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USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

Lesson Content
What Standards (national or LAFS.4.RI.2.5- Describe the overall structure (e.g., chronology, comparison, cause/effect,
state) relate to this lesson? problem/solution) of events, ideas, concepts, or information in a text or part of a text.
(You should include ALL applicable
standards. Rarely do teachers use
LAFS.4.RI.3.7-Interpret information presented visually, orally, or quantitatively (e.g., in
just one: theyd never get through
them all.)
charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it
appears.

LAFS.4.SL.1.1- Engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others ideas and expressing their own clearly.

Essential Understanding
(What is the big idea or essential
question that you want students to How are books and libraries important to people and communities?
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching? Students will be able to identify cause and effect relationships in a text, look for and
(Student-centered: What will explain how one event leads to another, and accurately fill in and complete a graphic
students know and be able to do organizer to record cause and effect examples based from a text.
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

contradiction (i.e., I will see her


yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: This objective is being taught because everything in life has a cause and effect and
Why are you teaching this students are involved in cause and effect situations everyday even if they may not even
objective? know it. Students should understand and identify that one event impacts another
Where does this lesson fit (explains why things happen). This lesson is also being taught because it is a focus on the
within a larger plan?
ELA PST the week of the observation.
Why are you teaching it this
way? This lesson fits within a larger plan when teaching students about informational text
Why is it important for structures. Cause and effect is one relationship in developing the understanding of text
students to learn this concept? structures.
I am teaching the lesson where students can understand and identify cause and effect
using examples and visuals before creating a graphic organizer on their own. Students
must first understand the content and how it is used before they can explain
independently.
It is important for students to understand this concept because students are constantly
involved in cause and effect situations and should understand that one event impacts
another.
Evaluation Plan- How will you
know students have mastered Formative: Students will complete a graphic organizer to help track their understanding of the
your objectives? concept. Students will also work in table groups to complete a matching game that consists of
cause and effect examples. I will observe students working in groups and take anecdotal notes to
Address the following: see who understands the concept and who is struggling to see who needs further instruction.
What formative evidence will
you use to document student
Summative: Students will complete and turn in an assessment question based on the text My
learning during this lesson?
What summative evidence will Librarian is a camel.
you collect, either during this Q: What is the effect on education of living in a remote jungle village?.
lesson or in upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

What Content Knowledge is


necessary for a teacher to teach Teachers should be knowledgeable on informational text structures and identify the
this material? features such as cause and effect, description, order sequence, problem and solution, and
compare and contrast.
Teachers should be able to define and identify cause and effect within a text.

What background knowledge is


necessary for a student to
successfully meet these For students to become successful they should have prior knowledge on text structures,
objectives? specifically cause and effect. Students will be introduced to text features earlier in the
week so by the time this lesson is taught they will have some knowledge on this content. I
How will you ensure students
know my students benefit from visual learning, so I will incorporate images and/or
have this previous knowledge?
Who are your learners? activities to help them make connections.
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content? A misconception a student might have about this concept is that the first part of a
sentence or statement always begins with a cause.
Students might have a misconception that cause and effect is the same thing as compare
and contrast.

Lesson Implementation
Teaching Methods
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

(What teaching method(s) will you For this lesson I will use the guided release teaching method. I will give a mini lesson on
use during this lesson? Examples cause and effect where students will then be released into table groups to complete an
include guided release, 5 Es, direct activity matching game then use a graphic organizer to record different cause and effect
instruction, lecture, demonstration, relationships from their journeys text.
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
9:15am Teacher/St To begin the lesson, I will start by checking the students prior
Where applicable, be sure to udent knowledge on cause and effect. I will ask What are causes and
address the following: effects? and What can recognizing causes and effects teach us?.
What Higher Order Thinking
(H.O.T.) questions will you ask? Teacher
Use anchor chart on cause and effect to define and give examples.
9:20 Explain the use of graphic organizer on anchor chart.
How will materials be
distributed? Students Cause and effect matching activity. Students will work in table
9:30
Who will work together in groups to match sentence strips that are cause and effect. Students
groups and how will you in each group must match a cause sentence strip with the correct
determine the grouping? effect strip.
How will students transition 9:45 Students In table groups students will then read My Librarian is a camel
between activities? pgs. 88-91.
What will you as the teacher do? 10:00 Students After reading I will pass out a graphic organizer worksheet that
What will the students do?
students will staple into their ELA notebooks.
What student data will be
collected during each phase? Teacher I will use the Elmo to model for the class how to fill in the graphic
10:05 organizer by doing the first example as a whole class.
What are other adults in the
room doing? How are they 10:15 Student Students will then work in table groups to complete the graphic
supporting students learning? organizer from readings.
What model of co-teaching are 10:45- Student Once finished with organizer, students will work independently to
you using? 11:00 complete a summative assessment question that they will turn in
What is the effect on education of living in a remote jungle
village?.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

What will you do if a student struggles with the content?

If a student(s) struggle with this content, I will provide them with additional examples through
the use of images.

What will you do if a student masters the content quickly?


If a student(s) masters the content quickly I will provide them with additional questions to build
and assess their knowledge of cause and effect.
Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
The students will be reading My librarian is a camel which discusses how children from
different countries receive books for their communities through cause and effect. Students can
connect this lesson with their cultural backgrounds by using this lesson to research their birth
place or other countries that are in need of books and/or school supplies and learning ways they
can give back and help.
If applicable, how does this lesson connect to/reflect the local community?

This lesson connects with the local community because students will be able to connect this
lesson by learning how to give back to their community through community service projects or
by volunteering at local homeless shelters that are in need of school supplies or books.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
For students who need additional challenge, I will allow them the option to complete their work
individually and provide them with an additional cause and effect comic strip worksheet for
them to complete.
https://www.education.com/download/worksheet/170911/cause-and-effect-comic-strips-
worksheet.pdf

How will you differentiate instruction for students who need additional language support?
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

For students that need additional language support will be provided a dictionary as well as index
cards with visual examples of cause and effect. Teacher will also collaborate with school ESE
specialists if needed.

Accommodations (If needed) ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
(What students need specific problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
accommodation? List individual complete work.
students (initials), and then explain TD: Student accommodations are frequent breaks during in class assignments, preferential
the accommodation(s) you will
seating, provide additional space for student to stand and move around his desk while
implement for these unique
completing task or assignments.
learners.)
SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
JD-R: Student accommodations are extended work time, vocabulary preview, increased wait
time, color coding, small group setting, checklists, repeated readings, dictionaries, manipulatives,
leveled books, chart facts, and graphic organizers in order to help complete assignments.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
Materials Anchor chart on cause and effect
(What materials will you use? Why Journeys textbook
did you choose these materials? ELA notebook
Include any resources you used.
This can also include people!)
Elmo
Pencils
Matching game supplies
Graphic organizer worksheet