Direct Instruction Lesson Preparation Worksheet

(Thinking about the lesson)

Teacher Candidate: Kristin Foster
Title of Lesson: cause and effect part two
Grade Level: 3rd
Teaching Setting: PLEX Center Classroom
Content Area: Literacy
1. Lesson Topic
Main Objective of Instruction: What do you want the student(s) to learn? How does this lesson
relate to real-life?
o Students will be able write to determine the cause and effect from a appropriate
leveled text using a graphic organizer.
Supporting Objectives: What other skills will your students achieve (i.e. sub-skills, working in
groups, cooperating, learning how to use the library, etc.)?
o Students will be able to write to demonstrate their ability to use a graphic
organizer.
o Students will be able to write to demonstrate their understanding of cause and
effect using a graphic organizer.
o Students will be able to show their understanding of whole body listening by
listening with their whole bodies during the lesson.
What Content Standards(s) and/or EEOs will this lesson address?
o Content Area: Reading, Writing, and Communicating Standard: 2. Reading for All
Purposes
o 2. Comprehension strategies are necessary when reading informational or
persuasive text
o Engage in a wide range of nonfiction and real-life reading experiences to solve
problems, judge the quality of ideas, or complete daily tasks
o a. Use Key Ideas and Details to:
o iii. Describe the relationship between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect.
o Content Area: Reading, Writing, and Communicating Standard: 3. Writing and
Composition Implement the writing process successfully to plan, revise, and edit written work
o 1. A writing process is used to plan, draft, and write a variety of literary genres
o a. Write opinion pieces on topics or texts, supporting a point of view with reasons.
o iii. Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons.
o b. Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
o iii. Use temporal words and phrases to signal event order.

DILP/Bal/Spr15

 How does this relate to what students are currently learning in general education?
o Students will be learning about the effect of the sun on earth in the general
education classroom.
o They will continue to use cause and effect in their writing and reading throughout
their academic careers.
Are there IEP goals to consider? Identify them.
o By November 2016, Ellis will be able to write a 5 sentence paragraph
demonstrating his knowledge about a nonfiction passage with a topic sentence, 3 supporting
details and a conclusion from --% of the time to 80% of the time using a graphic organizer with
less than 5 prompts as measured by the special education teacher and general education
teacher.

2. Planning for individual differences:

Consider the potential learning range of your students. What UDL strategies could you include in
your lesson?
o I will use a visual graphic organizer to symbolize that one event comes first and
makes the second event happen. I will also draw a visual
What background knowledge do the students have? What do they need to know prior to your
lesson?
o Student will already need to know how to write a sentence, understand the jist of a
graphic organizer, and understanding that events/actions effect the following events/ that
sequenced events are related.
What management and grouping strategies need to be considered?
o I will use whole body listening Larry. As well as access to the calm down space.
o I will follow behavior plans for students.
o I will assist students with using self talk and other coping strategies.

3. Materials and Resources

What materials and resources do you need to teach the lesson?
o Cause and effect key words
o Cause and effect sentences
o full text
o graphic organizers
o individually cut cause and effect sentences.

4. Reflection In and On Action:

How will you assess students knowledge and learning pre, during and post? (KWL chart,
anticipation guides, etc.).
o Before the lesson I will assess their ability to refer to the cause and effect key
word bank, and point out the cause and effect word in a sentence.

DILP/Bal/Spr15

Direct Instruction Lesson Plan

(What will actually be completed)
Lesson Title: ___Cause and Effect
Main Objective of this lesson: Students will be able to write to demonstrate their
knowledge of a
Anticipatory Set:
How will you get the student(s) attention? Relate lesson to prior learning.
o We will begin by doing whole body listening.
o

Teaching:
Introduce and model new knowledge: What and how will you teach (list step-by-step instructions
for the lesson).
o First, I will review the definition of cause and effect. Cause is the first event.
Effect is the second event, that is the result of the first event.
o Then, I will review some sentences that display cause and effect. We will focus on
the key words that demonstrate cause and effect.
o Next, I will read a paragraph and look for the cause and effect relationships. I will
think out loud, as I find the cause and effect key words.
o I will remind the students that the information they are using should be taken
straight out of the text.
o Last, the students will read a passage. I will give them the cause and they will find
the effects. read below for steps during guided practice.
What additional strategies and accommodations/modifications will you need to
teach/implement?
o Ellis and Tabby will both be given the cause.
Ellis will be given multiple correct effects and a few detractors. He
will be expected to match the correct effect to the correct cause, then highlight the
sentence about the effect in the text.
Tabby will be instructed to find the correct effect of the cause in
the text, highlight them and then I will give her the effect sentence to glue in the graphic
organizer.

Guided Practice:
What strategies will you use to ensure the students are actively participating and are engaged in
the lesson?
o I will insure that each student is using whole body listening by using whole body
listening Larry.
o If they are not engaged I will ask them to read the worksheet, answer a question
or give an example. I may simply just need to give them a reminder/redirection of the
expectation during intervention.
o If needed I will ask other students or adults in the room to relocate/alter
conversations or behaviors that are distracting the students.
DILP/Bal/Spr15

Check for Understanding:

How will you determine if the student(s) understand the lesson? What questions will you ask
your students? (Use Blooms Taxonomy: Creating, evaluating, analyzing, applying, understanding, &
remembering)
o What event comes first, cause of effect?
o Can you give me an example of cause and effect?
o I will ask the students to make infrences about the cause.
o I will ask the students to use prior knowledge to help them determine the effect, if
needed.
o I will state a cause and ask what the effect is or visa versa.
How will you adjust your teaching if the students are not understanding/learning the content?
o If the students are struggling to find the effect in the passage I will further scaffold
the lesson by highlighting the casue and effect words.
o If the students are struggling with understanding the main idea/concept I will
show them a video to help them understand.

Independent Practice:
What will this look like? Is it homework? Completion of a product independently?
o Students will find at least one effect independently in the passage towards the end
of the lesson.

How/where will students be able to integrate (generalize) this learning in the future?
o The students will continue to discuss the impact of the sun on the earth in the
general education classroom. They will be expected to practice this skill independently at that
time.

Closure and Evaluation:

How will you evaluate student learning from this lesson? How will you know that your main
objective was met?
o I will observe their ability to locate the cause and effect word and link two events.
The assessment will be with the independent practice at the very end of the lesson.
How will you formally END the lesson (how will student(s) summarize or demonstrate learning
of the lesson)? This should be tied to the main objective.
o I will ask the students what they learned today. I will be looking for students to
point out the cause and effect words that help them identify the relationship between events.

DILP/Bal/Spr15