Elementary Multiple Subject Lesson Plan Template

Name: Sierra Cochrane Date of Lesson: 11/27/2017

Curriculum Materials: Lesson plan, Anchor Chart Paper, markers, Grade: Kindergarten
Draw & Write worksheet, pencils, crayons
Central Focus for Learning Segment: Kindness Whole class or small group: Whole Class
Lesson # in sequence: #3 Total lesson time: 40 Minutes

Lesson Agenda
Lesson title: Actions & Feelings are the Cause & Effect

Standard: (CCSS.ELA-LITERACY.RL.K.2) With prompting and support, retell familiar stories, including key details.
Learning Objective: Students will be able to identify cause and effect details from the story Chrysanthemum and also their own lives,
by describing actions (cause) and the effect those actions have on feelings (effect).
Language Objective: Students will be able to orally retell stories as they relate to cause and effect with their peers, including the
description of actions and how those actions effected feelings.

Beginning the lesson-

1. “Yesterday we read Chrysanthemum, and we thought about how she was feeling throughout the story when people were kind
and unkind to her. Today we are going to continue to look at why our actions matter and how they affect the feelings of those
around us.”
2. After talking about how Chrysanthemum felt in her book when her peers, parents, and teachers interacted with her, we are going
to look at the cause & effect of actions on feelings, including examples from the book and personal experiences from students.
3. “When we read Chrysanthemum, there were times in the story where she was feeling happy, sad, and lonely, because of the
things her classmates said and did to her. Can you think of a time in the story where Chrysanthemum felt sad? I am going to give
you some independent think time.”
4. Give students about 30 seconds to think about how to answer this on their own.
5. “Okay, we are going to talk to our carpet buddies about this question. I want you to start your conversation with:
Chrysanthemum was sad when…” (Write this sentence starter on the whiteboard in front of the class).
6. “Before we start, I will show you how to do this with my own answer…” (model conversation using sentence starter).
7. “Chrysanthemum was sad when people used her name as a joke.”
8. “Now it is your turn, when I say go, I want you to turn around and talk to your carpet buddy using this sentences starter. Make
sure that you both have time to talk. Ready? Go!”
9. Give students 1 minute to talk with their partners, move around to listen to what the students have to say. Check to make sure
they are using the sentence starter, staying on task, and following the “partner talk protocol”.
10. “Let’s wrap up our conversations in 5…4…3….2…1… I heard some really great answers to this question. Let’s call on a couple
people to remind us of a time when Chrysanthemum was feeling sad in the story.”
11. Cold call on a few kids that you think will have answers that you can use with the class, try to choose advanced students, ELL
students, and students with IEP’s, not just students that you know will be right.
12. “Let’s start with ____. What is your idea?”
13. “If you had the same idea as ____, you can show them that.” (Model sign of agreement ASL for ‘same’) Repeat the process of
calling on students and getting ideas about 4 times, make a list of their ideas on the board.
14. Possible responses from students: she felt sad when her classmates made fun of her name, she felt sad when people laughed at
her, she felt sad when the girls made fun of her on the playground, etc.
15. “Great job remembering the story we read yesterday, now we are going to use these ideas to talk about cause and effect and
how our actions can affect others feelings.”

Academic language supports: Explicit instruction and modeling of how to use a “sentence starter”. By modeling the use of a sentence
starter and defining it for students, it helps the class to understand the term and how to use it clearly. The other academic language
support needed here is to define what cause and effect are, that will be done in the next part of the lesson.
Assessing for understanding: Formatively walk around and notice if students are using the sentence starter and if they are following
“partner talk protocol” (take turns, don’t interrupt, respond to answers when appropriate, and be supportive).

Adaptations for student support: Our class currently has no TAG students, 5 ELL students, and 6 students on an IEP for
communication/speech. This section is adapted to help all students because of the use of peer-to-peer interaction. All of the ELL
students have carpet buddies whose native language is English, so they can get peer help and modeling with their partner in the
conversations. Also, for all of our students who are on IEP’s, they are partnered with students who have strong communication and
speech skills. By talking with a partner who has those skills, and by simply spending time practicing communication, it helps their
speech develop more. The adaptations in this lesson are dependent upon the strategically planned assigned carpet spots that each
student has with consideration of who their partner would be during carpet buddy talks.

Middle of the lesson-

1. “Before we talk more about the book from yesterday and our own personal stories, we need to talk about what cause and effect
means.”
2. “Cause is why something happened and effect is what actually happened. The cause is first and the effect comes after it.” (Write
these definitions on an anchor chart paper with a line between “cause” and “effect”).
3. “An example of this that I can think of is: John was mean to Sally, so Sally cried.” (Write this on the white board, not the anchor
chart).
4. “The cause is ‘John was mean to Sally’ and the effect is ‘so Sally cried’ in this example.” (Point to sentence as you say this.)
5. “Let’s spend some time thinking about causes and effects in our lives, it can be the sun and rain making a rainbow, not wearing
sunscreen and how it gives you a sunburn, or how the rain helps flowers grow.”
6. “Please spend about 30 seconds thinking of your own cause and effect, if you need a reminder, the one that I came up with is on
the whiteboard. When you have an idea show me a thumbs up on your chest, if you have two ideas put two fingers up on your
chest, and if you are still thinking show me your closed fist.”
7. Give the students about 30 seconds to come up with answers. Once you see that a majority of the class has an idea (or more),
bring the conversation back.
8. Cold call on a few kids that you think will have answers that you can use with the class, try to choose advanced students, ELL
students, and students with IEP’s, not just students that you know will be right.
9. “I see that you all have some ideas about cause and effect. Let’s start with ____. What is your sentence?”
10. “If you agree with ____, you can show them that. If you have any questions for ____, please raise your hand.” (Model sign of
agreement ASL for ‘same’).
11. Repeat the process of calling on students and getting ideas about 4 times, make a list of their ideas on the whiteboard.
12. Possible responses from students: The sun was shining bright, so the flowers grew tall, the rain and sun were out together, so a
rainbow formed, I forgot to wear sunscreen, so I got sunburned, etc. (The answers to this are limitless, work with students who
may offer an inaccurate response to formulate one that does work).
13. After making the list on the board, after each student who shares, point to one part of the sentence and ask if it is cause or effect,
repeat the questions and choral response process throughout the time you call on students and write their ideas on the
whiteboard. Here is an example…
14. “So Student A’s idea is: The dog played catch all day, so it took a nap. Is this the cause or the effect?” (Point to “so it took a nap”).
15. Choral response from students: “Effect!”
16. If students don’t get this part correct, redefine cause and effect for them, and keep trying with every student example given.
17. “Now we are going to turn and talk to our carpet buddies. I want you to each share a cause and effect sentence with them. You
can use the examples we made up here, but you also need to try to make your own! Remember it should sound like this: John
was mean to Sally, so Sally cried. Ready? Go!”
18. Give students 2 minutes to share cause and effect ideas with their partner, move around to listen to what the students have to
say. Check to make sure they are staying on task and following the “partner talk protocol”.
19. “Let’s wrap up our conversations in 5…4…3…2…1…”
20. “Now we need to decide on something to draw under our definitions for cause and effect on our anchor chart. Can someone
share with me either their own sentence or what their partner said in your conversation?”
21. Call on a good number of kids, maybe 7-8, write down their ideas on the whiteboard, not the anchor chart.
22. “Perfect! Those were all great ideas, let’s use Student B’s example and draw their sentence, which was: It rained this morning, so
I had to use an umbrella. Remind me everyone, is this the cause or the effect?” (Point to “it rained this morning”).
23. Choral response from students: “Cause!”
24. “Great, let’s draw rain under the cause side, and an umbrella under the effect side!” (Do this drawing as you are talking with the
class).
25. This part of the lesson will vary depending on which example from the class you want to use on the anchor chart. Make sure to
choose an example that is clear and relatable to all students. This anchor chart will be up in the classroom for the students to
look at later.
26. “How are we feeling about cause and effect right now? Show me a thumbs up if you are feeling good and a thumbs down if you
want some more practice.”
27. Look to see if most of the class has a thumbs up. If so, move on, there will be more practice for the few who need it later on. If a
large number of kids want more practice, give a few more examples of cause and effect sentences and let them tell you what the
cause and what the effect of each sentence is.
28. “Now we are going to think of some cause and effects from the Chrysanthemum story. First I want you to think of a time when
Chrysanthemum felt happy or sad, and what caused her to feel that way. I’m going to give you some private think time.”
29. Give students 30 seconds to formulate an idea.
30. “An example that I can think of is: Her parents played games and ate dinner with Chrysanthemum, so she was happy.” (Write this
on the whiteboard as an example).
31. “Now I would like you to turn and talk to your partner about a time that Chrysanthemum was feeling either happy or sad, and
what made her feel that way in the story. If you need a reminder, my example is written on the board. Ready? Go!”
32. Give students 3 minutes to talk with partners, move around to listen to what the students have to say. Check to make sure they
are following the “partner talk protocol”.
33. “Let’s hear from a few people, and we can write them on another new anchor chart. Let’s start with ____. What is your idea? If
you had the same idea as ____, you can show them that.” (Model sign of agreement ASL for ‘same’). Repeat process 2-4 times.
34. Possible student responses: Her classmates were making fun of Chrysanthemum, so she was sad, Ms. Twinkle said her name was
perfect, so she was happy, her classmates made fun of her name, so she was upset, etc.
35. Make sure this anchor chart looks like the last one, so that students can connect these ideas with cause & effect visually, you
don’t necessarily need to label both sides as cause and effect, but have a dividing line so you can differentiate between action and
feelings. You could label both sides as “action” and “feeling” if desired.
36. As you are writing their sentences make sure to break their sentence up in the anchor chart, put the action/why as the cause, and
her emotion of happy/sad in the effect spot.
37. “Awesome! Can you see that how Chrysanthemum feels is directly impacted by how people treat her? The way her parents,
peers, and teachers treat her is the cause, and how she feels is the effect.”
38. “Now, we are going to think of some cause and effects sentences for your own personal life, I want you to think of a time when
someone or something did something that made you feel happy, sad, mad, or loved.”
39. “Here is an example from my life: My mom brought me soup when I was sick, so I felt loved. Please take some private think time
to come up with your own sentence.” (Write this teacher modeled example on the anchor chart. Put “My mom brought me soup
when I was sick” on one side and “so I felt loved” on the other.)
40. Gives students 2 minutes to formulate an idea.
41. “When I say go, I want you to turn and share your own personal cause and effect sentence about a time when someone’s actions
had an effect on your feelings. My example is on the new anchor chart if you need some help. Ready? Go!”
42. Give students 3 minutes to talk with partners, move around to listen to what the students have to say. Check to make sure they
are following the “partner talk protocol”.
43. “Let’s wrap up our conversations in 5…4…3…2…1…”
44. “Let’s hear from a few people, and we can write them on this anchor chart! Let’s start with ____. What did you think of?” Repeat
process 5-8 times.
45. As you are writing their sentences make sure to break their sentence up in the anchor chart, put the action/why as the cause, and
their emotion of happy/sad/etc. in the effect spot.
46. “Thank you for sharing your feelings and emotions with the class everyone. As we saw in Chrysanthemum and through our
personal stories, what people do or how that act can really effect how people feel. We need to remember that as we interact
with our peers and family. Kindness is really important.”

Academic language supports: In this lesson we use the terms “cause” and “effect”, which would likely be the most challenging words
linguistically. The teacher defines these words, models the definitions of them, and ask for personal examples of them. Also, there are
many ways to structure cause and effect sentences, but by only giving the example: “cause, so effect”, the students don’t have too
many options/ways to learn all at once. We could learn the other ways to structure cause and effect sentences in a later lesson. For
now, by only giving that one structure, it supports the new concept linguistically. All of these strategies would help ELL students and
all students to understand these terms better.

Assessing for understanding: Assessing for understanding during the middle portion of this section is done by observing and listening
to peer conversations and writing students’ ideas in the 2 anchor charts. Students should be using the modeled examples from the
teacher to help verbalize cause and effect sentences with peers and to the class as a whole. These conversations and what they share
out are the main form of formative assessment in this middle lesson.
Adaptations for student support: The adaptations in this lesson are to support ELL students, students with IEP’s, and all students. By
using peer-to-peer conversations, ELL students will be able to practice their language skills, and students with IEP’s (all for
communication/speech) will be able to practice their speech skills. Also, by creating the anchor charts, and writing down examples,
students will have a visual aid behind the literacy concept of cause and effect. It will help not just ELL students, but all students. Lastly,
the wait time that is given to students before they share with peers helps all students to have time to formulate an answer, if we went
straight into talking, the student who made an idea the fastest might dominate the conversation.

End of the lesson-

1. “Now that we have learned about cause and effect sentences about the actions of others and how that makes us feel, we are
going to work on writing our own personal sentences.”
2. “When I say go, we are going to go back to our desks, where there is a paper with a drawing box and lines for a sentence. When
we get to our desks, we are going to work quietly and independently on writing a sentence about a time where someone did
something that made you feel happy, angry, sad, loved, or any other emotion. After you are done writing your sentence, you can
draw a picture in the box of that thing that made you feel happy, sad, or whatever feeling you chose. Make sure to draw how it
made you feel.”
3. “The two anchor charts will be up on the whiteboard still. If you need to see some examples of sentences they will be there, and
if you forget what a cause or effect is, that will be up on the board as well. Make sure to use those two posters as your resource
for this sentence and picture you will be making.”
4. “Remember to start your sentence with the cause, then the word ‘so’, and then the effect. I will write that up here on the
whiteboard as well. Also, when you draw your picture make sure to use at least 3 colors.” (Write cause _______, so
effect________. On the whiteboard in front of the class).
5. “If you have any questions while you are working, you can raise your hand and I will come over to help. That includes if you need
some help sounding out any of the words that you are writing.”
6. “Ready? Go!”
7. Students will work on their drawings and sentences for 9-10 minutes, walk around and help students as needed.
8. “Okay, start wrapping up your drawings on the sentence that you made, when you are finished please come hand it to me as
your exit ticket to get ready for recess.”
9. “I’m excited to look at your pictures about a moment in your life that changed how you were feeling, thank you for sharing these
with me!”
10. Collect student’s papers as a summative assessment of their ability to recall details of a story in order to connect action (cause)
with feelings (effect).

Academic language supports: For the conclusion of this lesson plan, the academic language support that is needed should be focused
within the area of writing. The students will be writing their own sentence, so the anchor charts and examples on the board are
necessary for the language as they write. Also, if they have any questions on a word or spelling, they will have access to the teacher
individually to help them with that during independent work time.

Assessing for understanding: The assessment that is used for the end of the lesson is the summative exit ticket about their cause and
effect sentences about their personal stories involving actions and feelings. They will not only need to be able to identify a time when
they felt happy, sad, etc., but also what caused them to feel that way. Hopefully this lesson and assessment will help students
connect with the fact that their actions have an impact on the feelings of those around them. The exit ticket will inform the teacher if
the student understood cause and effect as they are able to retell details of their own stories.

Adaptations for student support: The adaptations in this exit ticket portion is the support of the examples and two anchor charts that
students have access to as they write and draw. They will also have access to the teacher as well if they need individual support. The
students that work fast will be able to spend more time working on their pictures and coloring, whereas students who need extra
support will have the resources to get that needed help. If students struggle to formulate a sentence in the exit ticket, the teacher can
plan to work with a small group about cause and effect later.