GRADE LEVEL: Second

TARGETED SKILL FOCUS: Cause /effect OBJECTIVES: (These are the objectives for the three day unit.) The student will: Identify cause/effect relationship as they pertain to literature and real life experiences. Use a T-chart for identifying cause/effect. Comprehend oral text. Identify natural resources. Understand how our actions affect our natural resources. Learn how to create a KWL chart. Tap into prior knowledge to complete KWL chart. Exhibit comprehension by answering questions as they pertain to the material. Students will make predictions in relation to cause/effect.

ELA Common Core Standards: RL.2.1 Answer questions such as who, what, when, where, why, and how to demonstrate understanding of key details in text. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RF.2.4 Read with sufficient accuracy and fluency to support comprehension. W.2.3 Recount a well elaborated event, or a short sequence of events. W.2.8 Recall information from experiences, or gather information from provided sources to answer a question.

SL.2-2 Recount or describe key ideas or details from a text read aloud, or information presented orally or through other media. SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. L.2.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.2.2. - Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Social Studies Standards: Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and systems. Benchmark: The student understands that limited resources require choices. Indicator: Students can identify our natural resources, and understand how our actions affect them. PRE-READING PHASE: Introduction of Concept A. Write these sentences on the whiteboard. Because Jon was running, he fell on the ice. You finished your dinner so you may have dessert. The car ran out of gas, therefore it would not start. B. Read the sentences to the students and ask if they can see any similarities in the three sentences. What do you see that is similar? C. Explain to the students that a cause produces the effect. The cause is the reason something happened, and the effect is WHAT happened. Explain in further detail using the sentences on the white board. 1. The cause is that Jon was running. The effect of him running is that he fell on the ice. 2. The cause in the second sentence is that you finished your dinner. The effect is that because you finished your dinner you can have dessert. 3. In this sentence the cause is that the car ran out of gas. The effect of the car running out of gas is that it would not start.

Ask the students if they can see how something can cause a certain effect. Ask the students to give examples of other cause/effect situations.

Introduction of Reading Material Show the students the cover of the book. Read the title and author of the book. If You Take A Mouse To School, by Laura Numeroff. Teacher places the book on the projector and shows the cover on the smart board so that students can see the cover of the book closely. The teacher asks the students, By hearing the title and seeing the cover of the book, what do you think this book is about? Being familiar with other Laura Numeroff books, many students may have an idea of what the book is about. Some of the other students will answer with their own predictions. Teacher tells the students she is going to read the book, and she would like them to listen closely to some of the cause/effect events that happen in the story. She also advises them that she may ask them what THEY think the effect will be. Transition Please come to the reading area and have a seat so that we can read our book. During Reading Phase Draw a t-chart on the white board and label one side with cause and the other side with effect. Begin reading the book If You Take A Mouse To School. Read the first and second page of the book. If you take a mouse to school, he will ask you for your lunch box. Ask the students what they think the cause is in the first two pages. Students should answer, If you take a mouse to school. Write this in the cause side of the t-chart. Ask the students what the effect is. Students should answer, He will ask you for your lunch box. This is written in the effect side of the t-chart. Ask the students what they think will happen if you give him the lunch box. Allow students to come up with predictions. Read the third page. When you give him your lunch box, he will want a sandwich and a snack for later. Talk about whether or not the students predictions were correct. Ask students the cause and effect from the event in the story and write them in the appropriate place on the t-chart. Continue reading the subsequent pages of the story stopping to ask the students what the cause and effects were of each event. Write them in the appropriate places of the t-chart. During this activity the teacher will be able to assess whether or not the students are grasping the basic idea of cause/effect relationships. The teacher will now give the students a few more examples of cause/effect relationships by giving them the cause, and having them give her the effect. For example: The teacher says, Because I didnt clean my room She then asks the students to finish the sentence with an effect.

Transition Great job class!" You can all see how one event can lead to another, now partner up with the person on your right and find a place in the room to sit.

POST-READING PHASE During this phase the students will demonstrate their comprehension of cause/effect relationships, collaborate with a peer, demonstrate skills in writing, and create a foldable based on cause/effect relationships and background knowledge. The teacher gives each group (of 2) a white sheet of 8.5x14 inch paper. She directs the students to fold the paper into three equal strips. (The teacher demonstrates this to the students with a sheet of paper). After you have folded your paper you should have three equal spaces in which to write. After making sure that each partnered group has their paper folded correctly she continues. The teacher tells the groups that they will be responsible for writing 6 cause and effect sentences together. The first partner will give the cause of THREE sentences and the second partner will come up with the effect for those three sentences. The teacher explains. If Jon and Sue are partners, Jon will come up with a cause and write that part of the sentence in the first section. (Teacher shows the students where that would be on the paper) After Jon writes in the cause, Sue will write in a possible effect in the second section. (Again the teacher shows the students where it will be written) After Jon has completed his three causes, and Sue has completed her three effects, they will switch. Sue will now be responsible for writing in the cause, and Jon will write the effect. The teacher explains that they will have to work together as a team and discuss what could happen with each event. The teacher tells the students that after they have completed the first two sections with the cause and effect, they can work together to illustrate their event in the third section. The teacher asks if everyone understands the directions, and reviews if there are any questions. Students are given ample time to work on their foldable. Informal Assessment The teacher will walk around the room and watch and listen to the students discussions as they work together and write their cause/effect events.

Transition I would like each group to turn their work into the hand in folder and return to your desks. Independent/guided practice Each student receives a short worksheet in which they will draw a line from one cause, to the effect on the opposite side. (These are sentences) On the back of the sheet have the students draw their own cause and effect event. ASSESSMENTS Formative Assessment(s) Used: Observation Rationale for Assessment: By walking around and observing the students and listening to their discussions as they work on their cause/effect events, the teacher can determine if the students are grasping the basic elements of cause/effect relationships, and predictions based on background knowledge of events. If the students are having problems, the teacher will pick up on cues and can intervene and assist the students during the activity. Foldable/Independent Worksheet Rationale for Assessment: After reading through the students foldable that were done with a partner, the teacher can get an idea as to whether or not the students comprehend cause/effect relationships. The independent worksheet can give the teacher more information about whether a student understands this concept as well. The information that the teacher obtains from these activities can be used in determining if students are developing the skill or ability as it is being taught, and what kind of instruction to continue with in regards to the skill.

Closure The teacher tells the students to listen for cause and effect situations outside of school or at home. She tells the students to write down any cause/effect event they hear or see and bring them to school to share with the class. This will encourage students to relate what they have learned about cause/effect relationships to real life.

Modifications When partnering up the students for the cause and effect activity, a lower level learner could be paired with a higher level student. When doing the cause and effect worksheet during independent practice, any ESL students, along with lower level students could be given a worksheet with pictures of cause and effect events to match. (Not sentences) REFLECTION Reflecting on this lesson, I will think about what seemed to work, and what didnt. What was it that really helped the students with understanding the concept? What could I change that would have a greater impact on their comprehension? Could I have brought any real life experiences in regards to cause/effect events in my life that would have contributed positively to the lesson? Did I engage my students and keep them interested as they were learning this concept?

CAUSE AND EFFECT LESSON DAY 2 Language Arts/Social Studies

Grade level: 2 Targeted Skill Focus: Cause/Effect Prediction Objectives: See page 2 for unit objectives Standards: See pages 2-3 for standards PRE-READING PHASE Have the students recall what they learned yesterday about cause/effect relationships by starting the discussion with this phrase. Because today is Katis birthday we. Allow the students to come up with different scenarios to finish the sentence. (The effect)

Write down the first part of the sentence (the cause) on the whiteboard. As the students come up with effects to finish the sentence, write down those as well. Ask the students if any of them saw cause/effect events outside of school. If they have, allow them to share with the class. The teacher tells the students that they are going to be talking about Natural Resources, and what we can do to protect them. Teacher asks the students if anyone can tell the class what natural resources are. Can we buy them? She give the students time to think about what natural resources are while she introduces the KWL chart to the students. The teacher explains that the K section is used for what we already know. The W section will be for what we would like to know, and the L section will be for what we have learned Again the teacher asks. What are natural resources? Can we buy them? A couple of students answer no we cannot buy them. The teacher writes that in the K section. Another student says dirt is a natural resource. The teacher responds with great and writes that under the K section as well. The teacher asks the students what would you like to know about natural resources? Some of the students answer with what are natural resources? Where do we get them? The teacher says I have one to add to what we want to know she says as she writes, What are renewable natural resources? Transition The teacher tells the class, We are going to watch a short film about natural resources, and then we are going to read a book about how to take care of our planet Earth. Guided Practice The students watch a film about natural resources. As the movie is playing the teacher stops it when they find the answers from the KWL section What I want to know. She says look, we found out what natural resources are. The teacher explains that we will write that in our L section because this is something we learned. This is done throughout the movie. After the video, the teacher explains to the students that natural resources actually make up our world around us. The air we breathe, the soil under our feet, water we drink, plants and trees that give us oxygen and supply us with many other materials, the animals around us, and the wind that we feel on our face are all examples of natural resources.

Each of the things that I have mentioned are renewable natural resources. What did we find out about renewable natural resources?

Allow for student response. Renewable natural resources can be replaced in a short period of time. These resources will not disappear in the way that non-renewable natural resources will because they can be replaced much faster. What are some of the things that we learned about that are non-renewable natural resources? Allow for student response. The teacher tells the students that non-renewable natural resources are things such as fossil fuels, coal, diamonds, gold, and silver. Non-renewable natural resources cannot be replaced quickly, if ever. The teacher asks the students what they predict will happen, if we do not cut back on the nonrenewable natural resources we use in our country. What about the renewable natural resources? What are some ways that we can take care of the planet we live on? Transition I would like you to leave everything at your desk and come to the reading area.

During Reading Phase The teacher asks students, What can we do to conserve our natural resources? The students may answer with dont kill the trees, and recycle. The teacher introduces the book The Berenstain Bears Dont Pollute Anymore by Stan and Jan Berenstain. The cover of the book is shown to the students and the teacher asks the students to predict what the book is about. Allow time for response. The teacher begins to read the book. She stops on page 6 to ask the students what solar powered means. Teacher continues reading. The teacher stops again after page 7 to ask the students how recycling can help conserve our natural resources. Teacher continues reading. The teacher stops on page 9 to ask the students what is happening to the trees. The teacher continues reading. The teacher stops on page 12. How do the egg shells help the plants? The teacher finishes reading the book.

Transition I would like each of you to go to your seats and get your pencils out. Post Reading Phase The teacher says, Lets tie this into our cause/effect relationships. Can anyone think of a cause/effect event that can relate to conserving natural resources? Allow time for response. The teacher gives two examples. If we recycle products, we can save some of our natural resources. If we continue to waste paper products, our trees and forest will disappear. The teacher writes the examples on the white board. As the students come up with cause/effect events related to the lesson, the teacher also writes them on the white board. Transition Now that I have given you examples of two cause/effect relationships, you will come up with your own. Independent Practice The teacher explains that the students are two write 2 cause/effect events pertaining to our lesson today. After you have finished your two sentences, you are going to write about ways we can save our natural resources. You must write in complete sentences, with capital letters and punctuation. This should be your best work. We are going to hang them on our bulletin board outside of our classroom. Formative Assessment(s) Used: Observation Rationale for Assessment By watching and listening to the students the teacher can collect information about the students performance in regards to the targeted skill. The teacher can also note the students progress in relation to concept development, social interaction, and communication skills.

Assessment of Independent Practice Rationale for Assessment By assessing the students independent work, the teacher can determine if the student is grasping the skill focus. This is useful in determining what type of specifically designed instruction that a student needs to advance. The teacher can also assess the students writing ability as well as their knowledge of the specific skill focus.

Closure After students have completed their work, they can share some of the ways we can conserve natural resources from their paper. Students turn their papers in to the teacher. The teacher allows the students to pick a book from the stack of books she has checked out pertaining to our natural resources. The students read independently. Modifications Pair the students according to level. Put lower level or ESL students with higher level students. In anticipation of the lesson, obtain interpretations of key words for ESL students. Provide visuals of cause and effect when feasible. Reflection My reflection of this lesson would be on whether or not I was able to successfully modify the lesson for lower level learners and ESL students. Were there other ways I could have made the lesson easier for them to comprehend? What can I do next time that could enhance the lesson?

LA/Chrysanthemum: Grade 2/Cause and Effect Lesson - Day 3

Grade level: 2 Targeted Skill Focus: Cause/Effect Text Structure Objectives: See page 2 for unit objectives Standards: See page 2-3 for unit standards Pre-Reading Phase Teacher says, We have spent two days engaged in lessons that have taught us about cause and effect. Today I will be passing out a graphic organizer that we will fill out as I read aloud. You will use this graphic organizer to complete another assignment; therefore it is important that you pay attention. Teacher will now pass out the 2 column graphic organizer to each student. Explain that they will be using the graphic organizer to write down any cause/effect events that they hear in the story we will be reading.

Transition Please bring your pencil and whiteboard to lay your paper on while writing, and meet me at the reading center. During Reading Phase The teacher introduces the book Chrysanthemum by Kevin Henkes. The teacher shows the students the cover of the book and asks them if they can tell anything about the story from the cover. A student may answer, It is about a mouse. Or The story is about a flower.

The teacher says, Lets find out if you are correct. The teacher then reminds the students that they are to write any cause and effect relationships that they hear from the story in their graphic organizer. You will write the cause under the first column labeled cause and you will write the effect under the second column labeled effect. If you hear a cause and effect and you would like me to stop, then you may softly shout out cause.

The teacher will begin reading the book. If the students do not hear the cause on page 5 the teacher will ask the students to listen as she reads the page again. A student may say, They giggled at her name. Teacher will respond, What caused them to giggle at her name? Students should answer the teacher called her name out. Yes! So under cause we will write the teacher called her name. and under effect we will write the students giggled. The teacher waits for the students to finish and then continues the story. If the students do not hear the cause and effect on page 8 the teacher will say. What happened when the students made fun of Chrysanthemums name? Students may answer, She didnt like her name anymore. The teacher will ask, Would that be a cause and effect? The students should write the cause/effect event on their graphic organizer. The teacher continues to read the book and help the students find the cause and effect events. The students fill out their graphic organizer. The teacher asks questions throughout the book to check for comprehension. Why did Chrysanthemum decide she didnt like her name? How did she feel when the teacher said that she might name her baby Chrysanthemum? What happened when Chrysanthemum was chosen to be a daisy?

Transition
Please take your graphic organizers back to your desk so that we can use them for our next activity.

Post Reading Phase

The teacher explains to the students that we are going to use our graphic organizers to change the story. What if we change the cause? Do you think it would change the effect? The teacher gives them an example: What if Chrysanthemums name was Jane? Do you think the students would have laughed when the teacher called her name? The students may answer No The teacher will say, Do you see how our causes will decide our effects? We can change the outcome by changing the cause. Lets try changing some causes. I will give you a cause and effect, and I would like you to think of a way to change the cause, so that the effect is different. The teacher says, My mom made my favorite dinner, so I had two servings! She writes it on the projector. She asks the students what the cause and effect is in the sentence. The students should say, The cause is that her mom made her favorite dinner, and the effect is she had two servings. The teacher will say. Yes! Now I would like someone to give me a different cause pertaining to the same topic (dinner). I would like a cause that will change the effect. Allow time for response. Response should be along the lines of, My mom made something yucky for dinner, and I didnt eat it. (Or my mom made spinach etc.) The teacher will give a few more examples so that she can see if the students understand how changing the cause, can alter the effect. Transition We are going to be changing the story of Chrysanthemum by changing the causes. For your independent work, I will be giving you a blank organizer that looks just like the one you did while I we were reading the story. You will be using the one that is filled out and changing the cause. This will then change the effect, and you will write the new cause and effect in the new graphic organizer.

For example: If we look at our completed organizer, our first cause says that the students heard her name. And the effect says that the students laughed. The teacher asks the students how they can change the cause/effect event. Students give the teacher ways that this can be changed. A student may say, what if the teacher had the students put a check mark by their name and she didnt call the names out? The teacher says Perfect! If the teacher would not have called out the students names, they wouldnt have laughed. What could have happened? One student may say, Maybe they would have smiled at her instead. The teacher explains that they will change each cause and effect and write them on the new graphic organizer. They will be stapled together and turned in. The students begin their independent work.

Formative Assessment(s) Used

Observation Rationale for Assessment By asking the students to come up with examples of cause/effect events, the teacher can see which students are picking up the concept. The teacher can also listen to the students discussions when they are partnered up. Graphic Organizers Rational for Assessment The teacher can use the students graphic organizer to determine how well they are grasping the skill focus of cause/effect. Not only did the students have to listen for the cause and effect in the book that was read, they also had to come up with their own cause/effect relationships which in turn changed the outcome of the story.

Summative Assessment Used

Criterion Reference Test This test will be given at the end of the three day Unit. It will be used to determine whether or not the students are meeting performance standards in relation to the specific skill focus. In this case, cause/effect. The teacher can use the information obtained from this test to determine if the student has mastered the skill. This test will be useful in determining what type of instruction would be further required in regards to this skill focus.

Closure You have all done an amazing job during the last three days as we have learned about cause and
effect relationships. I am proud of how hard you have worked. Collect the graphic organizers. Invite the students to listen for cause and effect relationships outside of school. The teacher tells the students You can use your skills in changing outcomes to make better decisions in your life. Before you make a decision to say or do something, think about what the effect will be. Think about how changing what you do will ultimately change the effect. Then make a good decision!

Modifications
Lower level students and ESL students can be paired with higher level or gifted learners. If feasible, find a copy of the book in their language, or have the book translated for ESL students. Lower level students can be taught the skills in steps. For example: Instead of having the student come up with both a cause and effect, the student could be supplied with the cause, and then they would give the effect.

Reflections
In reflecting upon this lesson, and ultimately the entire unit, I will use my observations and the students work to determine whether or not my instruction was enough for the students to grasp the skill focus. Have my students met all of the objectives that I have set for them? What activities and instruction would further ensure their success? After observation and grading of my ESL students, I will be able to see if my modifications have had a positive impact on their understanding of the specific skill focus.

T-Chart (If You Take A Mouse To School)

Cause

Effect

FOLDABLE
Cause Effect Illustration

Cause and Effect Matching

Markus was running..

We all got wet.

Kathy ate her dinner so

her mom got her a dog.

Because it is summer

so he tripped and fell.

It was raining outside so.

she got to have dessert.

Mary took swim lessons so..

He passed his test.

Because Jon studied he..

We are wearing shorts.

Katelyn was responsible so..

She learned to swim.

Graphic Organizer-Chrysanthemum

Cause

Effect

The students heard Chrysanthemums name. The students made fun of Chrysanthemums name. Chrysanthemum had her favorite dinner. The students made fun of her name again. Chrysanthemum had her favorite dessert for dinner.

The students giggled.

Chrysanthemum did not like her name anymore. She felt much better.

Chrysanthemum wilted (felt bad).

She felt a little better.

Mrs. Twinkle said she might name her baby after Chrysanthemum.

Chrysanthemum loved her name again.

Graphic Organizer-Blank

Cause-New

Effect -New

Cause and Effect Unit Assessment Read the following sentences and circle the correct answer. What is the Effect in the sentence below? 1. Kaya got an A because she studied for her test. (1 point) A. Kaya got an A. B. She studied for her test.

What is the Effect in the sentence below? 2. Jon had the flu so he missed a week of school. (1 point) A. Jon had the flu B. He missed a week of school.

What is the Effect in the sentence below? 3. Jack petted the dog and the dog licked him. A. The dog licked him. B. Jack petted the dog. What is the Effect in the sentence below? 4. Meg ate too much candy and she had a belly ache. A. She had a belly ache. B. Meg ate too much candy.

Cause and Effect Unit Assessment Read the following sentences and circle the correct answer.

What is the cause in the sentence below? 5. Moms car had a flat tire so we were late for school. (1 point) A. We were late for school. B. Moms car had a flat tire. What is the cause in the sentence below? 6. We got to the airport late so we missed our flight. A. We got to the airport late. B. We missed our flight.

What is the cause in the sentence below? 7. The soccer game was cancelled because it was raining. A. It was raining. B. The soccer game was cancelled.

Books used in lesson:

Numeroff, Laura. If You Take A Mouse To School. New York: Harper Collins, 2002. Berenstain, Stan and Jan. The Berenstain Bears Dont Pollute (Anymore). Random House, 1994.

Henkes, Kevin. Chrysanthemum. Harper Collins, 1996.

Resources Consulted:

http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphic org_pdfs_kwl.pdf Used in acquiring KWL chart and visual of other graphics.

http://www.quia.com/quiz/1552058.html?AP_rand=1601964400 Ideas for cause and effect unit assessment.

http://www.neok12.com/Natural-Resources.htm Information on Natural Resources.

http://www.readworks.org/books/readaloud Information on books and graphic organizers.