Lessons & Units :: Plot Kindergarten Unit

Lesson 2: Identifying the Problem in a Story

Lesson Plan

My Red Balloon | 550L

My Red Balloon
Learning Goal
Identify and describe the problem in a story.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Independent Practice Worksheet
Not Provided: My Red Balloon by Eve Bunting and Olivia . . . and the Missing Toy by Ian Falconer

  • Teacher Modeling

    will give several examples of problems students may face in the classroom. For example, a student forgetting his/her lunch can be a problem. I will explain that usually stories also have a problem. I will review My Red Balloon by Eve Bunting and identify the problem—the boy loses his balloon.

  • Think Check

    Ask: "How did I find the problem in the story?" Students should respond that you read the text and thought about what went wrong in the story (the problem).

  • Guided Practice

    will identify the problems in other books previously read aloud in class. We will listen to Olivia . . . and the Missing Toy by Ian Falconer, thinking about the problem in the story.

    TIP: In the Guided Practice, chart the previously read texts ahead of time. This will help you to keep examples clear and the chart organized. Be sure to choose example texts in which the problems are clear and simple. This will help your students avoid confusion.

  • Independent Practice

    will draw a picture and write a sentence about the problem in Olivia . . . and the Missing Toy. (Independent Practice Worksheet is provided.)

    TIP: Students will have opportunities to show mastery of the learning outcomes in this unit in different ways. How students show mastery is not as important as mastering the skill itself. For example, if a student is unable to write about a “problem”, illustrating or verbally explaining the problem is sufficient evidence of mastery. Differentiate the Independent Practice by providing a sentence starter as a way to encourage writing. For example, “The problem in the story is . . .”

Build Student Vocabulary everywhere

Tier 2 Word: everywhere
Contextualize the word as it is used in the story Olivia looked everywhere for her lost toy.
Explain the meaning student-friendly definition) Everywhere means every place. When Olivia looked everywhere, she looked in every place. She looked for the toy in every area of her house.
Students repeat the word Say the word everywhere with me: everywhere.
Teacher gives examples of the word in other contexts In spring, there seem to be flowers everywhere I look. I went everywhere looking for the kind of food that my dog likes.
Students provide examples Tell me about a time when you looked everywhere for something. Start by saying “Once I looked everywhere for _________________.”
Students repeat the word again. What word are we talking about? everywhere
Additional Vocabulary Words different, unattractive

Build Student Background Knowledge

Pause after reading page 2 of Olivia . . . and the Missing Toy. In Olivia's dream, she was in Egypt. Show Egypt on a map and explain that it is one of the oldest places in human history. Point to the pyramids in the book and tell students that Egypt was famous for building the pyramids, which were often used as places to bury pharaohs (Egyptian rulers) after they died.

Texts & Materials

Standards Alignment

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