This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Rachel Szamatowicz Grade-Level: 1st grade Lesson Date: 11/16/23

Title of Lesson: Cause and Effect Cooperating Teacher: Mrs. Cross

Core Components
Subject, Content Area, or Topic
- Language arts
Student Population
Student population: 19 students
- # of females: 11
- # of males: 8
Learning Objectives
Students will know:
- Understand what cause and effect is
Students will do:
- Be able to identify what cause and effect looks like in a book or situation
- Sort sentences on if they’re cause or effect
Biblical Integration:
- God provide everyone with a brain, and we have the ability to grow in our learning and think
about concepts deeper
Virginia Standard(s) of Learning (SOL)
1.9 The student will read and demonstrate comprehension of a variety of fictional texts

Materials/Resources
- If you give a mouse a cookie by Laura Numeroff
- Cause and effect matching sort
- Exit ticket on cause and effect
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

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%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%

Safety Considerations
N/A

Time
Process Components
(min.)
10 *Anticipatory Set
min - TTW arrange students to sit on the floor for story time. TTW introduce the book “If
you give a mouse a cookie”
- TTW read the book aloud and point out things that are examples of cause and effect
- TTW stop periodically to ask discussion questions and for the students to make
predictions
*State the Objectives (grade-level terms)
- I can identify what cause and effect is
- I can identify if a sentence is either a cause or a effect
8 min *Instructional Input, Modeling, or Procedures
- After reading the book, TTW ask students in groups to go back to their seats
- TTW pull up a slideshow for todays lesson and tell the students Today we’re going
to be talking about cause and effect. What is cause and effect?
- Cause: Why it happened
- Effect: What happened
- TTW give an example from the book: When you give a mouse a cookie, he’s
going to ask for a glass a milk
- Cause: Giving the mouse a cookie
- Effect: Wanting a glass of milk too

-
TTW prompt students with another example from the book: Now when you give a
mouse a glass of milk…he’s going to want what? TTW ask students what the
effect of this situation would be
- Cause: Give a glass of milk
- Effect: He’s going to want a straw
*Check for Understanding
TTW check in with students and ask for a thumbs up or down during lesson

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

7 min *Guided Practice

- TTW pull up another slide that gives examples of cause and effect
- TTW model how to do the first one and then call on the students to answer the rest.
The examples are:
- When it rains and the sun is out (C)
- A rainbow appears (E)
- Water a seed (C)
- The plant will grow (E)
- I lost my key (C)
- I couldn’t get into my house (E)
- It was storming outside (C)
- It was lightening (E)
15 *Independent Practice
min - TTW say: Now that we have practiced together, with a partner you’re going to
practice sorting sentences. There are two titles, what would they be? (Cause &
effect)
- Those go up top, then you are going to read a sentence and find the effect for it
- TTW model how to do the sort under the document camera.
- Once the teacher has modeled, she will divide the students into pairs by pulling
popsicle sticks
- TTW pass out a baggy to each pair and circle the room. The directions will be on a
slide present on the board.
- TTW do the call and response: Holy mole guacamole if needed to guide the class in
what the sort should look like
- TTW tell the students they will have 8 minutes to complete the task and then they
will go over it together.

-
Once the timer is over, TTW do a call and response: clap once if you hear my
voice, clap twice if you hear my voice. And call on students to share a match they
found
- TTW have the students carefully put the sentences back into the baggy and give
them to the teacher.
- Students should thank their partner and walk back to their original seat
5 min Assessment
- Students will given an exit ticket to identify a cause and effect match
- Some students will be given a different exit ticket that requires them to identify the
effect first and then the cause
1 min *Closure
- Students should turn in their exit ticket when finished and get out a book to wait for
everyone else.
- Students will do a brain break afterwards
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multi-cultural).
Audio: Teacher will have a reading out loud
Challenge: Advance students will be challenged to identify for the effect first and then find the
cause
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Classroom Management Strategies (To ensure a positive learning environment).

Positive encouragement
Wait time
Call and responses
Directions on the board
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection

When I started designing my lesson, I purposely planned to use “explicit instruction and

effective feedback as appropriate, and use whole class discussions to support and enhance children’s

learning” (CAEP Standard 4) by modeling what is expected with the cause and effect sort.

I planned the lesson with the intent of explaining the directions and having a student repeat

them. However, in the midst of this lesson, I saw some students completely confused with the new

concept I had introduced: cause and effect. From there, I knew I had to model to the students how to

do the sort explicitly and read the sentences aloud. I modeled what not to do because I think some

groups of students were getting hung up on the little details and were not solely focusing on the

sentences. According to William H. Rupley et al., “During practice, the amount of guidance is great

at the beginning; it then declines to little or none” (2009). I wanted to scaffold within the lesson

because I knew that students would be expected to identify cause and effect and work independently

in future lessons. As long as I started with a firm foundation and told them exactly what to do in the

activity, I would be able to guide the students to do the rest on their own.

Along with giving explicit instruction, I was able to pose the use of “participation in

collaborative learning environments” (CAEP Standard 5) by requiring students to complete the

independent practice in teams. The students do not often work with other classmates besides the

ones at their usual tables. Therefore, I wanted the students to work with new people while also

practicing the new skills they were learning. According to Marjan Laal et al., “When students work

in pairs one person is listening while the other partner is discussing the question under

investigation” (2012). The students were able to problem-solve with their partners and test their

understanding of cause and effect.

Despite the desire for students to collaborate with their classmates, I knew I had to

strategically place students in groups by “understanding how learners grow and develop,
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

recognizing that patterns of learning and development vary individually” (InTASC Standard 1).

While I wanted the students to practice recognizing cause and effect, I knew that some students

would struggle with the basics of reading the sentences and the overall concepts. Therefore, I took

data from the reading levels of the AR test (Accelerated Reader) and placed a high-level reader with

a lower-level student. I did this for the purpose of expecting the higher students to guide their

partners during the activity. In doing this, the lower level students were able to focus on the pattern

of which sentence is either cause or effect and the reasoning why. While the higher level students

could assist their partner in the reading and help with the recognition.

As I reflect on this lesson, I reflect on all the guidance I had to provide the students. For this

lesson specifically, I had to remind myself when building it that these students are just starting out,

and it might be challenging at times, but it is a learning process. I am reminded of the verse found in

James: “If any of you lacks wisdom, you must ask God, who gives generously to all without finding

fault, and it will be given to you” (James 1:5 NIV). God is constantly guiding me through my days.

He is patient and does not get upset when I do not listen. I have to remind myself to do the same

thing with my students. Guiding my students because they want to succeed, they just might need

some guidance along the way.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

References

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and

Behavioral Sciences, 31, 486–490. https://doi.org/10.1016/j.sbspro.2011.12.091

Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective Reading instruction for Struggling

readers: The role of Direct/Explicit Teaching. Reading & Writing Quarterly, 25(2–3),

125–138. https://doi.org/10.1080/10573560802683523

Zondervan NIV Study Bible (K. L. Barker, Ed.; Full rev. ed.). (2002). Zondervan

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021