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LESSON PLAN OUTLINE

JMU Elementary Education Program

Bryce Curd
Mrs. Colvin, 1st Grade RES
Monday February 29, 2016, Wednesday March 2, 2016 and Wednesday
March 9, 2016

A. TITLE OF LESSON
Cause and Effect Mini-Lessons
B. CONTEXT OF LESSON
The students have been working on different comprehension strategies
throughout the year and have spent at least a week on each of the required
comprehension strategies that they are expected to learn in first grade. When
looking at assessments from the past on comprehension, students struggled the
most with identifying cause and effect relationships. It is for this reason that we are
going to go back and re-visit this comprehension strategy. I have selected the five
students that struggled the most with cause and effect. Because of the prior
assessments I know their learning preferences and interests. Books have been
selected based on the groups reading level and interests. These mini-lessons are
important because the class is about to transition into non-fiction so they will be
having a final assessment on comprehension of fictional texts and they need to
have the skills to be successful on the test. As far as child development, I know that
some students need more time and attention on certain topics. That is why I have
set aside three fifteen minute sessions to work with these students as we go from
concrete thinking to more abstract. The mini-lessons will begin with me the teacher
leading the activity and by the final day, the students will be in control of the
activity and will have proven to me that they know how to identify cause and effect
relationships.
C. LEARNING OBJECTIVES
Understand what are
the broad generalizations
the students should begin
to develop?
Students will begin to
understand that they
should use a variety of
strategies to assist with
comprehension.

Know what are the

facts, rules, specific data
the students will gain
through this lesson?
Students will continue to
show growth in the use of
oral language
Students will adapt or

Do what are the specific

thinking behaviors
students will be able to do
through this lesson?
Students will demonstrate
comprehension by
retelling stories and
events orally or in writing,
using beginning, middle,

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change oral language to
fit the situation
Students will expand their
vocabularies

Students will read and

demonstrate
comprehension of
fictional texts.

and end structure, and

demonstrating
comprehension of the
central message or lesson.

Students will identify

the main idea or theme
of a short fiction
selection.
Students will set a
purpose for reading by
looking at the
illustrations, activating
prior knowledge, and
predicting the outcome
of the selection.
Students will draw on
prior knowledge to
make and confirm
predictions before,
during, and after
reading.
Students will ask and
answer simple
questions (e.g., who,
what, when, where,
why, and how) about a
selection.
Students will correctly
identify cause and effect
relationships during
discussion and on a
worksheet

D. ASSESSING LEARNING
In order to meet the objectives, students will have to be able to read and/or
listen to the stories I present to them and identify the causes and effects from each.
Day One they will listen to a familiar story and identify the cause and the effect or
the what and the why with my assistance and the use of a graphic organizer.
After listening and following along to the story If You Take a Mouse to School I will
prompt the students by asking, What happens if you take a mouse to school?
They should respond with, Hell ask for your lunchbox. We will go through the

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story and identify four causes and effects. On this day we will look for key words
such as so, then, when, if and which. The students will then put them on a graphic
organizer to show that they understand the events in the story that make
something happen (causes) and the result of those events (effects). Day Two will
consist of a similar activity with the reading Frank Was a Monster Who Wanted to
Dance. I will read each page and then have the students re-read the page together.
After we have finished the book we will discuss cause and effect and then look to
identify the parts of the story where something happened as a result of something
else happening. The students will use their graphic organizers to identify why Frank
put ants in his pants, why his head unzipped, why his eyeball rolled out the door,
why the audience left, and why his head fell off his neck. They will need to respond
with because he wanted to dance, because he did a cartwheel and a flip, because
his brain popped out, because his arm fell off his sleeve and because he laughed so
hard. Day Three will be more student-driven where they will share a book and read
with their partner Childhood Stories of George Washington. After reading, I will
give them a graphic organizer and they will need to identify the four main causes
from the story and the effects that went along with them. They will need to identify
George chopped down the cherry tree (cause) and his father got angry (effect).
Also, George takes out the horse (cause) and the horse hurts its foot (effect).
Georges mother is upset could also be another effect. The horse falls over (cause)
and the boys try to figure out what is wrong (effect).
E. RELATED VIRGINIA STANDARDS OF LEARNING

1.1

The student will continue to demonstrate growth in the use of oral

language.
b) Tell and retell stories and events in logical order.

c) Participate in a variety of oral language activities, including choral

speaking and reciting short poems, rhymes, songs, and stories with
repeated patterns.
e) Express ideas orally in complete sentences.

1.3

The student will adapt or change oral language to fit the situation.
a) Initiate conversation with peers and adults.

b) Follow rules for conversation using appropriate voice level in smallgroup settings.
c) Ask and respond to questions.
d) Follow simple two-step oral directions.
1.8

The student will expand vocabulary.

a) Discuss meanings of words in context.

1.9

The student will read and demonstrate comprehension of a variety

of fictional texts.
a) Preview the selection.

b) Set a purpose for reading.

c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions
about what is read.
h) Identify the main idea or theme.

1.2

The student will describe the stories of American leaders and

their contributions to our country, with emphasis on George
Washington, Benjamin Franklin, Abraham Lincoln, George
Washington Carver, and Eleanor Roosevelt.

F. MATERIALS NEEDED

Follett, K. (2015). Childhood stories of george washington. Reading A-Z.

Graves, K. (1999). Frank was a monster who wanted to dance. San

Francisco, CA: Chronicle Books.
Numeroff, L. J., & Bond, F. (2002). If you take a mouse to school. New
York: Laura Geringer Books/HarperCollins.

Graphic Organizer (6 copies for all three days: 18 total) Mr. Curd
White Board Easel Mrs. Colvin
Dry Erase Markers Mr. Curd
Pencils - Students

G. PROCEDURE
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Preparation of the learning environment:

The group of students will meet at the back U-shaped table with me in the
middle. I will need to have the books for the days lesson ready to go. I will
also have to Cause and Effect graphic organizers ready to go.

Introduction of the lesson:

I will start each lesson with a review of the previous days lesson. For Day
One I will begin by reviewing what cause and effect are. This will mean I need
to explain that a cause is an event that makes something happen and an
effect is what happens because of, or as a result of, the event. I will then
draw a two-column chart on the easel and give them the sentence, I hit a
baseball through the window.

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I will then model how to identify cause-and-effect relationships. I would say,
If I hit a baseball through a window, then the window might break. I might
have to pay for the window by taking money out of my piggy bank. Now that I
took money out of my bank, I dont have enough money to buy the video
game I wanted. Hitting the baseball through the window causes me to take
money out of my piggy bank which has the effect of there not being enough
money to buy the video game I wanted. I would write the cause and the
effects on the chart. We would then begin the story If I Take a Mouse to
School.
For Day Two and Three, I would remind the students about the previous
lesson and talk about cause and effect, pulling examples from the stories
such as, If you take a mouse to school, hell want to take your lunchbox. Or,
Frank danced his head off because he did a flip and a cartwheel. Once I feel
they have grasped the idea we would begin reading that days story.
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Implementation of the lesson:

Day One:
Read Aloud the book If You Take a Mouse to School and have the
children follow along with their own book. Stop after page 3 and discuss what
happens (identify the cause and effect). Continue reading, stopping after
each cause and effect (6 total). Emphasize key words or phrases such as And
then, So, Which, Hell. Once I have finished the read aloud, get out the
graphic organizer and work on it together with the students. Do the first box
and say it can include a picture but has to have the sentence written
correctly identifying the causes and effects. After completing the first two
boxes together, have students complete the last four on their own, with
scaffolding as needed. Check for correctness and talk about the causes and
effects they identified.

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Student sample of worksheet

Day Two:
Read Aloud and have the students follow along then repeat (I Say, You
Say) the story Frank was a Monster who wanted to Dance. As we read, stop
and ask if the students see any key words that tell us it could be an effect
(pg. 3 So, pg. 7 Then, pg 16, 17, 18 which, pg 19 And, pg. 21 But).
Continue through the story and once finished, give the students the graphic
organizer to work on in pairs. Same directions as yesterday Find the cause
and effect sentence and write it and use a picture if you would like. Help the
groups as needed. Ask if they liked the story. Then close with asking them to
give another example of a cause and/or effect that could happen in the story.

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Day 2 W.S. sample

Day Three:
Begin the lesson by talking about what we have already learned about
George Washington. Look at the book cover and talk about how sometimes famous
people have stories told about them that arent actually true. Tell them that these
are some stories that someone made up about George Washington. Also tell the
students that today they are going to be reading the book on their own with a
partner (Buddy Read). One partner reads every even numbered page and the other
reads every odd numbered page. Listen to the students read and help them when
needed with any unfamiliar words. Once the groups have all finished reading, give
them the graphic organizer and have them complete it on their own. Tell them they
can use the book as a reference. Once every child has finished we can discuss their
answers.

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Day 3 W.S. sample

Closure:
Day One: Complete and discuss the graphic organizer.
Day Two: Ask for an example related to the story that they could have said as
another cause or effect. Ex.: He lost his nose because his head rolled down
the steps and hit it.
Day Three: Once the worksheet has been completed, ask the students to give
you an example of a cause and effect relationship they have seen. Give an
example if needed like, If I wake up late, then Ill miss the bus. If time
permits, ask for more examples before dismissing the students back to their
Daily 5 station.

H. DIFFERENTIATION
This lesson is differentiated by interest and content. The books are all on the
readers levels and are topics they are familiar with or enjoy reading. If You Give a
Mouse a Cookie is a book they have used in the past to learn cause and effect and
they enjoy reading that series of books. The Monster book is new to them but they
enjoy dancing and is a story line they would enjoy. George Washington is a famous

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American they have been learning about and are familiar with. Having the books on
this groups level will allow them to be successful with reading and following along.
The group chosen for these lessons was selected based on need so the lesson was
designed for those that need a little extra practice on a reviewed comprehension
strategy. Within this group there may some that finish early. I would ask these
students to add a picture to their chart if they havent already done so or to find
another cause and/or effect and write it on the back of the worksheet. I may also
ask those students that have net the objectives to give more examples of causeand-effect relationships in their own lives or in other books they are reading. For
students that are struggling I will provide more support by pointing out specifically
where they can find a cause and an effect and also by providing more examples or
writing down on the easel all the possible key words.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
One incident that may happen while teaching this lesson is a student from
the group getting called out to go to Title I or Speech. If this were to occur I would
have the rest of the group continue working and have the child that was called out
finish the lesson at another time individually or with a partner.
Another possibility could be that either the lesson is too short or too long/too
easy or too difficult. To avoid this I will need to reflect after each lesson. Think about
what went well and what could be improved upon before I teach the next lesson. I
will also need to monitor the time so that we get through each book and can begin
working on the graphic organizer. If too many students are struggling I will go back
to the day one introduction and give the students more examples of cause and
effect. I could also read each story and just have the students listen. If I think the
lesson is too easy for the students I will ask them to complete the assignment on
their own which includes reading each story individually.