Stephanie Annunziata Course: EDU 329 Grade: 2 Topic: Cause and Effect INSTRUCTIONAL OBJECTIVE

Professor Sills Date: April 15, 2013 Content Area: ELA

After learning about cause and effect and reading Alexander and the Terrible, Horrible, No Good Very Bad Day by Judith Viorst, students will accurately match causes to effects on a worksheet with no errors and draw and label a picture illustrating a scene from the book that involves cause and effect with no spelling errors. Key Concept: Students will understand the relationship between cause and effect and how to identify each in a story as well as in real life. STANDARDS AND INDICATIONS ELA (CCSS): Reading Literature: Key Ideas and Details (2.RL.1): Students will ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Indicator: This will be evident when students match cause and effect relationships while reading along with the story.

ELA (CCSS) Reading Foundational Skills: Fluency (2.RF.4) Students will read with sufficient accuracy and fluency to support comprehension Indicator: This will be evident when students read from the cause and effect chart as well as read passages from the story.

ELA (CCSS) Speaking and Listening: Comprehension/ Collaboration (2.SL.1) Students will participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups Indicator: This will be evident when students contribute to the class discussion about cause and effect, while labeling the chart as a group.

ELA (CCSS) Speaking and Listening: Comprehension/ Collaboration (2.SL.2) Students will recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Indicator:

This will be evident when students draw their favorite scene from the story, which recounts an incidence of cause and effect.

ELA (CCSS) Language Standards: Vocabulary Acquisition and Use (2.L.4) Students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Indicator: This will be evident when the class comes across new vocabulary such as cavity and discusses the meaning of the words. MOTIVATION The teacher will ask the students to think about a time when they had a good day. The class will then be split into groups of four to discuss what kinds of events occurred on their good days. Students will reflect on their previous knowledge of cause and effect and come up with a cause and effect for their own personal experiences. After the groups have finished their thoughts, the teacher will go around the room to hear the causes and effects of students good days. The teacher will describe that although we like to have good days, sometimes we also have very bad days, and this will lead to the reading of the story. MATERIALS Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst Chart Paper Markers Independent practice worksheet STRATEGIES Group Discussion: This will be evident when the students and teacher review the meaning of cause and effect. Also when students help the teacher fill in the cause and effect chart. Cooperative Learning: This will be evident when the students work in groups to discuss their good days and how cause and effect can be incorporated into their own personal experiences. Direct instruction: This will be evident when the teacher reads the story out loud, and when she stops to describe new vocabulary words. Technology: This will be evident when students use the computer to construct their own cause and effect stories for independent practice.

ADAPTATIONS The student who has a learning disability will be provided with a sheet highlighting key causes and effects in the story The student who is an English Language Learner will be provided with pertinent vocabulary words prior to the lesson DIFFERENTIATION OF INSTRUCTION Tier One: Given a sheet, which highlights key causes and effects in the story and the assistance of a partner if needed students will accurately match causes to effects on a worksheet with no errors and draw and label a picture illustrating a scene from the book that involves cause and effect. Tier Two: students will accurately match causes to effects on a worksheet with no errors and draw and label a picture illustrating a scene from the book that involves cause and effect with no spelling errors. Tier Three: Students will accurately match causes to effects on a worksheet with no errors and draw a picture illustrating a scene from the book that involves cause and effect and write a paragraph describing it. DEVELOPMENTAL PROCEDURES The students will review and discuss the books they read about cause and effect in past lessons; Chrysanthemum by Kevin Henkes and Why Do You Cry? Not a Sob Story by Kate Klise. They will discuss the importance of understanding cause and effect and how it relates to everyday life. (What is a cause? What is an effect? How were they used in the stories we read? How are they used in your daily life? What are some examples of cause and effect? Why is it important that we understand cause and effect?) The students will listen to a teacher read aloud of the book Alexander and the Terrible, Horrible, No Good, Very Bad Day pausing at page 13. Students will answer questions asked by the teacher about personal reactions to the story as well as discussions about vocabulary used in the book. (How does Alexander feel? How are his friends making him feel? What does the word cavity mean? Why did Alexander get a cavity? What would make Alexander feel better? What do you predict will happen next? Have you ever felt like Alexander feels?) The students will work together to match the causes and effects from the first half of the book on the worksheet. (How did we match each cause to an effect?) The students will listen while the second half of the story is read aloud. After the read aloud, students will return to their seats to complete the matching worksheet for the second half of the story independently. (How will you use what you just learned to work on your own? How will you match causes to effects? What will you keep in mind while working on this matching sheet?)

The students will choose their favorite scene from the book and illustrate a picture of it. They will write a sentence that describes the cause and effect that is shown in the picture. (What new vocabulary words can you use in your picture description? How will you form your cause and effect sentence? How will you draw your favorite scene?) ASSESSMENT

The students will accurately match causes to effects on a worksheet with no errors and draw and label a picture illustrating a scene from the book that involves cause and effect with no spelling errors INDEPENDENT PRACTICE Following the lesson on cause and effect, the students will visit the computer lab to create their own story about cause and effect using the program student publishing. Students will be able to create their own books and even get them printed. FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: The teacher will provide students with the Everyday Causes and Effects Chart, which might be easier for them to understand. Teacher will explain how one thing leads to another and use real life situations that would relate to the student. Academic Enrichment: The teacher will read another book, which depicts cause and effect such as Chicken Little, Cloudy With a Chance of Meatballs or Abiyoyo. The student will construct a chart for the story labeling the causes and effects shown in the book.

TEACHER REFERENCES ReadWorks (2012) Cause and Effect Relationships Retrieved from http://www.readworks.org/lessons/grade2/cause-and-effect/lesson-3 Student Publishing (2012) Retrieved from http://www.studentpublishing.com/demo.php Viorst , J. (1972). Alexander and the terrible, horrible, no good, very bad day. New York: Atheneum Books for Young Readers.