McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Miss Mitchell Date: February 20th, 2020

Title of Lesson: Identifying Cause and Effect Cooperating Teacher: Ms. Nance
Relationships in Nonfiction Text

Core Components
Subject, Content Area, or Topic:
English; Language Arts; Reading; Virginia Studies; Social Studies
Student Population: 19 students; General Education;
10 Female: 9 African American; 1 Hispanic
9 Male: 8 African American; 1 Caucasian
Learning Objectives:
ELA.4.61
ELA.4.6.3
ELA.4.6.5 Distinguish between cause and effect.
ELA.4.6.7 Ask and answer questions about what is read
Virginia Essential Knowledge and Skills (SOL):
4.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text features, such as type, headings, and graphics, to predict and categorize
information.
b) Explain the author’s purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Draw conclusions and make inferences using textual information as support.
f) Distinguish between cause and effect.
g) Distinguish between fact and opinion.
VS.3 The student will demonstrate an understanding of the first permanent English settlement in
America by
b) describing the economic and geographic influences on the decision to settle at
Jamestown;
f) describing the hardships faced by settlers at Jamestown and the changes that took place
to ensure survival; and
g) describing the interactions between the English settlers and the native peoples,
including the role of the Powhatan in the survival of the settlers.
VDOE Technology Standards:
N/A
English Language Proficiency Standards (ELPS):
N/A
Materials/Resources:
Our Virginia, “Off to Jamestown” pp. 52-53
Cause and Effect Organizer slides (for Direct Instruction and Guided Practice)
Independent Practice Slides (optional)
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety (if applicable):

Time
(min.) Process Components
*Anticipatory Set:
TTW: Review the concept of cause and effect from the previous lesson.
Introduce the “I Can” statements for today.
 I can distinguish between cause and effect.
2
 I can understand that some causes lead to multiple effects and some effects lead to multiple
mins.
causes.
Ask students to self-reflect on their proficiency for both “I Can” statements and identify which one
they feel more comfortable with.
TSW: Reflect on “I Can” statements prior to direct instruction and practice.
*State the Objectives (grade-level terms):
I can… distinguish between cause and effect.
1 min. I can… understand that some causes lead to multiple effects and some effects become the cause
for other effects.
25 *Instructional Input or Procedure:
mins. TTW: Explain, Yesterday, we applied our knowledge of cause and effect by thinking about one
event that led to a known effect. Today, we will think about how one event or cause that leads to
multiple effects and how those effects may become the causes for other effects. We will begin by
reading both pages to understand the content and learn about Jamestown. Then, we will reread
sections to identify cause and effect relationships.

Read pp. 52-53, “Off to Jamestown” with students.

TSW: Follow along as the teacher reads aloud.

TTW: After reading, engage students in a discussion about facts and details that they learned about
the early days in Jamestown. Explain that they will learn about specific people and events more
deeply throughout their content unit.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW: Model how to consider one cause and the multiple effects that followed. Display slide 1 in
Cause and Effect Organizer slides. While I was reading this chapter, I noticed lots of things
happening as a result of one event or cause. On that cold day in 1606, the Virginia Company had
finally achieved its goal of sending three ships off to explore. I will think of this as the cause. Now
what effects did this lead to? (this is still the time for think-aloud, not student input).

TTW: Display slide 2 and model thinking aloud about the effects that resulted from Virginia
becoming more industrialized. The text explains that the explorers first hit landfall at a place they
named Cape Henry. They also established an English Settlement named Jamestown, even though
they had strict orders to settle further upriver. Overtime, their new home didn’t seem to be the best
environment to thrive and almost half of the settlers eventually died from lack of food, clean water
and disease.
TTW: Have students turn and talk to discuss how sometimes one cause has multiple effects and
other times there are multiple causes that lead to one effect.

TSW: Turn and talk to discuss cause and effect relationships with multiple causes and/or effects.

TTW: Display slide 3. Explain that sometimes, there may be multiple events that happen that lead
to one effect. Model how to explain the effect of multiple causes on slide 3. Use the language
because/so, when/then and if/then as needed for students to under the cause and effect
relationships. Show the effect on slide 4.

*Modeling:
TTW: Model how to consider one cause and the multiple effects that followed. Display slide 1 in
Cause and Effect Organizer slides. While I was reading this chapter, I noticed lots of things
happening as a result of one event or cause. On that cold day in 1606, the Virginia Company had
finally achieved its goal of sending three ships off to explore. I will think of this as the cause. Now
what effects did this lead to? (this is still the time for think-aloud, not student input).

TTW: Display slide 2 and model thinking aloud about the effects that resulted from Virginia
becoming more industrialized. The text explains that the explorers first hit landfall at a place they
named Cape Henry. They also established an English Settlement named Jamestown, even though
they had strict orders to settle further upriver. Overtime, their new home didn’t seem to be the best
environment to thrive and almost half of the settlers eventually died from lack of food, clean water
and disease.

TTW: Display slide 3. Explain that sometimes, there may be multiple events that happen that lead
to one effect. Model how to explain the effect of multiple causes on slide 3. Use the language
because/so, when/then and if/then as needed for students to under the cause and effect
relationships. Show the effect on slide 4.
*Check for Understanding:
TTW check for understanding by listening to the conversations during think, pair, share. They will
gauge where the students are based off of question being asked on the text and TTW check students
understanding by allowing the students to fill out the PowerPoint slides based on the details in the
text.
15 *Guided Practice:
mins. TTW: Display slide 5. Explain that students will follow along as the teacher rereads p. 53 to
determine the effect that happened as a result of various causes listed on the organizer on slide 5.
TSW: Think about and discuss cause and effect relationships identified in this section. Turn and
talk to fill in the effects on the organizer.
TTW: Repeat the process for slide 6 to guide students as they discuss multiple effects for the cause
listed.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TSW: Turn and talk to discuss the effects.

*Independent Practice:
TSW: Read nonfiction texts during independent reading time and analyze cause and effect
10 relationships to determine multiple effects of one cause and multiple causes that lead to one effect.
m Students can fill out blank organizers using the google slides as needed.
in
s. Teachers may elect to use the SOL Aligned Question Stems as a guided practice to allow students
to see how cause and effect may appear in a testing situation, or teachers may elect to use the
questions as an exit ticket to collect formative data.
Assessment:
The slides students complete during independent work time can provide formative data.
*Closure:
TTW: Close lesson with a reflection on the two learning targets. Have students self-assess again on
their comfort level with both targets. Consider using this self-rating system.
 5 fingers-I completely understand
 4 fingers- I mostly understand
5
 3 fingers-I understand pretty well
mins.
 2 fingers- I could use more practice
 1 finger- I need help
 Fist/0 fingers- I don’t understand at all.

TSW: Reflect on learning targets and self-assess proficiency.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style):
The teacher will determine based on student data. Some students may benefit from listening to the Our
Virginia pages in advance of the lesson. The teacher might also want to consider providing hard copies of the
graphic organizer for students to complete during independent practice.
Classroom Management Issues (optional):

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015