Kelly Jameson

Cause and Effect

I. Standard: CCSS.ELA-Literacy.RL.5.3. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS.ELA-Literacy.RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem CCSS.ELA-Informational.RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). II. Objective/Benchmark: Given a review discussion and in-class activity the student will be able to identify the cause and effects to different scenarios with 80% accuracy. III. Anticipatory Set: If I throw this ball to you what happens? I will throw the ball to a student and they will catch it. I will then go over how throwing the ball was the cause to the student catching the ball, which was the effect. IV. Input: Materials and methods needed to present lesson Task Analysis o What information does the learner need? The learner needs to know what an effect is and how an event can cause another event to occur. The concept of cause and effect will be review for the students in this lesson and I will first start the lesson with a review discussion of this concept. o What are the step-by-step procedures of the lesson? The lesson will start with a quick reminder of what cause and effects are. This will be displayed by discussing how when I threw the ball it caused the other student to catch it as the effect. This will be done through a class discussion of how certain situations have an effect on others. We will next do a class activity where the students will receive an envelope of six different cause events. There will be matching effects that go along with each cause from the book If You Give a Cat a Cupcake. The students will be given 5-10 minutes to match up the cause with the effect. Once they are done matching their copies then I will read them the story, If You Give a Cat a Cupcake. As I read the book I will put the correct matches on the board (with the bigger set). This will allow the students to correct their matches as I read the story aloud. While I read the story I will periodically stop and ask the students questions about the story. I will allow them to make predictions of the story and to see if they can find out what the effect may be. When we finish with the story we can then practice the concept through a worksheet (page 69). The students will read the

Kelly Jameson

passage provided and will have to go through and find either the cause or the effect. We will complete this worksheet as a class through a discussion. If time permits then the students can practice on another worksheet by themselves (page 109). The lesson will conclude as we will review cause and effects and how it is important to know and to think about what effect our actions may cause. This will wrap up the lesson and allow them to apply what was taught. Thinking Levels: Blooms Taxonomy o Knowledge The students will be able to label which event is the cause and which event is the effect. o Comprehension The students will be able to compare and contrast the events in order to know which event was the cause and/or effect. o Application The students will apply what they know through the inclass activity and through the worksheets. o Analysis- The students will have to distinguish between a cause and an effect. o Synthesis- The students will have to choose between different events and be able to know how one cause has an effect of another event. o Evaluation We will wrap up the lesson by having the students reflect on how their choices influence the result and effects others. Learning Styles, Accommodations, and Multiple Intelligence Different learning styles and multiple intelligences will be acknowledged through our different activities. The students will be working with their hands, which will help the kinesthetic learners. I will also read the story to the students, which will help the auditory learners. We will also be using visuals and worksheets to help the visual learners. I will make accommodations to the lesson where needed. Some students may need a visual chart to put the pieces from the envelope on, similar to the worksheets. Differentiated instruction and strategies During this lesson I will use the thumbs up method to see if the students are ready to go on and/or if they agree with their peers. I will use proximity control, as I will walk around the room to make sure that each student is on task and completing their work. I will increase the students opportunity to respond by having all of the students working on matching the cause and effects. Method and Materials o Most of the lesson will be conducted through discussion o Materials needed o 9 envelopes with cause and effect pairs cut out inside (see attachment) o One large set of the cause and effect pairs o Worksheet page 69 and 109

Kelly Jameson

o Numeroff, L. (2008). If You Give a Cat a Cupcake. U.S.A.: Harper Collins Publisher. V. Modeling: I will model for students of what I expect them to do with the envelopes. They will then know what to do and what is expected of them when they receive their envelopes. I will also be modeling how to read a book and how to stop to ask questions while reading. VI. Checking for Understanding: Sample of questions What do you think is going to happen after the cat gets a cupcake? How does the cats decision to have a cupcake cause different effects within the book? How do our decisions in class effect others? Teach Some STOP & CHECK Resume Teaching STOP & CHECK, etc. I will frequently stop to check how the students are doing. I will walk around to make sure that their matches make sense. Provide ways for children to respond (i.e. choral response, signal response, etc.) The students will respond by raising their hands, choral responses, high five model, and a thumbs up/down. VII. Guided Practice: The students will be guided through the book and through their in class activity. They will also be guided along through the worksheet as we go through it together. Most of the lesson will be done together and guided along. VIII. Independent Practice: The students will work independently as they try to match the causes and effects from their envelopes. If time permits, then they will also be working independently on a worksheet at the end of the lesson. IX. Closure: We will close by going over what causes and effects are and how our decisions can cause another event to happen, called the effect. We will discuss how this can help us make better decisions if we first think about the effect that our decisions make. We will continue to practice this concept for the next few days with a few more worksheets. X. Assessment: The students will be assessed through their completed worksheet from the end of the class. They will also be assessed, as I will be observing their involvement and interactions within the lesson. We will be taking points at the end of the lesson, which will also assess their behaviors throughout the lesson. XI. Reflection: N/A (Revised/Edited by L. McCrea, 2010)

Kelly Jameson

if I give a cat a cupcake hell put them in his pail and try to pick it up, but itll be too heavy cleaning up will make him hot hell climb as high as he can go hell notice the merry-goround the museum closes

hell ask for some sprinkles to go with it hell decide he needs to work out at the gym so youll give him a bathing suit at the top, hell see the lake

and want to go for a ride youll be the last to leave