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Grade level: 4
Total Time: 30
# Students: 3
Learning Goal:
(Content
Standard/Common
Core)
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional
Formative Assessment:
Identifying cause and effect within a text
Summative Assessment:
Procedures
(including specific
times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
5-7 minutes
Closure:
Ask students to preview the book, Arthurs Bad News Day, and
make a prediction based on what they see on the cover. Mark down
predictions and accept anything that can be justified. Students will
fill out graphic organizers in order to record their predictions and
later use the information gathered in the text to confirm or edit their
predictions.
7 minutes
Next students will preview the book. 1-2 minutes
Reading: Group will take turns reading aloud and will asked to use
the pictures to help with their understanding of the book.
10-15 minutes
Afterwards, ask students if they are able to identify any cause and
effect occurrences in the book. For example, Arthur received bad
news, and he was upset as a result. Students will fill out the cause
and effect worksheet to show their understanding of the concept and
how to identify this relationship within a text.
Academic Language and Questioning, answering, vocabulary, cause and effect, identify
Student Language
Demands required in
the lesson
Communication Skills
Questioning, answering, connections, syntax, vocabulary
(see Handout)
5 Questions (Blooms or
DOK)
Curriculum (APA)
e.g.
What is a cause? How does it effect what happens? Does cause and
effect connect to your life? Explain how ________ had an effect on
you?
Reading A-Z
Investigations in
Number, Data, and
Space. (2012).
Pearson.
Materials
Notes