Jaci Stewart

Teaching: November 7, 2019

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
Relationships Matter

LESSON RATIONALE
This lesson is designed for second grade students to help them understand what happens in their lives and why those
events occur. Summarizing and predicting play a role in learning about causes and their effects in the daily occurrences in
a second-grade classroom.
(CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will identify the relationship between causes and effects.
B. Objective(s)—
1. Given a reading passage, the students will be able to identify the cause and effect of an event.
2. By completing the activities, the students will be able to identify that causes occur first and the result is
what is known as the effect.
3. After completing the lesson, the students will be able to predict the effects that will occur when given the
cause.
4. After completing the lesson, the students will be able to summarize the effects that will occur when given
the cause.
C. Standard(s): 2.RN.3.2: Identify how a nonfiction text can be structured to compare and contrast, to describe a
procedure, and to explain a cause and effect relationship.
(CAEP K-6 3.c)

II. Management Plan-

 Anticipatory Set: 10 Minutes
 Instruction:
o All stations: 15 minutes each and each group goes to three
o Closure: 5 minutes
 Materials:
o The Boy Who Cried Wolf Worksheet
o The Tortoise and the Hare
o Anchor Folders
o Half sheets of paper
o Teacher made cards
o Cause and effect graphic organizers
o Instructions at each station
o Ipads
o Pencils
o Self-chosen books
 Space:
o Anticipatory Set: At desks
o Instruction: Circulating through Jellybean table, desks, extra tables, rugs, and reading corner
o Closure: At desks
 Behavior:
o The students have cards on their desks, they start on green and move to yellow and red if they are
misbehaving after several reminders. The students use this method every day and if they receive five
days in a row staying on green the whole day, they will receive a prize at the end of the week.
o There is a chime that is rung when the class as a whole becomes too loud or needs to be redirected.
When this chime makes a sound the students know to put their hand in the air, stop what they are
doing, and look at the teacher for further directions.
 o For students who are working beyond what is expected of them and are paying close attention to every
detail, they will earn dojo points at the end of the lesson. The class collects dojo points every day and
receive prices once they earn so many.
III. Anticipatory Set
 “I need everyone to high five their shoulder partner and keep your hands together until I say you can put them
down. For most of you these partners will be the same as last week when you learned about money.”
 “Now to your partner, I want each of you to tell one another what you think the word relationship means and why
they are important. Does anyone want to share what they discussed?”
o Have few students share to whole class
 “Good. A relationship is a connection that you might have with someone or something. Do you think only people can
have relationships, or do you think words can too?”
o Student response
 “Yes I think words can have connections too. I know you have been working on cause and effect recently in reading.
Do you think those words connect? How?”
o Student answers
 “Good answer. I think these words connect too because they follow each other in a series of events. Like if my shoe
were to fall off and I fell the cause would be because my shoe fell off and the effect would be that I tripped and fell.”
 “We are going to be reviewing more causes and effects in your stations today.”
o Tell students what stations they are starting at and dismiss by groups
• Purpose:
o “We are going to be reviewing more causes and effects in your stations today so you can think about your
daily events and what causes and effects you might see.”
o Tell students what stations they are starting at and dismiss by groups

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—
 For students who learn best through discussion, there will be many opportunities throughout the stations
for students to work with their group or a partner and talk about their ideas and findings.
 For readers who struggle, they can ask a partner to help them identify a word and then go to the teacher if
the two can still not figure out the word saying.
 For students who learn best through moving objects, each group will visit a station where there are index
cards, pieces of paper, or magnet letter to move and pair for visual references.
(CAEP K-6 1.b)

V. Lesson Presentation (Input/Output)

 The students are split up into four groups: Circles A, Circles B, Squares A, and Squares B
 These groups are based on reading level and they will rotate between stations with these groups
 The groups will be listed on the board along with what stations they are going to travel to within each rotation
 Stations:
o Word Work: Mrs. Els made workstation- picture 1
o Listen Up: Mrs. Els made workstation- picture 2
o Let’s Write: Mrs. Els made workstation-picture 3
o Words to Know: Mrs. Els made workstation- picture 4
o Get Fluent: Mrs. Els made workstation- picture 5
o Read for Meaning: Ms. Stewart made workstation- picture 6/worksheet 1
 Summarizing: Square A Group
o Before: Prereading
 “Does anyone know the story of Little Red Riding Hood?”
 “Can you tell me in just a few sentences what that story is about?”
 Student answers
 “Thank you. So they just told me what the story was about in a few sentences instead of telling
me word for word the whole story. Does anyone know the word we use for that?”
 Student answers
 “Great. Summarizing is when we take a story or a long passage and put it into just a few
sentences or even a few words.”
 “That is what we are going to be working on with this passage along with reviewing cause and
effect in the story.”
o During: Reading
 Read first paragraph
 “Can someone summarize in two or three words what the first paragraph is about?”
 o Student answers
 “Yes, let’s underline those words in the passage.”
 Read second paragraph
 “Can someone summarize in two or three words what the second paragraph is about?”
o Student answers
 “Yes underline those words again to help remind us.”
 Read third paragraph
 “Can someone summarize in two or three words what the third paragraph is about?”
o Student answers
 “Good let’s underline those words.”
o After:
 Responding
 “What did you think about this passage? Did you like it?”
 “Have you heard about this story before?”
 “Is this the same as the one you read before?”
 Exploring
 “Let’s talk about cause and effect now. What was one of the causes in this story?” (Let
students answer)
o The boy lied about wolves coming
o No one believed him
 “What was the effect of that?” (Let students answer)
o No one believed when a wolf actually came
o The sheep ran away
 “What was another cause and effect in the story?” (Let students answer)
 Applying
 “As you continue on in your stations and keep reading, I want you to try to summarize
the books once you have read them. Try telling a partner and see if they can
understand the story without them reading it themselves when you summarize.”
 Predicting: Square B Group
o Before: Prereading
 “Has anyone ever been reading a book or watching a movie and you have to stop because your
mom needs to go to the store or you have to get ready to go home from here at school?”
 Students answer
 “Has anyone heard of the story of the boy who cried wolf? Based on the title what do you think it
is going to be about? Go ahead and share with your neighbor”
 Students answer
 “Good ideas, what you were just doing is something called predicting. Predicting is where you
make a guess on what you think is going to happen.”
 “Today we are going to read and we are going to make predictions as well as review cause and
effect from this story.”
o During: Reading
 Read first paragraph
 “Does someone want to predict what is going to happen next based on what you just
read?”
o Student answers
 Read second paragraph
 “Was our prediction right?”
 “Who wants to predict what is going to happen next?”
o Students answer
 Read third paragraph
 “Was our last prediction right?”
o After:
 Responding
 “What did you think about this passage? Did you like it?”
 “Is this the same as the one you read before?”
 “What was different?”
 Exploring
 “Let’s talk about cause and effect now. What was one of the causes in this story?” (Let
students answer)
o The boy lied about wolves coming
 o No one believed him
 “What was the effect of that?” (Let students answer)
o No one believed when a wolf actually came
o The sheep ran away
 “What was another cause and effect in the story?” (Let students answer)
 Applying
 “As you continue on in your stations and keep reading, I want you to try predicting
what you think is going to come next in a story. Try writing down your prediction and
then after reading the next part see if you were right or not.”

(CAEP K-6 3.f)

(CAEP K-6 3.d)
VI. Check for understanding.
 During the anticipatory set, I will ask questions to see what they know about relationships and have them share
ideas with one another.
 During the guided reading, I will ask a variety of questions about summarizing or predictions and will call on
every student in the group to hear their different responses at points throughout the lesson.
 I will collect student work from the station I created to see if they understood cause and effect in a story not
guided by a teacher.
 If a student is struggling in guided reading, I will ask questions to see what they do know and then try to prompt
them in the right direction with the rest of the group.

VII. Review learning outcomes / Closure

 “Great work everyone. Let’s turn back to our partners and describe what cause and effect mean. Everyone should be
talking and everyone should share with their partner”
 “Can someone tell me what cause is and when it happens?”
o Student answers
 “Can someone tell me what effect is and when it happens?”
o Student answers
 “Good work today everyone! Let’s clear our desks and get ready for what we need to do next.”

PLAN FOR ASSESSMENT

 Formative
o Ask questions while students work
o Take note of students who seem to be confused or struggling
o At the end of the lesson ask students to define cause and effect in own words with a partner and share
with the class
 Summative
o Collect cause and effect worksheet from read for meaning station to see what students understood and
confused in the activity that was not teacher led.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
I would say all but two of the seventeen students achieved the lesson objectives. I know this because I was able
to talk with my teacher who walked around and was checking on their progress in the other stations. The two
that I am not sure met the objectives are two that I did guided reading with. These students did not seem
confident in their answers about cause and effect and seemed confused when I tried helping them think in a
different way.
2. What were my strengths and weaknesses?
A strength I had during this lesson was grabbing the student’s attention when I was in the guided reading
groups. When I would ask them questions and hear what they had to say, the students were all on topic and
were trying to answer the questions as much as they could in order to be correct.
A weakness that I had was not knowing how to correct the students who were having misconceptions about the
reading. I was asking what they thought and then when they might have answered incorrectly, I was unsure on
how to correct them because I had asked them their thoughts.
3. How should I alter this lesson?
I should alter this lesson focusing on the BDA section. I should include questions that require critical thinking
and make the students have to think before they are able to answer me. The students were all ready to answer
me when I asked questions which meant that they were not having to think too critically.
4. How would I pace it differently?
I think the area that needed more time would be the anticipatory set. That felt rushed and the students did not
have quite enough time to think and discuss what they thought a relationship was. I should have pointed them
more toward the words relationship and had them answer more questions about cause and effect.
5. Were all students actively participating? If not, why not?
Yes, there may have been a few groups that got off task or did not know where to start so I tried to talk with
them for a minute to get them started and then have them think more on their own. This was probably because
they needed the question to be phrased in a different way than how I said it to the whole class.
6. What adjustments did I make to reach varied learning styles and ability levels?
The two BDA lessons were over the same story, but they covered different topics. One was over summarizing
which is a more difficult concept and the other was over predicting which is something that can come a little
more easily to students. I had the higher-level reading group discussing summarizing as the other group who is a
lower level talked about predicting.
7. Did students seem to take interest in what was being taught and stay engaged through lesson?
Yes, the students enjoyed the stories and the stations as they rotated through them all. I could tell this because
for the fifteen minutes that the students were at the stations, they were discussing the content and were trying
to dig deeper into what they were learning at each new station.
8. Did I move the students toward independence throughout my lesson?
The students did move toward independence in this lesson because at certain station that students were able to
work with partners and then other stations they worked alone. When the students were working alone I could
tell they were thinking critically and were able to achieve the goal by the end of the lesson.
9. Did students connect the activities to the real world of seeing cause and effect in their lives?
When asked later about cause and effect in their lives the students were able to give me a few examples.
Whether these examples were true or not are debatable, but overall I could see the students were making
connections.
 Read for Meaning

Cause and Effect:

Circle Groups: Think about the causes and effects in

The Tortoise and the Hare. Fill in the graphic
organizer with one example and then draw the
example in another space.

Square A Group: Think about the causes and effects

in The Tortoise and the Hare. Fill in the graphic
organizer with two examples. Then think of two
causes and effects in your own life to put in the
other spaces.

Square B Group: Think about the causes and effects

in The Tortoise and the Hare. Fill in the graphic
organizer with two examples. Then write a
paragraph about how this story could have turned
out differently. Underline the causes and effects in
your paragraph.