LESSON FOUR: Evaluate the Main Characters’ Problem-Solving Processes
LESSON DESCRIPTION
Students use Rosa Parks, Stacy Allison, Prometheus, Jim Lovell, and Daedalus and Icarus to evaluate each character’s problem-solving processes through the use of a Venn Diagram. Ranking a character’s approach to solving a problem allows students to reflect of the effectiveness of solutions.
GRADE-LEVEL EXPECTATIONS
R2C Using details from text
§ identify plot, subplot, and various types of conflict
§ identify theme
§ analyze cause and effect
§ analyze character traits
§ identify and explain point of view
§ identify and explain mood
§ determine how an incident foreshadows a future event
§ identify and evaluate the problem – solving processes of characters and the effectiveness of solutions
R3C Using details from text
§ summarize author’s ideas
§ make predictions
§ make inferences
§ evaluate the accuracy of the information
§ analyze two or more nonfiction texts
§ sequence events
§ compare and contrast previously read texts
§ identify and explain cause and effect
§ compare author’s viewpoint and provide support
§ identify problem solving processes and explain the effectiveness of solutions
W1A Follow a writing process to
§ create appropriate graphic organizers to provide a structure for information
§ apply writing processes to write effectively in various forms and types of writing
W3C Write expository (exposition/expository writing) and persuasive (persuasive writing/argument) responses to literature that show an understanding of theme and characters, using details/examples from the text as support
LESSON MATERIALS
o Dejoie, J. & Truelove, E. (2005). Welcome to StarChild A Learning Center for Young Astronauts: Problems in Space. Retrieved March 16, 2006, from http://starchild.gsfc.nasa.gov/docs/StarChild/space_level2/activity/problems_space.html provided
o Petit, C. W. (2001). U.S. News & World Report Heroes: Jim Lovell ‘Grit and grace’ saved the Apollo 13 crew. Retrieved February 16, 2006, from http://www.usnews.com/usnews/doubleissue/heroes/lovell.htm provided
o Wikimedia Foundation, Inc. (2006). Wikipedia The Free Encyclopedia: Prometheus. Retrieved March 21, 2006, from http://en.wikipedia.org/wiki/Prometheus provided
o Wikipedia Foundation, Inc. (2006). Wikipedia The Free Encyclopedia: Icarus (mythology). Retrieved March 21, 2006, from http://en.wikipedia.org/wiki/Icarus_%28mythology&29 provided
§ Supplies
Overhead projector and transparencies
§ Handouts provided
o Expanded Venn Diagram: Comparing and Contrasting Stacy Allison, Rosa Parks, Prometheus blank scoring guide
o Character Problem Solving: Comparing Stacy Allison, Rosa Parks, Prometheus
o StarChild Problems in Space worksheet NASA rankings
o Heros: Jim Lovell ‘Grit and grace’ saved the Apollo 13 crew
§ Words to know
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o compare |
o contrast |
o analyze |
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o evaluate |
o genre |
o fiction |
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o nonfiction |
o plot |
o subplot |
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o conflict |
o theme |
o cause and effect |
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o character traits |
o summarize |
o mood |
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o foreshadows |
o pre-reading |
o post-reading |
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o graphic organizer |
o persuasive writing/argument |
o forms of writing/types of writing |
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o exposition/expository writing |
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Words to know are glossary terms.
FORMATIVE ASSESSMENT blank scoring guide
Students independently complete
§ Expanded Venn Diagram: Comparing and Contrasting Stacy Allison, Jim Lovell, and Daedalus and Icarus blank scoring guide
§ Character Problem Solving: Comparing Stacy Allison, Jim Lovell, and Daedalus and Icarus
using the following texts: Beyond the Limits, Jim Lovell ‘Grit and grace’ saved the Apollo 13 crew, and Daedalus and Icarus.
Reading passages for Jim Lovell ‘Grit and grace’ saved the Apollo 13 crew and Daedalus and Icarus are provided.
LEARNING ACTIVITIES
1. Display the Basic Venn Diagram. Using the Pairs Check Strategy, students discuss the steps in completing a Venn diagram. Discuss appropriate input for a Venn diagram: parallel comparison, labels, title, numbering.
2. Display the Expanded Venn Diagram. Discuss the similarities and differences between the Basic Venn and Expanded Venn Diagrams. Model proper completion of the Expanded Venn Diagram using three different vegetables or three different animals.
3. Have students read Prometheus. To ensure their understanding, have students use pre-reading, during-reading, and post-reading strategies for all the passages in this lesson.
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Questions for Students
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What problem did Prometheus face?
Which text-based details help you identify a problem-solving process?
How effective was the solution?
What is the theme of the story? |
4. Students fill in the Text Elements graphic organizer they created in their journals for Prometheus. Discuss to ensure understanding.
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Questions for Students
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From whose point of view is the story told?
What is the mood of the story?
What is an example of foreshadowing?
What is the conflict in the story? |
5. Using the Think, Pair, Share, Square Strategy, students write a paragraph in response to the following question:
How is Prometheus an example of someone challenged by his choices?
During Pair and share, students revise and edit, then work independently to write the final copy. Upon completion, students participate in a whole-class discussion of their responses.
6. Distribute copies of the Expanded Venn Diagram: Comparing and Contrasting Stacy Allison, Rosa Parks, Prometheus. Lead the class through a discussion comparing and contrasting the problem-solving processes of Stacy Allison, Rosa Parks, and Prometheus. Students rank the problem-solving processes from one (best) to three using the Character Problem Solving: Comparing Stacy Allison, Rosa Parks, Prometheus handout. Under each ranking, students write a statement to support their choice.
7. To create student interest in the upcoming reading about Jim Lovell ‘Grit and grace’ saved the Apollo 13 crew, engage students in NASA’s StarChild (worksheet NASA rankings) problem-solving exercise. The suggested time frame for this activity is 40-50 minutes. Follow the StarChild (worksheet NASA rankings) exercise with a discussion of the decision-making process.
After reading the scenario, individuals rank 15 supply items from first to last in importance. Group students in pairs or groups of three or four. Each group comes to consensus for a team ranking. Hand out the NASA rankings. Students can compare their individual answers to both NASA’s and their team’s rankings. Conduct a discussion.
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Questions for Students
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What was the major challenge you faced in making your decisions?
What about the activity surprised you?
Have you ever been challenged by choices similar to this?
Think of other people who have been in situations where decision making was crucial. What made their decisions difficult?
What would you do differently if you had to make those same decisions? |
8. Students read Jim Lovell ‘Grit and grace’ saved the Apollo 13 crew.
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Questions for Students
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What are some of the problems the crew of the Apollo 13 faced?
Which text-based details help you to identify a problem-solving process?
How was the crew challenged by its choices?
How effective was the solution?
From whose point of view is the article written?
What is the conflict in the article?
What is the mood of the article?
What is an example of foreshadowing? |
9. Students fill in the Text Elements graphic organizer they created in their journals for Jim Lovell ‘Grit and grace’ saved the Apollo 13 crew. Discuss answers to ensure understanding.
10. Students write a one-paragraph response in their journals, using details and examples from the article, for the following prompt:
How did Jim Lovell show grit and grace under pressure to earn the title of hero?
Students need to follow all the steps in the writing process for this journal entry. Pair students for revising and editing. Discuss student responses.
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Questions for Students
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Was Jim Lovell accepting of his title of hero?
What examples of grit and grace under pressure helped him earn the title?
How was his being challenged by choices different from Prometheus?
How was it similar? |
11. Have students read Daedalus and Icarus.
12. Students fill in the Text Elements graphic organizer they created in their journals for Daedalus and Icarus. Discuss answers to ensure understanding.
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Questions for Students
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From whose point of view is the story told?
What is the mood of the article?
What is an example of foreshadowing?
What is the conflict in the article? |
13. Working with a partner and using details and examples from the texts to support their answers, students write a persuasive paragraph in their journals in response to the following question:
Who had the most challenging choice –
Stacy Allison, Rosa Parks, Prometheus, Jim Lovell, or Daedalus?
Students follow the steps in the writing process.