Supervisor Observation 2
Grade Level Being Taught: 4th
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
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Name: ____Amber Scott _____
Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class
Part 1: Lesson Content
Cause/Effect Relationships
How does this lesson connect to the interests and cultural backgrounds of your students?
For the engage, students will come up with their own examples of cause/effect. The students will be
using their interests and experiences to share an example of cause/effect.
How does this lesson connect to/reflect the local community?
Students can also take experiences from the community as a cause/effect.
LAFS.4.RI.1.3—explain events, procedures, ideas, or concepts in a historical scientific, or technical text,
including what happened and why, based on specific information in the text
Trace the standard to the previous grade level. What have students already learned or been
exposed to related to this standard?
LAFS.3.RI.1.3—describe the relationship between a series of historical events, specific ideas or concepts,
or steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect
Based on this 3rd grade standard, students have already been exposed to a sequence of cause/effect. This
standard allows the students to identify the cause/effect relationship but do not explain or support the
relationship (done in 4th). This prepares students for the 4th grade standard because they will go further
in the cause/effect relationship by explaining what happened and why—they are not just explicitly
saying the relationship.
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.5.RI.1.3—explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information in the text
Based on this 5th grade standard, students will be explaining more than one relationship/interaction
within a non-fiction text. The 4th grade standard prepares students for this by explaining the cause/effect
relationship (which could be more than 1) using text evidence. Students are beginning to use the text to
support their answers.
Supervisor Observation 2
Grade Level Being Taught: 4th
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
2
Name: ____Amber Scott _____
Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class
Students might have misconceptions about cause/effect (getting the two confused/mixed up)
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what). 
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to accurately identify the cause/effect relationship within a scientific text by
providing specific details
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? __Comprehension___
Which level(s) of thinking is/are called for in your objective? __Application/Analysis____
Why did you choose this level(s) of thinking?
According to Bloom’s Taxonomy the standard is Comprehension, which is a lower level thinking skill.
The standard mentions that students need to be able to explain events (what happened/why) using text
evidence. In order to meet this standard, students need to demonstrate that they comprehend the non-
fiction text—using it as evidence to support answer. The objective is both Application and Analysis, both
of which are mid-to higher level thinking. Students will be identifying which is an example of application.
Students will be showing what they learned from the lesson. Secondly, students will be looking for a
cause/effect relationship which is analysis. Students will be examining the information/details in the
Supervisor Observation 2
Grade Level Being Taught: 4th
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
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Name: ____Amber Scott _____
Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class
text to find a cause/effect relationship.
Describe your assessment plan:
I will use the workbook page 59 as an exit ticket. By the end, students will be able to show me what they
learned from the lesson. After reading the text and answering question 1, students will then work on
page 59 (includes a what happened/why chart and short response). On this page, students will be
identifying the cause/effect relationships and using it to support why gold is useful and valued (both
past and present)
Is your assessment formative or summative? Why did you make that assessment decision?
This exit ticket will be a formative assessment. This will be used as a show-what-you-know, the students
have had some practice this week with cause/effect relationships but this will allow me to see how well
they are understanding the content (and goal). I decided to use this page as the assessment because it is
answering each part of my objective, which will make it easier for me to determine whether or not they
met the objective. I will also be able to make comments and provide feedback for the students.
How does it align with your objective?
This assessment aligns with my objective because it is answering both parts of the objective—explaining
cause/effect and using text to support. The students will be meeting the cause/effect portion by
completing the chart. The students will be meeting the text evidence by completing the short response
which uses the information from the chart (used for cause/effect).
The exit ticket will be scored out of 3 points.
3—students accurately completed the chart and short response (answers may vary but they must be on
topic and from the text)
2—students did some of the exit ticket but it is not complete
1—students were off topic and did not follow directions
0—students did not attempt/turn in/no name
Part 2: Lesson Implementation
 Students will be sitting at their desk during the lesson. I will be doing a whole group reading
Supervisor Observation 2
Grade Level Being Taught: 4th
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
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Name: ____Amber Scott _____
Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class
lesson for the first half (including turn and talk) and I will also have students work independently
for the exit ticket
 I will use attention getters to pull the students back to me (such as waterfall waterfall; shhh; give
me five). The students are already aware of these attention getters are used throughout the day. I
will use these attention getters to end the turn and talk and whenever the students are off task.
 I will modify the classroom CHAMPS for the reading lesson. I will go over the CHAMPS at the
beginning of the lesson. I will refer to the CHAMPS throughout the lesson if students are not
following the rules (my friends, what conversation level should we be at?)
 I will use positive praise if students are not meeting my expectations. I will also reinforce
classroom rules/CHAMPS to help guide the students and bring them back to the lesson. We also
have a class money system, so I can give students bonuses for great participation or fines for
those who are not listening. There are no specific students who require an extensive
management plan.
 When students are done with their task (exit ticket which will be at the end of the lesson), I will
come around and check the students work. I will make notes on their paper so they can make
changes. If students are finished and there is still time left, they can read independently
Doc camera
Workbook pgs 56-57 and 59
Markers
Pencils
Anchor chart
Cause/effect post-it
Supervisor Observation 2
Grade Level Being Taught: 4th
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
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Name: ____Amber Scott _____
Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
I will work with some of the lower level students to help them complete the question and exit
ticket. I will see how they are doing with the work and talk them through the
assignment/question. I will support them by helping them look back in the text.
Which specific students will benefit, and why?
There are various students who would benefit from this differentiated instruction. There are
multiple students who are lower leveled and would have a hard time completing the work. There
are about 4 students who would benefit from this instruction.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: use visuals to help students comprehend cause/effect
 Early Production Level: allow students to answer (short responses/phrases) when working in
whole class or with partner (turn and talk)
 Speech Emergence Level: expand vocabulary (cause/effect, scientific text) and provide frequent
comprehension checks during the lesson
 Intermediate Fluency Level: develop academic language and use graphic organizers (cause/effect
chart)
What accommodations will you make for students who have an IEP or 504 plan?
For those with IEPs and 504s, I will speak loud and clear so they can follow along. This will benefit
the VI student, I will talk through the writing/underlining in the passage so he can follow along. I
will provide more wait time for students to comprehend and work on the passage/questions
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For those who are identified as gifted, I will have them provide more information on their short
Supervisor Observation 2
Grade Level Being Taught: 4th
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
 What will you as the teacher
say?
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Name: ____Amber Scott _____
Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class
response and to be specific. The students have a hard time with providing adequate work, so I
will make these expectations clear for these students. I am looking for complete sentences, with
proper punctuation.
LAFS ELA workbook
CT
Online for cause/effect anchor chart ideas
1. What is the content area for this lesson? ____reading____
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) ___gradual release________
3. Step-by-step plan:
Time: Action Steps:
2 mins Students will enter the classroom and sit in their seats. Students will take out
their workbook and open to page 56. They will also have a pencil out. I will go over the
expectations and goal for the whole group lesson. I will also incorporate the CHAMPS
 “Today we will identify the cause/effect relationship within a scientific text by describing
specific details”
 “CHAMPS: we will be at a conversation level 0 and 2 (with partners), you will raise your
hand to speak, we are working in whole group and partners, and we are all participating
for success!”
5 mins Engage: Today we are going to work on the cause/effect relationship within a
scientific text (non-fiction). Students have been working on this since Monday, so the work today
should be a review and independent practice. I will introduce the lesson by doing an engage and
Supervisor Observation 2 Name: ____Amber Scott _____

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class

 What will the students do? anchor chart

 What student data will be  “Who can tell me what we have been working on this week? Yes, we have been working
collected during each phase? on cause/effect in scientific text. What is a scientific text? (refer to anchor chart). Now
 What are other adults in the that we reviewed cause/effect and what a scientific text is, lets use them both together! (I
room doing? How are they will begin to introduce the reading lesson by sharing what we will do—read and use text
supporting students’ learning? evidence to support cause/effect)
12 mins After reviewing the content, we will begin to read the text. Students will read the
passage and underline/code for important information about how gold was used in the past and
present. I will read the first paragraph with the students and we will underline information—I
will model what the students will be doing on their own. We will underline information in the
first paragraph of the passage together.
 “Is there any information from this paragraph that tells me the use of gold? Was this
information from the past or present? I am going to underline While
thatstudents
sentenceare reading
and write
“present” independently and completing the
questions, I will be
 “Now that you know what to do, I want you to read the rest of the passage and underline walking around the
class to monitor
anymore information about gold. Remember what are we looking for...information aboutstudents. I will be
gold from the past (students will say) and present (studentsanswering
will say). Iquestions and 10
will give you seeing what
minutes to read and underline the rest of the passage.” students are doing.
5 Mins When students are done reading and underlining, I will have them do a turn and
talk to the person next to them. They will share the information they underlined. I will pull
the students back and they will share some of the information they underlined. This will give
students the opportunity to see if they were on the right track.
10 mins When students are done reading and underline the passage, they will complete
question 1 part a and b. Next, they will complete the graphic organizer (cause/effect chart) on
page 59. Students will use the information from the graphic organizer to complete the short
response.
 “When you are done reading and underlining the passage, and part a and b of question 1.
Then, turn to page 59 and complete the cause/effect chart. Once you complete the chart,
use that information to answer your short response (at the bottom of the page).” *I will
read the question and discuss what I expect the answer to look like—complete sentences
and evidence from the passage. I will let students know that I will be collecting this for a
grade.
 I will help the students fill in the cause/effect chart—we will do one cause/effect together

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Supervisor Observation 2 Name: ____Amber Scott _____

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class

and I will have students find 2 more cause/effect examples from the reading. Then, they
can answer the short response using the information from the chart.
 When students are done, they will turn in the workbook page and I will grade it as an exit
ticket. We will revisit the objectives/learning goals and discuss how we met them.
o “Today, we read a passage about gold and we coded for cause/effect. How did we
know there were cause/effect in the passage? The passage was giving us facts
about gold! So we know because of this…something happens with gold.”
o If students finish early, I will give them a cause/effect post-it. The students will
give an example of cause/effect in the book they have been reading during
independent rotations. Although, the students’ books are fiction, they can still
show cause/effect—taking this a step further by not only working on non-fiction
text

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Supervisor Observation 2 Name: ____Amber Scott _____

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class

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Supervisor Observation 2 Name: ____Amber Scott _____

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class

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Supervisor Observation 2 Name: ____Amber Scott _____

Grade Level Being Taught: 4th Subject/Content: ELA/Reading Group Size: Date of Lesson: 9/30/20
Whole Class

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