DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Meegan Demke___Grade Level _3__Title Using cause and effect to understand our story
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
23 students in the class. 11 boys and 12 girls.
ELL Students & WIDA level:
Danielson : 3

Bobby : 3

Students with IEP:

Danielson -For Math and Language

Bobby-For Math and Language

High level learners:

Lauren: Reading and Math
Joey: Math
Behavior Concerns:
Joey: Has a difficult time sitting for any length of time. He is easily distracted and likes to talk to his neighbors, and blurt
out answers. He likes to move, and isnt allowed in his class so he fidgets and moves around in his chair.
Danielson: Does not have the same packets as his classmates, and he feels that he does not have to do what his classmates
are doing. He does not listen well, and likes to talk when teacher is talking.
Accommodations & Modifications Notes:
Joey, needs to be called on before he has a chance to blurt out answers, also he needs activities that get him moving, so he
can stay on task. Bobby and Danielson need extra time to digest what is said, before they can answer. They would also
benefit from pictures with new vocabulary. Lauren needs more challenging math and Language Arts work. She needs
higher order questions in lessons.
Classroom environment:
The classroom is very small and crowded. The children are in desks of four or five with some scattered desks all by
themselves. The teacher has a Smart Board and an Elmo which she uses every day. She has a whiteboard on the left hand
side of the classroom. The walkways in the classroom are not very wide. Bobby and Danielson have an aid come and help
with their reading. Also, there is another aid who comes in during reading and Language Arts time.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Integration of Knowledge and Ideas
Objective: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
Content Walk-Away:
I will discover the cause and effect in our story to better understand the text. SIOP 1
Language Walk-Away:
I will write a graphic organizer as I discover the cause and effect in our text. SIOP 2
Vocabulary: Cause, Effect

ASSESSMENT EVIDENCE (What evidence do I need to show the students

Modifications/Accomoda-

have learned the Walk-Away?)

tions (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

The students are following along with our reading and filling in their graphic
organizers.

ELLs/IEPs: I am going to fill out

the first part of their graphic
organizer for them, and have
visuals for them throughout the
lesson.
High Learner: I am going to have
her create a third part in her
graphic organizer that includes a
possible solution that she can fill
out. I will ask her higher order
questions.
Behavior Child: I will have him
close to me as I am teaching, and
have him help me pass out papers.

Content Walk-Away Evidence (Summative):

The students have completely filled in their graphic organizers.
Language Walk-Away Evidence (Summative):
The students have written in their graphic organizers.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Hello students, today we are going to learn how to read an informational text. This means that the story we are
reading is real, and not one that is made up. Lets read our goal and language goal for today. (Read goals with class)
SIOP 1, 2, 3 Who can remember what the word habitat means from our Science class last week? SIOP 8 Wait time.
SIOP 18 Yes, it means a place where a plant or animal lives and grows. Turn to your shoulder partner and tell them a
habitat that you remember. SIOP 16 Wait time. SIOP 18 In our story today we are going to read about animals and
how they have been affected by people creating huge cities, and towns in their habitats. Before we start our lesson
lets go over some vocabulary to help us better understand our story. Our first word is cause, everyone say cause.
(Define cause, and have students say the word with a shoulder partner) SIOP 9, 16 Our next word is effect, say effect.
(Define effect, and have students say the word with a shoulder partner) SIOP 9, 16 If you eat a lot of sweets that is the
cause, what could be some effects to this cause? Wait time. (Listen to answers) Lauren, can you think of a cause and
effect that happens in life? (Ask her beforehand to think of a cause and effect) Wait time.
Formative assessment: The students are participating in the discussion, as I walk around spot checking.
Modification/accommodations:
ELLs: Have pictures of different habitats on the board to help my ELLs remember prior knowledge.
High Learner: Ask her a higher order question.
Behavior Child: Keep an eye on him and make sure he is on task, have him sit next to me during this lesson.
Focus Lesson (I do it)
As we read our story today we are going to focus on the causes and effects, to better understand our story. I am going
to have Joey help me pass out our graphic organizers, and I expect all of you to follow along with me as I fill in my
graphic organizer on the board. (Explain about the graphic organizer layout.) SIOP 4, 5 Lets start reading our text.
Everyone turn to page one, and follow along with me as I read. (Read first page about people moving into animals
habitats, and how it has caused problems for many animals.) Okay, lets stop here and fill in our graphic organizers. So
after reading page one, what has caused all of the animals to come close to people in cities? Turn to a friend and tell
them your answer. SIOP 16, 19 (Listen to ELLs answers closely, to see if they are understanding) Wait time SIOP 18
Okay lets come back, I heard some good answers. After reading page one, I know that animals are very close to cities
because people have been moving into animal habitats. So I am going to write that answer in the cause section of my
graphic organizer. I wonder class, what effects people moving into animal habitats will have on the coyotes, bears
and turkeys. Have we read about any
effects on these animals yet class? Wait
Cause
Effect
time. SIOP 18 No, we havent, so lets
Coyotes:
People moving into
read the next page.
Bears:
animals habitats
Turkeys
Formative Assessment: Each child is paying attention and filling in their graphic organizer along with me.
Modification/accommodations:
Behavioral Child: I will have my behavioral child help me pass out papers, to let him move around.
Gifted Learner: I will pass Lauren a graphic organizer that has a column for solutions where she can write possible
solutions to the cause and effect on animal habitats.
ELLs: I will pass these two students a graphic organizer that already has some of the answers filled in to better help
them understand how to fill it out. Let them talk with one another to use L1 if needed.

Guided Instruction (We do it)

(Read page two with the class, and stop after reading about coyotes) Okay lets stop here. I think we can fill in another
part of our graphic organizer. Turn to a friend and tell them which animal we read about on this page. SIOP 16 Wait
time. SIOP 18 (Ask one ELL to tell the class about the animal we read.) Yes, very good Bobby, we read about coyotes.
Not only did we read about coyotes, we read about some of the problems coyotes are having, because people are
moving into their habitats. Lets see if we can remember some of them, you can look back in your book if you need to.
Table one, can you tell us one effect that has been caused from people moving into a coyotes habitat? (Listen and
facilitate answer if needed) SIOP 17 Yes, very good, in our book it said that coyotes have been wondering into the
street which is a danger to them and to people. Lets write that answer down in our column under coyotes. Table two
can you think of another effect that we read about? (Listen and facilitate answer.) SIOP 17 Yes we read that coyotes
are starting to eat dog and cat food from peoples homes. This is really dangerous right class? Once, the coyotes get a
taste for this food, they dont have to hunt for food anymore. Lauren why do you think this is a problem for coyotes?
(Listen to response and facilitate.) Yes, I think Lauren is right about why coyotes need to find food for themselves. Can
anyone else think of another effect that we read about? Wait time. Okay then lets go on to page three.
Remember that we are filling in this graphic organizer to help us better understand our story. So if you dont
understand a part of the story, raise your
hand and we can talk about it to make the
Cause
Effect
story more clear.

People moving into

animals habitats

Coyotes:
1. Wandering onto the street.
2. Eating dog and cat food.
Bears:
Turkeys

Formative Assessment: Each child is reading along with me, and filling out their graphic organizers. I can listen to their
responses and see if they are understanding the story.
Modification/accommodations:
ELLs: Ask Bobby a question that lets me know he is understanding the main idea if the story. Walk over and make sure
they are filling out their graphic organizers, and help if needed.
Gifted Student: Ask Lauren a higher order question. Also, walk over and brainstorm with her to help find a possible
solution to the coyote problem, then encourage her to write it down in her graphic organizers.
Behavior Child: Keep him on task, use signal word if needed.
Collaborative/Cooperative (You do it together)
(Read third page together about the effect on bears) Okay class, we are going to continue to fill in our graphic
organizers, to help us better understand what we just read. Joey, can you tell the class about what animal we read
about on this page? Yes, we read about bears, and some effects that the bears have gone through because people have
been moving into bears habitats. We are going to come up with one effect together, then I am going to have you work
in pairs to come up with more effects from our text. (Ask students about an effect that bears have from people moving
into their habitats.) Okay, I want you to work with a partner next to you and see if you can remember two more
effects the bears have when people move into their habitats. SIOP 6, 16, (Put Bobby and Danielson to work together.)
SIOP 19 I will be walking around, so if you need
Cause
Effect
help raise your hand. (Give students about seven
minutes to work together.) Okay lets come back
People moving into Coyotes:
1. Wandering onto the street.
as a class, what are some answers that you and
animals habitats
2. Eating dog and cat food.
your shoulder partner came up with? Wait time
SIOP 18 (Listen to answers and fill in my graphic
Bears:
organizer on the board.)
1. They want human food.
2. Bears are in danger of being
Formative Assessment: Each student working
killed by cars or people.
with their shoulder partner to fill in the bears
3. They crave human food, and
part of the graphic organizer.
dont hunt anymore.
Modification/accommodations:
Turkeys
ELLs: I will group my ELL students together so
1. Eat bird food
they can use their L1 to help them more
2. Become dependable on
effectively understand the text and fill out the
people to feed them.
graphic organizer. I will brainstorm ideas with
them before I let them work on their own. Then I will keep checking on their progress.
Gifted Student: Brainstorm ideas with her on how to come up with a possible solution to the cause and effect on bears.
Behavior Child: Make sure he is partnered with someone who will not allow him to goof off. Ask him questions to see if
he is understands the text.

Independent (You do it alone)

Okay class lets read our last page about turkeys and the effects that people moving into their habitats has on them.
(Read last page together.) Now I want everyone to work on the turkey column of your graphic organizer on your own.
You are going to fill this last column in the same way as we did with the coyotes, and the same that your partner and
you did with the bears. I want you to try and list at least two effects that people moving into turkeys habitats have on
the turkeys. I will be walking around, so if you need help raise your hand and I will come help you. Remember if you
cannot remember some of the effects look back in the text, and read it again to better understand the story.
Summative Assessment: Each child has completely filled in their graphic organizers.
Modification/accommodations:
ELLs: I will have one effect already written in the turkey column for them, and brainstorm another effect with them,
while encouraging them to look back in the book to remember another effect.
Gifted Learner: : I am going to have her create a third part in her graphic organizer that includes a possible solution
that she can fill out, for the turkeys, bears and coyotes cause and effect on animal habitats.
Behavior Child: Make sure he is on task and filling out his graphic organizer, and that he is causing no distractions to
his classmates.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Okay lets come back as a class. I want everyone to share one of the effects you wrote down for turkeys with your
shoulder partner. SIOP 16 Wait time. SIOP 18 Okay lets hear some of your answers, and I will write them down on
my graphic organizer on the board. (Listen to answers and write them on the board.) SIOP 29 Wow look at our
graphic organizer, we remembered a lot of details from our story, and by using a graphic organizer we are able to
see how the cause of people moving into animal habitats has effected which three animals class? Wait time. SIOP 18,
28 Yes, turkeys, bears and coyotes. Turn to your table and talk about if you see any similarities between the effects of
these three animals. Wait time. SIOP 18 (Listen to answers, and discuss about the similarities) We learned today how
to read an informational text and understand it using a graphic organizer. We also learned about a text structure
called cause and effect. Now I want you to turn to a friend and tell them what the words cause and effect mean. SIOP
16, 17 Wait time. SIOP 18, 27 Now Joey is going to pick up these graphic organizers for me, so I can read all of your
answers and see if you understood our text today. SIOP 30
Modification/accommodations:
ELLs: Have visuals for the words cause and effect up for them to see, and use.
Behavior Child: Have Joey pick up papers to let him move around.
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1
students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Have books for everyone, have graphic organizer for every child, and have pictures ready for ELLs. This lesson will
probably take two days to complete.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?