You are on page 1of 4

Jenny Johnson Shakerag Elementary

Solving Strategy

TAG Creative Problem

Title: Stop the Bullying


Subject: Reading/ELA
Grade Level: 5th
Duration: 90 Minutes
Type of Lesson: Creative Problem Solving Strategy
Standards and Elements:
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text
RI.5.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area
RI.5.6 Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent
RI.5.7 Draw on information from multiple print or digital sources
HE5.2: Students will analyze the influence of family, peers, culture, media, technology,
and
other factors on health behaviors.
HE5.5: Students will demonstrate the ability to use decision-making skills to enhance
health.
HE5.8: Students will demonstrate the ability to advocate for personal, family, and
community
health.
TAG Standards:
Advanced Communication Skills
10. The student supports and defends his/her own opinions while respecting the
opinions of others.
Advanced Research Skills
1. The student uses a variety of print and non-print resources to investigate a topic of
interest.
2. The student formulates original appropriate questions to test the limits of an existing
body of knowledge.
6. The student develops and uses systematic procedures for recording and organizing
information.
7. The student evaluates research methodologies and data to detect validity, bias,
reliability, and applicability to real-world problems and/or solutions.
Higher Order Critical Thinking Skills
1. The student asks probing, insightful, and relevant questions.
2. The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.
4.
The student makes and evaluates decisions using criteria.
Creative Thinking & Creative Problem Solving Skills
1. The student questions accepted practices, rules, and existing principles to discover
new knowledge.
2. The student designs, applies, evaluates, and adapts a variety of innovative
strategies to when problem solving
3. The student incorporates brainstorming and other idea-generating techniques to
solve problems or create new products.

5.

The student develops original ideas, presentations, or products through synthesis


and evaluation.
9. The student recognizes and assumes risks as a necessary part of problem solving.
10. The student monitors and reflects on the creative process of problem solving for
future applications.

Enduring Understanding/Objectives: Different sources provide different facts and


information about a similar topic/issue. Evidence can be used to identify important
problems that stem from a topic such as bullying. Throughout the lesson, students will be
able to demonstrate the abilities to create and communicate possible solutions to the
problem. Students will explore the endless possibilities of brainstorming in small groups.
Students will test their ideas with criteria to identify their best solution.
Essential Question: How can we think critically about a problem like bullying, create
possible solutions and carry out a plan of action?
Evidence of Learning:
Students should KNOW:
Textual evidence/text support, Inference, Prediction, Generalizations, Explicitly
stated information
1 The process of researching the reasons for and effects of bullying.
2 The influence and importance of health and safety when bullying occurs.

Students should BE ABLE TO DO:


Good readers ask and answer questions, use examples, details, and quotes from
the text to support their inferences. Good readers use textual evidence,
connections to their own lives and their background knowledge to make inferences
and draw conclusions about what they read.
1 Use evidence from text to support claims.
2 Support and defend his/her opinions while respecting the opinions of others.
3 Gather, organize, analyze, and synthesize data from multiple sources to
support or disprove their ideas.
4 Draw conclusions based on relevant information while discarding irrelevant
details.
5 Analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
6 Examine how family, peers, culture, and media influence personal and family
health.

Suggested Vocabulary: gangs, assault, intimidate, anxiety

Procedure:
Hook:
Visualization task Teacher will read a scenario while students are asked to close their
eyes and imagine themselves in that situation. Discuss feelings regarding the experience
and make predictions.
Step 1:
Fact Finding Students will read (independently) the article, Mexico says its time to stop
the bullying and Brainpops Bullying FYI article. Students will note important facts and
details they can glean from each source about the causes and dangers of bullying.
Students will independently list at least three questions that they still need answered to
completely understand the problem.
Step 2:
Problem Finding Teacher-assigned groups will come together to brainstorm as many
ideas for possible problems that result from bullying. The teacher will create an anchor
chart of the Brainstorming Reminders to hang prominently in the room. Groups will
gather their ideas and then decide on a problem statement.
Step 3:
Idea Finding Groups will reconvene and brainstorm the many, varied ideas for solutions
to their problem. Creativity is highly encouraged here. Groups will decide on a top 5 list.
The teacher will explain what type of criteria might need to be used to evaluate the
solutions with the class. Groups will brainstorm criteria and list.
Step 4:
Solution Finding Students will complete the Solution Finding Chart. Groups will hold
discussions for each criteria and each solution to come up with a ranking system that
works for them.
Step 5:
Acceptance Finding As a group, students will decide on what BEST solution they have
found. After listing additional jobs necessary for the solution, they will complete the
timeline graphic to map out a realistic plan for implementation. Finally, students will
assign an assessment to test whether their plan was successful.
Step 6:
Synthesizing - Once the group has decided upon a solution, they will work together to find
a way to present their problem and solution to the rest of the class. Give students 25-30
minutes to create a method to share their solution. Teacher will brainstorm with students
some possible methods: build a website, perform a skit, create a PSA, write a
song/poem, create a manual/brochure, etc. Groups will be assessed with presentation
rubric.
Assessment: After all groups have presented their solutions to the class, students will
individually reflect on the issue with a two paragraph reflection (first paragraph a
summary of their groups problem and solution idea; including plan and
assessment/second paragraph which groups solution they thought was the best idea,
providing evidence and details to support their opinion).
Differentiation: Students will have the opportunity to extend their research if time and
teacher permits. If needed, teacher may provide criteria for certain groups. Each group
will have a choice in their method of presenting their idea/solution.
Resources/Materials: Problem Solving Packet with Sources attached (one per
student):
Mexico says its time to stop the bullying www.newsela.com; Brainpop Bullying FYI
article www.brainpop.com

computers/iPads, posters, markers, paper, pencil, cameras


Technology Integration (Materials Continued): Students can decide to present their
problem and solution with technology.

Reflection:
I think this was an awesome experience for the students! Not only did they synergize to
be creative and come up with different solutions, but I thought the topic was perfect. In
my class this year, we have experienced some bullying situations and behaviors and
this helped make the entire class aware of the issue without just participating in a lecture.
This gave students the chance to show their perspective on what bullying is.
It also was very student-centered. I felt like my job was just to facilitate while each group
pretty much worked independently. The groups I created were essential they were able
to stay focused and work well together. I would definitely do this lesson again!