EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Name: Taylor Hoesly
Lesson Day
Date: May 9, 2018
Grade: 2nd
Topic: Cause and Effect
Grouping: Small Group (4 students)
Length of Lesson: 20 minutes

 What is the difference between cause and effect?

Goal Statement
A description of the enduring understanding or big ideas that  How does identifying the cause and effect allow you to comprehend a text better?
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.
This lesson explicitly discusses the differences between cause and effect and how to utilize
How will this lesson support the learning goal?
the strategy using appropriately leveled expository text. Students will use a cause and effect
(1c: Setting Instructional Outcomes)
chart to identify three cause and effects within an appropriate-leveled text. Students will use
this reading strategy in continuing lessons.

PA Standards
CC.1.1.2.E - Read with accuracy and fluency to support comprehension.
List the Pennsylvania Standard(s) relevant for this lesson.
-Students will read the text Visiting the Past while the teacher listens for student’s
fluency and accuracy of the text.
CC.1.2.2.C- Describe the connection between a series of events, concepts, or steps in a
procedure within a text.
-Students will identify the three different causes and effects in the text Visiting the Past.

 Cause
Academic Language
What language will students be expected to utilize by the end of the  Effect
lesson? Consider Language function and language demands (see
Lesson Plan User Guide). Throughout the lesson, these key terms will be utilized in the modeling and detailed
What key terms are essential? explanation of the reading strategy. Students will also hear these words in the closure of the
What key terms are essential to develop and extend students’ lesson where they will write either an effect or a cause based on a scenario given to them.
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academic language?
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?

1. Students will be able to identify a cause in a fiction text 90% of the time.
Objective(s)
2. Students will be able to identify an effect in a fiction text 90% of the time.
(1c: Setting Instructional Outcomes)
3. Students will be able to graph causes and their effects using an cause and
Taking into consideration the learning goal what is the objective(s)
effect chart.
of this lesson that will support the progress toward the learning
goal?

The statement should be directly observable (use verbs that can be

measured).

 Reading Wonders text book pages 391-393

Technology Materials/ Resources
The students will use these text book pages to read the story Visiting the Past.
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this Students will identify causes and effects in the text.
lesson? How do the materials align with the learning  Cause and effect cenario worksheet
objective/outcomes? If appropriate, what educational technology The teacher will use this scenario worksheet in the modeling of the lesson. The
will be used to support the learning outcomes of this lesson? How teacher will model for students how to accurately write an cause sentence as well as
do the resources support the learning objectives? an effect sentence.
Cite publications and any web resources.  Cause and Effect Worksheet
Students will use this worksheet to accurately write the main cause and effects in
the fiction text Visiting the Past. Students will identify three causes and three
effects.
 Cause and Effect closing tickets
Students will write a cause or effect based on a scenario given to them on the exit
ticket.
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Anticipatory Set
1. Today we are going to talk about another reading strategy. We are going to identify
(1a: Demonstrating Knowledge of Content and Pedagogy)
causes and effects within a text.
__2_ minutes 2. I’m going to read you two sentences, they will be about cause and effect. If you think
How will you set the purpose and help students learn why today’s the sentence is true, I want you to wiggle your fingers. If you think that the sentence
lesson is important to them as learners? is false, I want you to put your hands on top of your head. Let’s review what those
How will you pique the interest or curiosity regarding the lesson actions are. The teacher should review the true and false actions so that the children
topic? are prepared for the activity.
How will you build on students’ prior knowledge? 3. Okay! Here is the first statement, tell me if you think this is true or false. “A cause is
How will you introduce and explain the strategy/concept or skill? an even or action that makes something happen.” Show me your answers! The
teacher should look for “true”.
Provide detailed steps. 4. Exactly! That was a true statement. Here is the next one, “An effect is what happens
because of that event.” Show me your answers. The teacher should search for “true”.
5. Great! This was also a true statement. The effect always comes AFTER the cause.
6. However, in a text, they aren’t going to specifically look back and label them for us.
Today, we are going to read a fiction text and identify three causes and three effects.

Modeling
Instructional Activities
1. I am going to show you how to write an effect sentence. In this cause scenario I have
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
the sentence, “I broke my elbow playing soccer.”
Designing Coherent Instruction)
2. Now, I know that if I broke my elbow, I probably won’t be able to play soccer that
Exploration (Model): How will students explore the new concepts? next day.
How will you model or provide explicit instruction? 3. If I broke my elbow, I probably wouldn’t just go home and put a band-aid on it
either. I would have to go and see the doctor afterwards so that he can help to fix it.
Guided Practice: How will you provide support to students as they
4. My effect sentence would be “I went to see the doctor and he said that I wouldn’t be
apply the new concept? How will you allow them to practice (with
able to play soccer until it was fixed”. \
teacher support)?
5. Now let’s say I found an effect in my story first. My example here is “I had to finish
Independent practice: How will students review and solidify these my homework during recess”. So this tells me that I have an effect, but I don’t have
concepts to be able to use this new knowledge? How will you a cause.
monitor and provide feedback? 6. Now why would I have to finish my homework during recess? I know that sometimes
if I don’t do my homework the night before, I will have to finish it during my recess
Provide detailed steps.
time.
7. So my cause sentence would be “I didn’t finish my homework the night before.”. So
here I have what happened, which is that I didn’t complete my homework, and my
effect of that action, which is finishing it the next day.
Guided Practice
8. We are going to work together to identify a cause and effect in a fiction text. Please
open your textbooks to the page 391. When you have found the page, please place
your pencil in your book. Have students open up their Reading Wonders textbook to
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the correct page. When the teacher sees that all students have placed their pencil on
their books, they can continue to the next step.
9. Who would like to read the section “Busy Building” The teacher should pick one
student to read the text. The teacher should make sure the other students are
following along as the student reads.
10. Thank you for reading! Now, who would like to tell me what the cause was in this
section? The teacher should be searching for the answer, The Changs visited
Philadelphia.
11. Great! Now I want you to label that in the circle part of our cause and effect
worksheet. Have the students write down the cause sentence.
12. Now, I want you to work on your own to write the effect of this. What did they do
when they visited Philadelphia? Take a few seconds to write your answers.
13. Who can tell me what the effect of The Changs visiting Philadelphia was? The
teacher should search for the answer, “They saw many historical sites”.
14. Very good! Because The Changs visited Philadelphia, they saw many historical
sites. You identified both the cause and effect.
Independent Practice
15. Now that we have worked together to identify our first cause and effect. I want you
to read the next few sections and find two more cause and effects and label them on
our cause and effect worksheet. When you are finished, turn your paper around and
we will review it.
16. The students will read pages 392-393 of the text Visiting The Past and identify two
more cause and effects within the text. For the students that need more assistance,
the teacher should work with them one-on-one to help them identify the causes and
have the student work independently to identify the effects.
17. When all students have completed their worksheets, the teacher will have the
students come back together as a group and review their answers.

Closure 1. You did a great job identifying cause and effect within our fiction text today. We will
(1e: Designing Coherent Instruction) continue to use this strategy to help us comprehend different types of texts.
2. On this exit ticket, I have either written a cause or an effect. I want you to write
_1__ minutes
either a cause if you have an effect, or an effect if you have a cause. When you are
How will students share or show what they have learned in this
done you may hand it in to me and return to your seats.
lesson?
3. Have students complete their exit tickets. When students are completed, they can
How will you restate the teaching point and clarify key concepts?
return their seats.
How will you provide opportunities to extend ideas and check for
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understanding?
How will this lesson lead to the next lesson?
1. Gradual Release was used while completing the cause and effect chart, allowing for
Differentiation
all the students needs to be met.
(1e: Designing Coherent Instruction)
2. Students who needed more one-on-one support worked with the teacher during
What differentiated support will you provide for students whose independent practice to identify the causes in the Visiting The Past text. This
academic development is below or above the current grade level? allowed for students to identify the beginning of a cause and effect and worked to
What specific differentiation of content, process, products, and/or find the cause on their own.
learning environment do you plan to employ to meet the needs 3. Each student in the small group will get a chance to read the text aloud. This allows
of all of your students? for students who are ELL to hear how the fiction text is read.
How does your lesson support student differences with regard to
linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
1. One student who has ADHD can sit closer to the teacher during small group
Accommodations
instruction so the teacher is easily able to redirect their attention back to the text and
(1e: Designing Coherent Instruction)
help them when needed.
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

Modifications
1. Students who have a harder time reading longer texts will receive a simplified
(1e: Designing Coherent Instruction)
version of the Visiting the Past text. This will condense the three pages down to one
What curricular modifications and/or changes in performance and each section will be about a paragraph long. These students will still be able to
standards, if any, do you plan to employ to facilitate the identify the cause and effects in the text without having to read mass amounts of
participation of students identified with special education needs? text.
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1. Students will identify a cause in the Visiting the Past text in their Reading Wonders
Assessment (Formal or Informal).
textbook. The teacher will use informal assessment while students go over their
(1f: Assessing Student Learning)
answers in the independent practice of the lesson.
How will you and the students assess where the learning objectives, 2. Students will identify an effect in their closing ticket at the closure of the lesson.
listed above, were met? The teacher will use formal assessment to identify if the student correctly wrote an
Each formal or informal assessment should describe how it is effect statement to a cause.
aligned to the above objective(s). 3. Students will be able to graph causes and their effects from the fiction text Visiting
the Past using an cause and effect chart. The teacher will use informal assessment
by reviewing the next two cause and effect statements that students wrote in
response to reading the fiction text. The teacher will determine if students need
further instruction after hearing their responses.

After completing this lesson, I believe there were many ideas that worked well in
Reflection on Instruction theory but many things that could have gone better. The use of the Visiting the Past
text for the students when completing their guided and independent practice was
What evidence did you collect to demonstrate that your very hard for students to make cause and effect connections. After completing the
students have met or are progressing towards the learning guided practice with the first spot on our cause and effect worksheet, I had students
outcome? work to identify a cause and effect on their own. However, all four of my students
What changes or adjustments had to be made during the complained that it was too difficult for them to complete on their own. I took a step
lesson (justify those changes) to ensure students make back and continued to help them. After I tried to scaffold and help them identify a
adequate progress in meeting the learning objective? cause, students were still unable to identify an effect independently. Therefore, this
What changes will have to be made to the next lesson in order became more of a group work situation where I did lots of guided practice for
for students to be on pace in meeting the overall goal of the students, and in some instance I had to prompt students in order to find the right
Lesson or Unit? answer. I also had a hard time identifying causes and effects in this text upon reading
it. In the future, I would create a sort of matching game so that after students had
Taking good notes about each lesson will help as you develop read the text, the could match causes and effects already written down for them.
a formal reflective narrative at the end of the SLO.
I continued to add more behavioral management pieces into this lesson. This group
has a very hard time of keeping their focus and often wants to jump around and skip
past answers. I added pieces of management such as putting their pencils in their
books, or flipping their papers upside down when they had completed so that I was
able to keep everyone on task. I again had to use redirecting language to keep
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students focused on the task at hand. I had a student that wanted to stand for the rest
of the lesson, and after telling her nicely two other times to sit down, I had to be firm
and let her know that for the rest of the lesson we were working on that she would
have to remain seated. She didn’t seem upset that I told her to continue sitting and
continued working on the worksheet.

The students responded very well to the worksheet. I had created a worksheet where
the causes were in circles and that the effects were in rectangles. Some students even
labeled each side of the paper so that they knew where to place each answer. I used
the same graph for our closing ticket and created four separate scenarios for my
students to either write a cause or an effect statement based on the scenario given to
them. My students responded better to this type, as it was something that was easier
to identify a cause or an effect as these were scenarios that could happen to them as
students. I also was able to model how to write both a cause and effect statement.
My students gripped onto the modeling very quickly, and even asked if they could
write the cause statement for me as they “knew the answer”.

In the future, I will think of easier ways to teach this reading strategy to the
students. This narrative non-fiction text was far too hard for students to identify a
cause and effect. Perhaps finding a different text all together would have been a
better approach to this lesson, as students were confused all together about how to
connect their causes to their effects.