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