Instructional Objective(s)

After reviewing new vocabulary and listening to Adventures at Scout Camp,

students with be able to identify cause and effect relationships within the story with
80% accuracy.
CCLS / +NYS STANDARDS AND INDICATORS
Reading Standards: Foundational Skills K-5
RF.2.3f-Recognize and read grade appropriate irregularly spelled words.
Indicator- This will be evident when students understand the meanings of new vocabulary
presented with the story. They will be able to say the word, define the word, and use it in context.
Speaking and Listening Standards K-5
Recount or describe key ideas or details from a text read aloud or information presented orally or
through media.
Indicator- This will be evident when students have to go back in the text and be able to
identify cause and effect relationships.

MOTIVATION (Engaging the learner(s)*)

The teacher will orally tell students about her morning and ask them to identify a cause and
effect relationship. The students will also be asked to role play different senarios the teacher has
created in front of the class.

MATERIALS
Smartboard, Journeys Textbook, Journeys workbook, student notebook, pencils, vocabulary flash
cards, vocabulary worksheet.

STRATEGIES (Learning Strategies*)

Cooperative Learning: The students will listen to the new vocabulary words, and then complete
the worksheet on their own.
Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11
Revised 8/7/13
*edTPA academic language

Whole group discussion: The students will answer comprehension questions throughout the
reading selection.
Teacher demonstration: the students will listen to an excerpt from the teachers morning to
identify the cause and effect relationships.
Role Play: The students will act out patterns of cause and effect relationships.

ADAPTATIONS (Exceptionality*)

The students with a speech impairment will have extended time for assignments.
The student who is an English Language Learner will be provided with content specific
vocabulary words prior to the lesson.
The students with a visual impairment will be seated in front of the class to have a better
view of the board.
The students that are easily distracted will be seated near the front of the class to keep
them more engaged and visible to the teacher.

DIFFERENTIATION OF INSTRUCTION
Tier 1: Students will already have a sample of how the worksheet needs to be filled out. They
will fill out 4 out of 8 vocabulary words that they know best.
Tier 2: Students will fill out 8 of the vocabulary comprehension sections in the workbook.
Tier 3: Students will use the vocabulary words in a sentence.

DEVELOPMENTAL PROCEDURES

The teacher will begin the lesson by asking the students if they ever heard their parents
say, If you do not finish your homework, then you cannot go outside, or If you finish
your dinner, then you can have dessert. The teacher will introduce the vocabulary
associated with the lesson by explaining that both statements are patterns called cause
and effect. She will activate prior knowledge on the temporal words if, then, because, and
also the new vocabulary presented in the text:
The teacher will present the new vocabulary flash cards to the students. The students will
listen to the word, pronounce the word, discuss the word in context and engage with the
word. The students will also have a visual representation of each word. When directed by
the teacher the students will turn and talk to discuss the new vocabulary.
The teacher will motivate the students by role playing cause and effect patterns.
The students will be given a vocabulary worksheet will all 8 new vocabulary words. The
assignment will be differentiated based on student abilities.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

The teacher will review each word with the students once again to ensure comprehension
of the words to understand the selection that follows.
The teacher will then tell the students she is going to do a read aloud with the text
selection Adventures at Scout Camp. The teacher will first read the title to the students
and ask them to make predictions on what they think the selection is going to be about.
The students will be asked to listen carefully to be able to identify cause and effect
relationships. The teacher will pause to ask comprehension questions.
After the read aloud students will be asked to buddy with a partner to answer the
following questions in their notebook, 1) What caused Jack to fall? 2)What effect did
Jacks fall have on Quicy?
The teacher will end the lesson by explaining that readers can use cause-effect
relationships to help clarify or clear up their understanding of the text.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will be informally assessed throughout the lesson by teacher observations.

Students will successfully complete the vocabulary comprehension worksheet.
Students will accurately identify the cause and effect relationship within the text.

INDEPENDENT PRACTICE
Following todays lesson, students will go home and complete a spelling assignment in their
Journeys workbook.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
The results of the assessment will identify those students who mastered the objective(s) and
those who did not. Follow-up activities occur after completion of the lesson.
Direct Teacher Intervention: A plan to re-teach the objective(s) using new strategies for students
who did not attain the objective(s)
EXAMPLES OF DIRECT TEACHER INTERVENTION

The student, under direct intervention with the teacher, will use a United States puzzle
map to help the student reinforce state locations and shapes.
The teacher and student will, together, work on an interactive CD-ROM to practice the
parts of a friendly letter during a specific help session.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language

Academic Enrichment: Extended learning experiences that address higher order thinking skills
should be provided for students who have easily met the objective. This activity should be
functional and meaningful, as well as acknowledged.
EXAMPLES OF ACADEMIC ENRICHMENT

The student will use the computer to identify current environmental issues being dealt
with by local agencies.
The student will write a diary entry in the style that Anne Frank used to describe what life
in hiding is like.

TEACHER REFERENCES
(Put Teacher References on a separate page)
All materials used as teacher resources for the lesson should be identified and written in APA
style. A minimum of three sources should be included for each lesson. A variety of sources
should be used including print, non-print, realia, and web-sites.

Molloy College, Division of Education, Rockville Centre, NY 11571- 04/19/11

Revised 8/7/13
*edTPA academic language