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Field Residency Student: Victoria Jacinto

_____________________
Week #: 4

Mentor Teacher Initials:

Dates: February 18, 2015 Grade Level: 1st grade

Section One-Objectives and TEKS


Objective(s):
1.

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)

a. Present new information and relate it to current student experiences


Read the book, review what cause and effect, and give examples of
cause and effect that students may experience. Ex. Since you stayed
up late, you were late to school.
b. Model examples of new skills and demonstrate to the students exactly what
they are to do (include visuals wherever possible)
Give example of cause and effect from book, look and refer to clue
words. Refer to cause and effect sheets that students will be doing in
centers.
c. Recap important points often
Review what cause and effect is before and after reading the book.
Then give an example from the book after reading.
d. Question throughout to check for understanding
Explain to me what a cause is.
Explain to me what an effect is.
e. Include sample question; remember to include higher level/critical thinking
questioning
Explain why Alexanders Day started off bad.
Identify the effect of the elevator door closing on his foot. What
happened when the door closed on his foot?
Explain why he his mother scolded him.
f. Write everything you will do, and in general, everything you will say.
Introduce the book: Good Morning my friends, today we are going to
read a Alexander and the Terrible, Horrible, No Good, Very Bad Day. But
first lets review what cause and effect is.
Ask what cause and effect is and give examples that relate to the
students.
Since you didnt do your homework, you didnt get a sticker.
Because you were sitting quietly when you were supposed to,
you moved your clip up.
Go over clue words and remind students to listen for clue word in the
book.
Read the book.
Ask students if they noticed any cause and effect events.
Ask for examples of causes and effects (separately) in the book.
Review what cause and effect is and clue words.
Explain the activities they will do in their groups and have them go to
their first group location
g. Involve the students throughout the lesson

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.

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