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    Teacher Education Lesson Plan Template

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    api-392223990
    This lesson plan is for a 4th grade language arts class on text structures, specifically cause and effect. [1] The lesson objectives are for students to determine and use structural patterns in nonfiction text to help comprehend cause and effect relationships. [2] Materials include an article on fighting fires, questions, and cause and effect paragraphs. [3] The lesson involves reading the article, identifying examples of cause and effect as a class, and having students work in groups to identify more examples and answer questions to assess comprehension.

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    © All Rights Reserved
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    Teacher Education Lesson Plan Template

    Uploaded by

    api-392223990
    116 views3 pages
    This lesson plan is for a 4th grade language arts class on text structures, specifically cause and effect. [1] The lesson objectives are for students to determine and use structural patterns in nonfiction text to help comprehend cause and effect relationships. [2] Materials include an article on fighting fires, questions, and cause and effect paragraphs. [3] The lesson involves reading the article, identifying examples of cause and effect as a class, and having students work in groups to identify more examples and answer questions to assess comprehension.

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    ued495 brannock dev app artifact2

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    This lesson plan is for a 4th grade language arts class on text structures, specifically cause and effect. [1] The lesson objectives are for students to determine and use structural patterns in nonfiction text to help comprehend cause and effect relationships. [2] Materials include an article on fighting fires, questions, and cause and effect paragraphs. [3] The lesson involves reading the article, identifying examples of cause and effect as a class, and having students work in groups to identify more examples and answer questions to assess comprehension.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    116 views3 pages

    Teacher Education Lesson Plan Template

    Uploaded by

    api-392223990
    This lesson plan is for a 4th grade language arts class on text structures, specifically cause and effect. [1] The lesson objectives are for students to determine and use structural patterns in nonfiction text to help comprehend cause and effect relationships. [2] Materials include an article on fighting fires, questions, and cause and effect paragraphs. [3] The lesson involves reading the article, identifying examples of cause and effect as a class, and having students work in groups to identify more examples and answer questions to assess comprehension.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Teacher Education Lesson Plan Template

    Teacher: Emily Brannock Date: 1/30/18

    Title of Lesson: Text Structures: Cause Cooperating Teacher: Allison Larranaga


    and Effect

    Core Components
    Subject, Content Area, or Topic
    Language Arts: Text Structures: Cause and Effect
    Student Population
    25 – 4th grade students
    Learning Objectives
    Students will determine and use structural patterns in nonfiction text to help me comprehend nonfiction
    text.
    Virginia Essential Knowledge and Skills (SOL)
    ELA.4.6.9 Identify structural patterns found in nonfiction (e.g., cause and effect, comparison, and
    concept-definition), and use the pattern to guide comprehension.

    Materials/Resources
    ● Fighting Fires Article
    ● Fighting Fires Questions
    ● Anchor Chart Paper
    ● Sticky notes
    ● Dry erase markers
    ● Pencil/Pen
    ● Cause and Effect paragraphs
    ● Paper
    High Yield Instructional Strategies Used (Marzano, 2001)
    Check if Used Strategy Return
    X Identifying Similarities & Differences 45%
    X Summarizing & Note Taking 34%
    Reinforcing Efforts & Providing Recognition 29%
    X Homework & Practice 28%
    X Nonlinguistic Representations 27%
    X Cooperative Learning 23%
    X Setting Goals & Providing Feedback 23%
    Generating & Testing Hypothesis 23%
    X Questions, Cues, & Advanced Organizers 22%

    DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE


    RETURNS YOU WANT FOR YOUR STUDENTS?
    Check if Used Strategy Return
    Teach Others/Immediate Use of Learning 95%
    X Practice by Doing 75%
    McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
    Revised August 2015
    X Discussion 50%
    X Demonstration 30%
    Audio Visual 20%
    X Reading 10%
    X Lecture 05%

    Safety (if applicable)


    Students should be reminded that we will not be running in the classroom.

    Time
    (min.) Process Components
    *Anticipatory Set
    5 Teacher will revisit the Cause and Effect text feature. Teacher will complete an
    MINS anchor chart with the cooperation of students.

    *State the Objectives (grade-level terms)


    I can cause and effect using non-fiction texts.

    *Instructional Input or Procedure


    15 Teacher will instruct students to open schoolology on thier chrom books and open
    MINS cause and effect fighting fires.
    Teacher will instruct students to follow along in their chrome books. Teacher will
    read the Fighting Fires article out loud. Teaching will walk around the room while
    reading to manage behavior.
    After the first story is read, teacher will ask students if there are any questions.

    Vocabulary to consider discussing: brigade (small group of people who all have the
    same purpose)
    union: (group of people who have the same purpose).

    *Modeling
    10
    MINS Teacher will then explain the whole group activity. Teacher will give example of the very
    first example of cause and effect within the article.
    Teacher will say, “I noticed in the first paragraph we already have our first cause and
    effect. When someone yells fire most people dash for the exits. Firefighters, on the other
    hand, race quickly towards the fire.
    Teacher will ask, “What is our cause?”
    Students will say, “Someone yelled fire”
    Teacher will ask, “What is our effect?”
    Students will say, “people dash for the exits” and “firefighters race towards the fire”.

    Teacher will explain the rules for the activity. Students will only use information that is
    given in the article.
    Students will work together using an anchor chart paper to write down a list of cause and
    effects. Time is limited (6 minutes), so teams must work together and use time wisely.
    The teacher will walk around encouraging positive behavior and guiding students to write
    down correct responses.

    McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
    Revised August 2015
    *Check for Understanding
    Teacher will walk around and listen to group conversations to informally assess if
    15 students grasp the cause/effect concept.
    MINS
    After students have listed cause/effect on their anchor chart, the teacher will look over
    each group chart to judge if each response is correct and appropriate.

    *Guided Practice
    Cause/Effect Group Work Activity

    5 *Independent Practice
    MINS Students will then complete the multiple choice questions to verify that they
    comprehended the article and independently understand the cause/effect concept.
    Assessment
    Formative: Teacher observation and student work

    *Closure
    “Today you all demonstrated great teamwork and critical thinking skills. You all did a
    great job working together to understand the difference between compare and contrast“.
    Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
    Teacher will work with cooperating teacher: Teacher will have small groups which will work
    individually to put information from a cause/effect paragraph into a graphic organizer. Teachers
    will formatively assess students during this time.
    Classroom Management Issues (optional)
    Teacher should be aware of keeping students on task. Teacher should also be aware of students who are
    not participating.
    Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
    of the lesson would you change? Why?

    *Denotes Madeline Hunter lesson plan elements.

    Intern Signature Cooperating Teacher Signature Date

    McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
    Revised August 2015

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