You are on page 1of 4

Molloy College

Division of Education
Student: Natalie Ferraro
Course: EDU 521 (St. Johns)
Grade: Life skills (high school)
Topic: Cause and Effect

Professor: Dr. Esposito

Date: November 15th, 2016
Content Area: ELA

Instructional Objective
After reviewing a prior reading called Dancing in Darkness and the topic of cause and effect,
students will able to identify causes and effects of Benjamins life by completing a worksheet,
with no errors.


(New York State Alternatively Assessed Frameworks)
CCLS Strand: Reading Standards for Literature
CCLS Sub-Strand: Key Ideas and Details
RL 11.2 Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce a
complex account; provide an objective summary of the text.
Indicator: This will be evident when the students determine the main idea of the article to create
two cause and effects from the article.
CCLS Strand: Speaking and Listening
CCLS Sub-Strand: Presentation of Knowledge and Ideas
SL 11.4 Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
Indicator: This will be evident when students share examples of cause and effect and also share
their answers from the worksheet.

MOTIVATION (Engaging the learner(s)*)

The students will view a video of Bens performance on Americas Got Talent. This will also act
as the do now when students pretend they are judges on the show and say yes or no to his
The students will also have the option to watch the video using their google glasses, to better
understand what Benjamin lives through.

SMARTboard, computer, youtube clip, judge pallet, teacher constructed work sheets.

Direct instruction, review, independent assessment, questioning.

ADAPTATIONS (Exceptionality*)
A student who is hearing impaired will sit at a table facing the teacher and the board.
A student who is hearing impaired will need the teacher to wear an FM radio transmitter to hear
A student who is hearing impaired will take notes on his iPad.

Tier 1: Students will be given the subject pronoun and verbs for the fill in the blank paragraph,
also they will use the review sheet, with no more than one error.
Tier 2: Students will be given a worksheet on cause and effect with sentence starters,
Tier 3: Students will complete the fill in the blank paragraph with a word box and review sheet,
with no errors.

1. Students will watch a video clip on the SMARTboard of Benjamin performing on Americas
Got Talent. They will be given judge pallets and will act a judge on the show. (Who remembers
the story we read from yesterday? What was it about? If you were a judge on Americas Got
Talent would you say yes or no to Benjamin moving on to the next round? How did it feel
watching this through your google glasses? Was it difficult? Would you be able to dance like
2. Students will review the article read the day before as a class. The students will be reviewing
the article through Popplet, an interactive graphic organizer. (Who would like to read our key
vocabulary words? What struggles did Benjamin face? How did he overcome them? What is an
adjective you could use to describe Benjamin? Would you learn braille if you were blind?)
3. Students will engage in an activity in which the teacher is eliciting answers from the students
about cause and effect. Students will start activating prior knowledge from yesterdays class
about cause and effect. (What would happen if I was walking and closed my eyes while running?
What would happen if you practice a sport? What happened after Benjamin lost his eyesight?
What did Ben have to do because he couldnt see anymore? What hurdles did Benjamin face and
how did he overcome them?)

4. Students will utilize a word cloud to help guide them to be able to identify causes and effects
from the article. (What is a cause and effect? What is an example of an effect from his visual
impariment? Wha is an effect that Ben had to learn Braille?)
5. Students will then be asked to reflect on the article individually, then find a partner and
identify a cause and effect they have found from the reading. Students will then engage in a class
discussion on causes and effects from the reading. (What is an effect of Benjamin becoming
blind? Why did he have to learn Braille? What is a cause of him to practice more? What is an
effect for him to practice more?)
6. Students will be given a worksheet (on paper or uploaded on their iPads), according to which
tier they are in. They will also be given help while they complete the worksheet. It will be
reviewed in class using SMARTnotebook. (What is a cause of Ben losing his vision? How did
this affect him? What was the cause of him learning Braille?)
7. The students will be given their homework assignment, which will be reviewed in class. (Can
you identify one example of cause and effect you can see in your home? What is something you
can identify as a cause? Who can read the directions? Does anyone have any questions?)

Students will complete a cause and effect worksheet to assess their understanding.
Students will also be informally assessed on their cooperation throughout the lesson and their

After a lesson incorporating cause and effect in the article, students will complete a worksheet on
causes and effects from Benjamins life.


Direct Teacher Intervention: Students who did not understand fully the lesson or who handed in
an incomplete or had more than one error will review with the class the next day, and will be
paired up with a student they work well with.
Academic Enrichment: Students who fully understand the lesson will identify a two examples of
a cause and effect for their homework, and will present it the next day in class.

Brian, S. (2015, November 16). Dancing in Darkness. ACTION Scholastic, 12-15.
Lesson: Cause and Effect. (n.d.). Retrieved November 30, 2015, from