edTPA Lesson Plan Template

Central Focus:
Students will think about cause and effect in terms of
Subject: ELA Reading Informational Text
procedural steps, and what happens when steps are
performed out of order.

Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of
historical events, scientific ideas or concepts, or Date submitted: Date taught: November 15, 2016
steps in technical procedures in a text, using
language that pertains to time, sequence, and
cause/effect.

Daily Lesson Objective:

Performance- Students will be able to make inferences about cause and effect situations when thinking about steps in a
procedure. If provided with a cause, they will be able to state possible effects and back it up with logical arguments. They
will be able to do the same if they are provided with an effect/effects.
Conditions- This lesson will be taught in a whole group setting. Print outs should be completed independently when
students return to their desks.
Criteria- Students show mastery by earning at least 9 out of 12 points (75%) on the assessment worksheet.

21st Century Skills: Academic Language Demand (Language Function and

Learning and Innovation Skills make judgements Vocabulary):
and decisions, reason effectively, communicate Predict, Explain, Argue
clearly
Prior Knowledge:
Students will need to have prior knowledge of what cause and effect are, how to define them, how to find examples of
them in text, and how to predict possible causes and effects in different situations.

Activity Description

Remind students that their teacher just taught them a lesson

about cause and effect in literary texts.
1. Focus and Review
Ask students what cause and effect are, what they mean.
Tell students that in this lesson, we will be thinking about
cause and effect in procedural situations.
2. Statement of Objective Today, we will predict possible cause and effect scenarios that could
for Student come up if you were to bake some cookies, and discuss our reasons
for the predictions we make.
3. Teacher Input Ask students, Who can tell me what this paper that Ive clipped to the
board is? (all students should be able to say that it is a recipe). Very
good! Now, when you have a recipe, there are lots of steps that you
have to follow, right? In our lesson today, were going to think about
different things that can happen, or even go wrong, when you dont
perform steps in the ways that youre supposed to.
So, I think that one possible result of not reading closely is that I
could accidentally miss a step in the instructions, which could change
the way the cookies look or taste. Now I want you guys to raise your
hands and tell me some things that you think can happen if I dont
 read these instructions very closely before I start baking the cookies.
Call on a few students, one-by-one, and let them predict something
that could happen as a result of not reading the cookie instructions
closely. Ask students, Who agrees with that prediction? or Who
disagrees?
Great! So, thinking about Cause and Effect, which one do you think
that not reading the instructions closely falls under?
Yes! Not reading the cookie instructions closely is a cause, and all of
the predictions that we came up with are possible effects.
Now lets go through the chart I made. I wrote down 5 more causes,
and I want us all to discuss possible effects of those causes.
There will be a whole-class discussion, with the students doing the
majority of the talking.
I will read each cause to the students, one at a time.
I will call on several students for each cause to tell me what
4. Guided Practice they think a possible effect could be and why.
Students who talk after someone should state whether they
agree or disagree with other things that theyve heard and
why.
I will guide the students if many seem to be missing a very
common effect.
For Independent Practice, students will be completing a print out. The
print out combines their previous Cause and Effect lesson with the
lesson I teach them. They will read the short story, and then fill out
5. Independent Practice
the chart at the bottom of the page. The chart will either give them a
cause and they will have to write the effect, or vice versa. Students
should underline sentences in the passage that contain the causes
and effects in the chart.

6. Assessment Methods of Assessment will be based on students performance on the print out.
all objectives/skills: 12 Total points
2 points per box in the chart
Some students can share what they wrote for some of the
causes/effects and why they decided that.
7. Closure
I will restate the definitions/meanings of Cause and Effect,
and make sure students know the importance of being able to
explain the reasons behind their inferences/predictions.
6/18 students (1/3 of the class) achieved mastery.
o 11/18 students earned 5 points or more
o Only 1 student earned less than 5 points.
8. Assessment Results of
all objectives/skills: 6 of the students were able to accurately find or infer the
missing causes and effects.
The students who did not achieve mastery often wrote down
whatever words were around the given phrase, whether they
made sense as a cause or effect or not.
Targeted Students Modifications/Accommodations: Student/Small Group
Struggling readers will sit at one of the back tables Modifications/Accommodations:
with me. I will help them read through the print out, Students who struggle with reading, or are just
and offer any help they may need while theyre having a difficult time focusing meet with me in a
trying to find text evidence. small group setting for extra help.
Students who finish early can takeout their literacy
journals and write a short summary/reflection to
show their understanding of

Materials/Technology: Chart, Cookie recipe, Print Out

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