Problem and Solution

Overview

Unit: Brazilian Adventures in Writing
Lesson: 6 of 15
Duration: 50 minutes
Class size: 30 students
Year group: Year 2
Curriculum alignment: National Curriculum for England – English (Key Stage 1: Years 1 & 2)

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Identify the main problem in a narrative text (National Curriculum: English – Writing – composition, Years 1 and 2).
• Discuss and express possible solutions to a given problem in a story.
• Work collaboratively in pairs to generate ideas, supporting development of speaking and listening skills (Spoken language objectives).
• Use simple sentences to describe what happens next in the story, including problem and solution structure.
• Demonstrate understanding of narrative structure — focusing specifically on problem/solution (English: Reading – comprehension).

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Curriculum Links

• Writing – Composition (Y2): Pupils write narratives about personal experiences and those of others (real and fictional).
• Spoken Language (Y2): Pupils participate in discussions, ask relevant questions, and offer explanations.
• Reading – Comprehension (Y2): Pupils demonstrate understanding of texts by answering questions and making inferences.

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Resources

• Short story extract from the unit’s book "Brazilian Adventures" (chosen for clear problem and context).
• Whiteboard and markers.
• Large paper sheets and coloured pens for pair work brainstorming.
• 'Problem and Solution' worksheet with simple sentence starters.
• Visual story map with pictures illustrating the story’s events.
• Timer/stopwatch (optional for keeping activities tight).

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Lesson Structure

1. Starter (5 minutes)

• Begin by briefly recalling the story so far to re-engage pupils.
• Ask: "What do you think the main problem in the story is?" Model one example.
• Write the word Problem on the board; elicit ideas and write one or two problems from the class.
• Aim: Activate prior knowledge and prepare pupils for focused problem-solving.

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2. Introduction (10 minutes)

• Read the given story extract aloud (or play an audio version).
• Display the visual story map to reinforce understanding of key events.
• Explain the concept of a Problem in a story: something that goes wrong or a challenge the characters face.
• Show ‘Problem and Solution’ examples — e.g. "The kite got stuck in a tree (problem). We climbed the tree to get it down (solution)."
• Reference National Curriculum: highlight importance of sequencing events and composing sentences that show comprehension.

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3. Main Activity – Pair Brainstorm (20 minutes)

• Organise pupils into pairs — mixed ability to encourage peer support.
• Provide each pair with a large paper sheet and coloured pens.
• Task: Identify the main problem in the story extract; then brainstorm at least 3 possible solutions.
• Encourage them to talk through ideas out loud first, then write simple sentences using sentence starters:
  • "The problem is..."
  • "One way to fix this might be..."
• Circulate the room providing support and questioning to deepen thinking, e.g.
  • "Why do you think that solution might work?"
  • "What could happen next if they chose that solution?"
• Highlight that multiple solutions are welcome.

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4. Share and Discuss (10 minutes)

• Invite several pairs to present their problem and solutions.
• Write key solutions on the board to create a class list.
• Guide pupils to compare solutions, asking reflective questions:
  • "Which solution do you think is best? Why?"
  • "Could some solutions cause new problems?"
• Reinforce oral language development and critical thinking skills.

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5. Plenary – Writing What Happens Next (5 minutes)

• Hand out ‘Problem and Solution’ worksheets with sentence starters and space for short writing.
• Pupils independently write 2-3 sentences describing:
  • The problem from the story.
  • Their favourite solution from the brainstorm and what happens next.
• Collect work to assess understanding of narrative problem/solution and sentence construction.

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Assessment

• Formative: Observation during paired brainstorming and discussion — ability to identify problem and generate solutions collaboratively; oral sentence construction.
• Summative: Evaluate worksheets for correct identification of problem, coherent solution, and structured sentences aligned with Year 2 writing expectations.
• Use assessment to guide differentiation in following lessons.

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Differentiation

• Support: Pair lower-attaining pupils with peers, provide sentence starters, and offer one-to-one guidance.
• Extension: Challenge more able pupils to consider more complex or creative solutions and justify their choices with reasoning.
• Encourage pupils to add descriptive language for solutions, linking to Year 2 vocabulary development.

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Cross-Curricular Links and Enhancements

• Geography: Discuss Brazilian setting briefly to enrich cultural awareness.
• Art: Pupils could illustrate their chosen solution in a follow-up art activity.
• PSHE: Emphasise teamwork and problem-solving as life skills.

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Teacher’s Tips

• Use expressive reading to engage pupils with the story’s problem and emotion.
• Scaffold thinking with guiding questions during pair work to develop critical reasoning.
• Keep timing tight to ensure activity transitions occur smoothly.
• Encourage variety in solutions — there is no single ‘right’ answer to develop creative thinking.

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This detailed yet flexible plan ensures alignment with the National Curriculum, supports key English skills development in Year 2, and invites active collaboration and creativity as pupils explore narrative problems and solutions within the captivating context of "Brazilian Adventures."