Teacher Education Lesson Plan Template

Teacher: Kristen Clark Date: MWF January 23 27, 2017

Title of Lesson: A Look into the Amazon Cooperating Teacher: Amanda Wethington

Core Components
Subject, Content Area, or Topic
Language Arts Cause and Effect, Main Idea, and Summarizing
Student Population
5 students
Learning Objectives
Virginia Beach Objectives (VBO)
ELA.4.5.7 Summarize during and after reading and include supporting details.
ELA.4.6.12 Distinguish between cause and effect.
ELA.4.5.13 Identify the main idea or theme and the major events and details that support the main
idea or theme.
Virginia Essential Knowledge and Skills (SOL)
English SOL 4.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry
c) Identify the main idea.
d) Summarize supporting details.
j) Identify cause and effect relationships.
Science SOL 4.5 The student will investigate and understand how plants and animals, including
humans, in an ecosystem interact with one another and with the nonliving components in the
ecosystem.
VDOE Technology Standards
C/T 3-5.1 Demonstrate an operational knowledge of various technologies.
A. Use various types of technology devices to perform learning tasks.
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Chromebooks
ReadWorks.org Article Can the Amazon Be Saved? (on Google Classroom)
ReadWorks.org Questions for Can the Amazon Be Saved? (on Google Classroom)
(these can be found here: http://www.readworks.org/passages/can-amazon-be-saved)
Cause and Effect Diagram (on Google Classroom) (example w/ answers below)
Paper (for their strategy)
Pencil
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
*Anticipatory Set
Day 1: Day 1: TTW connect the small group reading to content that they have been learning in
2 mins class. The teacher will review that they have been learning about ecosystems in science
and that they have been researching countries for their non-fiction writing piece. TTW
then introduce the article they will spend the week on (Can the Amazon Be Saved?).
Ask students if they know what country the Amazon is in (Brazil) and what kind of
Day 2: ecosystem the Amazon is (Rainforest).
2 min Day 2: TTW review with the students about how they have been practicing main idea and
summarizing nonfiction articles. TTW explain that today they will focus on finding the
main idea of the article so that they can write a summary of the article tomorrow.
Day 3:
Day 3: TTW explain that they will put everything that they have talked about, in relation to
2 min
the article Can the Amazon Be Saved?, together by writing a summary about the article.
This puts everything together because they will have to use the main idea and some of
the cause and effects to write their summary.
*State the Objectives (grade-level terms)
I can identify the main idea of a passage, find causes and effects in a passage, and summarize a
passage.

*Instructional Input or Procedure

Day 1: Day 1: Review cause and effect- TTW explain that an effect is something that happens
8 mins because of something else, which is the cause. Give examples: I ate too much food, so I
had a stomach ache, I was late because there was traffic, and I went to the store to buy
groceries, but I forgot my wallet. For the first sentence, the cause is I ate too much food
and the effect is I had a stomach ache; explain that the cause causes the effect. For the
second example, the cause was there was traffic, the effect was I was late. Explain
that because there was traffic, the result was that I was late. Lastly, explain that the effect
is sometimes implied (it is not stated, we have to use the paragraph to figure it out). So if
the cause is I forgot my wallet the implied effect is I could not buy groceries because I
did not have money.
Read Can the Amazon be Saved? with the group.
Day 2:
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
3 mins Day 2: TTW review Main Idea with the students - it is one sentence that sums up what
the article is talking about.
Day 3: Review Can the Amazon Be Saved?
3 mins Day 3: TTW review summarizing with the group, remind students that the first sentence
of their summary should be the main idea (which they determined the previous day)
followed by three or four details/evidence from the article that prove that statement.
Review Can the Amazon Be Saved?

During *Modeling
guided Day 1: Model using the cause and effect diagram (diagram at end of lesson plan)
practice Day 2: Model strategy paper
Day 3: Model how to write a summary
less *Check for Understanding
than 1 TTW do an informal check for understanding, thumbs up - good to go; thumbs sideways -
min I need some clarification; thumbs down - need help
(each
day)
Day 1: *Guided Practice
5 mins Day 1: TTW work with the students to find two of the causes and their effects in the
article. (Answers at end of lesson plan)
Day 2: Day 2: TTW work with the students to fill in a strategy paper together (includes: title of
5 mins article, number of paragraphs, non-fiction or fiction, problem and solution, authors
purpose, text structure, main idea, and annotations). Students will also type the main idea
Day 3: into the cause and effect graphic organizer from day 1.
4 mins Day 3: TTW work with the students to write a summary of the article together, using the
main idea that students created on the previous day. This summary will be typed into the
cause and effect graphic organizer from day 1.
Day 1: *Independent Practice
5 mins Day 1: TSW write the other causes and effects found in the article using the cause and
Day 2: effect diagram provided.
3 mins Day 2: TSW complete their strategy paper and write the main idea on their own, filling it
Day 3: in on their strategy paper.
5 mins Day 3: TSW answer the questions that go along with the article
Assessment
The cause and effect graphic organizer, strategy paper, summary, and questions will be
turned in to check for student understanding.
Day 1: *Closure
3 mins Day 1: TTW review the causes and effects found in the article with the group.
Day 2: Day 2: TTW review the main idea of the article with the group, have students correct their
3 mins main idea if it is wrong and type into the cause and effect diagram from day 1.
Day 3: Day 3: TTW go over the answers to the questions for the article with the group.
3 mins
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
N/A - lesson is for a small group based on reading level

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Classroom Management Issues (optional)
students not in the group could be talking or off task - give Class Dojo positives or negatives, ring
the bell to get the students attention, verbal warnings to students who are off task.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

Cause and Effect Diagram Possible Answers

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015