Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Katie Rozendal

Date 11/26/18 Subject/ Topic/ Theme English/Cause and Effect/Preliminary Research Grade _12_________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the Cause and Effect Essay unit. This lesson is when students will begin thinking about what they want to write for their essays. They will
start exploring and researching the causes and effects that they can talk about in their papers.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Work with partners to create a piece of writing. C x
 Develop research questions about cause and effect relationships. An
 Apply previous knowledge of cause and effect relationships to the research process. Ap
 Identify causes or effects relating to a topic based on preliminary research. U, An, E

Common Core standards (or GLCEs if not available in Common Core) addressed: “Conduct short as well as more sustained
research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.” (W7 [11-
12]); “Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.”
(W8 [11-12]); “Draw evidence from literary or informational texts to support analysis, reflection, and research.” (W9 [11-12])
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students will need to be able to use the vocabulary that they learned in Lesson 1 to talk about cause
knowledge and skills. and effect relationships.

Pre-assessment (for learning): Check students’ work on the questions assigned in Lesson 2

Formative (for learning): Ask if students have questions. Walk around and check their progress
Outline assessment
activities Formative (as learning): Check topic that they want to write about with the teacher3
(applicable to this lesson)
Summative (of learning): Cause and Effect essay

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Outline the goals for the day at the
beginning of class.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students may work by
themselves or with partners if
they like
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Help students understand
concepts by explaining and
giving them examples
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Long term goal: cause and effect
essay, short term goal: explore
possible essay topics
Provide options for expression and
communication- increase medium
of expression
Students create google doc and
can format it how they want

11/26/18

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats Assignment sheet, say
Students may choose the topics instructions out loud and outline
that they would like to explore. them on the board
They may choose from a
provided list or get their own
idea approved by the teacher.
Cause and effect handout (students), laptops (students), 5 cause and effect topic ideas sheets printed
out (teacher), Paper assignment sheet (teacher pass out to students)

Tables set up in groups of three

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10:00 -Begin lesson by going over the questions from the -Volunteer their answers to the questions.
Motivation handout in Lesson 2.
1:00 (opening/ -“We’ve spent the last couple classes getting some
introduction/ background knowledge on cause and effect. Now
5:00 engagement) we’re ready to start working on our papers.”
-Hand out assignment sheet for paper and go over -Ask questions about the essay assignment.
it with students. Ask if they have any questions.
Allow them to choose partners if they want. -Choose partners or decide to work alone
1:00 Development -Put one cause and effect topic ideas sheet on each
(the largest table group.
5:00 component or -“Our goal today is to narrow down what we want
main body of to write about. In front of you, you have a list of
the lesson) topic ideas that you could choose to write about. I
want you to choose three that you want to look into
today. For each topic you need to come up with a
research question and at least 3 causes or effects.
(Outline this for them on the board so they can
reference it while they work). Record your work in
a google doc so that you can share it with your
partner.” Give them an example of a research
question. (e.g. How has global warming affected
the world?) Ask if they have questions. -Ask any questions they have.
-Tell students they have the rest of the class to
work. “By the end of class, you need to decide
which topic you want to write about and get it
33:00 checked with me.”
-Choose 3 topics. Create research questions for
each topic. After doing some research, find at least
3 causes or effects. Record work in a google doc.
-“If you’d like to come up with your own topic to
write about, you can. Just check it with me first.”
-Encourage students to make sure they are
researching their causes and effects. They can’t just
base them off their own assumptions.

11/26/18
 -Walk around and check on students’ progress.
Answer questions if they have them.

5:00 Closure -When there are about 5 minutes left in class, -Select the topic they want to write about. Check it
(conclusion, remind students that they need to select the topic with the teacher.
culmination, that they want to write about and get it checked.
wrap-up) Record students’ topics in a spreadsheet.
-“Tomorrow we will begin doing more in depth
research to prepare for our writing.”

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
Overall, I think that this lesson went very well. The students seemed excited to be choosing their topics. However, they didn’t like the
idea of researching backup topics. They didn’t see the point of finding information if they weren’t going to use it. And though they
were presented with the option, very few of the students chose to work with a partner on this paper.

11/26/18