SmallGroupLessonPlanWriteup

Area/aspectsofliteracy
Causeandeffectinareadpassage
Explanationofneed
Mycooperatingteacherexpressedconcernforsomeofherlowerlevelstudentswiththeconceptofcause
andeffect.WedecidedthatinordertomakemywholegrouplessonplanclearforthewholeclassIwould
workwithsomeofthelowerlevelsanddiscusscauseandeffectsoeveryonewasonthesamepage.
Referencestocurriculum
The4thgradewasworkingthisquarteronstudyingthegovernmentincludingascheduledfieldtripto
Raleightoseethegovernmentbuildings.MycooperatingteacheraskedifIwouldcoverasectionofcause
andeffectwithinthecontextofgovernmenttobringhometheirconnectionstothefieldtrip.Inmysmall
groupIfocusedondeterminingtheeffectwhengiventhecausebasedonthegivenpassage.Thestudents
withmetocreateagraphicorganizersothecauseandeffectswouldbeclear.
Studentperformance
Iexpectedthatthestudentswillbeabletolocatethecauseinthepassageifgivethemtheeffectorthe
effectofIgivethemcause.Thestudentshadsomeissueswiththis,ittooksomecoaxingtogetthemto
maketheconnectionsinitiallybutassoastheyunderstoodwhatIwasaskingtheycaughtonquickly.
Classroomenvironment
Theclassroomenvironmentencouragesstudentreadingandampletimeisgivenforstudentstoread
independentlyabookoftheirchoiceanddojournalresponsesbasedoffoftheirreading.
Materials
4copiesofProtectingourIslands,chartpaperandmarkers
Hopefuloutcomesforthestudents
Itismyhopethatwiththisextratimethelowerlevelstudentswillbeabletofollowthecauseandeffect
governmentpassageinmywholegroupmorefluidly.ImadesuretotellthestudentsinmysmallgroupthatI
neededtheirhelpwhenItaughtandbecausetheyweregettingextrapracticethenIexpectedthemtohelp
duringthewholegrouplessonandreallylookforcauseandeffects.
Interventions
Theonlyissuethatpoppedupduringmysmallgroupwassoundingwordsoutthatwereunusualtothem.I
gavethemextratimeandencouragedthestudentswhentheytriedontheirown,onlysayingthewordsfor
themwhentheirguesseswerewayoff.ThestudentswereagertoreadbutImadesuretoaskforvolunteers
insmallsectionsandgivethemextratimetogetthroughtheparagraph.

Observation

InstructionalLesson
Classroom:MissMacCauley
Grade:4th
CurriculumArea:Reading

WhatInotice

Studentsallowedtopickindividual
booksthattheyworkoutof,promotes
studentchoice
1520minIndependentreadingtime
Classstaysquiet
Studentsfocused,seemtoenjoytheir
selection
Modeledinferenceswithexampleson
board
Explainedinferences
Gaveinferencesexamples
Letstudentsmaketheirowninferences
Studentsweregiventimetolocated3
inferencesinindependentreadingbook
Clearguidelinesgiven
Expectationsstated
Teachermovesthroughclassroom
offeringindividualassistanceforall
levels,pointingoutexamplesintheir
booksandhelpingstudentsmake
connections.
Studentfindingsrecordedinjournal
Keepstrackofstudentprogressthrough
conversationsandclasschart

Observer:ElizabethTeel
Date:3/14/17
Time:1pm

Thoughts,Questions,ConnectionstoMethods
Classes

Classrules?Notdisplayed
Studentjobsclear
Isthereconferencing?
Teacherleadslikeaconversationwith
thestudents,seemsveryapproachable
Constantstudentfeedback
Knowsthingsabouttheirpersonallives
andintegratesthemintotheir
understandingofthelesson
Usessillyexamplestokeepstudents
attention
Redirectsirrelevantconversations
Obviousmutualrespect
Jumpsatteachablemoments
Encouragesreadingatalllevels
Givesspecificpraise
Anypartnerwork?

CentralFocus:Cause(why)andeffect(what)

GradeLevel/Subject:4thgrade
Comprehension
EssentialStandard/CommonCoreObjective:
CCSS.ELALITERACY.RI.4.5

Describetheoverallstructure(e.g.,chronology,
comparison,cause/effect,problem/solution)ofevents,
ideas,concepts,orinformationinatextorpartofatext.

Datesubmitted:Date
taught:3/18/16

4.C&G.2.1Analyzethepreambleandarticlesofthe
NorthCarolinaConstitutionintermsofrightsand
responsibilities.

DailyLessonObjective:StudentswillcomprehendtheeventsinPreamblepassageasthey
relatetocauseandeffect.Creatingtheirownclassrulesbasedoncauseandeffect.
Tobe
successful,studentswillearnatleast5of6pointsontherubric.
st
21
CenturySkills:
Identifyandcreate
InformationLiteracy
PriorKnowledge:

CCSS.ELALITERACY.RL.2.7
Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrate
understandingofitscharacters,setting,orplot.
CCSS.ELALITERACY.RI.3.8
Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,
comparison,cause/effect,first/second/thirdinasequence).

Activity
1.Focusand
Review

DescriptionofActivitiesandSetting
Iamgoingtoshowyouashortvideothat
differentiatescauseandeffect.Iwanttogiveyoua
visualofwhatacauseisorthe
why
and,whatand

Time
5min

effectisor
whathappened.
Iwantyoutobeableto
identifythemandhowtousethemcorrectlyinyour
ownwriting.

https://www.youtube.com/watch?v=sMTIuPvU6Lc

Todaywearegoingtolearnwhatcauseandeffect
is.Whenwearefinishedyouwillbeabletoidentify
causefromeffectinyourreading.Knowingthe
causeandeffectswillhelpsusbeabletounderstand
whatanauthoristryingtocommunicate.
2.Statementof
Objective
forStudent

A
cause
issomethingthatmakessomethingelse

3min

happen.Todeterminethecause,askthequestion
"WhyDiditHappen?
An
effect
iswhathappensasa
resultofthecause.Todeterminetheeffect,askthe
question
"WhatHappened?
LetmeshowyouwhatImean,thinkaboutalong
lineofdominoesthattookmehourstolineup,then
mydogcomesinandlicksthefirstdomino.Wellhe
hasaprettybigtongueandthatmakesallofthe
dominiesbehindtheonehelickedtofallover!Bad
dogright?

3.TeacherInput

10min

Mydoglickingthefirstdominoisthecauseand
theeffectiswhatfollowswhichisallthedominies
fallingdown.
Showcauseandeffectexamplesonsmartboard
Iamgoingtoshowyouafewobviouscauseand
effectsontheboardbutcirclingthecauseand
underliningtheeffect.

Greencircle
=Cause
Blueline
=Effect
1. My
alarmdidnotgo

off
soI
missedthebus

2. I
forgotmycape
soI
hadtodrivetoschool.

3. The
catranupthetree
sothe
firemanhadtorescue
her
.
4. I
didn'tbrushmyteeth
soI
gotacavity

5. Tom
didnotdohishomework
sohe
gotazero
.

NowIwanttoseeifyouandapartnercanfind
causeandeffectsinthispassage.Togetherweare
goingtoreadthispassageontheUnitedStates
Preamble.Apreambleisthebeginningofthe
constitutionwhichoutlinesourrightsasUnited
Statescitizens.Justlikewehaveguidelinesinclass
thesamegoesfortheconstitution.Withapartner,I
wantyoutoidentifythreecauseandeffectsfrom
thispassage.Iwantyoutothinkaboutthe
why
it
happenedand
what
happenedafterthatwhileweare
reading."

4.GuidedPractice

15min

5.Independent
Practice

Nowonapieceofpaper,Iwantyoutopretendlikeyou
gettowritessomenewrulesforthisclassbutyouhaveto
supportyourrulewithacause.Justlikehowthe
constitutionwaswritten.Therightoffreedomofreligion
wasincludedintheconstitutionbecauseinEnglandthey

15min

6.Assessment
Methodsofall
objectives/skills:
7.Closure

werenotgiventhatfreedomandwantedtomakesurethat
changedwhenAmericawasestablished.SoIwantyouto
thinkaboutyourcurrentclassrulesandsubmitathreenew
rules.

Forexample,IwouldnotallowguminclassbecauseI
gotgumstuckinmyshoeonetimeanditwasgross.The
causewassteppingongumandtheeffectwasanewclass
ruleofnogum!Therulescanbesillytoobuttheyhaveto
makesense,likeWedonotletllamasteachclassanymore
becausetheyspitonthestudents.

OneyouhavethreerulesIwantyoutocirclethecauseand
underliningtheeffect.Iwouldlikeyoutowriteaminimum
ofthreetoturnintomebutyoucanwriteasmanyasyou
wantuntiltimeisup!
Studentswillbeevaluatedbasedontheircauseandeffectclassrules.

Students,youalldidsuchagreatjobidentifyingcauseand
effect.Cansomeofyousharewithmeyourfavoritecause
andaeffectclassrules?Doesanyonehaveaneasywayto
identifyacauseandeffecttheywanttoshare?
Rubricbelow
17/24studentsmasteredthelesson

8.Assessment
Resultsof

all
objectives/skills:

TargetedStudents
Modifications/Accommodations:
IwillaccommodateELLstudentsby
writingkeywordsandphraseson
notecardsintheirnativelanguage.Iwill
movestudentswhoarehardofhearing
closetothefrontandmakesurethatIdo
notturnmybacktothemduring
instruction.

3min

Student/SmallGroup
Modifications/Accommodations:
Iwillaccommodatetargetstudentsbyasking
earlyfinisherstocreatemorecauseandeffect
classrules.

Materials/Technology:
Paper
SmartBoard/onlineaccess
Whiteboard/paperchart
Reflectiononlesson:Below

Rubricbelow*

Evaluation:
CriteriaforMastery:
fullmastery=6points
partialmastery=5points
nomastery=4orlesspoints

RubricUsedtoEvaluateworksheet:

2points

Identificationofa
causeandeffect

Created3causeand
effectsrules

1point
Created2causeand
effectsrules

Created1causeand
effectrule

Markingofcauseand Marks3causeand
effect
effectscorrectly

Marks2causeand
effectscorrectly

Marks1causeand
effectcorrectly

Useofevidenceto
supportexplanation

Usessome
appropriateevidence
forclassrules

Doesnotincludes
appropriateevidence
forclassrule

Usesofappropriate
evidenceforclass
rules

References:
https://www.youtube.com/watch?v=sMTIuPvU6Lc

0points

ReflectionOnLessonPlan

Overallmylessonwentreallywell.Iwasveryanxioustogetinfrontoftheclass
andleadalonglessonbutIwasmorepreparedthatIoriginallythought.AssoonasI
hadtheclasssattentionmyadrenalinetookover,Ifeltverycomfortableandthe
student'srespondedwell.Iopenedthelessonwiththedogandthedominoscenario,
whichbroketheiceandhadthekidssmiling.Ithenwrote5examplesofcauseand
effectsentences,underliningthecauseandcirclingtheeffects.

Thestudentswereeagertobreakdownthesentencesandpointedoutpatterns
thatgavethemcluesthatitwasacauseandaneffectsentence.Iwaspleasedwith
theirinvolvementatthispointinthelesson.ToavoidwastingpaperIhadtheclassread
thepassageonthepreambleoftheconstitutionasaclass,itwasalittlecumbersome
butImadesuretoonlytakevolunteerreaderssonoonewouldbeembarrassed.Ihad
thestudentspaycloseattentionandlistenforcauseandeffectsinthepassageasother
studentsreadoutloud.Hereiswherethestudentsstruggled,Iaskedthestudentsto
comeupwiththreecauseandeffectsfromthepassingroups.Therewasagoodbitof
confusionhere.

Thepassagewasnotclearlylaidoutlikemycauseandeffectsentence
examples.Thestudentshadtoworkhardertodiscovercauseandeffectbasedonwhat
theyalreadyhadlearnedabouttheconstitutionoverthelastfewweeks.Onlyafew
studentswereabletodothiswithoutissue.IfIweretodothisagainIwouldhavetaken
theoriginalpassagethattheteachergavemeandbreakitdownintomoreconcise
sentences.Iwouldhavesummarizedthepassagesoclasstimewouldnothavebeen
takenupandthecauseandeffectscouldhavebeenlocatedquicker.

NextIhadthestudentspretendliketheyareleavingaverystrictschooltocome
toSocratesAcademybuttheyhadnoruleslikethenewcoloniesinAmerica.Ithen
invitedthestudentstocreatetheirownrulesforthenewschoolincludingreasoning
behindtheirrules.Theirruleshadtoincludeareasonwhytheychosetherule.Iallowed
therulestobesillywhichhadthestudentsmoreengagedbuttheirrulesstillhadto
makesense.Herethestudentsindividualcreativityexcelled.Imovedthroughthe

desks,offeringruleideasthatmadethestudentslaughandeasedandtensionfromthe
groupactivity.

Beginningmylessonwehadsometechnologyissues,thepassagewhichwasto
bedisplayedonaprojectortookagoodbitoftimetouploadsoIhadtothinkquicklyto
fillthetime.InoticedthestudenthadbeenreadingHarryPotterduringfreetimesoI
openedaclassdiscussionandinvitedtheclasstoshareandcauseandeffectsthat
notedintheirreading.Afewstudentswereeagertoaddtothisdiscussionandfilledthe
timenicely.
OverallIamverypleasedwithhowthisexperiencewent.Idiscoverednewthingsabout
myclass,wasabletoconnecttotheircurriculumandtapintotheircreativity.Knowing
whatIdoknow,Iwouldhaveenteredthislessonwithamoresimplisticpassagefor
reading.IalsowouldtroubleshootanytechnologyIwasgoingtousesoclasstime
wouldn'thavebeenwasted.AsidefromthosetwoissuesIamreallypleasedwithhow
thelessonplanunfoldedintheclass.

CooperatingTeacherLessonFeedbackForm
Note:Acompletelessonplanshouldbeprovidedbytheteachercandidatepriorto
observation.
Tobecompletedbytheteachercandidatepriortoobservation
PreserviceTeacher:BessTeel
Date: 3/17/16
Time:8:15

Observer:MissMacCauley
School:SocratesAcademy
Grade:

1.Whatareyourgoalsandobjectivesforthislesson?
Mygoalistokeepstudentsengagedwhileintroducingthemtocauseandeffectusingsocial
studiesforanexample.
2.Whataresomespecificthingsyouwouldlikeobserved?
IwouldliketomakesureIamkeepingstudentsontaskwhilemakingthelessonengagingand
keepingtheirattention.
TobecompletedbytheObserver:
3.Strengthstocontinuetobuildon:
Mrs.Teeldidsuchanamazingjobteachingcause&effecttomyfourthgraders.When
teachingshedidagreatjoboftalkingaboutthingsthatmyscholarscouldrelateto.For
example,whentalkingaboutcause&effectshetalkedaboutyouralarmnotgoingoffthenthe
effectwasyouwerelateforschools.Myscholarsmadeaconnectiontothisandthereforethey
wereinterestedinwhatshehadtosay.
Ialsolikethatsheappealedtothemanytypesoflearnersinmyclassroom.Shewrotethingson
theboard,shehadscholarswritethingsdown,andthenhadanactivitytoallowthescholarsto
becreative.
4.Suggestionsforfuturelessons:

IfIhadtofindsomethingforMrs.TeeltoworkonIwouldsaythatmaybeinthefutureshe
couldmakesuresheiswalkingaroundtheroomwhengivingherminilesson.Myscholarsget
distractedveryeasily,butiftheyknowsomeoneisrightbesidethemcheckingonthemthey
willbemoreengaged.