Maryn Wallen

Indiana Wesleyan University

Elementary Education Lesson Plan
Guided Reading
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
a. At the end of the lesson, students will have practiced finding the cause and
effect in many different text examples.
b. By the end of the lesson, students will be able to identify how cause and effect
are used in a sentence.
B. Objective(s)—
a. Students will work as a group to identify the cause and the effect of different
scenarios given to them.
b. Students will explore a series of books written by the same author and discuss
their similarities and differences.
C. Standard(s):
4.RN.3.2 Describe the organizational structure (e.g., chronological, problem-solution,
comparison/contrast, procedural, cause/effect, sequential, description) of events, ideas,
concepts, or information in a text or part of a text.

II. Materials: popsicle sticks, set of 4-5 “If you give a mouse a cookie” books, two jars or
buckets, cause and effect board game, set of 4-5 “That’s Good! That’s Bad!” books
Time: 50 minutes
Anticipatory Set: 5 minutes
Mini – Lesson: 10 minutes
Stations: 15 minutes at each station (2 rotations)
Closure: 5 minutes
Space: Students will be at their desks for the anticipatory set watching the video. Then
students will continue to be at their desk during the mini-lesson participating. When
students transition into stations they will either be at a work table or with me. Students
will be in groups for stations. The students will be at their desks for the closure of an
exit slip.
Students: The clip chart will be reinforced for students and they are to participate in
discussion during the mini-lesson. Then during stations students are expected to be in
their assigned area discussing and participating with their classmates in the activity
assigned.

III. Anticipatory Set:

https://www.youtube.com/watch?v=xR7YDlAZlNI&list=PL9oWAwFPt0VaZc9gAEARuYhaJx
O8inDEG (start at 1:20 stop at 3:30)
Students will watch and we will discuss afterwards what happened to Mike and Sully.
Turn to your partner and talk about what happened in the video.

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“We just watched Mike telling Sully to press the button. Sully did not know which button so he
started pressing all sorts of buttons. Each of those buttons did a different function causing Mike
to keep getting injured. Then Mike started pressing buttons because he did not know what each
button did. He thought he knew but he actually did not.”

IV. Purpose: Today we are going to look at cause and effect in different types of text. Just
as Sully pressed all of those buttons we then saw how Mike was effected by those.
There are many different parts effected in today’s society by the things we do. For
example how we plan and structure a building or facility. Classrooms and schools
even have to be planned out as well. (Where things will go or how much space we
have)

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students--

I am adapting the lesson to all learners. I will be printing out directions for each station. I will
also print out a list of KEYWORDS so they can have that as a reminder for students to be
looking for them when identifying the cause and effect. I will observe Richard closely and assist
him with writing when needed. I have involved many hands on activities for students with
ADHD to stay focused and move every 15 minutes to something new. During stations, I will be
helping my students at my center while still observing the room to make sure everyone is on
task. I will choose a seat so I can see the whole room working. I chose 4 stations to keep the
students engaged with a small mini-reteach lesson covering cause and effect.

VI. Lesson Presentation (Input/Output)

“You guys have had a little bit of practice with cause and effect. I want us to look at two things
and then do a little bit more practice identifying cause and effect.
The cause is the why (Aka: The REASON)
The effect is what happens (Aka: the RESULT)
KEYWORDS: so, because, since, if, then, before, after

Example 1:
Cedric was happy because he got to eat cake for dessert

OR:

Cedric got to eat cake for dessert so he was happy.

The cause was: Cedric got to eat cake for dessert
The effect was: Cedric was happy
Now the cause is before the effect in the sentence but the cause and effect are still the same.

Example 2:
If Jeremiah takes out the trash, then he will get his allowance
The cause is: If Jeremiah takes out the trash

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The effect is: Then he will get his allowance

OR

Before Jeremiah can get his allowance, he must take out the trash
The cause and the effect have the same meaning. The sentence has just been changed around.

Example 3:
The boy was grounded because he cheated on the test

OR

The boy cheated on his test so he was grounded.

The cause is: The boy cheated on the test
The effect is: He was grounded”

VII. Check for understanding.

Students will transition at this time into Stations

Stations –

Station 1: Students are in a guided reading group with me

**BDA – Before, During and After the Reading**

Station 2: Cause and Effect Board Game: Students will pick a game piece to put on the board.
Everyone starts where it says “START”. Then each player spins to see who goes first (highest
number goes first). Then students take turns spinning the spinner and moving to different spots.
If a student lands on a camp spot they have to draw a card. Then they have to answer what either
the cause is of the situation or the effect of the situation is. If they get it right they get to move
forward a space. If they do not get it right they stay put. If the students land on a certain design
they pick up the card and do as it says (example: go forward two spaces).

Station 3: Cause and Effect Jar Sort. The students will dump out all of the popsicle sticks from
the baggie. They will lay them on the table words face up. They will put the sentences together
and decide which Popsicle stick goes in which jar. They will decide if the first or last part of the
sentence is the cause or the effect and same for the end of the sentence.

Station 4: Explore the series of books by Margery Cuyler

That’s Good, that’s bad (original)

That’s Good, that’s bad On Santa’s Journey
That;’s Good, that’s bad In Washington DC

Students will discuss similarities and differences to each other. They will talk about the series
and can read them if they have time.

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 VIII. Review learning outcomes / Closure

An exit slip
Students will have three statements.

The first one they have to identify whether the word that is underlined or circled is the cause and
which one is the effect.
Sentence: Jehren bumped into Sah’Marius BECAUSE he looked sideways to talk to a friend.

The second one students have to underline the cause and circle the effect.
Sentence: The turtle took a nap halfway through the race SO the rabbit won the race.

The third one will have a sentence started for them and they have to finish it and then underline
the cause and circle the effect.
Sentence:
Miss Wallen bumped her head ___________________________.
OR
Mrs. Dawson was so excited _____________________________.

PLAN FOR ASSESSMENT

Formative Assessment: I will be asking students questions throughout the mini-lesson and then
in a small group guided reading lesson I will be listening to the responses of the students in my
group and observe their comprehension and understanding of the concept being taught.

Summative Assessment: The students will be assessed over their understanding of cause and
effect through a small exit slip. There will be three sentences and the students will identify the
cause and effect. On the last sentence, the students have to fill in the rest of the sentence.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences

EXIT SLIP:
For number 1, is the underlined phrase the cause or the effect? Is the circled word the cause or
the effect?
1. Jehren bumped into Sah’Marius because he looked sideways to talk to a friend.

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For number 2, underline the cause in the sentence. Circle the effect in the sentence.
2. The turtle took a nap halfway through the race so the rabbit won the race.

For number 3, please fill in the sentence with either a cause or an effect (HINT: Make sure to
figure out if the cause or the effect has already been given).
3. Miss Wallen bumped her head ___________________________.
OR
Mrs. Dawson was so excited _____________________________.

**BDA Guided Reading Lesson**

Group 1: Isaiah, Sah’Marius, Cedric, Jehren, Jayelle

Title: That’s Good! That’s Bad! (In The Grand Canyon) by Margery Cuyler

Text Type: Fiction

Target Strategy/Teaching Point: Cause and Effect

Pre-Reading:
Introduction of the Text: This book is part of a series. This author Margery Cuyler wrote other
books called “That’s Good, That’s Bad” as you will discover in another station. Here we are
going to read about an adventure of a young boy in the Grand Canyon.

Building Background (Ask students these questions):

Before we start reading I want you to think of a time you had to make a decision and you debated
whether or not it would result with a good outcome or a bad outcome. For instance talking to a
neighbor or friend when the teacher is teaching a lesson. Or at home if your parent/guardian told
you not to talk to your sibling but you did it anyways because you thought it was really important
they know something.
Have you ever been in a situation where you thought you were doing a good thing, but really it
was not a good choice? This could be something like jumping off the swing set and you thought
you knew you were going to land but you accidentally fell and got hurt.

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Sometimes our choices do not match a good outcome. Let’s find out what happens in this book
and why it is called That’s Good, that’s bad.

Essential Vocabulary:
Here’s a list of vocabulary words I am going to briefly describe and go over before we read so
that when we read over it you are familiar with the term.
Grand Canyon: A five-thousand-foot-deep hole in the ground in Arizona
Hike: A long walk; sharp increase
Mule: The offspring of a donkey and a horse (combined)
Switchback(s): A road path with sharp turns (180 degree sharp turns)
Startle: Cause someone to feel sudden shock or alarm
Jounce: To jolt or bounce
Drift: Carried slowly by a current of air or water
Choppy: having many small waves; jerk quality
Current: a body of water moving in a definite direction
Capsize: overturn in the water
Churn: move about vigorously (rough)
Havasupai Indian: An American Indian tribe who have lived in the Grand Canyon
Sunning: Exposure to the sun

Reading:
Read the text to students in a manner that allows students to think about what is occurring. Stop
at some points to discuss what just happened.

Responding:
Discuss what occurred in the book about what was good and what was bad and then do anchor
chart
Cause and Effect Anchor Chart:
Cause: The why it happened (REASON)
Effect: The what happened (RESULT)

Examples in the text:

“As they hiked down Bright Angel Trail, the little boy was careless, Oh Dear? He slipped and
fell over the edge of the path, OOPS.” What happened here: The boy slipped and fell over the
edge of the path. WHY: Because the little boy was careless. (CAUSE & EFFECT)
Discuss and have students find a few examples.
“When it reached the edge, it stopped suddenly. The little boy was thrown over its head into a
raft being paddled by a group of friendly tourists.”
The raft drifted into some choppy rapids. The little boy yelled and hollered, HELP, as the boat
hit a big rock. BUMP. The little boy flew over the side into the foamy water, SPLASH!”

Activity:
ADD a scene. They will still end the scene with That’s Good, that’s bad. The students have to
come up with what will happen to the little boy. Then we will add it in right before the little boy
finds the grandma. Each students will share their scene with the group.

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GROUP 2: Andrea, Trinety, Bella, Zhaia’e, Chayla
Title: If you give a Mouse a Cookie

Text Type: Fiction

Target Strategy/Teaching Point: Cause and Effect

Pre-Reading:

Introduce the text: We are going to read the book “If you give a mouse a cookie”. This book is a
fiction book about a mouse who wants a cookie. Not only does he want a cookie, but he wants
more than just a cookie. He asks the little boy for more items throughout the story.

Background Knowledge:

Have you ever wanted more than what you are given? For example: If you got a new pair of
shoes would you be happy with those new pair of shoes or would you be wishing you had more
pairs?

Have you ever had a friend, mentor, or adult help you with an assignment, project, or something
else before? How did that make you feel?
It is nice when other’s help you.
Do they do all the work for you or do they help you a little and then you finish the rest?
Yes people like to help because sometimes we cannot do it on our own, but there are times when
we have to. If we have someone always doing our laundry we may never learn how to do the
laundry. If someone always ties our shoes we may never then learn how to tie our shoes. We
need help at first and then we can usually do it on our own.

Essential Vocabulary:
A couple of terms to listen for in the book are listed here (on a sheet of paper I will give them)
Nail Scissors: Small scissors with curved blades for cutting the fingernails or toenails.

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Trim: An act of cutting off part of something in order to neaten it
Content: In a state of peaceful happiness; satisfy

Reading:

Read the text to students in a manner that allows students to think about what is occurring. Stop
at some points to discuss what just happened.

Responding:
Discuss what occurred in the book about contentment and then do anchor chart
Cause and Effect Anchor Chart:
Cause – WHY
Effect – WHAT HAPPENED
Examples in the text:
If you give a mouse a cookie, he’s going to ask for a glass of milk.
When he looks into the mirror, he might notice his hair needs a trim. So he’ll probably ask for a
pair of nail scissors.

Activity:
Students will make a next part to the story.
“If the story were to continue, what would do you think would happen or what would you want
to happen? You will write a sentence or two and then draw a picture describing what you think
would happen next. Keep in mind the pattern of cause and effect in the book.”