Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Katie Rozendal

Date 11/20/18 Subject/ Topic/ Theme English/Cause and Effect/Sample Cause and Effect Essay Grade __12____________

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the Cause and Effect essay unit. This lesson will provide students with an example of a finished product cause and effect essay that they
can use to help inform their writing.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Analyze a mentor text through the lens of genre. An
 Identify key elements of cause and effect in a mentor text. U, Ap
 Discuss the features of cause and effect essays with others. An x


Common Core standards (or GLCEs if not available in Common Core) addressed: W9 (11-12) “Draw evidence from literary or
informational texts to support analysis, reflection, and research.”
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students need to be able to reference the vocab sheet they filled out in Lesson Plan 1, as well as create
knowledge and skills. T-charts representing cause and effect relationships.

Pre-assessment (for learning): Check students’ work on vocab sheet

Formative (for learning): Have students share their findings with the class
Outline assessment
activities Formative (as learning): Quick-write about essay
(applicable to this lesson)
Summative (of learning): Cause and effect essay

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Outline the goals for the day at the
beginning of class.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Work with other students
(partners and share with class)
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Different comprehension
methods: annotations, quick-
write, verbally share with others
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Students may reference their
vocab sheet.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short & long-
term goals, monitor progress, and
modify strategies
Long term goal: cause and effect
essay, short term goal: use a mentor
text to see the genre of cause and
effect demonstrated
Provide options for expression and
communication- increase medium
of expression
Annotations, quick-write,
verbally share with others

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Sample essay with on a topic
that is not academic: boxing
Provide options for perception- Provide options for physical action-
making information perceptible increase options for interaction
Have several students read out
loud while the rest follow along
with printed copy.

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Materials-what materials Cause and effect essay packet (students), sample essay copy (“Who Killed Benny Paret?”) (teacher
(books, handouts, etc) do hand out to students), highlighter and pen or pencil (students), notebook paper (students)
you need for this lesson
and are they ready to
use?

Tables set up in groups of three

How will your classroom

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
1:00 -“Last time we practiced identifying cause and
Motivation effect situations and we learned about some of the
(opening/ elements of cause and effect essays. Today we’re
introduction/ going to prepare for our own essays by looking at a
engagement) sample essay.”

1:00 Development -Pass out copies of sample essay (“Why Killed

(the largest Benny Paret?”).
1:00 component or -Ask students to get out Cause and Effect packet, a -Get out Cause and Effect packet, highlighter, and
main body of highlighter, and a pen or pencil. pen or pencil.
2:00 the lesson) -“We’re going to read this essay out loud together,
and while we do so, I want you to do some
annotating. What I want you to look for is
examples of key words and phrases, transition
words, and other examples of the terms that we
defined yesterday. What about this essay shows
you that it is analyzing cause and effect?”
-Ask for volunteers to take turns reading sections -Volunteer to read sections of the essay. Students
10:00
of the essay. who aren’t reading out loud follow along silently
on paper copy.
-Annotate essay: highlight key words and phrases
and transition words, note the things that
demonstrate the cause and effect lens of the essay.
7:00 -“Now I want you to pull out a piece of paper. -Students write (not for perfection, but to get their
We’re going to do a quick-write about this essay ideas out) about their impressions of the essay.
that we’ve just read. Don’t worry about the quality
of your writing. No one will read it but you. I want
you to consider your first impression of this essay.
What did you notice about how some of the
features of the genre were demonstrated here?”
10:00 -“Now I want you to pair up. With your partner, -Partner up and discuss impressions of the essay
you’re going to discuss your impressions of this using guiding questions, annotations, and quick-
essay. On the back of your sample essay sheet there write.
are some guiding questions. You don’t have to
write down your answers to these questions, but
you may use them to help direct your conversation.
You may also use your annotations and your quick-
write to help you.” The sample essay sheet will
have questions like: “What is the thesis of this
essay? Can you pinpoint it?”, “Who is this essay
targeted to?”, “This essay appeared on May 5,
1962, a month after Paret died. What do you
suppose its impact was on its audience? Do you

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 think the impact on readers is the same today?”,
“How does Cousins structure the essay? Why do
you think he would do it this way?”, “Analyze the
cause and effect relationships presented in this
10:00 essay using a T-chart like we made yesterday.”
-After students have finished discussing with -Share findings with classmates.
partners, “Let’s regroup. What did you discover
when you were talking with your partner? Would
anyone be willing to share what they found?” If
students are reluctant to share, prompt them with
the questions from the back of the sample essay
sheet or ask them if they were persuaded by this
essay.
1:00 Closure -“Having a sample text can be very helpful when
(conclusion, we write in a new genre. So be sure to hang onto
culmination, these essays with your annotations. You might want
wrap-up) to look back at it later when you’re writing.”

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson did not go quite as well as I had hoped. It was difficult because it was the day before Thanksgiving break. None of the
students were particularly enthused about having to do school work. I think that this caused class participation to be especially low. I
wanted to try having the students read popcorn style because I knew they would zone out if it was just me reading it aloud to them.
However, I don’t know how much better the method I used was. I think a lot of students still zoned out. Professor Smith suggested
that I could have them read it aloud in small groups of two or three instead. I think that would have worked better. It

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