CT Observation2 Lesson Privacyrevised

USF Elementary Education Lesson Plan Template (rev.
Sum19) Name: ______Sarah Dunn______________________________
Grade Level Being Taught: 3 Subject/Content: Cause and Group Size: Date of Lesson: 3/23/21
Effect Relationships Small
Part 1: Lesson Content

Title of Lesson Cloudy With a Chance of Cats and Dogs
Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson focuses on cause and effect relationships with the subject matter of clouds and rain. Students
(supervisors) have been in a water unit for several weeks now and this ties right in with that unit. It gives consistency
to what is being learned based around a theme, hopefully piquing interest in the subject of water.
Students are also expected to work on a “critical task” of sorts where there create a PSA surrounding a
water issue. Water impacts everyone and all water is connected, as the students have been learning, so
water issues impact them too and they should know how water works. Additionally, cause and effect
relationships are present on a daily basis in everyone’s lives, whether that be at home or in school. In
identifying cause and effect relationships in the text, hopefully students will be able to make connections
between in-text and real-life cause and effect relationships.
How does this lesson connect to/reflect the local community?

Florida is home to many bodies of water, and as we near the summer months, rain is going to be much
more relevant to the students than it was over winter. Students may be curious about why it rains so
much where they live or how the clouds form, and this text will begin discussing the subject.
Additionally, regarding cause and effect relationships, these impact all people, including the students and
the community members. Being able to identify cause and effect relationships in the text is going to be a
useful skill as they make connections between in-text and real-life cause and effect relationships.
What Standards (national or
state) relate to this lesson? LAFS.3.RI.3.8 is the main focus standard. Other standards may include: LAFS.3.RI.1.1; LAFS.3.RI.1.2;
(You should include ALL applicable LAFS.3.RI.1.3; LAFS.3.RI .2.4; and LAFS.3.RI.3.7.
standards.)
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been exposed to
over time related to this standard?
(CPALMS/instructional planning LAFS.2.RI.1.1; LAFS.2.RI.1.2; LAFS.2.RI.1.3; LAFS.2.RI.2.4; LAFS.2.RI.2.6; LAFS.2.RI.3.7; and LAFS.2.RI.3.8.
course)
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.4.RI.1.1; LAFS.4.RI.1.2; LAFS.4.RI.1.3; LAFS.4.RI.2.4; LAFS.4.RI.2.5; LAFS.4.RI.2.6; LAFS.4.RI.3.7; and
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: ______Sarah Dunn______________________________
LAFS.4.RI.3.8.
What misconceptions might Cause and effect relationships only happen when there are people involved/when people do something.
students have about this There can only be two things in a cause and effect relationship—1 cause and 1 effect (rather than a chain
content? (talk to your CT) of events)
Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what).
outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Students will refer explicitly to an informational text to come up with reasonable responses to questions
Measure (HOW WELL they need to about the text.
do it)
(Note: Degree of mastery does not Students will be able to accurately identify cause and effect relationships in an informational text.
need to be a percentage.)
(connect back to 4504/CT

Support/reinforced in
instructional planning)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? _____Analyze_________________________________
Which level(s) of thinking is/are called for in your objective? ____Analyze________________________________

Why did you choose this level(s) of thinking?
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This is an abstract concept—cause and effect relationships. The lesson needs to be a little complex in
order to fulfil the standard, but not too complex to where it confuses the students.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered 2 part formative assessment:
your objectives? 1. Listen and check for understanding throughout lesson and clear up any misconceptions, define
vocab, etc.
2. Use the cause and effect chart responses for further evaluation.
How does it align with your objective?

1. Students will answer questions about the cause and effect relationships as I lead a discussion
with them.
2. Students answer questions about the text, referring explicitly to the text for answers.
Is your assessment formative or summative? Why did you make that assessment decision?
Formative because this is a review of this standard, as many students have not grasped it yet.
Assessment Scoring/Rubric No rubric. I will base discussion assessment based on who is participating and what they are
What are the criteria for how you contributing to the discussion (I will have some planned responses in the scripting) and the chart
will assess student responses based on what the iReady book has filled in (although student responses may vary and I will
learning/student work? If you’re need to use discretion for any differences based on the text).
using a rubric, include your rubric
here.
Part 2: Lesson Implementation
Management & Environment ● How will you arrange yourself and the students (location in the classroom, seating)?
(integrated throughout your We will be located in a small group at the back, horseshoe table with me as the head.
step-by-step plan): ● What processes & procedures will you use? How and when will you communicate those to
students?
Students in the first block are more individually oriented, while students in the second block are
more collaborative. The first block students will be expected to have a lot of silent think time and
reading through the text and making sense of words on their own, then coming to me for
questions about unfamiliar vocab. The second block will be allowed to communicate more with
vocab, although at first I want them to try to use their strategies. This will be explicitly stated as
we go through the lesson. Students in both blocks will be expected to communicate with me in
discussion actively and participate at least a few times. Finally, both blocks will complete the
charts on their own as part of the formative assessment rather than while working with peers.
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Throughout the script, you can see these procedures clearly stated at different points as we go
through the lesson.
● What expectations will you have for the students? How and when will you communicate those to
students?
I will explicitly state my expectations at the start of instruction, piece by piece, as laid out in the
scripting. Expectations may include: one person talking at a time in discussions, staying on task,
participating actively in discussion, using strategies, and not copying each other.
● 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?
J: May get a little energetic. Normally I would allow him to stand to control his energy but
because we’re in small groups I want to try to keep him seated, although I may let him stand if his
behavior is getting out of hand. I will also seat him away from C because the two of them can get
loud sometimes.
C: Seat away from J to prevent any off-task or disruptive behavior.
K: May not want to participate in the discussion. I will use a small-group spinner instead of
calling on hands or asking for a “call out” from time to time in hopes of getting him more
involved, and will also encourage him if he’s been silent to share his thoughts (interest boosting)
● What will students do if they complete the task quickly?
Students will go back to their seats once they finish the chart and work on independent reading
or another task as designated by my CT.
Materials iReady booklets (including text and chart), pencil, colored pencil.
(What materials will you use? Why
did you choose these materials? Students are familiar with using colored pencils and I think they are very useful in coding the text.
Include any resources you used.
This can also include people!) The iReady book gives great texts and resources for small group lessons and helped me spark some ideas
for discussion (I also pulled some of their questions). It is all based on third grade, which is perfect for
my third grade students.
4
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
(adapting instruction to meet the
needs of individual students or Process Product Content Readiness Interest Learner Profile
groups of students)
Describe what/how you will differentiate:
As described earlier, more collaborative students will have more access to discussion and peers, whereas
more individualist students will have more access to think time and random call-ons.
Students who are energetic will have the opportunity to stand if I think it is necessary. Normally, I would
allow for more standing, but for this lesson I would prefer to keep everyone seated.
Which specific students will benefit, and why?
Students with ADHD or generally more energetic students will benefit if they are allowed to stand.
Differentiating Instruction How will you adapt this lesson to meet the needs of individual students or groups of students?
(adapting instruction to meet the (content? materials? level of support? pace? etc.). Make connections to your student asset profile.
needs of individual students or Pace and process may be altered to fit a more collaborative or individualist style to the students in the
groups of students) small groups.
Accommodations What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual ● Pre-Production Level: Provide materials in their native language. Incorporate into a more
students (initials), and then explain collaborative group, and try to include another speaker of that language.
the accommodation(s) you will ● Early Production Level: Provide materials in their native language. Incorporate into a more
implement for these unique collaborative group, and try to include another speaker of that language.
learners.) ● Speech Emergence Level: Incorporate into a more collaborative group and try to include another
speaker of that language.
*If you don’t have students who ● Intermediate Fluency Level: Incorporate into a more collaborative group and try to include
require these accommodations, another speaker of that language.
describe what you WOULD do if
you did have these students. What accommodations will you make for students who have an IEP or 504 plan?
Students will be allowed to stand if they are having trouble focusing while sitting (at teacher discretion).
5
Depending on the student, I will be able to make the group more discussion oriented/collaborative
towards them, or more independent towards them.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
This lesson is geared towards the higher-achieving group in each block, so I would be treating all the
students as if they had an EP. However, for the student that has been tested and has an EP, I will be
encouraging him to participate more and will ask him to elaborate more on his responses if I see an
opportunity.
References (Planning of iReady textbook

instruction should be guided by
research-informed CT help
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? ___Cause and effect relationships_________________________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) ______Level 2, CT cycle 2 =_small
group_____________________
Where applicable, be sure to
address the following:
◻ What Higher Order Thinking
(H.O.T.) questions will you ask? 3. Step-by-step plan:
◻ How will materials be Time: Action Steps:
distributed?
◻ Who will work together in
groups and how will you
determine the grouping? 9:10
◻ How will students transition “I need (block 1: K, C, J, Ka) (block 2: A, M, S, Ja, and Jn) to come to the back table please, and
bring a green and blue colored pencil and your iReady books!”
6
9:11
between activities?
◻ What will you as the teacher “How is everyone doing today?” Respond to student responses
do? Good: Wonderful to hear!
◻ What will you as the teacher Bad: “I’m sorry to hear that, maybe we can make today a little bit better by having a fun lesson
say?
together.” Etc.
◻ What will the students do?
◻ What student data will be
collected during each phase? “Today, we’re going to read a science article. Everyone open your books to page 54. Let’s focus our
◻ What are other adults in the attention on the title and author. Can someone read that aloud for me?” Do spinner or call on a hand.
room doing? How are they
supporting students’ learning? “Thank you for reading __. Let’s take a look at this diagram at the bottom. Think about what this
might be. Based on the title, what do you think this text might be about?
Block 1: “Think in your head for a moment.” Ask students to raise hands or do spinner.
Block 2: “Turn and talk to the friend next to you.” Ask students to call out ideas they have.
Responses will vary. Praise for any guess attempts.
“Okay! Now let’s find out. When I say go, I want you to read the text silently on your own, you can
whisper quietly as you read if it helps but make sure that you aren’t distracting the friends next to you.
Does everyone understand what we’re doing? Show me thumbs.”
“Okay. When you finish reading, clasp your hands in front of you and look at me so I know you’re
done. You can go ahead and start reading!”
Students should have finished reading by now. “Put your hands on your head if you finished reading.
Put you’re a finger on each ear if you’re ready to move on. Alrighty! Does anyone have any questions
about the reading?” Answer questions.
“Who
9:18 can tell me what the gist of this text was after reading it?” Use spinner or call on a hand. Call on
two hands if the first student gives an incorrect response.
“Wonderful. The text was about how clouds form, which is a part of the water cycle. Have you all
learned
9:18 about the water cycle in science class yet?”
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9:19
If yes, “excellent!” If no, “Well, you will learn about it soon. You should ask Ms. Hunter about it if you
have any questions about how it works.”
“So, what is water vapor?”

Block 1: “Don’t tell me the answer yet. Look back at the text if you don’t remember.” Give a second
for students to remember or find it in their text, then ask for hands or use spinner
Block 2: “Talk to the friend next to you. Use your text if you can’t remember!” Ask for a student to call
out or comment on good responses you heard after students have shared for a moment.
If students are having trouble, talk to them about steam. “Here, this may help you understand. Have
you ever seen steam coming off a pot on a stove, or off of hot foods or drinks? Steam is like water
vapor. It’s water or that turned into gas, and started floating up because it’s warm and warm air rises
up. There is always water vapor in the air around us, but you can see steam so it’s a little easier to
understand. Does that make sense?” Check for understanding.
“How does water vapor lead to a cloud forming? Let’s look at this diagram together. Tell me what’s
happening in this picture. Call out to me.” Student should say “warm air is rising.”
“Wonderful. That is the first thing that needs to happen to form a cloud. Can you find in the text where
it talks about warm air rising?”
Block 1: “Look on your own and point to it when you have it.”
Block 2: “Work with the friend next to you or on your own to find it and point when you have it.
“Someone raise their hand and share with me what they found.” The sentence that talks about warm
air
9:22rising is in paragraph 2 and says “When warm air rises, it cools down.”
If correct: “Excellent work! Everyone underline that sentence with your colored pencil.”
If incorrect: “Hmm, there’s another sentence that I found that specifically mentions the warm air
rising. Has anyone else found a different sentence that mentions the warm air rising?”
If a second student has not located the sentence, point it out to the students and ask them to
underline it.”
8
9:23
“Let’s read this sentence together. Follow along with me as I read it aloud.” Read sentence aloud.
“Everyone take a look at their cause and effect graphic organizer on page 55. The first box for ‘cause’
says ‘Warm air rises.’ If the warm air rising in this sentence is a cause of something, because this is
where it starts talking about warm air rising, what is the effect of the warm air rising? What happens
to the warm air when it rises? Take a second to look at the sentence again and read it to yourselves.”
Block 1: “Raise your hand if you think you might know what the effect is.”
Block 2: “Share with the friend next to you what you think the effect might be.” Listen for the correct
response and praise the student.
Correct response should be “The air cools down.”.
“Excellent. Go ahead and write that in your graphic organizer. The air cools down because as you get
higher in the atmosphere, it gets colder. You’ll learn more about that in science when you’re older,
but for now, the important thing to understand is that air gets colder when it rises
“Does
9:26 anyone have any questions about this or about what ‘cause’ and ‘effect’ mean?”
Answer any questions.
“Now, if you look at your graphic organizer, you’ll see there are three more spaces for you to fill out,
one for ‘cause’ and two for ‘effect.’ You are going to go through the text with your colored pencil and
code
9:27the sentences and words you see that tell you information about the cause and effect
relationships
(depen of clouds forming, and then fill in your graphic organizer as you go. You can also use
ding)
the graphic at the bottom of the text to help you. This is work that you are going to do independently,
on your own. Does anyone have any questions before you begin?” Answer questions. “Okay, go
ahead and start, and clasp your hands and look at me when you finish so I know you are done.”
When students finish, take a photo of their chart and coding and send them to their seats to do
independent
9:27 reading.

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USF Elementary Education Lesson Plan Template (rev.

Sum19) Name: Sarah Dunn________________________

Part 1: Lesson Content

How does this lesson connect to/reflect the local community?

LAFS.4.RI.1.1; LAFS.4.RI.1.2; LAFS.4.RI.1.3; LAFS.4.RI.2.4; LAFS.4.RI.2.5; LAFS.4.RI.2.6; LAFS.4.RI.3.7; and

Objectives- What students will Some examples:

(connect back to 4504/CT

Which level(s) of thinking is/are called for in your objective? Analyze____________________________

How does it align with your objective?

Which specific students will benefit, and why?

References (Planning of iReady textbook

“So, what is water vapor?”

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