, middle, and end is in a story.

Academic Language Problem, solution

Demands and prior
knowledge
List academic What is a story structure?
vocabulary required - Story structure are the order of events that happens in a story. A story
consists of beginning, middle, and end.
- For example: The Three Little Pigs
o Beginning: There are 3 little pigs who each built a house with
different materials; straws, sticks, and bricks.
o Middle: The wolf blew down the houses made of straws and sticks
and two of the pig’s homes broke down.
o End: The wolf tried to blow down the house made of bricks but
couldn’t. The wolf failed and the other two pigs built their homes
with bricks as well.

What is a problem in a story?

- A problem is something that goes wrong or something that needs to be
fixed or solved.

What is a solution in a story?

- A solution is the answer to the problem or the way how the problem is
fixed or solved.
- For example: The Three Little Pigs
o Problem: The wolf was bothering the pigs and broke two pigs’
 homes by blowing them down.
o Solution: The wolf was not able to blow down the house made by
bricks by the third pig. The other two pigs also used brick to build
their home.

Assessments Pre-assessment worksheet.

Assessments will help me understand the students understanding level.
Indicate ongoing
assessments
throughout the lesson
as well as the final
check for
understanding

Attach rubric if
applicable

Materials Paper, pencil, visuals (differentiated according to the level of groups)

- Pre-assessment worksheet
- Laptop to show the powerpoint

Procedure

Gain Student Think of a time where you and someone else had an argument about something.
Attention How did you fix that argument?

For example:
- My friend and I want to go to the park. There’s a huge rainstorm outside
and the entire park is wet. As much as we didn’t want to stay indoors, we
needed to and decided to play with legos.

Review Critical Understanding what character, setting, beginning, middle, and end is in a story.
Prerequisite Skills Discuss the meaning of a problem and solution.
All students should
show ability to
perform skill

State the daily lesson Students will be able to identify the problem and solution in the story.
objective that will be Students will be able to answer questions about problems and solutions after
communicated to the reading a story.
students
This needs to be
written in student
friendly language.

“I do” (Visuals will be provided for all slides)

Explicit Modeling
Time required is 1. My brother doesn’t feel good, and he has a fever. What should I do?
based on objective a. Take him to the doctors.
requirements. b. Do nothing.
Think aloud of the
skill. Including clear, 2. The glass of milk spilled all over the dining table. What do I do?
consistent and concise a. Leave the milk on the table and leave the room.
language. b. Take napkins/tissues and wipe the mess.
Provide several
models.
Involve students in the
later models (ask
questions in which the
answers rely on
knowledge from the
first model or previous
knowledge)

“We do” (Visuals will be provided for all slides)

Prompted or Guided
Practice 1. It is time for math, but Kathy does not understand the math worksheet.
(taking them through What should she do?
guided practice). More a. Sit there and not do anything.
than one practice b. Raise her hand and ask her teacher for help.
opportunity.
Indicate faded 2. Leah didn’t study for her test. When she got her test back, she realized that
prompts. (TAR: Tell she failed. Her teacher gave her another chance to retake the exam. What
the students how to do should Leah do?
it, Ask them how to a. Do nothing. It’s just a test, there will be more later.
do it, Remind them b. Leah should study for her test and if she has any questions, she can
out to do it) ask her teacher for clarification.

Physical prompts to
verbal prompts when
applicable.

“You do” Worksheets will be provided based on levels and understandings for students in
Unprompted the high tier group, middle tier group, and intensive support group for students
Practice who need more support.
Demonstration of the
skill while being Students in the high tier group will independently answer questions in complete
monitored. Some sentences.
lessons will not have
an opportunity for Students in the middle tier group will be independently answering combined
independent mastery. multiple choice & writing complete sentence.
Small groups do not
count as independent Students in the intensive support group will be completing multiple choice
performance. questions.
(small groups may be
to keep students at a *See below*
level of higher
prompting)
Closing Review what we learned, problem and solution.
1) Brief review of Students will provide an example of a story with a problem and a solution.
what was learned.
2) Preview the next Students will be able to retell what the problem and solution is in a short story.
lesson Students will be able to understand the difference between problem and solution in
3) Assign Independent a short story. Additionally, students will demonstrate this by answering questions
Work about problems and solutions.
Tip: This should
bring lesson to full
circle and address
the daily objective
and the language
function (s)

Targeted Students Group 1 (high tier): Students will be given a story that contains a problem and a
Modifications/ solution along with questions in which they will have to write out the answers.
Accommodations Once the first worksheet is complete, they will be given a second worksheet which
(IEP) they will write about a time they faced a problem and what their solution was. If
(e.g., extended time) the students can’t think of a problem they faced, they can make up a story with a
problem and solution. The second worksheet will be given only if they finish the
first worksheet and if there is time left over.

Group 2 (middle tier): Students will be given a story that contains a problem and a
solution along with combined multiple-choice questions they will have to circle
the answer to and a question that requires complete sentences.

Group 3 (intensive support tier): Students will be given a story that contains a
problem and a solution along with multiple-choice questions in which they will
have to circle the answer they think is best.

Small Group Group 1 (high tier): Students will be given a story that contains a problem and a
Modifications/ solution along with questions in which they will have to write out the answers.
Accommodations if Once the first worksheet is complete, they will be given a second worksheet which
applicable they will write about a time they faced a problem and what their solution was. If
(e.g., simplified the students can’t think of a problem they faced, they can make up a story with a
vocabulary read problem and solution. The second worksheet will be given only if they finish the
aloud). first worksheet and if there is time left over.

Group 2 (middle tier): Students will be given a story that contains a problem and a
solution along with combined multiple-choice questions they will have to circle
the answer to and a question that requires complete sentences.

Group 3 (intensive support tier): Students will be given a story that contains a
problem and a solution along with multiple-choice questions in which they will
have to circle the answer they think is best.

Technology Computer for powerpoint

Applications Used

Blooms Taxonomy What does a problem mean in a story?

Please indicate the What does a solution mean in a story?
levels of questioning
addressed in this How can you determine a solution to a problem?
lesson. For example: if you were playing with your friends outside and you fell and cut
your hand or your knee, you should go to an adult for help.