USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________

Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
Lesson Content
LAFS.4.RI.2.5- Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
LAFS.4.RI.3.7-Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it
appears.

LAFS.4.SL.1.1- Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others ideas and expressing their own clearly.

Essential Understanding
(What is the big idea or essential
question that you want students to How are books and libraries important to people and communities?
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching? Students will be able to identify cause and effect relationships in a text, look for and
(Student-centered: What will explain how one event leads to another, and accurately fill in and complete a graphic
students know and be able to do organizer to record cause and effect examples based from a text.
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
Name: _Veronica Critelli________________
Subject/Content: Group Size: Date of Lesson: 11-8-17
ELA/ Reading 18
This objective is being taught because everything in life has a cause and effect and
students are involved in cause and effect situations everyday even if they may not even
know it. Students should understand and identify that one event impacts another
(explains why things happen). This lesson is also being taught because it is a focus on the
ELA PST the week of the observation.
This lesson fits within a larger plan when teaching students about informational text
structures. Cause and effect is one relationship in developing the understanding of text
structures.
I am teaching the lesson where students can understand and identify cause and effect
using examples and visuals before creating a graphic organizer on their own. Students
must first understand the content and how it is used before they can explain
independently.
It is important for students to understand this concept because students are constantly
involved in cause and effect situations and should understand that one event impacts
another.
Formative: Students will complete a graphic organizer to help track their understanding of the
concept. Students will also work in table groups to complete a matching game that consists of
cause and effect examples. I will observe students working in groups and take anecdotal notes to
see who understands the concept and who is struggling to see who needs further instruction.
Summative: Students will complete and turn in an assessment question based on the text My
Librarian is a camel.
Q: What is the effect on education of living in a remote jungle village?.
USF Elementary Education Lesson Plan Template (S 2014) Name: _Veronica Critelli________________
Grade Level Being Taught: Subject/Content: Group Size: Date of Lesson: 11-8-17
4th Grade ELA/ Reading 18

What Content Knowledge is

necessary for a teacher to teach Teachers should be knowledgeable on informational text structures and identify the
this material? features such as cause and effect, description, order sequence, problem and solution, and
compare and contrast.
Teachers should be able to define and identify cause and effect within a text.

What background knowledge is

necessary for a student to
successfully meet these For students to become successful they should have prior knowledge on text structures,
objectives? specifically cause and effect. Students will be introduced to text features earlier in the
week so by the time this lesson is taught they will have some knowledge on this content. I
How will you ensure students
know my students benefit from visual learning, so I will incorporate images and/or
have this previous knowledge?
Who are your learners? activities to help them make connections.
What do you know about them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this content? A misconception a student might have about this concept is that the first part of a
sentence or statement always begins with a cause.
Students might have a misconception that cause and effect is the same thing as compare
and contrast.

Lesson Implementation
Teaching Methods
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content:
4th Grade ELA/ Reading
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan Time
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
9:15am
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
9:20
How will materials be
distributed?
9:30
Who will work together in
groups and how will you
determine the grouping?
How will students transition 9:45
between activities?
What will you as the teacher do? 10:00
What will the students do?
What student data will be
collected during each phase?
10:05
What are other adults in the
room doing? How are they 10:15
supporting students learning?
What model of co-teaching are 10:45-
you using? 11:00
Name: _Veronica Critelli________________
Group Size: Date of Lesson: 11-8-17
18
For this lesson I will use the guided release teaching method. I will give a mini lesson on
cause and effect where students will then be released into table groups to complete an
activity matching game then use a graphic organizer to record different cause and effect
relationships from their journeys text.
Who is Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in science,
(Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
Teacher/St To begin the lesson, I will start by checking the students prior
udent knowledge on cause and effect. I will ask What are causes and
effects? and What can recognizing causes and effects teach us?.
Teacher
Use anchor chart on cause and effect to define and give examples.
Explain the use of graphic organizer on anchor chart.
Students Cause and effect matching activity. Students will work in table
groups to match sentence strips that are cause and effect. Students
in each group must match a cause sentence strip with the correct
effect strip.
Students In table groups students will then read My Librarian is a camel
pgs. 88-91.
Students After reading I will pass out a graphic organizer worksheet that
students will staple into their ELA notebooks.
Teacher I will use the Elmo to model for the class how to fill in the graphic
organizer by doing the first example as a whole class.
Student Students will then work in table groups to complete the graphic
organizer from readings.
Student Once finished with organizer, students will work independently to
complete a summative assessment question that they will turn in
What is the effect on education of living in a remote jungle
village?.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
What will you do if
What will you do if
Meeting your students needs as
people and as learners
Name: _Veronica Critelli________________
Subject/Content: Group Size: Date of Lesson: 11-8-17
ELA/ Reading 18
a student struggles with the content?
If a student(s) struggle with this content, I will provide them with additional examples through
the use of images.
a student masters the content quickly?
If a student(s) masters the content quickly I will provide them with additional questions to build
and assess their knowledge of cause and effect.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
The students will be reading My librarian is a camel which discusses how children from
different countries receive books for their communities through cause and effect. Students can
connect this lesson with their cultural backgrounds by using this lesson to research their birth
place or other countries that are in need of books and/or school supplies and learning ways they
can give back and help.
If applicable, how does this lesson connect to/reflect the local community?
This lesson connects with the local community because students will be able to connect this
lesson by learning how to give back to their community through community service projects or
by volunteering at local homeless shelters that are in need of school supplies or books.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
For students who need additional challenge, I will allow them the option to complete their work
individually and provide them with an additional cause and effect comic strip worksheet for
them to complete.
https://www.education.com/download/worksheet/170911/cause-and-effect-comic-strips-
worksheet.pdf
How will you differentiate instruction for students who need additional language support?
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught:
4th Grade
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Name: _Veronica Critelli________________
Subject/Content: Group Size: Date of Lesson: 11-8-17
ELA/ Reading 18
For students that need additional language support will be provided a dictionary as well as index
cards with visual examples of cause and effect. Teacher will also collaborate with school ESE
specialists if needed.
ZB: Student accommodations are extended work time, monitoring, repeated readings, sample
problems or tasks, leveled books, charts of facts, graphic organizer, visual schedule/planner to
complete work.
TD: Student accommodations are frequent breaks during in class assignments, preferential
seating, provide additional space for student to stand and move around his desk while
completing task or assignments.
SH: Student accommodations are extended time, frequent breaks as needed, encouragement,
small group setting, prompting, visual schedule/planner, allowable portion read.
JD-R: Student accommodations are extended work time, vocabulary preview, increased wait
time, color coding, small group setting, checklists, repeated readings, dictionaries, manipulatives,
leveled books, chart facts, and graphic organizers in order to help complete assignments.
LC-R: Student accommodations are extended work time, word lists, increased wait time, small
group settings, repeated readings, leveled books, charts of facts, and graphic organizers to
complete work.
RS: Student accommodations are extended work time, vocabulary preview, repetition, separate
tasks apart, repeated readings, visual planner/schedule, prompting, leveled books, charts of
facts, and graphic organizers to complete work.
Anchor chart on cause and effect
Journeys textbook
ELA notebook
Elmo
Pencils
Matching game supplies
Graphic organizer worksheet