How to Support The Problems With Stronger Evidence

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SWBAT...identify and evaluate evidence to support the main problems found in the text "Bud Not Buddy".

Big Idea

Supporting what you think shows you know what your talking about!

Creating the Purpose

5 minutes

I share with students that when we face problems we have two choices - give up or find a way to solve them. I relate that this is like taking a math test and facing a problem that is not easily solved. You can guess on the answer or skip answering it but then you most likely will get it wrong. Or you can use what you remember and any strategies that you know to try and figure it out. The second choice is a lot more work and can still end up with a bad consequence (getting it wrong anyway) but it also has the opportunity to turn out correct and give you the feeling of confidence.

I share that this is like what happens to Bud in our story. He faces many problems to reach his goal of meeting his father, and he has to make choices and think of solutions to solve them as he moves towards his goal.

Today we are going to use what we learned about identifying evidence in the story of Bud Not Buddy to find supporting details that back up what we feel the main problem of the passage (Problem Solution Chart) is. 

Guiding the Learning

15 minutes

We will use what we read about Bud in the last lesson (Chapters 1-3 (pages 1-30) and try to identify the problems he faces. You can also do a read aloud chapter 3 pages 21-30 and have students follow along in their books.

I pass out copies of the books to students and ask them to take out their white boards. I share that they will listen to a section of the text that I am going to read aloud and will write down the problem they hear and the solutions Bud uses to solve it.

I ask students to share one of Bud's problems in this section of the book.  Students share and I list the problems that they stated on the board. In that they struggled in the prior lesson on identifying the primary problem (or the one that started asll the sequence of events) I wanted to model how I think through the reading. I modeled a "think aloud" and say that it seems that all these problems started from the fact that he was locked in the shed. I then write the main problem = he was locked in the shed

I now ask what attempts does he make to solve the problem? I prompt this with Because he was locked in the shed....this happened....(cause/ effect) I take students responses.  In this case I didn't hear all his attempted solutions so I asked what else did he try?.

My objective is to teach them how to evaluate evidence in text so as we share and I hear a solution stated that tells how he solved the minor problem, I get them thinking further by sharing that it is good evidence for a secondary problem but that there is a bigger problem that he faced. This gets them thinking deeper into the reading and understanding that good readers evaluate while they read. This modeling helps students when they move into their own discussion groups and front loads the responses they should be using.

I pass out copies of the worksheet (Supporting the main problems with text evidence) and review the expectations for completing each section on our sample projected on the board. I use this worksheet because it has a section included that is the same as their final independent worksheet. In this way they can practice their responses in a supported wasy before they are required to do the entire response sheet independently. It also gives me a means to assess their levels of understanding and their ab i8lities to give supported writtem responses.  

I take questions and call sticks to move students into groups of 4-6.  I choose new groups for this section so that I can give them the opportunity to share with a different group of peers to build their communication and cooperation skills.

Independent Learning

25 minutes

I have students read quietly with the purpose of identifying the big or main problem and the smaller problems in chapter 4 of Bud Not Buddy on their Supporting the main problems with text evidence.

I pass out their books (or copies of the passages) and have them take out their white boards. I want to have them practice the brainstorming strategy we did together and teach them the different ways they can take notes while reading. This also gives them a means of recording and remembering the problems in the text.

I set a timer for 15 min. and students read quietly and look for the main problem and find evidence in the text sections to support their responses while I walk around and assist and question as needed. The timer keeps them reading for the entire time and gives them a sense of urgency that keeps them more focused on their task at hand. I consistently use it in this section of the lesson so that they understand the expectations for their learning. Struggling readers can be partnered with helpful peer readers or can have students read the text aloud to them as they take notes.

I then signal and identify student discussion directors in each group to begin the sharing of the big problem and supporting details that they found in the text.

They are instructed to use their Academic Discourse - 3 parts and to give equal time for sharing to everyone. They are then asked to respond to the text questions at the end of the worksheet:

What was the stronger problem or the BIG problem in the text?

What were some other problems that Bud faced in this chapter? 

Reread the advice he gave himself on page 27. How did he demonstrate this in this chapter? 

What message did the author want the readers to learn from his actions?  

I set a timer for 10 - 15 min. 


Closing the Loop

5 minutes

We gather together on the carpet and I ask students discussion directors to share the main problem they found in this chapter. If different examples are given I ask them to share the evidence found to support their groups answer. We debate stronger - weaker evidence. 

I then ask them what was easy about finding evidence for the problem and what was difficult about it? 

I ask what character trait would you give Bud? Why? What was the lesson (Common Authors Messages in books) he demonstrated in this chapter? I take all responses because my purpose is to get them thinking about why the author wrote this text and what he wants to teach us.

I close with asking what was the best part of sharing in a group today and what was difficult about it? I use this format of questioning consistently in my closing of the lessons because I want students to evaluate each time they meet how their sessions went and what they could improve for the next meeting time. This builds a sense of ownership and responsibility for their and their peers learning.  

I collect the books and take notes for what issues to address and what groups/ people to listen to next time I gauge this according to what they responded both in their small groups and in our closing discussions and look for ways to teach effective sharing and participation strategies.