Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Katie Rozendal

Date 11/19/18 Subject/ Topic/ Theme English/Cause and Effect/Exploring Causes and Effects Grade _12_______________

I. Objectives
How does this lesson connect to the unit plan?
This is the intro lesson to the Cause and Effect essay. Students will get the background info they need to write in this genre. They will also begin thinking about topics
that could later be used for their essay.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Work with partners to identify causes and effects in fictional stories. An x
 Identify real-life cause and effect situations. Ap, An
 Work with partners to identify causes and effects in real-life situations. An x
 Define terms relating to cause and effect. U

Common Core standards (or GLCEs if not available in Common Core) addressed: W4 (11-12) “Develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.” W9 (11-12) “Draw evidence from literary or informational texts to support analysis, reflection, and
research.”
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students should have at least a very basic understanding of causes and effects, but they will expand on
knowledge and skills. their knowledge in this lesson. Students should also be able to fill out charts and worksheets.

Pre-assessment (for learning): Ask students, “Have you written a cause and effect essay before?” Gauge
classroom response.
Outline assessment Formative (for learning): Walk around and check with partner pairs on their charts and vocab worksheets.
activities
(applicable to this lesson) Formative (as learning): Students check their vocab worksheets with the teacher at the end of the hour.

Summative (of learning): Cause and effect essay

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation- Provide options for comprehension-
expectations, personal skills and
strategies, self-assessment &
reflection
Lay out at beginning of lesson what life situations
the goals are for the day
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Switch between causes and
effects in fictional stories and
real-life situations
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Movie clip from The
Incredibles- a movie they
probably grew up with,
accessible, not offensive
Provide Multiple Means of
Representation
activate, apply & highlight
Apply concepts first to a
fictional story and then to real-
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Different ways of representing
causes and effects in a chart
Provide options for perception-
making information perceptible
First explain, then show movie
clip to demonstrate
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Long term goal: cause and effect
essay, short term goals: learn to
identify causes and effects and learn
terms relating to cause and effect
Provide options for expression and
communication- increase medium
of expression
First discuss with partner, then
write down, then share with
larger group
Provide options for physical action-
increase options for interaction

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Materials-what materials Computer and projector (teacher), Piece of paper and pen/pencil (students), Cause and effect essay
(books, handouts, etc) do packet (teacher pass out to students), Patterns for College Writing book (students)
you need for this lesson
and are they ready to
use?

Tables set up in groups of three

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1:00 -“Today we’re going to be starting our unit on our
Motivation cause and effect essay. Have you had to write a -Provide feedback on how they’ve interacted with
(opening/ cause and effect essay before? Have you done any cause and effect before.
introduction/ work with causes and effects in your other
1:00 engagement) classes?”
-“Our goal today is to see if we can identify causes
and effects in different situations and learn terms
related to cause and effect.”
1:00 -“Whenever we think about causes and effects, we
want to remember that a cause is why something
happened, and an effect is what happened because
of something else.” Write on board: Cause- why
Effect- what happened.
3:00 -“To help us identify causes and effects, we’re
going to use a chart.” Draw T-chart on the board,
label headings “Cause” and “Effect.” Fill in with an
2:00 example.
-“Now I want you to get out a sheet of paper and -Students get out paper and writing utensil. Create
something to write with. You’re going to make one their own cause and effect charts on their paper.
of these charts for yourself, and we’re going to
practice noticing causes and effects.”
-Play “Jack-Jack Attack” clip on projector and have -Watch clip and identify causes and effects. Write
4:00
students write down the causes and effects that they these down in chart.
5:00 Development see.
(the largest -After clip is finished, have students partner up and -Partner up and share what causes and effects they
3:00 component or share with each other. found.
main body of -Ask for volunteer partner groups to share with -Volunteer to share findings with class. Listen to
the lesson) whole class. others’ findings.
-Transition to real-life situations. “With your - With partners, brainstorm real-life cause and
7:00
partners again, I want you to brainstorm some real- effect situations. Put these into chart.
life cause and effect situations. Use your chart for
these just like you did with ‘Jack-Jack Attack.’”
-If students are struggling, provide them with
topics that can guide their thinking (historical
events, scientific discoveries, personal
experiences).
3:00 -Again, ask for volunteers to share. -Volunteer to share findings with class. Listen to
1:00 -“Now we’re going to learn some terms that will be others’ findings.
useful to us when we’re writing our cause and
effect essay.” Pass out packet. Ask students to get -Get out books.
out books.
20:00 -Have students work in partners, looking through -Work in partners. Look through book and find
their books to fill out the vocab section of the terms. Fill in their definitions on the packet.
packet.

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7:00 Closure -Have students regroup, project vocab worksheet -Students check their answers.
(conclusion, on board, go over terms and fill in answers.
culmination, -“Hang on to these packets. We’ll be using them
1:00 more as we work on our essays. And hang on to
wrap-up)
your cause and effect charts as well. Some of your
ideas might come in handy when you begin
writing.”

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I felt like the students were pretty receptive to this lesson, which is one thing that I was a bit worried about. But they were all very
excited to watch the movie clip (this is what I was hoping would capture their attention). And when I asked them to volunteer
answers, they did so willingly. The part that didn’t go as well was the vocab worksheet. Some of the students were working hard at it,
and they got it done. Others didn’t seem interested in participating. They were chatting or working on other homework. I would have
been harder on them and told them to get to work if it were my own classroom. I always feel a bit out of place doing that as a teacher
aide.

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