Text Structure: Problem/Solution Part 2
Lesson 12 of 16
Objective: SWBAT write using problem/solution order.
Today is Trailer Tuesday, so I will show students a book trailer or two depending on length. I select trailers for new release books and great books that students aren't picking up.
There are several sites online for locating book trailers. A quick search on you tube will locate several. Of course, always preview the trailer before showing a class.
Following the Trailer...
Students will log in and search through articles on Tween Tribune. On their daily agenda I have a challenge - locate an article written in problem/solution order to share with your table and or the class. Students may use any extra time to complete the daily quiz.
If you follow me, you know that my students have been using and loving Tween Tribune, and I love hearing them discussing and analyzing text.
Here is one example from students today.
Today's lesson continues from where we left off yesterday, so I will put the "practice" slide in the powerpoint back up on the screen. The lesson will be a review of the problem/solution order practice from yesterday. We will read the piece aloud and students will share answers, questions, concerns and check or correct themselves as needed. The goal is for students to have a good example piece with graphic organizer and notes in their binder.
Independent Work/Wrap Up
Using the example piece and graphic organizer as examples, students will write a brief example of problem/solution order. This structure, is often confused with cause and effect (see my reflection). To help students, I will display and refer back to the problem/solution order examples in the powerpoint. I'm not looking for length so the brief examples found in the powerpoint will help keep students focused on today's structure. Depending on the level of the class, I may even give a topic as the "problem" for their writing task -"being consistently late to class" for example.
I will walk around answering questions and conferring with students about their ideas.
This can be done as a journal entry or separately, depending on whether you'd like to collect it or not.
To wrap up in the last 5-10 minutes, I will ask a few students to share their writing with the class on the SMART board. We will point out what makes their writing a good example -use of key/signal words, numbers, dates, etc.