USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis

Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: 5 Date of Lesson: Wed., Nov. 15th, 2017
Reading/Cause & Effect

Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.K12.R.1.3
(You should include ALL applicable Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
standards. Rarely do teachers use
just one: they’d never get through
them all.)

Essential Understanding
(What is the big idea or essential When the students complete this lesson, not only will they be able to identify cause and effect within the
question that you want students to text Tall Tale Tuesday, but they will also be able to draw connections to the whole group text, Kamishibai
come away with? In other words, Man.
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching? Given a text on (or close to) their reading level, the students will be able to identify events, ideas, and
(Student-centered: What will actions, that cause other events, ideas, and actions to happen (cause and effect) with minimal errors in
students know and be able to do identification.
after this lesson? Include the
ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd
Rationale
Address the following questions:
 Why are you teaching this
objective?
 Where does this lesson fit
within a larger plan?
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is
necessary for a teacher to teach
this material?
Name: Lauren Francis
Subject/Content: ELA Group Size: 5 Date of Lesson: Wed., Nov. 15th, 2017
Reading/Cause & Effect
I am teaching this lesson so that the students have a refined understanding of key events, ideas, and
actions that influence others within a text and how they are interconnected.
This lesson is for a small group (T2) instruction for students who are below level in ELA content areas.
This more personal learning environment will allow me and my CT to see exactly which of these students
are understanding the content and who may need additional assistance. This also opens the floor to
additional questions students may have.
I am teaching this lesson this way because my inquiry focuses on confidence within the classroom. I have
been focusing on the majority of these students when tracking confidence and academic progress. This
lesson is also designed around these students and their particular reading levels.
It is important for students to learn cause and effect because they will not only use this in future ELA
classes, but also in real life situations (e.g. problem-solving).
Formative assessment: I will assess student understanding through the progression of the small group
lesson by the contribution in completing our group t-chart.
Summative assessment: The students’ understanding of the lesson will be assessed through assignments
administered during the duration of the whole-group text study.
The teacher teaching this lesson needs to be knowledgeable about the texts Tall Tale Tuesday and
Kamishibai Man. They also should be familiar with what cause and effect is as well as the students’
strengths and weaknesses.
USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: 5 Date of Lesson: Wed., Nov. 15th, 2017
Reading/Cause & Effect

What background knowledge is Students should be familiar with what cause and effect is as well as the whole group text we’ve been
necessary for a student to studying as a class. I will ensure my students have this background knowledge by prompting them with
successfully meet these introductory questions (e.g. Are we familiar with cause and effect? What do we think cause and effect is?)
objectives? and making sure they have been present during whole group ELA instruction.

 How will you ensure students’ My learners are Tier 2 students’ who are slightly below level in ELA content based on their DRA levels.
have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?

What misconceptions might I don’t think my students will have many misconceptions about the content since this is something they
students have about this content? should have been introduced to in the first and second grades. Although, they may not have a complete
understanding how one event can have multiple effects or how a cause can lead to an effect which can
domino into another effect.

Lesson Implementation

Teaching Methods Guided reading/small group

(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan Time
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: 5 Date of Lesson: Wed., Nov. 15th, 2017
Reading/Cause & Effect

Where applicable, be sure to Engage: “Who is familiar with cause and effect?... Who can tell me what they
address the following: think it is?”
 What Higher Order Thinking
(H.O.T.) questions will you ask? Explore: We will go through and read half of the text individually. The students
 How will materials be will whisper read so I can monitor their progress and fluency. Once the students
distributed? are done reading the first half of the text, we will discuss the events and how one
 Who will work together in event lead to another and so on (cause and effect). If time permits for this
groups and how will you particular small group lesson, we will repeat the process for the second half of
determine the grouping? the text connecting both pieces.
 How will students transition
between activities? Explanation: We will track these events on our t-chart and discuss how each
 What will you as the teacher do? event, idea, and/or action are connected and has influenced the next and why.
 What will the students do?
 What student data will be Extend: We will extend the content by drawing comparisons between our small
collected during each phase? group text (Tall Tale Tuesday) and our whole group text (Kamishibai Man).
 What are other adults in the
room doing? How are they Evaluation: Students will be evaluated based on contribution and quality of the
supporting students’ learning? discussion we have while in the small group as well as quality of t-chart
 What model of co-teaching are completion.
you using?
While I am with my five students for this small group lesson, my CT will be
meeting with another group of students for their small group instruction. During
this time, the rest of the class will be occupied with an activity related to
Kamishibai Man. If they are completed with that particular assignment, they are
allowed to work on their writing assignment which will eventually lead to a
transition into writing instruction.

What will you do if… …a student struggles with the content?

If a student struggles with this content, then I will be sure to keep a close eye on them during whole group
instruction when we study Kamishbai Man with the same focus to ensure they are getting a better grasp
on the content as we touch on it once more.
USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: 5 Date of Lesson: Wed., Nov. 15th, 2017
Reading/Cause & Effect

What will you do if… …a student masters the content quickly?

If a student masters the content quickly, I will have them draw connections from Tall Tale Tuesday to
Kamishibai Man and how the patterns of cause and effect are similar and different.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

Tall Tale Tuesday is centered around a story being told by a family member in the text. Many of my
students love writing and telling stories, so they will be able to relate to these characters.

If applicable, how does this lesson connect to/reflect the local community?

One of the tall tales told in the text is about fishing. Being that Tampa is located on the water, fishing is a
common extracurricular for families in the area. Another tall tale told in the story is about Paul Bunyan,
whose story is common in elementary literature.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

If a student masters the content quickly, I will have them draw connections from Tall Tale Tuesday to
Kamishibai Man and how the patterns of cause and effect are similar and different.

How will you differentiate instruction for students who need additional language support?

If a student struggles with this content, then I will be sure to keep a close eye on them during whole group
instruction when we study Kamishbai Man with the same focus to ensure they are getting a better grasp
on the content as we touch on it once more.
USF Elementary Education Lesson Plan Template (S 2014) Name: Lauren Francis
Grade Level Being Taught: 3rd Subject/Content: ELA Group Size: 5 Date of Lesson: Wed., Nov. 15th, 2017
Reading/Cause & Effect

Accommodations (If needed) JA is a newer student in the class so I am not very familiar with his strengths and weaknesses. I will have
(What students need specific to pay closer attention to him as I go through the lesson so I am sure to meet his needs.
accommodation? List individual
students (initials), and then explain EL is extremely shy so I have to encourage participation.
the accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
I will be using the text Tall Tale Tuesday because it is on or close to the students’ DRA levels. It also is a
great text to use when focusing on cause and effect. I will also be using a piece of notebook paper and a
writing utensil to create our t-chart for tracking causes and effects.