Pepperdine University Lesson Template Instructional

Design/Sublette
William Roberts
MATP 620.20
July 8, 2015

Lesson Title: Cause and Effect

Students: 3rd-4th Grade
Class of 25 Students
40 % ELL Students
20% Considered gifted students

Time: 40 Minutes
Materials:

4 scene blank template comic strip for each student

Colored pencils and markers for groups of 3
Black pen or marker for each student
Vocabulary and sentence frames on a handout.

Standards:
1. CA.CC.3.RL.1.
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis
for the answers.
2. CA.CC.3.RI.8.
Describe the logical connection between
particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

Measurable Objectives:

1. Given the information about cause and effect relationship the

students will use a sentence frame to create a cause and effect
scenario.
2. Given the blank 4 scene comic students will be able to exhibit
knowledge of the cause and effect relationship showing
competence through mastery in the correct display of 75%, 3 of 4
scenes, consisting of a cause and effect outcome on their 4
scene blank comic.
3. Exit Slip is in form of their comic, and explaining the cause and
effect that takes place in each picture to the gifted student, of
the group, then that student will consult teacher for correct use.

Concepts/Skills Prerequisites:

The students must understand the basics of a story, how it contains a

beginning, a middle, and an end. The Students will have previous
knowledge of how a picture can pose and answer questions also add
more context by resolving issues and providing information to a story.

Introduction:

The teacher will tell the students, remember we

learned yesterday that pictures alone can tell stories just like words.
Well, today we are going to analyze how a simple cause and effect
scene looks, because we eventually will be drawing our own and sharing
with each other. This lesson is not only fun, but is important because we
will need to know the effect, that our characters action has caused.
If we can do that, we can write our own comics! It is also important
because there is cause and effect going on all around us. For example,
If I, the teacher, decided not to come to school today, what would some
effects be? Go over a few real life examples, and Segway an explanation
that the better we can understand stories, the better readers we will
become!

Anticipatory Set: Today we will break off into groups of three that I
chose, and we will use what we will learn about cause and effect to
produce a 4 scene comic of our own. But first introduce the concept of
cause-and-effect with some simple sentences on the board:
a. The students stayed in and played board games during recess.
b. It was raining outside during recess time.
Discuss with the students that the cause of something always
happens first, and then the effect is the result, or what happens
because.
The teacher will ask a student to go to the board and label which event
he or she thinks happened first and which happened second. The
student will identified that sentence b happened first, and was the
cause of the students staying inside and playing board games during
recess, explain that sentence a is the effect of sentence b.

(time)5 mins

Instructional Procedures:
(time)15 mins
The Teacher Will:
TTW: Give an introduction on cause and effect relationship by explaining two
more examples.

TTW: remind the students of the one in anticipatory set.

TTW point to three words on the board. Action, Relationship, Outcome.
TTW have the students write on their blank paper those words on their own
lines.
TTW have them turn to their neighbor to try to define those three words.
TTW ask upon students for their answers, perhaps with a word map.
TTW help by framing the correct definitions with their answers to give them the
definitions.
TTW also relate those three words to the cause and effect relationship.
TTW write Cause next to Action, and Effect next to Outcome.
TTW emphasize that an action, or event must take place for there to be an
outcome, or effect TTW Justify their importance to the story, and our lesson for
later.
TTW: address the 2nd example of a cause and effect relationship on the
board
TTW: Continue to ask questions checking for understanding while still utilizing
direct instruction.
TTW: Call upon one of their ESL students to see if the student can compare the
two sentances and label which came first and was the cause, and which
even transpired second as the effect.
TTW CFU by assessing the performance of the ESL student to see if the whole
class is grasping the idea by now.
TTW: When the students are done labeling my examples, the teacher will ask if
any student is so bold to come up to the board and write two sentances and
label them 1, and 2 for the order they happened, determining the cause and
effect.
TTW discuss how important this concept is by relating it to something
important to the students.
TTW write on the board Jerry was grounded for three weeks! Although Jerry
was a good student, he never did his homework and got written up.
TTW use an actual students name to make more personal.
TTW put the students in their groups of three. One gifted and 2 ESL makes for
60% have the other 40% get in groups alphabetically.
TTW Now hand out the blank 4 scene comics to the groups.
TTW ask the students to talk amongst their groups about what type of cause
and effect events they can think of in their life.
TTW pay attention to the English Language Learners, and make sure they
understand the vocabulary surrounding cause and effect.
TTW explain how the lessons we have had all week are going to help us make a
comic.

TTW assist the completed ask ?s if anyone can help finish

Ask questions
Students will give examples

Check for understanding:

The teacher will walk around the groups

of two with a clipboard to make quick assessments of metacognition. Then,

later, The teacher will sit with group and ask specific questions looking for
understanding of the cause and effect relationship. For example, a teacher
may ask, What was the effect of that action?

Close of lesson:
(time) _5 mins__
Independent Practice:
Assessment:

When sitting with the group the teacher will pay more
attention to if the ELL students correctly were able to portray a cause and
effect senerio with their comic.

Differentiation:
ELL: The Children who have a hard time in the class and the students that
are learning the language of English, ELL students will pair up with a gifted
child who will assist his fellow classmates in completing the assignment.
Gifted: The Gifted students will be put into a group of three, consisting of
themselves and two ELL students, whom the gifted student will assist upon
their completion of the assignment.

Reflection:

After completion of this lesson, I do feel like I am getting

better at preparing lesson plans. I was very confused in the beginning, and
was frustrated at times writing for an hour then deleting everything I wrote
because I found a better way to do the lesson, or I got a better idea. I was
also not aware that that lesson is to be taught throughout the term. It was
not making sense to me how some of those ideas would be mastered in a
session. After we discussed them in class I felt much better about the overall
flow of the lesson, although I am still confused about some of the way it is
set-up. In my opinion it seems like I am doing almost the same things two or
three times in the beginning of my lesson plans. I try to make them as
original as possible, because on LP number 2 I was well into it, and was
looking for help on one part of the LP on the internet, and find out that my
original idea has already been used and is published! So, in conclusion, the
more I work at it not only will my lesson plans have more rigor and context,
but it will be executed quicker as well, and in the somewhat close future
hopefully taught efficiently.

References
1.