Grade Level Being Taught: 3 Subject/Content: Cause and Effect Group Size: Small Date of Lesson: 3/30/21

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: ______Sarah Dunn______________________________
Grade Level Being Taught: 3 Subject/Content: Cause and Group Size: Date of Lesson: 3/30/21
Effect Small
Part 1: Lesson Content

Title of Lesson How Hail Happens
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson is really neat because it is something that the students will have a lot of trouble connecting
(supervisors) to. Hail is something we don’t really experience in Florida, but we do experience rain. It’s important for
our students in Florida to know about hail because it happens all over the US in most other states as well
as many other countries, and learning about hail allows the students to see an element of difference
between their lives and others who live where hail is something that is regularly experienced.
Additionally, cause and effect relationships are present on a daily basis in everyone’s lives, whether that
be at home or in school. In identifying cause and effect relationships in the text, hopefully students will
be able to make connections between in-text and real-life cause and effect relationships.
My inquiry student loves science topics, and when I discussed the subject with her, she told me she
enjoys the water unit they have been going through, so I’m using a science passage related to what
they’ve been learning about to stay within her interests and motivate her to want to read it and do well
on the lesson.
How does this lesson connect to/reflect the local community?

Same as above, and Florida is full of water. Even right by the school, there are is a big, beautiful lake
within walking distance. It’s important for kids to know about all kinds of water. Additionally, regarding
cause and effect relationships, these impact all people, including the students and the community
members. Being able to identify cause and effect relationships in the text is going to be a useful skill as
they make connections between in-text and real-life cause and effect relationships.
What Standards (national or
state) relate to this lesson? Main standard: LAFS.3.RI.3.8: Describe the logical connection between particular sentences and
(You should include ALL applicable paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
standards.)
Other standards include:
LAFS.3.RI.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
LAFS.3.RI.1.3: Describe the relationship between a series of historical events, scientific ideas or concepts,
1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Sarah Dunn______________________________
Effect Small
or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
LAFS.3.RI .2.4: Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 3 topic or subject area.
LAFS.3.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text
to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning LAFS.2.RI.1.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate
course) understanding of key details in a text.
LAFS.2.RI.1.3: Describe the connection between a series of historical events, scientific ideas or concepts,
or steps in technical procedures in a text.
LAFS.2.RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
LAFS.2.RI.3.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to
and clarify a text.
LAFS.2.RI.3.8: Describe how an author uses reasons to support specific points in a text.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
LAFS.4.RI.1.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
LAFS.4.RI.2.4: Determine the meaning of general academic and domain-specific words or phrases in a
text relevant to a grade 4 topic or subject area.
LAFS.4.RI.2.5: Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
LAFS.4.RI.3.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
LAFS.4.RI.3.8: Explain how an author uses reasons and evidence to support particular points in a text.
What misconceptions might Cause and effect relationships only happen when there are people involved/when people do something.
students have about this There can only be two things in a cause and effect relationship—1 cause and 1 effect (rather than a chain
2
Effect Small
content? (talk to your CT) of events)

Objectives- What students will Some examples:
know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will be able to accurately identify cause and effect relationships in an informational text.
Measure (HOW WELL they need to
do it) Students will be able to answer questions about an informational text reasonably.
(Note: Degree of mastery does not
need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ___Strategic Thinking___________________________________
Which level(s) of thinking is/are called for in your objective? ___________Strategic Thinking________________
Why did you choose this level(s) of thinking?
This is an abstract concept—cause and effect relationships. The lesson needs to be a little complex in
order to fulfil the standard, but not too complex to where it confuses the students.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered Students will work with me on discussions and filling out a small graphic organizer as a group to check
your objectives? for understanding on cause and effect relationships. Based on willingness to participate, how often I see
them looking through/referencing the texts, and the responses they give when called on, I will be able to
get an idea of where each student is in terms of meeting the objectives.
3
Effect Small
At the end of the lesson, students will write a simple response as an exit slip to the question: “How does
hail form?” This will allow me to see if they use language that shows a better understanding for cause
and effect relationships or sequencing relationships (which is something we’ve worked on before that is
also covered in standard 3.8) on this subject.
How does it align with your objective?

1. Students will answer questions about the cause and effect relationships as I lead a discussion
with them.
2. Students answer questions about the text, referring explicitly to the text for answers.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative because we are not at the end of a unit.
Assessment Scoring/Rubric See bottom of the document for rubric.
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your We will be located in a small group at the back, horseshoe table with me as the head.
step-by-step plan): I will try to keep J away from C because they tend to be disruptive with each other.
● What processes & procedures will you use? How and when will you communicate those to
students?
Students will be expected to have periods of silent think time and time to look through the text.
They will be expected to participate in reading the text aloud and discussing it with me and their
peers. The second block will be encouraged to communicate with each other more because they
are more collaborative. Students will be expected to communicate with me in discussion actively
and participate at least a few times. Finally, students will complete an exit slip at the end of the
activity on their own. Throughout the script, you can see these procedures clearly stated at
different points as we go through the lesson.
● What expectations will you have for the students? How and when will you communicate those to
4
Effect Small
students?
I will explicitly state my expectations at the start of instruction, piece by piece, as laid out in the
scripting. Expectations may include: one person talking at a time in discussions, staying on task,
participating actively in discussion, using strategies, and not copying each other.
● What strategies will you use if students do not meet your expectations? Are there specific
students who require a more extensive management plan? What will that consist of?
J: May get a little energetic. Normally I would allow him to stand to control his energy but
because we’re in small groups I want to try to keep him seated, although I may let him stand if his
behavior is getting out of hand. I will also seat him away from C because the two of them can get
loud sometimes.
C: Seat away from J to prevent any off-task or disruptive behavior.
K: May not want to participate in the discussion. I will use a small-group spinner instead of
calling on hands or asking for a “call out” from time to time in hopes of getting him more
involved, and will also encourage him if he’s been silent to share his thoughts (interest boosting)
● What will students do if they complete the task quickly?
Students will go back to their seats once they finish the chart and work on independent reading
or another task as designated by my CT.
Materials iReady Book, pencil, exit slip (I will provide), pack of colored pencils for students to use if they want for
(What materials will you use? Why the exit slip.
did you choose these materials?
Include any resources you used. The iReady book gives great texts and resources for small group lessons and helped me spark some ideas
This can also include people!) for discussion (I also pulled some of their questions). It is all based on third grade, which is perfect for
my third grade students. A likes art a lot, so I wanted to give the opportunity for her to use art skills to
demonstrate her understanding in the exit slip if she wanted.
5
Effect Small
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
More collaborative students will have more access to discussion and peers, whereas more individualist
students will have more access to think time and random call-ons.
A will be given extra opportunities to participate and I will try to gear questions toward her. The topic
has also been chosen to be of interest to her so that she will be more engaged in the lesson.
Students who are energetic will have the opportunity to stand if I think it is necessary. Normally, I would
allow for more standing, but for this lesson I would prefer to keep everyone seated.
Which specific students will benefit, and why?
Students with ADHD or generally more energetic students will benefit if they are allowed to stand, and
more individualistic students for this lesson because a lot of it is geared for them (although I will make
accommodations for the more collaborative students).
A will benefit as the lesson is geared specifically toward her.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or Pace and process may be altered to fit a more collaborative or individualist style to the students in the
groups of students) small groups.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual ● Pre-Production Level: Provide materials in their native language. Incorporate into a more
students (initials), and then explain collaborative group, and try to include another speaker of that language.
the accommodation(s) you will ● Early Production Level: Provide materials in their native language. Incorporate into a more
implement for these unique collaborative group, and try to include another speaker of that language.
learners.) ● Speech Emergence Level: Incorporate into a more collaborative group, and try to include another
speaker of that language.
*If you don’t have students who ● Intermediate Fluency Level: Incorporate into a more collaborative group, and try to include
6
Effect Small
require these accommodations, another speaker of that language.

describe what you WOULD do if
you did have these students. What accommodations will you make for students who have an IEP or 504 plan?
Students will be allowed to stand if they are having trouble focusing while sitting (at teacher discretion).
Depending on the student, I will be able to make the group more discussion oriented/collaborative
towards them, or more independent towards them.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
This lesson is geared towards the higher-achieving group in each block, so I would be treating all the
students as if they had an EP. However, for the student that has been tested and has an EP, I will be
encouraging him to participate more and will ask him to elaborate more on his responses if I see an
opportunity (if he joins the lesson—he may have to get on his enrichment activities on the computer at
the time of the lesson).
While A has not been identified as gifted, she will also be treated as such, asked to elaborate on her
responses, etc.
References (Planning of iReady Textbook
instruction should be guided by
research-informed CT help
approaches. Acknowledge
references used to inspire lesson Research from inquiry.
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ___Cause and Effect Relationships_________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) ______Level 2, Supervisor cycle 2 =_small
group_____________________
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask? 3. Step-by-step plan:
7
Effect Small
◻ How will materials be Time: Action Steps:

9:10
distributed? “I need (Block 1: J, C, K, and Ka; Block 2: A, Ja, S, M, and Jn) to come to the back table please with a pencil
◻ Who will work together in and your iReady workbooks!”
groups and how will you
determine the grouping? 9:11 everybody to flip open to page 60 in their iReady books. Today we’re going to read about
“I need
◻ How will students transition something really interesting that you never really see in Florida. Can I have a volunteer read the title of
between activities? the text and the name of the author for me?” Call on a hand.
◻ What will you as the teacher
do? “Excellent thank you for reading __.” Turn attention back to the whole group. In block 2: “Discuss as a
◻ What will you as the teacher group: what is hail?” Give students 30 seconds or so to discuss. Listen to the discussion for correct
say? answers. If there was a correct answer, move onto the next part of the scripting. If not, “I heard a lot of
◻ What will the students do? good guessing and discussion!” And then move onto the next part of the scripting.
◻ What student data will be
collected during each phase? Block 1: “Raise your hand if you’ve ever heard of hail.”
◻ What are other adults in the If anyone raises their hand, ask them to tell the group what they think hail is.
room doing? How are they  If incorrect, “Hmm, not quite, but thank you for guessing!”
supporting students’ learning?  If correct, “Excellent, that’s right!”
 If no one knew what hail was to start, “That’s okay—it isn’t something we really experience in
Florida so you were not expected to know. Today, we’ll learn a little bit about it!”
Regardless of outcome, continue with: “Hail is a little bit like rain. When rain pours down, is rain a solid,
liquid, or gas? Call out.” Students should say “liquid.” “Excellent. Hail is like rain in the same way that it is
water, comes from clouds, and ‘rains down’ on us and our lakes and houses and stuff, but it’s different
9:13 hail is frozen! This makes it a solid. Hail is frozen chunks of ice that fall from the sky. Sometimes,
because
hail is really tiny. I’ll show you a video of some hail that fell on me and my fiancé T when we went to
Tennessee over winter break.” *Show clip* “See how tiny those little balls of hail are? Hail can also be
really big, like the size of your face! In this text, we’re going to read about how hail forms. Does anyone
have any questions before we begin?”
*Answer any questions*
“Instead of reading independently today, we’re going to read together as a group. I’m going to either use
my spinner or call on someone to read one paragraph at a time, and you’ll read it out loud for us while
everyone follows along quietly in their text in their heads. Does everyone understand? Show me
9:15
8
Effect Small
thumbs.” Check for understanding. “Great! As we read, I want you to use your pencil to circle any words
that are unfamiliar to you. Can I see thumbs if you understand what we’re going to do? Perfect!” Be sure
that A gets a chance to read aloud.
Spin spinner or call on student. “__, you’re up! Go ahead and start us off with the first paragraph.”
 As the student reads, follow along and help them with any words they struggle with. Encourage
them to use their strategies and sound it out first and try to give them time before jumping in to
help with the word.
 Keep an eye on the other students and ensure they are following along. If anyone circles a word,
take note of what word they circled. Use discretion to determine when to define words for
students. If more than one student circle the same word, define it after the paragraph has been
read.
Spin spinner or call on student. “__, it’s your turn! Can you read paragraph 2 and the subheading that goes
with it?”
Do the same as before with words students struggle with.
After the reading: “I want everyone to find the sentence in the text that answers this question and point
to it. (For block 2, “You can use your friends to help you if you would like.”) Ready? Where in the cloud is
the air colder—the top of the cloud, or the bottom of the cloud?”
Give
9:21 students 20-30 seconds to find the sentence, “At the top, air is much colder than it is lower down.”
“A, what sentence did you find?” If correct, “Excellent work, __. She said [read sentence]. This sentence
tells us that air is colder at the top of the cloud. This is going to be important information for the next
9:22
paragraph.” If not, “Hmm, not quite, did anyone else have a different sentence?”
Spin spinner or call on student. “__, it’s your turn to read! Can you read us paragraph three and the
subheading that goes with it?”
Do the same as before with words students struggle with.
9:23
“Great job reading __! We’re going to stop the reading here for today friends, but you’re welcome to read
the rest on your own another time. Everyone focus your attention to the pictures at the bottom here.
Let’s
9:25look at them together. Everyone point to the first thing that needs to happen for hail to form. Can I
have someone read the caption aloud for me? Just go ahead and call out.”
9:25
Effect Small
“Thank you for reading __. Does everyone see how the picture shows the raindrops being blown by the
wind, higher into the cloud where it’s colder? Thumbs?”
“Can I have another person call out and read the next caption?”
“Wonderful, ___, thank you. If you look at picture 1, you can see the raindrops at the top of the cloud here,
but in the second picture, what happened? Call out/A.” Answer should be “They turned to hail.” When
student answers, “That’s right, they turned into hail!”
“Remember our cause and effect activity from last week? Can someone refresh us on what we did?” Call
on student or have students call out. “We filled out a chart with cause and effects in the text about how
clouds form. We’re going to do something a little similar this week, but we’re going to fill out a smaller
chart together and talk about it.” *Pull out graphic organizer* “Can I have thumbs up if you understand,
thumbs down if you’re confused or have a question?”
Answer any questions.
“Perfect.
9:28 I want you to think in your heads: what is a cause, and what is an effect? We know they are two
different things that go together, but what do they mean on their own? Block 1: Take a minute to think
about it. Block 2: “Turn and talk with a friend next to you and discuss.”
Block 1: “Okay, now that you’ve had a second to think, does anyone want to try to tell me their own
definitions of cause and effect?” Block 2: “Okay, A/___, do you want to tell me a definition of cause or
9:29in your own words?” Then call on another student for the other one.
effect
Listen and give feedback on definitions. They should be similar to the following:
Cause: a person, thing, or event that makes something happen
Effect: The thing, or something, that the cause made happen.
Use these definitions after kids have presented their own ideas to solidify the concepts.
“Wonderful work everybody! Now that we have a better understanding of cause and effect, let’s fill out
this chart together. We have an effect, but we need to figure out the cause. I want you to first look in your
texts and think before clasping your hands in front of you and looking up at me to show me that you
think you may have the answer. Does that make sense?”
9:31
“Great! If the effect is ‘raindrops freeze,’ what might the cause be? Look in your texts and at the pictures
10
9:32
Effect Small
to help you find out. You can work with a partner if you would like.”
Watch for students using the text and wait for all or most students to be clasping their hands to show
they are ready to move on.
“I see that all/most of my friends here have their answer. (Either: “I’m going to spin the spinner and see
who will share!” Spin spinner. “__! What do you think the cause might be?” OR “A, would you like to share
what you have?”)
The cause should be, “The wind blows raindrops into the top of the cloud where it’s colder.” Repeat this
to the students when the correct response is given.
 If student is incorrect, “Hmm, not quite. Does someone else want to volunteer to try?”
 When correct response is given: “Does someone want to write that in the graphic organizer for
me?”
“Terrific work, friends! Let’s move onto our next box. We have a cause, but not an effect. Does someone
want to read what our cause is?” Call on a volunteer.
“Thank
9:32 you for reading, __. Our cause is ‘Hail in the cloud grows heavy and large. Same as last time, look
in your text, look at the pictures, use your brains, and find what the effect is! When you think you have it,
clasp your hands in front of you and look up so I know you’re ready. (Block 2: Work with your friends if
you would like!)”
9:34
“Can I have a volunteer/A tell me what they think the effect is?” Call on a volunteer.
Correct response should be, “The hail falls to the ground.”
 If correct: “Excellent work! The hail falls to the ground is right! Can you show me where you
found that in the text?”
 If incorrect: “Hmm, not quite. Can I have another volunteer share what they think the effect might
be?” If A, also ask “Can you explain to me how you got that answer?”
 When correct response is given: “Does someone want to write that in the graphic organizer for
me?”
“Perfect! Now that we’ve finished our graphic organizer, there’s just one more thing I want you to do.”
*Pass out exit slips* “I want you to write in your own words or draw a picture to represent: ‘How does
hail form?’ Use your text, use the pictures, and use your brain! Does everyone understand what we’re
doing?” Check for understanding and answer any questions. “Okay! This is an individual assignment, so
11
Effect Small
make sure you are doing this on your own and not copying each other or working together on this one.
Go ahead. When you’re finished, just make sure your name is on it and pass it to me.”
Rubric:
Exemplary (3) Proficient (2) Adequate (1) Not Meeting Expectations
(0)
Participation Student offers insight Student offers insight Student occasionally Student does not offer
several times, volunteers sometimes, volunteers to offers insight and/or much or any insight into
to answer questions answer questions a few volunteers to answer group discussions and does
frequently, and may times, and may participate questions, and may not volunteer to answer
participate with peers in with peers in discussion. participate with peers in questions much or at all.
discussion. discussion. Does not participate much
with peers.
Exit slip Student writes how hail Student writes how hail Student writes how hail Student either does not do
forms in their own words forms in their own words forms or draws a picture the exit slip, or gets most
or draws an original or draws an original about how hail forms, and or all of the elements
picture about how hail picture, and may may plagiarize a good incorrect.
forms and gets most or all plagiarize some from the portion of their response
elements correct. text, and gets ¾ or more from the text. Student
of elements correct. may get about ½ of
responses correct.
Use of Text/Coding Student frequently looks Student sometimes looks Student occasionally looks Student rarely, if at all,
through the text to answer through the text to through or glances at the uses the text to answer
questions and codes the answer questions and/or text to answer questions questions and/or does not
text many times. codes the text sometimes. and may or may not code code the text at all.
the text.
12

Grade Level Being Taught: 3 Subject/Content: Cause and Effect Group Size: Small Date of Lesson: 3/30/21

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Grade Level Being Taught: 3 Subject/Content: Cause and Effect Group Size: Small Date of Lesson: 3/30/21

Uploaded by

Copyright:

Available Formats

USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Sarah Dunn________________________

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

content? (talk to your CT) of events)

(connect back to 4504/CT

How does it align with your objective?

A will benefit as the lesson is geared specifically toward her.

require these accommodations, another speaker of that language.

◻ How will materials be Time: Action Steps:

You might also like