Taylor Chaness

February 13, 2015

Creative Problem Solving
Title: My Name is Yoon
Subject: Reading
Grade Level (s): Third
Duration: 180 minutes (this may take multiple days)
Type of Lesson: Creative Problem Solving
Standards and Elements:
Creative Thinking & Creative Problem Solving Skills
3. Demonstrate skills in fluency and flexibility to solve problems or create new products.
4. Develop original ideas, presentations, or products through synthesis and evaluation.
5. Clarify, illustrate, or elaborate on an idea for product improvement.
9. Monitor and reflect on the creative process of problem solving for future applications
Advanced Communication Skills:
1. The student uses written, spoken, and technological media to convey new learning or challenge existing
ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant
supporting examples and manipulation of language.
7. The student responds to contributions of others, considering all available information.
9. The student maintains a journal or log for self-reflection and/or self-evaluation.
10. The student supports and defends his/her own opinion while respecting the opinions of others.
HO/CT Skills:
1. Ask probing, insightful, and relevant questions.
2. Respond to questions with supporting information that reflects an in-depth knowledge of a topic.
3. Conducts comparisons using criteria.

ELACC3RL1:Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetext
asthebasisfortheanswers.
ELACC3RI3:Describetherelationshipbetweenaseriesofhistoricalevents,scientificideasorconcepts,or
stepsinatechnicalprocedureinatext,usinglanguagethatpertainstotime,sequence,andcause/effect.
ELACC3RI6:Determinetheirownpointofviewfromthatoftheauthorofatext
ELACC3RI7:Useinformationgainedfromillustrationsandthewordsinatexttodemonstrateunderstanding
ofatext.
Summary:
The students will analyze and infer a problem given in the text to create a solution. Students will be able to
collaborate as a group as well as a class to determine the most feasible solution for the character in the story and
its lasting impact.
Enduring Understanding(s): Creating a solution to a specific problem
Essential Question(s): What is the effect of feeling like you do not belong? How can someone resolve his/her
conflict? How can you use text evidence to create a solution?
Evidence of Learning:
What student should KNOW:
1. Students should know meaning and causes of cultural differences.
2. Students should know story elements (plot, text features, setting, characters, etc).
What student should BE ABLE TO DO:
1.
2.
3.
4.

Students should be able to support their opinion citing text evidence and supporting details.
Students should be able to create a timeline.
Students should be able to conduct an in-depth discussion using evidence provided.
Students should be able to create a multi-step solution to a problem.

Suggested Vocabulary:
Criteria, visualize, evidence, plot, varied, feasible
Procedure:
Each Step of the Strategy:
1. Hook:
a. Have students close their eyes as the teacher reads aloud the visualization. Students will record
their answers to the following questions in their packet:
i. How did you feel during this experience?
ii. How did you feel after the experience?
iii. What do you think will happen now?
b. Students will share with the person next to them their answers. As a class, discuss any similar
emotions found amongst partners.

2. Background Knowledge: Introduce the book My Name is Yoon and read to page 18. Then, the
teacher will read the story a second time. The students will be instructed to list all of the important
details and text evidence that they hear while listening on the second page of their packet.
3. Groups:
a. The students will randomly choose a grouping stick labeled from numbers 1-20. Each table
will have a number in groups of 5 (1-5, 6-10, 11-15, and 16-20). Students will go to their
assigned table.
b. The students will collaborate with their group the facts and evidence they recorded. Students will
create at least three questions that they will need to completely understand the problem.
c. As a class, the teacher will randomly call out different numbers and that number from the group
will share one question. The class will compare questions to see what others were thinking.
d. Students will then move onto Step 2: Problem Finding. As a group, students will brainstorm any
problems that may result from someone not feeling accepted in a new community. Remind
students that no idea is too crazy. The brainstorming should have quantity, wild and crazy,
relate/go off of the ideas of others, and contain no judgment. Students may refer to Rules of
Brainstorming hand out in packet.
e. Teacher will randomly ask students to share answers (call on someone wearing red, birthday
month, oldest person, etc.).
f. After hearing all of the results based off of the problem, students will create a problem statement.
i. Remind students that this statement starts off with a question word, how, and therefore
needs to be written as one (question mark).
ii. For example, when referring to the environment, the problem statement could be how
might we create and enforce laws to reduce pollution?
1. This question has both the problem and the solutionthe problem is pollution,
and the solution would be to create and enforce laws.
g. Again, remind students of the rules of brainstorming. Students will brainstorm with their group
all possible solutions to solve the problem. Students must decide which of their solutions their
top five are.
h. Once the top five are selected, the teacher will direct the students attention to Step 4: Solution
Finding. The teacher will explain to students that this is where they will think of a criteria that
would evaluate the solutions to their problem. The teacher will compare this to a rubric they have
seen when writing an opinion piece. The criteria is what the problem would be judged on (i.e.
time periodis this something that could be done or seen in that time period?). This will be
ranked 1-5, 1 being the worst and 5 being the best. Students will come up with five different
criterias for their top five solutions and record them on the chart. The column with the highest
number of points is the winner.
**Teacher may need to scaffold this for students. For example, place on an example on
the board of a made-up ranking or help struggling groups.
i. The groups will then be asked to share their most reasonable solution based off of the numbers.
Students may reflect if they believe this is the best and explain why or why not. As a class,
compare if any groups had the same solution.
j. The teacher will tell the students to go to Step 5: Acceptance Finding. Here, students will now
create an Action plan to go along with their solution. Remind students that this is much like
their goalsyou need to create a goal and then steps on how to reach it. Students will record
who should be involved, the resources they will need for this action plan, and create a timeline to
implement their plan. Students will create a way to measure this plan by recording how they will
know if the plan is successful.

k. As a class, the member of the group who has not shared yet will briefly read the steps to their
action plan.
l. The teacher will instruct students to now create the action plan. Students will be given a choice
as a group on how to do so. Options include creating a video, writing an alternate ending,
creating a song/poem/rap, a persuasive letter, or creating a poster/website/powerpoint. Students
will be provided with the Creative Problem-Solving Skills rubric to know what is expected of
them.
m. Once action plans are complete, students will present in front of the class. On a sheet of paper,
students will record questions or positive comments about each others presentations (this may
include similarities or differences between own plans).
Assessment:
Students will be assessed informally through observation while taking pictures of presentation as well as take
into consideration the class discussion. Students will be formally assessed using the rubric Creative ProblemSolving Skills on their presentation as well as the packet completed in class. The teacher will specifically look
for text evidence, thick questioning, reasonable problems/solutions, the evaluation of their solution, reflection,
and quality of work/work ethic.
Technology Integration:
Technology will be utilized for students synthesis (presentations). Students will be able to use technology to
conduct research on the problem they believe is in the story and additional questions they may have.
Technology may include chromebooks, ipads, and desktops.
Differentiation:
Low (including students in RTI/ESOL): These students will be able to create a video/voice recording answering
each question in the packet instead of writing. Students may also choose to draw pictures or use clipart to
explain their thinking/create their action plan.
Synthesisstudents will have different options to portray their knowledge/ability when explaining the action
plan.
On Level: Students will create a criteria chart using a minimum of three problems, solutions, and criteria.
High: Students must create a criteria chart using five problems, solutions, and criteria.
Extension:
Option 1: Students will read the rest of the story. Students will compare/contrast their action plan to the one the
author wrote. Students will analyze the solutions and decide which one is best for the character. Students may
choose from the previous synthesis, including writing a letter to the author, explaining their beliefs.
Option 2: Students will read another book from the author. Students will compare/contrast the
problems/solutions of each story, as well as story elements and text structure. Students will create a book
mimicking the authors writing style. The book must include a problem and solution.
Resource(s)/Material(s):

20 copies of Creative Problem Solving packets

Copy of My Name is Yoon by Helen Recorvits
20 copies of rubric for Creative Problem-Solving Skills
Technology (chromebooks/ipads/desktop/overhead projector)
Document Camera for displaying reading (optional)
Chart paper (for students who choose this option for synthesis)
Markers (for students who choose this option for synthesis)
Pencil/pen/paper to take notes during reading/presentations