Text Structure: Problem & Solution

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SWBAT analyze text to identify problem and solution structure.

Big Idea

Students continue working through the structures using interactive notes!

Advanced Organizer

7 minutes

As we move through the text structures, it is important to review the structures we have already discussed.  Recalling information will help us bridge new information and make connections to our learning.

I ask the students to brainstorm the text structures we have learned and a brief description of each structure.  I'll allow them about five minutes to do this, without using their notes.  I want them to think and recall what they can without using their notes. 

I'll circulate through the room, assessing their progress. 

Finally, I'll ask volunteers to read their answers and write responses onto the board. 

Then, I'll write problem and solution on the board and ask the students to predict what they think this structure will look like.  We can discuss this as a class as well. 


25 minutes

To begin with, I will pass out the blank graphic organizer template and have the students work to cut out the template paragraph and Graphic Organizer  The students really enjoy using the graphic organizers to take notes.  They are very engaging and really provide the students with an organized tool to study from later.  I have found these very helpful templates at imlovinlit.blogspot.com.  They are a nominal fee and are worth every penny!

I will allow the students about six minutes to cut out the template and set up their interactive spirals.  The paragraph is placed at the top of the spiral page and the graphic organizer is placed on the bottom to complete the assembled graphic organizer

Once the students have everything taped in and ready to go, I will project the Text Structure power point and on the slide that is titled Problem/Solution.  I will go through the slides on problem and solution.  When it comes to teaching the structure of problem and solution I want to point out an author's use of synonyms for the words problem and solution.  How does the author present the problem?  It is important to identify the problem.  Then, I want to point out the solution and how it is presented. I will go through the power point, modeling with the two examples provided in the power point. 

I will highlight the problem and then the solution and discuss how they are presented. 


Guided Practice/Independent

15 minutes

Now it is time for the students to see how the structure is built.  To do this, and to engage them, I like to use colors!

I will project the paragraph from the template onto the board and have the students open their interactive spirals to the template.  I will use this paragraph as guided practice. 

First, I will read the paragraph aloud so the students are able to focus on the content of the paragraph.  Next, we will discuss the main idea of the paragraph and what it is about.  Finally, I want the students to see the details found within the paragraph and that create the structure. 

I'll go through with the students and underline the problem using one color and then the solution in another color.  I'll have the students follow along with me in their own spirals.    As we are underlining the details, I like to ask how this detail contributes to the structure.  What does it help me understand?

Next, using the graphic organizer, I will guide the students on how to complete it using the paragraph.  First, we will decide on and write the topic of the paragraph on the flap that folds over the cover (problem/solution)  of the graphic organizer.  Next, we will go through and write the problem under the problem section of the graphic organizer and then the solution under the solution side.  I like to color code the details in the paragraph to the flap.  It helps the students see how the structure is created. 

As they are working, I will monitor their progress. 


7 minutes

Problem and Solution text structure can be a little tricky for students to master.  Unless the author comes out and directly states the problem, the students can struggle with drawing their own conclusions.   I want them to think beyond what it is and start to think why it is used?  What are the benefits of writing in this structure? When might an author write using this structure? 

I'll ask the students to complete a Closure Slip.  I can collect this for assessment and use to drive future lessons.  Closure slips also really help the students process what they have learned.