Title: Sticky [note] Situation

Name: Ashley Fajkus

Subject/Grade: Language Arts/ 5th grade
Type of Instruction: Cooperative

Lesson Plan
Objective: Given a worksheet with 7 cause and effect relationships, the
student will be able to accurately match the relationships with 5/7 accuracy.
TEKS:
Math- 5.11.C
(11) Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(C) analyze how the organizational pattern of a text (e.g., cause-andeffect, compare-and-contrast, sequential order, logical order, classification
schemes) influences the relationships among the ideas

Date Taught:

Modifications- Edna

N/A

N/A

N/A

Background Information:
N/A
The student would have prior knowledge of knowing that objects and thoughts
can be related to one another. The students should also know how events can be
sequenced together in logical order (one thing happens, then another, then
another after that).
For extension, students should have previous knowledge of logical order and how
to write stories.
Materials:
Graphic organizer for sticky note activity (on lg. poster board)
Sticky notes
Pen/ pencil
Prewritten questions on board (causes/ effects)
Prewritten hinter words on board

Modifications- Addie

N/A

Review logical ordering

so that memory will be on
point for adding in new
information it will be
relevant and make sense
to her (because of one
reading level behind
peers)
Provide chart with hinter
words for Addie to
reference whenever lesson
is being taught (because
of need for examples of
written work and
organizers).

 Cause and Effect Match worksheet

Equipment:
White/ Chalk Board
Classroom Management/Environment:
Students will raise their hand if they would like to ask a question when
lecture is taking place.
Students will speak in low voices whenever working in groups working
on sticky note activity.
There will be three jobs preassigned to students in the classroom:
materials manager, reporter, sticky note placer
When lecturing: desks will be spread out about the classroom facing the
white/ chalk board.
When working on sticky note activity: students will be arranged about the
classroom on the floor working in small groups of 3-4.

Engagement/Focus:

Make sure to put

Edna in a group that
will understand/ give
more time whenever
it comes to writing
on the sticky notes.
Assign job of
reporter. Since she
has great reading
skills but lower
verbal skills this will
challenge her by
using the good
reading skills paired
with having to
practice speech.
Have her group move
to where she is
sitting so there wont
be such a large
change for her when
going from lecture to
the activity (because
of need to prepare for
changes in routine).

Assign job of
sticky note
placer to aid in
developing her
fine motor skills as
well as keep her
on task because
without the sticky
notes on the
organizer, the
assignment will
not be completed.
Make sure to make
of point of directly
modeling how the
sticky notes should
be placed/
organized on the
chart (because of
need to be directly
taught
organizational
skills).

Make sure to sit Addie

near where the board is so

Greeting: Good morning

Previous Knowledge: So we have already learned how to sequence events.
Remember how we used the story of The Three Little Pigs to see that sequence?
Well today we are going to use that knowledge and break it down even more into
special way called cause and effect.
Engagement: Now today we are going to get to be a little like detectives to try
and find hinter words.
Outcome: By the end of today, each of you are going to be able to identify what
that special kind of cause and effect is using our detective skills to find those
hinter words.
Expected Behavior: Quick note though! We are going to be doing a lot of
moving around the room today so I each of you to use low speaking voices
whenever we are going about these activities. Also, whenever I am at the board
teaching, if you have questions or would like to contribute to the discussion
please raise your hand and I will call on you to speak.
Explanation/Procedures:
1) Explain what cause and effect is
o Now lets start off by thinking back to our three little pigs story.
The first little pigs house blew down because why? [THE
WOLF HUFFED AND PUFFED AND BLEW THE HOUSE
DOWN]. Yes exactly, so because the wolf huffed and puffed, the
house blew down, right? [YES]. Well that is exactly what cause
and effect is. It is a statement that gives a situation and the
outcome of that situation. Some hint phrases/ words that youll
typically hear whenever a statement is cause and effect are: *have
words/ phrases prewritten on board*
As a result
Therefore
Consequently
Reason why
Because of

whenever lecturing about

what cause and effect is
she will be able to be
monitored closely to stay
on task and not get
distracted.

This activity has LOTS of

peer interaction so this will
be a great assignment for
Edna!
Specifically ask the
question, The first
little pigs house
blew down because
why?

Be sure to
emphasize ***
material on how to
recognize/
remember what
cause and effect
are in statements
(because of need
for direct teaching
of study skills)

 Due to
Because it caused
Since
So
o ***When one event causes another to happen, the cause is
WHY that event happened and the effect is WHAT happened.
Lets work on some examples together:
o *when doing these sentences model out using sticky notes similar
to how the later activity will completed; placing sticky notes on
with response on the chart*
Because it rained
Would this be the cause or effect? [CAUSE]
Exactly! This would be the cause portion of the
sentence because it is saying what triggered the
aftermath of the rain. We also see one of our hint
words that we talked about, because. Now lets
try and think of some statements that could go with
this cause as a possible effect. Can anyone think of
some effects that could come from rain?
[FLOWERS GREW IN THE GRASS. THERE
WAS A RAINBOW. I HAD TO STAY INSIDE TO
PLAY.]
consequently, Sally had to make more cakes for the
bake sale
Would this statement be the cause or effect?
[EFFECT]
Thats correct! This is the effect portion of the
sentence because it uses one of our trigger phrases,
consequently, to tell us Sally had to make more
cakes because something happened beforehand.
Can anyone give me some examples of what might

be some possible causes for this effect? [SALLY

BURNT THE CAKE. SALLY DROPPED THE
CAKES ON THE GROUND. SALLY USED SALT
INSTEAD OF SUGAR.]
2) Break students into small groups of 3, assigning jobs to students
(materials manager, reporter, sticky note placer). Hand out graphic
organizers (will be large posters with writing, not handouts) with sticky
notes to materials manager and go to your groups table and sit quietly
until I give further instructions.
o Give students graphic organizer with four cause/effects (2 of
each). Give each student four sticky notes. Have students come up
with different cause and effects for the scenarios collectively;
three responses total for each cause/effect. Write responses on
sticky notes and put notes on the appropriate boxes in the
organizer (sticky note placer will put the responses on the chart
itself). Leave room on the organizer for the last cause/effect for
the students to make their own cause/effect scenario on their own
as a group.

o Example:
o After all of the groups have completed the tasks, have reporter
come up to the front of the room and explain what causes/effects
they put and why.
Extension/Elaboration:
Extension: Students will take one of the cause/effect statements from their
activity in the procedures (sticky note assignment) and make a two paragraph
story out of it. This will not only expand their knowledge and creativity in cause
and effect statements, but they will also be able to apply what they previously
learned about logical events.
Elaboration:
o https://www.youtube.com/watch?v=sMTIuPvU6Lc
Have students watch Youtube video. This video gives an in depth
explanation and teaching of what causes and effects are, and how
they relate to one another.

o http://www.roomrecess.com/pages/CauseEffect.html
After watching the video (see above), have students play the ice
cream cause and effect game to check for understanding.
o If student is still struggling, have them play a puzzle game. The puzzle
pieces should have cause and effects on each piece where the student
would then match each cause/effect puzzle pair together.
Closure:
Review:
So today we learned about cause and effect. What is a cause in a statement?
[THE WHY OF A SITUATION. WHY SOMETHING/ AN EVENT
HAPPENED]
Exactly! And what is the effect in a sentence? [THE WHAT HAPPENED IN
A STATEMENT. ITS THE AFTERMATH OF THE CAUSE.]
And one last question, what are some of our hinter words what we can find in
sentences to know if the statement is going to be cause/effect? [BECAUSE,
DUE TO THE FACT, THEREFORE, AS A RESULT, etc.]
Anticipation: Tomorrow we are going to be learn about a way to group up items!
So come ready and prepared to learn because it is going to be so much fun!
Praise: I really want to thank each of you for working so well together today.
Each of the groups kept to a quiet talking voice like I asked and worked very well
with all of the sticky notes. I couldnt have asked for a better class to have!
Assessment:
Students will complete the Cause and Effect Match worksheet individually,
with 5/7 accuracy.

Resources:

Specifically ask her

What is the effect
in a sentence?

Assignment will
be good for her
since it is just
writing letters next
to the statements
(because of need
to grade on
content, not
appearance)

"Cause and Effect | Free Reading Skills Game." RoomRecess.com. Room Recess,
n.d. Web. 11 Apr. 2015.
<http://www.roomrecess.com/pages/CauseEffect.html>.
"Cause and Effect Review Lesson for Elementary Students!" YouTube. YouTube,
10 Apr. 2014. Web. 11 Apr. 2015.
<https://www.youtube.com/watch?v=sMTIuPvU6Lc>.