SOLVE Framework
Standards
CCRS Reading Anchor 2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Level B: Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCRS Writing Anchor 1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Level B: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
ELP Standard 1
An ELL can construct meaning from oral presentations and literary and informational text through level appropriate listening, reading, and viewing.
Level 2: an ELL can use an emerging set of strategies to identify the main topic in oral presentations and simple spoke and written texts; to retell a few key details.
Level 3: an ELL can use a developing set of strategies to determine a central idea or theme in oral presentations and spoken and written texts; retell key details; answer questions about key details; explain how the them is developed by specific details in texts; summarize part of a text.
ELP Standard 4
An ELL can construct level-appropriate oral and written claims and support them with reasoning and evidence.
Level 2: an ELL can construct a claim about familiar topics, experiences, or events; introduce the topic experience, or event; give reason to support the claim; provide a concluding statement.
Level 3: an ELL can construct a claim about familiar topics; introduce the topic; provide sufficient reasons or facts to support the claim; provide a concluding statement.
Objective(s)
At the end of this lesson, students will be able to:
- Explain how Humpty Dumpty responds to challenges in After the Fall.
- Identify the steps Humpty uses to solve his problem.
- Apply problem-solving framework to a real-world scenario.
- Write a short argument supporting a solution to a personal or community challenge.
Vocabulary
- challenge
- fear
- attempt
- perseverance
- solution
- resilience
- transformation
-
advocacy
Materials and Resources
- After the Fall: How Humpty Dumpty Got Back Up Again by Dan Santat (Roaring Book Press, 2017)
- whiteboard or large tablet
- markers
- copies of a sample letter (optional)
- writing materials: pen and paper
- or digital tools (optional): Google Doc or Microsoft Word
If desired, this lesson could be divided into two sessions:
Session 1: Read-aloud, phase discussion, SOLVE framework
Session 2: Scenarios, advocacy writing, feedback
Instructional Procedures
Welcome/Ice Breaker
Quick Think-Pair-Share: Think about a time you had to try again after something didn’t work the first time. What helped you keep going? Did anyone help you solve the problem?
Invite a few volunteers to share.
Explain that many challenges require persistence and problem-solving, especially when we are trying to improve something for ourselves, our families, or our communities.
Some participants may not be familiar with Mother Goose’s Humpty Dumpty rhyme. Before reading After the Fall, share the nursery rhyme:
Humpty Dumpty sat on a wall,
Humpty Dumpty had a great fall;
All the king's horses and all the king's men
Couldn't put Humpty together again.
This traditional rhyme ends with Humpty’s problem unsolved. In After the Fall, the author imagines what happens next.
Review Objectives
Today, we’ll explore how people work through challenges and grow stronger when things are difficult. We’ll start by reading After the Fall to see how Humpty Dumpty solves problems and overcomes fear. Then, you’ll connect his journey to real-world situations you may face at work, at home, or in your community. Finally, you’ll practice writing a short advocacy letter to persuade others to support a solution to a challenge you care about.
- Explain how Humpty Dumpty responds to challenges in After the Fall.
- Identify the steps Humpty uses to solve his problem.
- Apply problem-solving framework to a real-world scenario.
- Write a short argument supporting a solution to a personal or community challenge.
Opening Activity
When people face challenges, they often go through emotional phases before finding a solution. These phases can happen when learning a new skill, solving a problem at work, or advocating for change in a community.
Recognizing these phases helps us understand that fear and setbacks are often part of solving problems.
Write the phases on the board and explain each briefly.
Fear & Avoidance
The initial response to a challenge, often marked by fear, hesitation, or avoidance. People may change their behavior to stay in their comfort zone instead of facing their fear.
Attempting Change
A shift in mindset where small steps are taken toward change, often with effort and persistence. Effort, persistence, and support from others play a key role in building confidence and developing new skills.
Breakthrough Moment
A turning point where perseverance leads to success or transformation. This breakthrough reinforces a growth mindset, showing that effort and resilience create progress.
As we read After the Fall, notice how Humpty moves through these phases and begins solving his problem.
Read After the Fall together if participants are not already familiar with the book. This could be read aloud together or by the instructor.
Read in chunks, pausing to discuss each emotional phase. Some possible discussion prompts:
Fear & Avoidance:
- Why is Humpty afraid after his fall?
- What does he do to avoid heights?
- What details in the pictures show how his life has changed?
Attempting Change:
- What small steps does Humpty take to face his fear?
- What motivates him to try again?
- What risks does he take?
Breakthrough Moment:
- What happens when Humpty climbs the wall again?
- How does he feel afterward?
- What message does this story give about perseverance?
Central Ideas and Practice
Each time Humpty moves through these phases, he is also solving a problem. Even if he doesn’t name the steps, he is thinking about what went wrong, trying new strategies, and learning from the results.
Many people use a similar process when solving problems in everyday life.
As a group or in pairs, describe what Humpty was doing in each phase, what kind of problem solving or action was he using?
Some possible responses:
In Fear & Avoidance, Humpty avoids heights, but he starts by fixing his paper airplane. This shows that small, safe steps can help us face our fears.
- Name the problem, recognize fear, take small steps.
In Attempting Change, Humpty takes risks, like climbing the ladder. This teaches us that trying new things, even if they’re scary, can lead to growth.
- Try new strategies, ask for help, persist
In Breakthrough, Humpty’s determination leads to transformation. This shows that persistence pays off, even when the journey is hard.
- Commit to action, reflect, gain confidence
Direct Instruction
Humpty’s story shows us elements of problem-solving in action. One way to describe this process is through a framework called SOLVE.
Write SOLVE on the board.
Explain each step.
S – State the Problem: Identify and clearly define the challenge.
O – Outline Solutions: Brainstorm possible ways to address the problem.
L – List Pros and Cons: Evaluate the strengths and weaknesses of each solution.
V – Verify the Best Option: Choose the most feasible and effective solution.
E – Evaluate and Reflect: Reflect on the process and what you learned.
We can also use this process when solving real-life problems, including challenges at work, at school, or in our communities.
Model the use of SOLVE: “You’re trying to balance work, family, and school.”
- S – State the Problem: “I’m feeling overwhelmed trying to manage work, family, and school. I don’t have enough time for everything.”
- O – Outline Solutions: “I could create a schedule, ask for help from family, or reduce my course load.”
- L – List Pros and Cons:
- Creating a schedule: Pros – Helps me stay organized; Cons – Takes time to set up.
- Asking for help: Pros – Reduces my workload; Cons – I might feel guilty.
- Reducing course load: Pros – Less stress; Cons – It will take longer to finish school.
- V – Verify the Best Option: “I think creating a schedule and asking for help are the best options because they address the problem without delaying my goals.”
- E – Evaluate and Reflect: “After trying the schedule and asking for help, I feel less stressed. I learned that planning ahead and reaching out to others can make a big difference.”
Guided Practice
Where could you use the SOLVE framework in real life?
Sometimes we use problem-solving to improve our own situation. Other times, we use it to advocate for change in our workplace, school, or community.
Provide groups or pairs with scenarios describing real-world challenges. Select those that would best suit the participants for a deeper discussion.
- "You're starting a new job, but you're nervous about fitting in. What steps can you take to feel more confident?"
- "Your community doesn't have a safe place for kids to play. How can you work with others to create one?"
- "You're trying to balance work, family, and school. How can you manage your time and ask for help when needed?"
- "You're learning a new language, but it's harder than you expected. How can you stay motivated and find support?"
- "Your community lacks access to fresh food, and you want to start a community garden. What steps can you take to make this happen?"
- "You're navigating a workplace where your cultural practices are misunderstood. How can you address this while staying true to yourself?"
Groups work through the SOLVE framework to address their scenario. Each group briefly presents their scenario and proposed solution to the class. Many of these solutions could also become advocacy messages, where you explain a problem and ask others to support a solution.
Consider providing scenarios that may be more specific to your community.
Monitor groups, offer clarification, highlight cultural or community strengths. Form diverse groups to encourage cross-cultural learning and collaboration. Acknowledge and validate participants’ cultural insights and problem-solving approaches during discussions. Encourage participants to draw on cultural practices, traditions, or community resources when brainstorming solutions. “My community has a tradition of ____ that could help address this challenge.”
Independent Practice/Formative Assessment
Writing Activity
Now that we’ve practiced using the SOLVE framework, let’s apply it to advocacy.
Advocacy means speaking up for a solution to a problem that affects you, your family, or your community. Sometimes this involves writing to someone who has the power to help address the issue.
Imagine you are writing to a person who could help solve the problem you discussed. This could be:
- a school leader
- a community organization
- an employer or supervisor
- a local official
Your goal is to clearly explain the problem and persuade them to support a solution.
Write a short letter (1-2 paragraphs) advocating for a solution to a personal or community challenge.
Your letter should:
- Clearly describe the problem
- Propose a possible solution
- Explain why this solution would help
You may use ideas from the scenarios we discussed or write about a challenge you care about.
Share a sample letter.
Show participants how the SOLVE steps are embedded in the advocacy letter. The problem is clearly stated, a solution is offered, and pros are listed. While the verify and evaluate steps are more of a stretch, they can be seen in the verification that it will be beneficial and the closure with a reflection.
Graphic organizers or sentence starters can help participants structure their advocacy letters.
- I am writing to ask for your support with ___.
- One challenge many people face is ___.
- A possible solution is ___ because ___.
- This solution would help because ___.
- For example, ___.
- By supporting this solution, we could ___.
Support the use of home language when drafting or sharing ideas orally to help reduce cognitive load.
Encourage participants to exchange their letters with a partner for feedback. Partners can provide one strength and one suggestion for improvement.
Questions to guide feedback:
- Does the letter clearly state the problem and solution?
- Is there evidence to support the argument?
- Is the tone persuasive and respectful?
Assessment
Review advocacy letters for:
- clear explanation of the problem
- proposed solution
- explanation of why the solution would help
- use of personal experience or examples
Review Objectives
Today we:
- examined how Humpty Dumpty responds to challenges in After the Fall
- practiced using the SOLVE framework to think through real-life problems
- wrote advocacy letters proposing solutions to personal or community challenges
Wrap-up / Closure
Reflect upon problem-solving and advocacy. Think about how one can apply these strategies to life or work.
- Group Discussion:
- Each of us encounter situations when we need to advocate for ourselves. This might be personally, professionally, or when navigating school or community resources.
- What did you learn about problem-solving and advocacy?
- How can you use these strategies to make a difference in your community or workplace?
- Individual Reflection:
- Invite participants to write or share one takeaway from the lesson.
- Example prompt: One strategy I’ll use to advocate for change is ____ because ____.
- How might this story help children learn to try again after failure?
Extension/Further Study
Host a guest speaker from the community to discuss local advocacy.
Songs of Resilience. For some, a song like “Rise Up” by Andra Day can be a personal theme song for overcoming struggles. “What songs motivate you when you face challenges?” Discuss songs that inspire.
Poetry Exploration. Share related poems with participants.
- “Invictus” by William Ernest Henley
- "A Rose the Grew from Concrete” by Tupac Shakur
- “Mother to Son” by Langston Hughes
- “Still I Rise” by Maya Angelou
Related Lesson Plans
Building a Growth Mindset
Caregivers will learn about growth mindset and how to use growth-oriented language to support their children’s resilience and learning.
Growth Mindset Takes Flight
Caregivers and children will use hands-on building activities to reinforce growth mindset strategies and positive modeling.
Humpty's Big Feelings
Help preschoolers to identify emotions, understand resilience, and connect personal experiences to Humpty Dumpty’s journey.
References
Dirkx, John M. "The Power of Feelings: Emotion, Imagination, and the Construction of Meaning in Adult Learning." Adult Education Quarterly, vol. 50, no. 4, 2001, pp. 285-295. https://doi.org/10.1002/ace.9
D'Zurilla, Thomas J., and Arthur M. Nezu. Problem-Solving Therapy. Springer, 2006, pp. 87-104.
Marsh, Valerie L., Jayne C. Lammers, and Elizabeth Conroy. Students as Change-Makers: Five Steps to Advocacy Research. University of Rochester, Warner School of Education and Human Development, 2021, https://www.rochester.edu/warner/cues/wp-content/uploads/2021/11/Marsh-et-al_2021_STUDENTS-AS-CHANGE-MAKERS_-FIVE-STEPS-TO-ADVOCACY-RESEARCH.pdf.