Solving Everyday Challenges

CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. CCSS.ELA-LITERACY.SL.9-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. LEARNING OBJECTIVE I can apply problem-solving steps to resolve common community-based challenges (e.g., lost item, wrong bus, unexpected schedule change), ask for appropriate help when needed, and choose safe, practical solutions independently or with peer support. high school special education; include standards, I can learning objectives, assessments, activities with timeframes, differentiation and modifications, and teacher reflection questions

Grade Level

9-12 (Special Education, Multi-grade high school classroom)

Standards Addressed

CCSS.ELA-LITERACY.RI.9-10.7: Analyze various accounts of a subject told in different mediums (print and multimedia), determining which details are emphasized in each.
CCSS.ELA-LITERACY.SL.9-12.1: Initiate and participate effectively in collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.

Learning Objectives

Students will be able to:

I can apply problem-solving steps to resolve common community-based challenges such as a lost item, wrong bus, or unexpected schedule change.
I can ask for appropriate help when needed in solving a problem.
I can choose safe and practical solutions independently or with peer support.
I can analyze different accounts of a problem from print and multimedia sources and identify main details.
I can participate actively in discussions, listen to peers, and express my ideas clearly.

Success Criteria

I can identify the problem and suggest at least two possible solutions.
I can recognize when to seek help and identify safe resources/people to help.
I can compare a print article and a short video on the same problem and explain how the information differs.
I can contribute ideas effectively during group or class discussions.
I can demonstrate respect for others’ ideas and build on them.

Materials Needed

Printed article describing a community problem scenario (dyslexia-friendly font, larger print, clear layout)
Short video clip (~3 minutes) depicting the same or similar problem from the article
Whiteboard/chart paper and markers
Problem-solving steps handout (simple flowchart style)
Scenario cards with common community challenges
“Help resource” list (school nurse, office, teacher, bus driver, etc.)
Paper and pencils or tablets for note-taking

Lesson Timeline (50 minutes)

1. Introduction & Objective Sharing (5 minutes)

Teacher explains learning objectives using “I can…” statements posted visually.
Briefly introduce the problem-solving steps: Identify problem → Brainstorm solutions → Choose best solution → Ask for help if needed → Take action.
Check for student understanding verbally.

2. Exploring Different Mediums (10 minutes)

Distribute the dyslexia-friendly printed article describing a student’s lost bus pass problem.
Watch a short video clip showing a similar lost bus pass scenario.
Whole group reads key points aloud together (teacher models and supports).
Discuss: What is the same or different in the article and video? Which details stand out more in each? (Supports CCSS RI.9-10.7)
Visual chart created live on whiteboard with student input comparing print vs multimedia.

3. Collaborative Discussion & Problem-Solving (15 minutes)

Students split into small groups (3-4 students).
Each group receives a scenario card with a community-based challenge (e.g., lost item, wrong bus, schedule change).
Groups use the problem-solving steps handout to work through their scenario.
Encourage discussion with prompts:
- What is the problem?
- What are some ways to fix it?
- Should we ask for help? Whom?
- What is a safe and practical choice? Why?
Teacher circulates, supports, and models respectful communication (CCSS SL.9-12.1).

4. Group Sharing and Reflection (15 minutes)

Each group briefly presents their problem and solution to the class.
Teacher prompts peers to ask questions or add ideas.
Create a shared classroom “Help Resource” list based on presented solutions.
Emphasize how collaboration and asking for help can help solve problems safely.

5. Wrap-Up and Assessment (5 minutes)

Exit ticket prompt: Write or draw one step you would take if you lost something important at school.
Teacher collects exit tickets and reviews for understanding.
Recap key points verbally and remind students of the problem-solving steps poster.

Differentiation & Modifications

Dyslexia-friendly reading materials: Use sans-serif fonts, increased spacing, and clear, simple language.
Multi-sensory approach: Combine reading, listening (video), speaking (discussion), and visual charts.
Flexible grouping: Pair stronger readers with peers needing support.
Visual aids: Problem-solving flowchart, graphic organizers.
Extended time: Provide extra time or one-on-one support as needed.
Simplify language: Rephrase complex words or instructions orally.
Alternative responses: Allow drawing or verbal responses for exit ticket if writing is challenging.

Teacher Reflection Questions

How effectively did students participate in group discussions? Did quieter students feel encouraged?
Were students able to identify and apply problem-solving steps independently or with minimal support?
Did the comparison of print and multimedia sources deepen student understanding of the problem?
What accommodations worked best to support all learners, including those with dyslexia?
How can I adapt or extend this lesson to connect problem-solving skills to students’ real-life school and community experiences?

Teaching Instructions