Nicole Pelosi 3rd Grade ELA Special Education Pullout Service Wednesday October 9, 2013 Cause and Effect

1. Purpose o What are causes and effects? 2. Vocabulary and Key Terms o Cause: something that happened first o Effect: something that happened after because of the cause 3. Skills o Listening/Comprehension o Identifying key words phrases 4. Objective o By the end of the lesson, students will be able to identify causes and effects with 75% accuracy. 5. Learning Standards o RI.3.3 Describe the relationship between a series of historical events, scientific ideas, or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. 6. Pre-Assessment In our class, we separate the students into two groups. Some students have already been exposed to concepts about cause and effect and gained some understanding, but will need reinforcement. The other half of the group learned about cause and effect last year and may need some more support. 7. Lesson Presentation a. Set Induction: The teacher will ask the students what would happen if ice was left in the sun. This will be used to help the students understand what a cause and effect is before we watch the video. b. Procedure: Students will be directed towards the front of the room to watch the video from Brainpop Jr. about cause and effect. The teacher will pause the video at important times to elucidate the concepts to the students.

After students watch the video, the skills that were discussed in the video will be reinforced by having the students fill in the flow chart under the Talk about It section on Brainpop Jr. After completing the chart, strips of paper will be passed out to the students and they will be assigned to work individually. Their task will be to match the causes and effects together. A graphic organizer will be provided to them so they can put the causes on one side of the organizer and the effect on the other. After the sentences are matched up, conjunction words will be passed out to one group of students. Students will make longer sentences using the conjunction words to show how the cause and effect are related. Before students begin to work, the teacher will remind students that sometimes, the effect can come first in the sentence (like with the word because). The other group of students will have a matching activity that corresponds to a story they have been reading. This should be easier for them since they already read the words on the page and know the story. These students may need extra practice to master this skill and therefore, should not create longer sentences. If students finish early, they can try to think of their own causes and effects. They can write it in a graphic organizer, which will be given to them for guidance. c. Closure: With five minutes remaining in the period, students will recap what a cause and effect is. Examples may or may not be provided based on the individuals level of understanding. Finally, homework will be written down in their agenda pads and they will be sent off to their next class. 8. Materials and Resources o Smartboard o Strips of paper with causes and effects o Printed copies of cause/effect graphic organizers o Brainpopjr.com o Pencils 9. Follow-up Activity or Differentiated Assignments This skill will be reinforced using the class textbook both formally and informally throughout the year. For example, the three higher students will discuss cause and effect in stories as they gradually use more abstract concepts. The three lower students will discuss more concrete examples from their stories. 10. Evaluation/Assessment Students will be informally assessed based on the sentence strip activity. With some prompting, students should match 75% of the events correctly. Students who are able to connect the sentences with conjunctions are going above and beyond what is required. This is a challenging way for the students to create longer, meaningful sentences.

11. Differentiation This lesson has been differentiated by scaffolding the skill and providing students with progressively more challenging work. It starts out easy because all the students need to do is match the sentences together and then string them together with conjunctions. If the students are able to do this, they can move on to applying what they learned in the lesson to a story they have been reading in class. The lesson has been differentiated for students in this particular group by decreasing the amount of writing that would otherwise be needed if the lesson had a different structure. The strips of paper provide a visual way of organizing the information in kinesthetic manner. One student, who may be able to breeze through some activities faster than the others, will be challenged to connect what he learned in the lesson to himself and things around him. This will require him to imagine and/or recall what effects certain events have. Two students in particular may need more time to complete their work, but if they finish early, the teacher may ask them to glue their sentences on a sheet of paper as a way to document their work. Students in this class also have attention deficiencies and watching a video and using the Smartboard may help sustain their attention. Using manipulatives may also help them stay on task.