Beruflich Dokumente
Kultur Dokumente
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Week #: 4
Students will identify cause and effect relationships in Alexander and the
Terrible, Horrible, No Good, Very Bad Day using clue words with 80%
accuracy.
2. Students will ask relevant questions, seek clarification, and locate facts
and details about Alexander and the Terrible, Horrible, No Good, Very Bad
Day in their small group with 80% accuracy.
3. Using clue words and pictures, students will describe reasons for
Alexanders actions and feelings in Alexander and the Terrible, Horrible, No
Good, Very Bad Day with 80% accuracy.
TEKS: 13 (C) identify explicit cause and effect relationships among ideas in texts
(3rd Grade TEKS)
4 (B) ask relevant questions, seek clarification, and locate facts and details
about stories and other texts
9 (B) describe characters in a story and the reasons for their actions and
feelings.
Section Two-Materials, Resources, and Motivation
Materials: Book: Alexander and the Terrible, Horrible, No Good, Very Bad Day
Sticky Notes
Pencils
Cause and Effect sheets
Large poster paper
Motivation: I will relate the story to the children by asking them if theyve ever
had a bad day and even tell them about my day being late to school.
Prior Learning: Refer back to what cause and effect is and review clue words on
poster (because, so since, therefore, ifthen, etc.)
Section Three-Delivery System
Instructional Steps: (include higher level questions, guided practice, independent
practice)
I will be asking students for examples of causes and effects from the
book and any others they can think of that may not be in the book.
h. Include guided (completed with teacher assistance)and independent
(without teacher assistance) that reinforce the lesson objective (label these
activities with GP and/or IP)
GP: I will be walking around and assisting students in giving examples of
causes and effects.
IP: Students will work independently, with help if needed, in their centers to
write and draw one example of a cause and effect from the book, listing the
causes and effects of Alexanders bad day, writing reasons for his bad day on
sticky notes, and draw an example that isnt from the book on the cause and
effect blank sheet.
Monitor Student responses to assess students needs
Closure:
Review:
What is cause and what is effect. Ask students for examples from the book
and ones not from the book. What are some examples of clue words and
what do they do.
Future Learning:
Students will learn and write their own sentences using clue words to clue in
cause and effect events.
Assessment of Learning:
Monitor students answers /examples and check their sheets for
comprehension.
Section Four-Special Circumstances
Lesson Extension and/or Modification:
Students, who are not able to physically draw / write, will give examples of
causes and effects and I will write down their answers to save for
assessment.
For students who have behavior disorders I will use sand timers and have
them complete their activities and will allow them to restart their timer as
long as they are working on their activity.