Good Readers Connect With the Problems in the Stories They Read
Lesson 4 of 11
Objective: SWBAT...identify and evaluate the main problems in the text "Bud Not Buddy"
Creating the Purpose
I start the lesson by asking my student conflict managers group to come up to the front of the class and share their problem solving strategies. You could also ask a group who worked out a recent problem to come up and share. I ask them "How do you determine who is right and who is wrong?" Students share.
I then tell students that sharing details about what happened is like slowly changing an opinion into a fact. Every supporting detail you can prove brings you closer to the determining the truth.
I introduce the objective by stating that today we are going to all act like conflict managers and practice identifying the main problems in text (Problem solution chart) we read so that we can figure out what the "big or main" problem is.
Guiding the Learning
I continue to teach in a similar format because I want students to practice first with the whole class to learn the expectations for the big idea of the lesson, then with the class to practice to learn the expectations for the section of the response sheet we are focusing on, and then to meet independently to share what they learned and apply it to a different section of reading. This three step process has proven to be very effective in getting students to the place where they can complete and share their worksheets independently.
I start today's lesson by passing out the copies of the Identifying the problems presented in the text and projecting a copy on the board.
I share that I want students to read along with me with the purpose of determining what the main problem is in the text. I review the chart for what good readers do.
Good Readers - Read (part of the passage), Pause (to think about what is being shared in the reading), Evaluate (What is the main problem? Is this supported with evidence in all the sections?) and Respond (Write down our thoughts and ideas on paper or notes)
I tell them that they may underline ideas or ask questions as we read if they want to. This keeps them more actively involved in this longer passage and helps them practice these strategies.
I read the first story and think aloud, "I know they want to plant a garden and this will be a lot of work. They get money and help from others, but what started this to idea to plant the lot?" I reread the first paragraph "Even when they picked up the trash, the lots did not stay clean. Wind blew trash there from the street" and state the main problem is "the empty lot looks bad because it keeps getting filled with trash".
I add this to the worksheet and write in what happened first, then, last. I think aloud that the lesson students learned (Common Authors Messages in books) was cooperation - working together to solve a problem.
I ask students to choral read with me as we read the next passage. We work together to respond to the text questions.
I then have them complete the last one with their partners and to respond to the last questions on their worksheets.
I signal and we share out responses and add the final to our class worksheet.
I pass out their Bud Not Buddy books, or next passage sections, and ask them to read quietly. I tell them that their purpose is to identify the main problem of their reading. I give each student Post - it notes as in the prior lessons and share that they need to find supporting details or evidence that would help to support their thinking for the debates.
Students read for 15 min. and then I signal for them to stop. I need to teach them rigor in reading and give them an incentive to stay focused on their task so I project the timer on the board so that they can learn and practice these skills.
Students are randomly groups (call sticks) in groups of 4-6 and asked to debate stronger-weaker main problem using their Academic Discourse - 3 parts. I circulate the room and listen in taking notes but I try not to interrupt.
Closing the Loop
I gather students together and have them share the problems they identified in the text.
I ask "What connections did you have with the characters or their problems?"
"How did this help you understand what they were going through?"
I then close with "Were there any parts that confused you? Words that confused you?" I ask these questions because I want to determine what visuals or information I may need to build the connections to all parts of the text for all students. This can be small group or whole class sharing of pictures or information to build conceptual understanding of the events and people of the times. I attached the one we used about Pullman Porter information
I collect the books and paperwork.