Teacher Education Lesson Plan Template

Teacher: Ashlee Dillingham Date: 03/16/2021

Title of Lesson: Analyzing Complex Grade: 4th
Cause and Effect Relationships

Core Components
Subject, Content Area, or Topic
Language Arts and Social Stuies
Virginia Essential Knowledge and Skills (SOL)
ELA.4.6.5 Distinguish between cause and effect.
ELA.4.6.7 Ask and answer questions about what is read.

Lesson objectives
TSW:
- understand the relationship between a cause and an effect.
-apply understanding of cause and effect to locate cause and effect relationships in nonfiction text.
-apply knowledge of cause and effect relationships to analyze and comprehend nonfiction text.

Materials/Resources
Our Virginia, “Off to Jamestown” pp. 52-53
Cause and Effect Organizer slides (for Direct Instruction and Guided Practice)
Optional SOL Aligned Question Stem Practice

Safety (if applicable)

N/A

Time
(min.) Process Components
5 min. *Anticipatory Set
TTW review the process of cause and effect learned about in previous lessons and explain
how one cause can lead to one effect. TTW then review the process of the “chain of events”
as well as the Domino theory. TTW state, when you think of cause and effect, think of
dominoes! Think about the first cause of tapping the front domino and watching the others
fall. We will dive more into how one effect after a cause can be the cause of multiple events.

This activity activates prior knowledge and also introduces the lesson components.
*State the Objectives (grade-level terms). The student should be able to say:

1 to 2 ● I can distinguish between cause and effect.

min. ● I can understand that some causes lead to multiple effects and some effects lead to
multiple causes.

15 *Instructional Input or Procedure

min. TTW will present on the SmartBoard the Google Slides presentation and begin by stating,
“Yesterday, we applied our knowledge of cause and effect by thinking about one event that led
to an effect. Today, we will think about how one event or cause leads to multiple effects and
how those effects may become the causes for other effects. We will begin by reading both
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 pages to understand the content and learn about Jamestown. Then, we will reread sections to
identify cause and effect relationships.

“We’ll be traveling back in Jamestown to see the events and the multiple effects that followed
it!”

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

TSW: Follow along as the teacher reads aloud.

TTW re-read the first section and then state, “As I read, I noticed a lot of things that
happened,”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?“

“Next, I noticed that because they sent three ships, they landed and placed that mark in Cape
Henry with a cross.”

“If I look in the Danger Ahead section, I also noticed that those settlers they sent on the ships
founded Jamestown in 1607. Because they sent them, the effect was that they founded a new
settlement.

“There’s one more effect, if I look deeper into the Danger Ahead section, I saw how almost half
of the settlers had died by September of 1607. Because they sent three ships, this is what
happened!”

TTW explain the effect in the text and type on the graphic organizer to model the correct
format.

TTW state, “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.”

Next the teacher will explain how one cause can have multiple effects and that cause can cover
an entire section of text. TTW explain how effects can be found in certain sections of the text,
emphasizing how important it is to read the whole text.

TTW review the modeled effects and explain briefly about how they link with each other in
sequential order.

3 min. *Modeling
TTW model correct typing skills and notating techniques correlating with finding causes and
effects.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 8 min. *Check for Understanding
TTW ask students questions based on the text during “Stop and Think” sessions to assess
understanding.

15 *Guided Practice
min. TTW display the next Google slide and state, “This time, we have two causes and one effect for
our text!” and afterwards explain that because of causes one and two, a result or effect
occurred.

TTW re-read the designated section and ask students to use text evidence to come up with an
effect. Once answered, TTW repeat the response, “Our effect was:the sailors were eager or
happy to finally get off the boats as soon as possible.”
20 *Independent Practice
min. TSW review slides five and six of the multiple Causes and Effects practice and
complete the designated slides by typing in the multiple effects for each section.
5 min. Assessment (formal or informal)
TSW complete an SOL Question Stem Drag and Drop on Cause and Effect based on today’s text
to assess overall comprehension.
3 min. *Closure
TTW present students the opportunity to ask any questions not recorded in the formal
assessment to answer and review.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For visual learners, the Google Slides will enrich their learning. For auditory and lower level learners, the
text will be provided in Read-aloud form.
Classroom Management Issues (optional)
Students may become inattentive or distracted during whole group instruction, therefore TTW refocus
the class before disruptions occur.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

3/16/2021
Intern Signature Cooperating Teacher Signature Date

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