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UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Lizette Grade(s): 4th grade School/Mentor Teacher (if applicable): Ms.
Moran Franco

Subject area(s): Reading Unit Topic/Theme: Lesson Title: Finding the Causes and Effects in
Cause and Effects Expository Text
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
4.(11) Reading/Comprehensio 74.4(c)(4)(I) I.A. 2. Generate ideas and gather information
n of Informational demonstrate English relevant to the topic and purpose, keeping careful
Text/Expository Text. Students comprehension and records of outside sources
analyze, make inferences and expand reading skills by
draw conclusions about employing basic reading II.A. 2. Use text features and graphics to form an
expository text and provide skills such as overview of informational texts and to determine
evidence from text to support demonstrating where to locate information.
their understanding. Students understanding of
are expected to: supporting ideas and III.B.2. Participate actively and effectively in
(C) describe explicit and details in text and group discussions.
implicit relationships among graphic sources,
ideas in texts organized by summarizing text, and IV.B. 3. Listen actively and effectively in group
cause-and-effect, sequence, or distinguishing main discussions.
comparison ideas from details
commensurate with
content area needs.

74.4(c)(5)(G) Narrate,
describe, and explain
with increasing
specificity and detail to
fulfill content area
writing needs as more
English is acquired.

74.4(c)(3)(G) express
opinions, ideas, and
feelings ranging from
communicating single
words and short phrases
to participating in
extended discussions on
a variety of social and
grade-appropriate
academic topics.
Lesson Objective(s)/Performance Outcomes
The students will be able to locate the cause and effects in their texts.
The student will be able to distinguish what a cause and effect is by writing them in the right area of the cause
and effect graphic organizer.

Assessment (Description/Criteria)
Diagnostic Assessment: Whole group discussion about their prior knowledge of causes and effects in the
text.
Informal Assessment: Checking for understanding as teacher walks around and observes students
working on their short text called Rise of the Octopus.
Formal Assessment: Students will locate the causes and effects in the Earths Cleaning Crew
article, which they will write down in a Cause and Effects graphic organizer.

Materials and Resources


Manila paper, pencils, projector, paper, cause and effect graphic organizer, Rise of the Octopus article by
Melanie Kletter, and Earths Cleaning Crew article by Heather Price-Wright.

Management of the Instructional Environment

When working in groups, teacher will walk around to guide students through activity.

When working individually, teacher will walk around and observe students.

Technology Integration
Screen Projector

Diversity and Equity (Accommodations, Modifications, Adaptations)


Dyslexic Students will have the articles and the cause and effect matching scenarios read to them if needed.
Will be given 3-5 more minutes to finish analyzing the Earths Cleaning Crew article. Students with low
reading levels will have the articles and cause and effect matching scenarios read to them if needed. They will
be given 3-5 more minutes when analyzing the Earths Cleaning Crew article. English Language Learners will
be paired up with Intermediate level students. Will have 3-5 more minutes to finish analyzing the Earths
Cleaning Crew article.

Activities/Procedures

Anticipatory Set (activate prior knowledge, (List specific statements or activities you will use to focus
students on the lesson for the day. This should activate student knowledge related to the objectives.):
Match the scenarios:
Causes Effects
A tornado blew the roof off the house the ice cream in the freezer melted.
Fred was driving 75 in a 35 mile zone Pluto is no longer a planet.
Since the electricity went out for most of the day and as a result, the family had to find another place to
live.
When the manuscript is edited therefore he got a speeding ticket.
Because of changes in classifications the company will publish it.

The students will start the class by writing the cause and effect matching scenarios that will be projected into
the white board. The students will use their prior knowledge to match which cause goes with which effect. The
teacher will be walking around checking for students comprehension of the content by what scenarios they are
matching together. The teacher will read the scenarios to those students having a hard time understanding the
reading.

Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the
lesson and why these objectives are important to accomplish.):

After the students are finished the teacher will tell the students to put their papers facing down in their desk.
The teacher will then explain to the students that today they will be learning what cause and effect is and how
to find cause and effect in a text. This will help them when they are finding the cause and the effect on their
own so they have to listen to understand how and where to find it.

Instructional Input (direct teach, (What information is essential for the student to know before beginning
and how will this skill be communicated to students?):

The teacher will use an anchor chart teaching the student what cause (the reason why something happens) and
effect (the result or what happened) is. Give students some tips about how they can find the cause and effect by
looking at the words that will help them see that the sentence might have the cause and effect on it. Some of the
words that help are so, since, this is why, outcomes, due to, if , then, cause, because, lead to, result, in order to,
consequently, and therefore. Also, have a place in the anchor chart to tell the students that the cause always
happens first, but may not be written first so they have to see which one states what happened to find the cause
and the other one will have to state why something happens to find the effect.

Modeling (I do, (If you will be demonstrating the skill or competence, how will this be done? This is what
the TEACHER shows the STUDENTS):

Afterwards, we will check how they did in the matching scenarios that they did at the beginning of the lesson
by having students pass their paper to the person sitting two seats from them to the left. The teacher will go
over which one goes with which by using the anchor chart to help them see which cause and which effect go
together. The students will see how the teacher found out which one is the cause and effect by the words that
the sentence used and also by the context the scenario was saying. When finished matching the scenarios and
talking about them, the teacher will collect the papers by having the students pass them to the last student in
each corner at the front of the room. When they all are gathered the teacher will pick them up.

Checking for Understanding(Identify strategies to be used to determine if students have learned the
objectives.):

Next, the teacher will group students into groups of three by using the pizza method, which is grouping the
students into crust, cheese, and pepperoni and those three students will be a group. The teacher will give student
the Time For Kids magazine and they will open their magazine to page six, which is a short story called Rise of
the Octopus by Melanie Kletter. In their groups they will find the causes and effect in the story, which they will
write down in a manila paper that has been folded twice to create four boxes on the front and the back. They
will use all eight boxes to put the causes and effect of each one of them.

Guided Practice (We do, (List activities which will be used to guide student practice and provide a time
frame for completing this practice. This is what the TEACHER does WITH the STUDENTS.):

The teacher will then create a cause and effect chart on the board and go over the text with the students and
check what the students have put for their cause and effects. The teacher will ask students how they knew this
one was a cause or an effect. The students might say they used the anchor chart or they used context clues in the
text to find out where the causes and effects are.

Independent Practice (You do, (List homework/seatwork assignment to be given to students to ensure
they have mastered the skill without teacher guidance. This is what the STUDENT does ALONE to show
the TEACHER what s/he has learned.):

Lastly, the students will read another article in the Times for Kids magazine on page four called Earths
Cleaning Crew by Heather Price-Wright. This time the students will be given a cause and effect paper that is
front and back where they will look for four causes and effect in the text on their own. The teacher will walk
around and guide the students if it seems they are stuck or help those students that might have trouble reading
the article.

Closure (What method of review and evaluation will be used to complete the lesson?):

When the students are finished finding the four causes and effects in the text, then as a class we will go over
what are some things that they put for those boxes. The students will have to tell me where they found the cause
and effect in the text and how did they know it was a cause or an effect. After we go over all four causes and
effects, the class will have a discussion about what they have learned today in the class when it comes to causes
and effects, and how to look for them. As the class is discussing the teacher will go around and pick up their
cause and effect concept map they did for the Earths Cleaning Crew and Rise of the Octopus text.

Reflections and Documentation/Evidence of Lesson Effectiveness

Websites you may want to look at for help:


http://www.huntington.edu/education/lessonplanning/Hunter.html
http://www.humboldt.edu/~tha1/hunter-eei.html
http://template.aea267.iowapages.org/lessonplan/