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Revised Brief Lesson Plan - l2 Cycle 1
Revised Brief Lesson Plan - l2 Cycle 1
Revised Brief Lesson Plan - l2 Cycle 1
Grade Level Being Taught: 5TH ELA/Content: CAUSE AND Group Size:5 Date of Lesson: 09/20/18
EFFECT RELATIONSHIPS
Lesson Content
What Standards (national or
state) relate to this lesson?
LAFS.5.RI.1.1- Quote accurately from a text when explaining what the text says explicitly and when
(You should include ALL applicable drawing inferences from the text.
standards. Rarely do teachers use LAFS.5.RI.2.4- Determine the meaning of general academic and domain-specific words and phrases in
just one: they’d never get through a text relevant to a grade 5 topic or subject area
them all.)
LAFS.5.RI.2.5- Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Objectives- What are you Students will be able to identify cause and effect relationships found in informational
teaching? text.
(Student-centered: What will
students know and be able to do Student-centered-
after this lesson? Include the A. The students.
ABCD’s of objectives: action,
behavior, condition, and degree of B. Will be able to identify cause and effect relationships.
mastery, i.e., "C: Given a sentence
written in the past or present tense, C. When reading an informational text.
A: the student B: will be able to re-
write the sentence in future tense D: D. And be able to explain how the relationships support the objective.
with no errors in tense or tense
contradiction (i.e., I will see her While reading an informational text, the students will be able to identify cause and effect relationships
yesterday.)." and be able to explain how the relationships support the objective.
Note: Degree of mastery does not
need to be a percentage.)
Summative Evidence- In an upcoming lesson a summative assessment I can administer with this
group with be a worksheet that has text and some cause and effect provided answers, but they
have to find the missing response by pulling from the text.
Lesson Implementation
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in 9:15- responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. 9:40 (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
9:15 Teacher- Gather guided reading group to come back to the guided reading table
**Management & Environment a.m. and look at the objective white-board.
(integrated into each section of a. Informational text or Literary?
your step-by-step plan): b. Find Non-Fiction Text Features.
How will you arrange c. Identify cause and effect relationships in the text.
yourself and the students I will begin by asking students in open discussion to observe the cover
(location in the classroom, and a quick glance of the text asking the question;
seating)? a. “Is this a literary or informational book?”
What processes & b. Students respond.
procedures will you use? c. Follow up question: “How do you know?”
How and when will you Now I will instruct the students to take a picture-walk of the book
communicate those to looking for non-fiction text features.
students? a. “Before going through your book, can someone give me some
What expectations will examples of text-features that you may find”
you have for the b. “You will use the back of your white-board paper and jot down any
that you find throughout the book that stand out to you”
students? How and when
c. STUDENTS GO THROUGH THE BOOK
USF Elementary Education Lesson Plan Template (S 2014) Name: __ANGELICA GARCIA_________
Grade Level Being Taught: 5TH ELA/Content: CAUSE AND Group Size:5 Date of Lesson: 09/20/18
EFFECT RELATIONSHIPS
will you communicate d. “What are some examples of specific non-fiction text features in
those to students? the book?”
What strategies will you e. Discuss briefly as a whole group.
use if students do not Introduction of the objective:
9:20 a. “Today we will be finding and explaining cause and effect
meet your expectations?
a.m. relationships found throughout the book”
Are there specific
b. “I know you guys have been learning what cause and effect
students who require a
relationships are, can someone volunteer and tell me what a cause
more extensive
and effect relationship is?”
management plan? What c. “As you guys are whisper reading I will be coming around to each
will that consist of? of you to talk about your thinking and see which relationships you
are identifying.”
Where applicable, be sure to
address the following:
How will materials be Probing Questions for individual students:
distributed? 9:25
How will students transition a.m. On level:
between activities? to Why do most rainforest animals live in canopies?
What will you as the teacher do? 9:40 1. Cause- most animals live in canopies
What will the students do? a.m. 2. Effect- it makes it hard for scientists to study them.
What student data will be How do the markings on some animals help them survive?
collected during each phase?
What are other adults in the
room doing? How are they
supporting students’ learning?
What model of co-teaching are
you using?
Above level:
Why do scientists want to study the rain forest?
USF Elementary Education Lesson Plan Template (S 2014) Name: __ANGELICA GARCIA_________
Grade Level Being Taught: 5TH ELA/Content: CAUSE AND Group Size:5 Date of Lesson: 09/20/18
EFFECT RELATIONSHIPS
Meeting your students’ needs as This will be correlating with an interactive lesson known as LDC. Which has students breaking
people and as learners—how down and understanding the relevance of a cause and effect relationship and be able to relate it to
might you integrate information the process of creating a marble rollercoaster in a science assessment.
from your student profile &
assets collection tool? How does
this lesson connect to the
interests and/or cultural
backgrounds of your students?
Differentiation—based on the Provided reference foldable for non-fiction text features.
needs of your students how will There will be two levels of probing questions.
you take individual and group a. Examples include:
learning differences into 1. On- level
account? 2. Above- level
Which FEAPs do you anticipate 2. The Learning Environment. To maintain a student-centered learning environment that is safe,
demonstrating during this organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
lesson? How will you (g) Integrates current information and communication technologies;
demonstrate them?
(Include all relevant FEAPs from 5 a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on
Domains 1-4) students’ needs;
Does this lesson connect to your This lesson plan relates to my inquiry work by supporting the differentiation aspect, by providing
inquiry work/wondering? Are multi-level questions to probe and support my AGP student’s needs for higher-level of thinking.
you trying a strategy or
integrating something learned
from data collection/literature?
Are you collecting data during
this lesson that will contribute to
your inquiry work?