Name: Shayla Parrish Date: March 16, 2018

Grade: Kindergarten Lesson Title/Unit: Cause and Effect

READINESS
Big Idea:
Small pieces work together to form a greater idea.
Rationale:
Children need to learn this big idea so that they understand that they can make a big
difference at a young age.
Why is this lesson important for your students? Support your rationale with specific
citation of teaching point/strategy.

I. Goals/Objectives/Standard(s)
a. Goal(s)—
Students will understand the cause and effect relationship.
b. Objective(s)—
Students will make predictions about what will happen in a story.
Students will be actively engaged in group activities.
Students will use words and draw pictures to provide information about an idea.
Students will use words and pictures to demonstrate understanding of the cause
and effect relationship.
c. Standard(s):
K.RL.2.4 Make predictions about what will happen in a story.
K.RN.1 Actively engage in group reading activities with purpose and
understanding.
K.W.3.2 Use words and pictures to develop a main idea and provide some
information about a topic.

II. Management
a. Time
i. Whole Group- 30 minutes
ii. Centers- 1 hours total, 10 minutes for each of the 5 centers and to
minutes for dismissal, clean up, and transition
iii. Guided Reading Group- 15 minutes a piece
b. Materials
i. Wet Wally, level B group
ii. The Mitten, level D group
iii. Pete the Cat: I Love My White Shoes, whole group
c. Space

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 i. Students will be sitting on their carpet spot while I am reading during the
whole group lesson. Students will then move to their seats for the writing
extension.
ii. For centers, students will rotate around the room through five different
centers. I will call the students in my guided reading groups to my table in
the back as needed.
d. Students
i. Students have the set expectation for noise level during center time. If
they stay at a level 1 voice or below, and no one reminds them to be quite
they earn “fuzzies”, one for each center. My guided reading group will not
be left, unless there is a physical emergency (i.e. sickness, violent
outbursts, ect.). Mrs. Piotrowski will also be monitoring the students as
she moves throughout the classroom. When each center is over and it is
time to transition, the timer will go off, but then I will ring a handheld bell
to gain the attention of all.
III. Anticipatory Set
a. Boys and girls, eyes on me! I am going to ask you a few questions and I want you
to make a prediction about what is going to happen! When getting in line for
lunch, if I don’t get a squirt of sanitizer, what do I do? I will continue asking
questions until the students have made good predictions.
IV. Purpose: As we learn about cause and effect today, we can see how the choices we
make cause other things to happen which can affect you and the people around you.

PLAN FOR INSTRUCTION

V. Adaptation to Diverse Students

a. Students of varying ability: Whole group response activity is tiered allowing for
students to work at their level.
b. Students who are hyperactive: Centers include kinesthetic activities in order to
engage all students, particularly the hyper active students.

VI. Lesson Presentation (Input/Output)

 Boys and girls, eyes on me! Today, I am going to read a book to you called Pete the Cat: I
Love My White Shoes. You can sing with me when you know the song. I will then read the
book. I will have an anchor chart next to me that says ‘Cause and Effect’. After I am done
reading, students will have time to make observations about the book. Okay class, what
did you notice that happened to Pete in this story? The goal is to lead a child to the idea
of him stepping in something and his shoes turning that color. Great job, Emma! When
Pete stepped in blueberries and his shoes turned blue, that is cause and effect. I will have
smaller versions of the pages where he stepped in something and his shoe turned a
color, which I will tape to the anchor chart under either cause or effect. Now that you
have told me what happens in the story to Pete’s shoes, you are going to do that! I will
give you a piece of paper that has a picture of two shoes on it. I will be pointing to this
paper as I am explaining it. I want you guys to think about what would happen to your

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shoes if you stepped in something like Pete! In my story, I am wearing white shoes like
Pete, but then I stepped into a puddle of orange juice, and guess what happened? My
shoes turned orange! So what I want you to do is get an idea in your head about what
you stepped in and how that affected your shoes. When you get back to your table right
your name on the top of your paper. You can talk about your idea with friends at your
table and then start writing! Don’t color your picture until your writing is all done!
(ACEI 2.1)
o Workstations:
 The center rotations currently used in this classroom or
successful and appropriate.
o Guided Reading Lessons
 The students I will have in each group are unknown at this
moment. Students are currently being benchmarked.

 Guided Reading Group 1: Level D

1. Prereading
 Boys and girls, do you remember what we learned
about cause and effect today? Remember, a cause is
something that makes something else happen and the
effect is what happens because of that. Can you think
of any examples? My example will be that it is raining
outside which means I can’t go outside to play. Great!
Today we are going to read this book together. It is
called The Mitten. Before we start reading, let’s take a
picture walk and make predictions about what will
happen in the story. Students will discuss what they will
happen and we will talk about their predictions as a
group.

2. Reading (model, guide, monitor, adjust)

 Students will begin whisper reading independently. I
will make anecdotal remarks as I listen in on each
child’s reading.

3. Responding
 What did you think about the book? Nice! Think about
what we learned about cause and effect today. Cause is
what happens and the effect is the result of that event.
So what happened in the story? Students will discuss
what they read and we will talk about the cause and
effect relationship being that of the animals all
squeezing into the mitten and then the mitten bursting
into shreds. Can anyone make any connections to this?
Do you know of any other books or can you think of a

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 time that something happened to you that showed
cause and effect? Students will conclude guided
reading time after a brief time of responding to the
book and their connections.

 Guided Reading Group 2: Level B

1. Prereading
 What does it mean to have a bad day? Have you ever
had a bad day? Students can have time to answer the
questions. Today we are going to read this book called
Wet Wally. He is having a bad day. But first, let’s think
about what we learned about cause and effect earlier.
Remember, a cause is something that makes something
else happen and the effect is what happens because of
that. Can you think of any examples? My example will
be that it is raining outside which means I can’t go
outside to play. After we come up with a few examples,
students will take a picture walk of the book, making
predictions.

2. Reading (model, guide, monitor, adjust)

 Students will begin whisper reading independently. I
will make anecdotal remarks as I listen in on each
child’s reading.

3. Responding
 What did you think about the book? Nice! Think about
what we learned about cause and effect today. Cause is
what happens and the effect is the result of that event.
So what happened in the story? Students will discuss
what they read and we will talk about the cause and
effect relationship being that of Wally having a bad day
because he kept getting wet. Also how being wet
already, lead Wally to go swimming. Can anyone make
any connections to this? Do you know of any other
books or can you think of a time that something
happened to you that showed cause and effect?
Students will conclude guided reading time after a brief
time of responding to the book and their connections.

VII. Check for understanding.

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 a. A check for understanding will come from students written responses to Pete the
Cat: I Love My White Shoes. Students who did not meet the objectives will have
the opportunity to relearn through centers that use the cause and effect
relationship.

VIII. Review learning outcomes / Closure

* (Whole Group): Students will clean up and put away the center they
are at and head to the carpet to leave for lunch. As students are
returning to the carpet, I will ask them to share what they wrote
about getting on their shoes.

PLAN FOR ASSESSMENT

Formative: I will listen for students’ understanding based off the answers they provide during
whole group time during lesson and closure. I will adjust my lesson as needed. I will also be
observing to see if the students are mastering the concept during guided reading time. As I work
with each group, I will check for understanding and correct students as needed.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
7. Were the guided reading books a good choice for each level and their interests?
8. Were students receptive to the way I lead them during guided reading?