Workshop Lesson Plan

Planning:

Central Focus Essential literacy strategy: Related skills:

Determine text structure of a text.
Students will be able to analyze the An understanding of context, comparison
structure of a texts including how different Comprehension of the text.
chapters relate to each other as a whole.

Standard: Language Function: 21st century skills:

Comprehend and explain
Critical Thinking
RI.4.5 - Describe the overall structure
(e.g., chronology, comparison, Collaboration
cause/effect, problem/solution) of
events, ideas, concepts, or information
in a text or part of a text.
Objective
Performance: Students will know that cause and effect of a text can be used as textual evidence to understanding the overall structure of a book.

Conditions: Students will complete their Cause and Effect Chart individually and can refer back to the text when necessary. Students will then
come back together in a whole group discussion of their answers.

Criteria: Students will provide 2 valid examples of cause and effect in the text, along with appropriate reasoning for doing so with an 80 %
accuracy.

What theory/research supports using this objective/strategy to align with the needs of your student?

Students need to understand how to examine a texts overall structure in order to find the cause and effect of an event in a text. There can be
multiple examples in one mentor text but should be focussing on one or two related to each other.

How are the objective, lesson, and materials related to students’ personal, cultural, or community assets?

• Students will be using and analyzing a strategy that will be useful in their lives as they further their reading careers. They will be learning
that the cause of something will most likely result in an effect even if unintended to. Throughout the lesson students will be developing a
deeper understanding of why cause and effect are so important in a text.

Vocabulary Discourse Syntax

Terms: Discourse required in this lesson: Syntax required in this lesson:
Text Structure
The teacher will be expecting students to
Cause During the lesson students will have have completed their reading of the text
finished their reading of the text. They will prior to the lesson and be active member
Effect refer back to the text and complete the sin the whole group discussion. The
cause an effect chart, providing evidence. students should be providing direct
Compare After completing the chart the students will evidence from the mentor text to complete
participate in a whole group discussion this activity.
Contrast going over some correct answers to the
worksheet.
Descriptive

Event

How do you teach/support vocabulary How do you teach/support discourse How do you teach/support syntax
development? development? development?

Prior to the lesson, students will actively
engage in a whole group discussion on
what they know already about cause an
effect and how it can be useful to identify
in a text.
Students will work to fill out/create a KWL Students will search their books to find
chart to emphasize the use of a literacy examples of different causes and effects
text to complete their thinking process. throughout the literacy text.
Students will then complete their cause
and effect worksheet, followed by a whole
group discussion of their answers.

Supports, accommodations, and modifications (IEPs, 504s, other learning needs)

This will be filled out with the specific needs from your class, but should minimally support the needs identified in red.
Student Supports, accommodations, and modifications to be provided Supports, accommodations, and modifications to be provided
during instruction during assessment
ELLs Students will have been provided with the text in their native Student will be given instructions in their native language as well
language. During instruction student will be places next to a as in English. Student could also be provided with virtual
student with who is either dual language or can help use instructions and headphones.
technology to translate instruction to them.
Struggling Students will have been provided with an E text and During the assessment this student will be allowed to confer
readers
headphones for them to refer back to when searching for with a partner or table mate if needed. The student will be able
evidence to complete their assignment. to refer back to the E learning to help with any points of
struggle.
Readers The students will be challenged to come up with 4 different If the students finishes early they will be provided with an
performing
examples and explanations of cause and effect throughout the extension activity.
above
expectations text.

Prior academic learning:

Students will have and understanding of how to identify text structure as well as the definitions of cause and effect.

Meaningful connection to prior academic Learning:

 I want everyone to think back to when we were creating our KWL chart of what we know thus far, what we want to know, and what
we have learned. We wanted to know how to find the cause and effect and what is was. Well after todays lesson we can now focus
on how cause and effect can relate to the main idea of the text.

Materials:
Physical or virtual copy of the text, James and the Giant Peach, Cause and Effect worksheet, pencil, paper.

Implementing: (Rubrics 1-10)

Whole-Group Instruction (focused mini-lesson) Differentiation:
Good morning class, over the pat couple weeks we have been focussing on the structure of a text. While this is happening the
We have been looking at the different events that take place and how the author relates these to teacher will make sure to be
the overall big idea of the text. You all have been reading the book James and the Giant Peach on taking notes on the board while
your own and should be finished with it by now as well. Well today we are going to be analyzing the talking so visual learners can
different causes and effects happening in this book. Can anyone tell me what they know about the better understand.
words cause and effect ? Yes, the cause of something is what makes other things happen and the
effect is the result of that. So today we are going to be looking for examples of these in James and
the Giant Peach.You will all need to have your books present whether it be audio or a physical
copy to refer back to. Since we have already read the book and it is fresh in our brains,all you will
need to do first is brainstorm events and skim through the book to refer back to them. Once you
skin over what you think might be an example, then you can try and fill out the cause and effect
chart based on the evidence found in the text.

Explanation: During this time the teacher will

suggest that students confer
The teacher will provide the students with a short passage on the DocCam that they will read aloud with their table mates in order
with the class. The teacher will ask the students to follow along and take down notes if needed. to ensure the correct answer.
Then look over the cause and effect worksheet, going back to the text and searching for examples. Students will also be guided to
The teacher will highlight a cause and then reread the passage to search for the effect of that open to this section in their
cause. The teacher will tell her students to always refer back to their cause if they are having books to have it in front of them
trouble finding the effect and vise versa. to better follow along.

Modeling: Students will get the

The teacher will provide another example on the doc cam, this time a passage unrelated to the opportunity to pick their own
mentor text. The teacher will read the passage once and then have students re read it passage/write one.
independently. The teacher will provide students with the cause of the passage and have them
answer the effect. Students will give a variety of answers and the teacher will take notes on the
DocCam to provide multiple ways of thinking. Then we will go over the correct answer and make
sure all students have a clear idea of what the concept achieved.

Guided practice/active engagement: Allow students to confer with

Once students have skimmed their books and found evidence of cause an effect inside their text their peers as well as the
they will then relate it back to their chart. Students will need to write down the page number and teacher
examples of cause and effect. Students will need to provide detailed explanation below their
answer to why this is a cause and why this is an effect. The teacher will then facilitate a whole
group discussion to discuss answers.

Independent practice (when appropriate):n/a n/a

 Link/closing: Students will bring their mentor
Today and everyday you are engaging in literature in some way or another, noticing the causes texts back home with them for
and effects and how they effect the outcome of a text. good.

Now off you go, try and find some examples in your everyday lives.

Small-Group Instruction (differentiated by data) Centers (Data-Driven)

The teacher will work with guided reading groups based off of what level of reading and comprehension the
student is on. Students will be given a smaller
passage from James and the
Students who are having trouble making a connection to the mentor text and the task at hand. Students who Giant Peach for them to read
are unable to come up with answers even after their questions are answered. Students will be given and dissect to ensure the
passages from the text in smaller portions for them to individually observe and look over to help them find the correct answers.
answers easier.
Students will be allowed to pick
their own/come up with their
own text to find examples of
cause and effect, providing
evidence as well.

Group 1: Group 2: Group 3:

Time: Time: Time: Time:

Grouping characteristic: Grouping characteristic: Grouping characteristic:

Students who struggle picking ELL Students Physically impaired students
out the cause and effect

Needs based on data: Needs based on data: Needs based on data:

The students will need The student will need Student may struggle with
assistance with overall text assistance understanding the motor skills
structure/ specifically what text because it is not in their
cause and effect are. native language.

Assigned students: Assigned students: Assigned students:

Student 1 Student 1 Student 1
Student 2 Student 2 Student 2
Student 3

Instruction: The teacher will Instruction: The teacher will go Instruction:

provide the students with a
passage that already has the
cause and effect selected for
them. The students will use this
as a guide, the teacher will go
over it with them answering any
confusing questions they have.
over each step of the
assignment individually. The
teacher could find a passage in
their Native language and
relate it back to the assignment
to help students comprehend
fully.
The students will be provided a
digital copy of the book, the
teacher may provide specific
page numbers to help guide
the students so they are not
listening to multiple pages at a
time.

Adapted from https://melissatabor.wikispaces.com/file/view/Reading+Workshop+Lesson+Plan.docx

Assessing:
Assessment: how will you measure students mastery (should align with criteria in objective)
Students will complete the handout given to them that requires them to find 2 cause and effects
and support with evidence from the text, answering with an 80% accuracy rate.
How does it measure the essential literacy strategy? How does it
measure the
related skills?
Students will be
The essential literacy strategy is being measured by having students give graded based off of
examples directly from the text and supporting them with evidence. their use of
accurate
information and
appropriate writing
form.
Rubric: Include an analytic rubric that will offer students feedback on their strengths AND
weaknesses for both the ELS and related skills.
Here is an example of an analytic rubric:
10 8 4 0
Score

The following is to be completed after implementing

lesson:
Reflecting on students’ performance
Analysis uses specific evidence from work samples to demonstrate the connections between
quantitative and qualitative patterns of learning for individuals or groups.

Feedback is specific and addresses both strengths AND needs related to the learning
objectives.
Next steps provide targeted support to individuals AND groups to improve their learning relative
to
• the essential literacy strategy AND
• related skills.
Next steps are justified with principles from research and/or theory.
Students’ strengths in relation to essential literacy strategy Students’ strengths
in relation to
related skills
.

Students’ weaknesses in relation to essential literacy strategy Students’

weaknesses in
relation to related
skills
Reflecting on lesson implementation (with justifications from student performance and lesson
delivery)
Strengths Areas for growth

Given the students' in/ability to achieve the learning standard, describe your next steps to
improve your practice
Next steps for teaching essential literacy strategy Next steps for
teaching related
skills
(Rubric 15) (Rubric 15)

Evidence of students’ use of language function? Evidence of

students’ use of
vocabulary?
(Rubric 14) (Rubric 14)

Evidence of students’ use of syntax? Evidence of

students’ use of
discourse?
(Rubric 14) (Rubric 14)

What theory/research supports using this objective/strategy to align with the needs of your student?

Rubric 15: Using Assessment to Inform Instruction

• The candidate discusses how the research or theory is related to the next steps in ways that
make some level of sense given their students and central focus. They may cite the research or
theory in their discussion, or they may refer to the ideas from the research. Either is acceptable,
as long as they clearly connect the research/theory to their next steps.
• The next steps are clearly aimed at supporting specific student needs for both individuals and
groups with similar needs related to the essential literacy strategy AND related skills. Candidate
should be explicit about how next steps will strategically support individuals and groups and
explain how that support will address each individual’s and group’s needs in relation to the
areas of literacy learning.
• The candidate explains how principles of research or theory support the proposed changes,
with clear connections between the principles and the next steps. The explanations are explicit,
well- articulated, and demonstrate a thorough understanding of the research or theoretical
principles involved.

10 8 4 0
Score
Refers back Student Students Student Student
to the text provides provides provides provides not
(page accurate evidence little evidence of
number) to evidence of but is evidence to findings
show where findings lacking support
they found accuracy their claim
the answer and is not
accurate
Student Student Student Student Student
provides provides provides provides provides no
reasoning accurate accurate some reasoning
for their detailed reasoning reasoning
answers descriptions but lacks
to support detail
their
reasoning

Students Student Student Student Student

provides 2 provides provides provides 1 doesn't
correct two correct two causes or less of provide
causes and causes and and effects each cause correct
effects effects or effect causes or
effects