Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
Student: Sarah Jackson School: Converse Elementary
IWU Supervisor: Amanda Hanson Co-op Teacher: Miss. Hensley
Teaching Date: 3/12/20 Grade level: 2nd grade

UNIT BIG IDEA

Digging Deeper / The deeper meaning

LESSON RATIONALE
It is important for students to recognize cause and effect in fiction and nonfiction texts because it
is seen in everyday life. By identifying various causes and effects in different texts, students will
be able to apply these skills in various real-world experiences.

READINESS
Goals/Objectives/Standard(s)
 Goal: Students will be able to understand and identify cause and effect in various fiction
and nonfiction text, as well as real life situations.
 Objectives:
o After completing this lesson, students will know how to identify the various
causes and effects in different passages.
o At the conclusion of this lesson, students will be able to identify the effects of
various real-life situations and what caused it.
 Standard:
o 2.RN.3.2 Identify how a nonfiction text can be structured to compare and contrast,
to describe a procedure, and to explain a cause and effect relationship.
 Management Plan-
o Time per lesson element
 An hour and a half lesson
 Intro group lesson: 25 Min
 3 guided reading lessons: 20 Min
 5-minute closure
o Use of space
 First, I will have them on the carpet for a full group lesson, in the front.
Utilizing the space for them to get up and walk around in order to interact
with each other. Then before they go into their rotations and groups, the
students will be at their desks, doing induvial work, before they get called
back for guided reading. During guided reading they will be in groups
brought to the back table in order to further their reading skills. They will
listen to clear instruction throughout the lesson as well.
o List of materials

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  “The Giving Tree” By Shel Silverstein
 “Stuck” by Oliver Jeffers
 “Some dog” by Mary Casanova
 Cause and effect anchor chart
 Cause and effect worksheet
 Cause and effect cards
 Strips of paper with cause and effect on them
 Folded and cut paper for flip book
 Puzzle pieces
Anticipatory Set
 Please come to the carpet and sit down so we can discuss the directions for this next
activity.
• I am going to hand out these cards and once you get one please stand up but do not move
until I tell you too.
• Hand out sets of cards with causes and effects that could happen in everyday life.
o I didn’t wear sunscreen – I got sunburn
o It’s hot outside – the popsicle melted
o I watched a funny video – I laughed out loud
o I watered the flowers – the flowers grew
o The sidewalk was covered in ice – I slipped and fell
o It was pouring rain outside – the students put on their rain jackets
o She gave the dog a bone – the dog did a trick
o The books were too heavy – the bag broke
o My shoes were untied – I tripped and fell
o I came in first place – I got a trophy
• Each of the cards you have either has a matching effect or a matching cause with it.
Once I say go, I want you to walk around the room and find your match. When you find
each other, I want you to come to me and read it to me and if you have the wrong one,
I’ll send you back to find the correct one. If you have the right one you, we will glue it up
on the chart and you will sit back on the carpet until everyone has found their match. If
you have questions come up and ask me and I can help you find your match. But I want
you to try to find them by yourself first.
• Have them walk around and find their matches with the correct cause with the effect
• Once they find each other they will glue them to a cause and effect chart where everyone
can see the differences and connections
Purpose: Today we will be learning about cause and effect in different stories in order to
identify cause and effect in real life. This I essential because anything that has an effect had
something that caused it, so it’s important to be able to identify them in stories and in real life.

PLAN FOR INSTRUCTION

• During the individual work I will give them the story to read as well as a link to the read
aloud version because some students would take a longer amount of time to read then

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 others. Although “Officer Buckle and Gloria” is not a hard read, some students would get
too caught up on reading it correctly then fully understanding the cause and effect.
• The students are previously grouped into their reading levels. So, the first group is
grouped together because they read at similar levels. They will be reading “Stuck” which
fits into these students reading level. The activity I picked for them was a puzzle for them
to do connecting cause and effect circumstances from the book. I chose this activity
because during their indoor recess a lot of these students work on a puzzle of the United
States. Connecting this interest to the lesson will hopefully get them excited to learn more
about cause and effect.
• For the second group the students will be reading “The Giving Tree” which connects to
their reading level and will get them thinking about various aspects of cause and effect in
real life. Having them do a flip book will be a challenge for them as well as a learning
experience. Not many of them get excited about drawing, but these students do well when
getting pushed out of their comfort zone.
• The third group will be reading “Some dog!” which correlates with their reading level as
well. The chain activity will be helpful for them to see the story in sequential order and
help them work on going back into the text as well. I will have the causes and effects on
the strips before-hand so it will take less time for us to go over them. Some of these
students in this group are more emotionally inclined so they will be able to relate to this
story emotionally when pulling out the causes and effects as well.
• Each group of students has something in common besides their level and it is important
to highlight those strengths and relations to grow their interest in learning.
I.Lesson Presentation (Input/Output)
• After the anticipatory set we will review cause and effect before we go into the rotations
and individual work.
• Turn to someone next to you and tell them what a cause is and what the effect is. Can
someone remind me what the cause is? Can someone remind me what the effect is?
(allow students to answer)
• Since you are all really good at finding the causes and effects, we are going to look back
at a book I know you have already read. Dragons love tacos!! Can someone tell me one
thing they remember from the book? (allow students to respond).
• They will have a section from this book on paper as well as the passage on the board. We
will start to go over it and identify the causes and effects in the story.
• I know you guys have been talking about the words that help you see when the author
states a cause or effect but, in this story, we don’t have any of those words to help us. So,
we are going have to think hard to find a couple causes and effects.
• I want you to find two colors, one for cause and one for effect. As we go over the section
of the book highlight or underline the cause in one and the effect in the other. I will do it
with you up here and we will discuss each one together.
• The students will be able discuss and answer questions while we find a couple causes and
effects.
o The boy did not read the fine print on the salsa - he did not notice there were
jalapeños in the salsa
o The dragons ate the spicy tacos – the dragons burned down the house
o The dragons burned down the house – so they helped him rebuild the house

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• As we find these, I will answer any questions the students have and give them the time
they need to discuss and highlight their answers
• Okay, now that you guys are experts on cause and effect, I’m going to give you directions
on what to do next for your individual work before you come back with me in your
reading groups. When I tell you to go, you will come up and grab this work sheet as well
as a book that will have the story “Officer buckle and Gloria” in it. This story will be on
page 19 (Write this on the board). Read the whole story before filling out the worksheet
and then go back to fill out the causes and affects you find throughout the story.
• Going into their reading textbook on page 19 or clicking on the link to a read aloud
version of the book they will listen and read the story “Officer Buckle and Gloria”. After
they read it, they will fill out a cause and effect chart. The students will work on this
induvial work before they go into their centers or do AR reading.
• After you are done with your worksheet go into your centers or find AR books to read.
• While students are working on their individual work or going into their centers, I will call
them back to do differentiated guided reading lessons

• The first group that comes back will read the book “Stuck” by Oliver Jeffers
o Brantley, Kadence, Averie, Nevaeh, Liv, Bryson
• When we read the story could you find some causes and effects that made Floyd get his
kite at the end? Raise your hand and tell me some that we can write on the board.
• We will identify various causes and effects in the book while we read, and I will write
them down on the white board
o Cause: Floyds kite got stuck in the tree Effect: he threw his favorite shoe up there
o Cause: His shoe got stuck Effect: He threw his cat in the tree
o Cause: His cat got stuck Effect: He threw up a ladder
o Cause: He threw everything in the tree Effect: Everything got stuck
o Cause: He had got a saw and threw it up Effect: The kite fell down because there
was no more room in the tree
• Now that we have a list, we can see how many times there are causes in the story that
effect another part of the story.
• Have them do a puzzle I made that connects the different causes and effects together
from the story and when they’re done it will make a kite, just like the story.
• Now that we have this list and the book to look back at as well, I have made a puzzle for
you guys to work on! In the end it will make a kite, but each piece only fits together if it is
the right cause with the right effect.
• While they work on it together, I will ask questions and get them thinking of other effects
that could have happened from one cause.

• The second group that comes back will read the book “The Giving Tree” by Shel
Silverstein
o Ari, Enoch, Verity, Killian Hunter
• Before reading, I will ask students What do you think this book is going to be about? Do
you think the effect from some causes will make the story have a good or bad ending?
• While reading, I will ask questions such as Will the boy be happy after he sells the
apples? or Do you think he will be back to ask for more?

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 • After reading, I will pass out pieces of paper that are already cut and folded for them to
make a flip book. On the front they will draw one of the causes and when they flip, it
they will draw the effect.
• You guys will get to draw some of these causes and effects now. On the front you will
draw a cause from the story and on the inside, you will draw the effect. We will color it if
we have time, but for now just use your pencil to draw it out.
• Before they leave and if they finish before time is up, I will ask closing questions to get
them thinking of how to focus on cause and effect outside of these stories.
• What are some situations where you could see cause and effect in real life?

• The third group will be reading the book “Some dog” by Mary Casanova
o Carter, Sonya, Leland, Hailey
• Before reading I want the students to think about what types of cause and effect could be
seen throughout the story. Get them predicting about things that might happen in the
story.
• Looking at the front and back of this book what do you think will happen? What kind of
causes do you think will happen to cause certain effects?
• During the reading I will ask them what they think certain effects will be and how it
might end?
• Afterwards I will take out a few strips of paper out that have causes and effects on them
already from the story. They will have to order them beginning to end and then use glue
to connect them and make a chain of all the causes and effects from the story.
• I am going to scatter these strips with causes and effects on them from the story that I
want you to sort out and connect into a chain. Before you glue anything, sort them, and
ask me questions if you have any.
o George had a place to rest, smell and be some dog – he lived a good life
o A stray came into the family – Everything changed
o George smelled rain – There was a thunderstorm – Zippity raced in circles
o George could follow a smell – he found Zippity
o George saved zippity – George didn’t mind sharing
• If they finish before time is up, I will ask some closing questions to get them thinking
about what they have been learning.
• What is one thing you learned about cause and effect, and where could you see it in real
life?
II. Check for understanding.
• During the guided reading lessons, I will check for their understanding by asking thought
provoking questions throughout their activity and making connections to their lives or
other stories I know they have read.
VIII. Review learning outcomes / Closure
• I will bring the students back on the carpet as they finish their individual work and leave
my last guided reading group.
• You guys have been talking a lot about cause and effect in different stories, but what are
some ways we see cause and effect in everyday life? Does anyone have a short story
about a cause and effect in their life?

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 • Before we move on and leave for lunch, I want you guys to fill out an exit slip and tell me
about something you learned today and why it is important to know about this outside of
the books we read today?
• When you are done leave it on your desk and turn your attention to Miss. Hensley for
your next thing to do.
• Giving them time to do this will get them thinking before they move on and will help
them get their thoughts down after a busy morning of cause and effect practice.

PLAN FOR ASSESSMENT

• The worksheet that they will do during their individual work will check for their
understanding of finding the cause and effect by themselves.
• The puzzle activity will give me a better understanding of how they work together and
their understanding of how causes are the why and the effect is what happened next.
• The Flip book in group 2 will help me see how they differentiate between causes and
effects in the story. Each student could end up doing something different and could see it
differently as well.
• Seeing how the students sort the causes and effects for the chain will show how they
work together and understand the sequence and causes and effects of the story.
• If the students do not understand and need a clearer representation, I would get a better
understanding of their errors on their work and communicate with them individually in
order for them to get a clearer understanding of the topic.
 If student understanding has gone well, students are ready to complete a task with less
teacher support.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objectives? For those who did not, why not?
2. What were mt strengths and weaknesses?
3. How did the students respond to the guided reading center?
4. How should I alter this lesson?
5. How would I pace it differently?
6. Were all students actively participating? If not, why not?
7. Were students able to effectively identify the difference between cause and effect?
8. What adjustments did I make to reach varied learning styles and ability levels?
9. Did the skills they learned during the stations transfer int the closure?

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Name:
Directions: Write 5 or more causes and effects from “Officer Buckle and Gloria”

Causes Effects