CEP Lesson Plan Form

Teacher: Ms. Stanbro Date: 2-6-18

School: Shelton Elementary Grade Level: 3rd

Content Area: Reading

Title: How can we find the cause and determine the effect of texts?

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content Area: Reading, Writing, and Communicating

Standard 2: Reading for all purposes
- Use semantic cues and signal words (because, although) to identify cause/effect and compare
and contrast relationships.
- Describe the logical connection between particular sentences and paragraphs in a text. (cause
and effect)

NWEA - learning continuum

Cause and Effect

1. Determines the cause of a situation or event in informational text.
2. Determines the cause of a situation in literary non-fiction
3. Determines the effect if a situation or event in informational text.

Evidence Outcome:
1. Determines the cause and effect of a situation in literary non-fiction by using semantic cues and find-
ing logical connections between paragraphs.

Understandings: (Big Ideas)

- Cause and Effect

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select appli-
cable questions from standard)

- What clues from the text help us find the cause and effect?

- How do signal words help us to find relationships between things in the text?

- What are some cause and effect relationships in this text?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

1. What are we learning: We are learning how to determine cause and effect relationships in liter-
ary non-fiction text.

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

How will you know when your successful? I can find cause and effect relationships with little
guidance within the texts and be able to explain what strategies I used to find them.

List of Assessments: (Write the number of the learning target associated with each assessment)

Pre-assessment

Ask students questions what cause and effect means? How do you find cause and effect in a text?

Assessment during the activity

- Write down anecdotal observations of how well students are able to find cause and effect relation-
ships. Have students do one of the questions on their own and share to see if they were able to find a
cause and effect relationship.

Planned Lesson Activities

Colorado State University College of Health and Human Sciences Page 2

 CEP Lesson Plan Form

Name and Purpose of Lesson Investigating texts

uld be a creative title for you and the students to
ociate with the activity. Think of the purpose as
mini-rationale for what you are trying to accom-
h through this lesson.

Approx. Time and Materials Approximate Time: 2 reading rotations

w long do you expect the activity to last and what - 20 minutes each
erials will you need?
Materials
- Reading texts “What a Disaster,” and the “The Storm.”
- Pencils
- student notebooks

Anticipatory Set What is cause and effect?

“hook” to grab students’ attention. These are ac-
s and statements by the teacher to relate the ex- Cause is something that happens and effect is the outcome or result from what happe
ences of the students to the objectives of the les- or took place.
To put students into a receptive frame of mind.
 To focus student attention on the lesson. How do we find cause and effect in our text?
 To create an organizing framework for the
ideas, principles, or information that is to fol- What words can help us?
low (advanced organizers)
anticipatory set is used any time a different activ- - Because, although
r new concept is to be introduced.

Procedures Teacher Actions Student Actions

Colorado State University College of Health and Human Sciences Page 3

 CEP Lesson Plan Form

ude a play-by-play account of what students and Group 1 - Group practice, guided
her will do from the minute they arrive to the mi- 1. Read target and talk about what cause and
e they leave your classroom. Indicate the length of effect means and how we can use the text to
h segment of the lesson. List actual minutes.) help us find it.
2. Introduce name of the text “What a disas-
cate whether each is:
ter,” and ask students what they think it is
cher input going to be about.
deling 3. Read text with students popcorn read.
estioning strategies
ded/unguided: 4. After reading read aloud all questions to stu-
whole-class practice dents. Do the first question with the students
group practice and help them locale the beginning of the cause - Guided and modeling
ndividual practice of events. Model re-reading the text to find the
ck for understanding answer.
er
5. Encourage students to try the last two ques-
tions on their own. While they are working
check in with students and support.
- Unguided
6. Have students share their responses see if
they were able to answer the last questions. If
not help them think about advice and effects us-
ing the text.

Group 2 7. If time have students make a cause an

1. Read target to students. Check in with
cause and effect asking what it means.
(this group should know by now). Explain
we are going to read the text “the
storm,” and fill in this cause and effect
chart.
2. Popcorn read the text first.
3. Show students the cause and effect chart
and have them copy in their notebooks.
4. Do the first two together, modeling
where to find them and how I was able
to locate them. Point out that an effect
effect sequence line on their paper.
4. can be a cause for another problem to
happen.
5. Have students complete the rest of ch
on their own.
6. Check in with students and support th
if they are getting stuck.
7. (If time may extend to second day) Go
over the chart and have students share
their answers and discuss if they think th
are right or not.

Colorado State University College of Health and Human Sciences Page 4

 CEP Lesson Plan Form

Closure Group 1:
se actions or statements by a teacher that are de-
ed to bring a lesson presentation to an appropri- - Share response and discuss with group if they think they are right or not.
conclusion. Used to help students bring things to-
- Explain that tomorrow we are going to be reading another cause and effect tex
her in their own minds, to make sense out of what
and filling out a chart.
just been taught. “Any Questions? No. OK, let’s
e on” is not closure. Closure is used: Group 2
 To cue students to the fact that they have ar-
rived at an important point in the lesson or - Discuss chart and see if people agreed to the answers they got or not.
the end of a lesson.
 To help organize student learning - Reiterate that a cause is something that happens and effect is the result from t
help form a coherent picture and to consolidate. cause.

Differentiation
modify: If the activity is too advanced for a child,
will you modify it so that they can be successful?
xtend: If the activity is too easy for a child, how
you extend it to develop their emerging skills?
at observational assessment data did you collect
upport differentiated instruction?
- If this activity is too advanced for an individual I will work one on one to suppo
him/her and help them find the cause and effects within the text. If it is too dif
cult for the group we will fill out the chart and questions together. If the stude
do not understand it after three days and are still struggling we will work on a
more texts.
- If this activity is too easy I will encourage students to work on their own at the
pace and pull more difficult texts for the following lessons.

Assessment
w will you know if students met the learning tar-
ts? Write a description of what you were looking Pre- assessment - Questions and discussion
n each assessment. How do you anticipate assess-
ment data will inform your instruction? During activity assessment - anecdotal observations on how well they can find cause a
effect relationships from the text.

Post assessment - discussion and answers in their notebooks.

Colorado State University College of Health and Human Sciences Page 5

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

Colorado State University College of Health and Human Sciences Page 6