Name: Kaitlyn Fowler

Lesson will be taught on: March 21, 2018

Signature of CT:

Mentor Text Writing Lesson Plan Assignment

Draft of Lesson Due 3/12 (3 points) Lesson Taught and Reflection Due 4/9 (7 points)

The lesson plan will be a three-part assignment. You will be asked to complete the READ 436
ELED lesson plan (on Canvas), an in-depth description of your procedure, and a reflection.

The intent of this assignment is to help you dig a little bit deeper into what goes into planning
and thinking about a using mentor texts to teach writing. Through this assignment, you should
think more about how you can make a lesson unique and effective and how the concepts and
ideas we discuss in class can help you create a lesson that helps the students enjoy and appreciate
writing in a way you may not have as a student.

PART ONE: THE LESSON

The intent of this part of the lesson is to prepare you for what you will need to do and think about
before teaching your lesson.

A. TITLE OF LESSON (Writing Focus): Cause & Effect

B. RELATED VIRGINIA STANDARDS OF LEARNING

4.7 The student will write cohesively for a variety of purposes.

d) Organize writing to convey a central idea.

C. LEARNING OBJECTIVES

UNDERSTAND:
 The students will understand that each event, or cause, has an effect

KNOW:
 The student will be able to identify the cause
 The student will be able to identify the effect

DO:
 The student will be able to write their own paragraph with a cause and effect
incident

D. ASSESSING LEARNING

I will assess student learning through discussion with the students. There will be whole class
discussion prior to separating into groups to work on a cause and effect idea. I will take notes
while I am interacting with the students in order to get an idea of how comfortable they are with
identifying cause and effect. In addition, each student will supply a writing sample that conveys
a cause and effect. It will also be the responsibility of the student to highlight what their cause
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
and effect is in their story. I will use these as my artifacts in order to determine how successful
this lesson was.

PART TWO: LESSON PLAN PROCEDURE

A. CONTEXT OF LESSON

I will be using the mentor text entitled, “Cloudy With a Chance of Meatballs” by Judi
Barrett. This book was made into a movie and is quite a popular choice for students, so I assume
that they will have some knowledge about this book or at least recognize the title. In order to
ensure that each student has an understanding of what the book is about, I will read it to the
classes on Tuesday. On Wednesday, I will use it in order to teach the students about cause and
effect. My CT has previously spoken to the class about cause and effect, so this lesson should be
more review. However, she is having me review this context, because some students are
struggling with it.

This lesson will be completed with whole class discussion. It will take place during the
first twenty minutes of class. I will select pages from the book that the students will be
understand the direct relationship between the cause and the effect. I will ask students what
context clues they used to determine the relationship. I will also ask students what other types of
endings they could have had if the same cause was in place. What else could make sense?

I will then ask them to discuss that with their partners (Think-Pair-Share). I will then
have them write individually what their ending would be if they had the same cause. I will also
give them the same liberty to create their own cause and effect. I will also have them underline
the cause and circle the effect. As a result, I will know that they understand which is which.

B. MATERIALS NEEDED

Cloudy With A Chance of Meatballs by Judi Barrett and Illustrated by Ron Barrett
The students will have their writing notebooks.
The students will each have a pen or pencil.

C. PROCEDURE
Discuss how you will address the topics below. Provide specifics about what you plan to say,
questions you may ask, and strategies you will use to make the lesson a success.


CONNECT In large group: Goodmorning! Today we are going
Students learn why today’s to talk about the book that we read in class
instruction is important to yesterday. Does anybody remember what that
them as writers and how the book was called?
Before
lesson relates to their prior
work (if applicable). The Student responds.
teaching point is stated.
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
TEACH
The teacher shows the
students how writers
accomplish the teaching point
in the mentor text
Teach and Active
Engagement are combined
into one box, because I want
the students to be able to
interact and then come back
to whole group a couple of
times.
ACTIVE ENGAGEMENT
After we teach something,
During students are given a chance to
practice what has just been
taught with new writing or
revising a prior piece. (May
assess during this time)
In large group: Thank you! More specifically we
are going to learn about the cause and effect in
writing. There is always a cause and effect in the
books and stories that we read. Because something
happens, then this is the result. For example,
because you live in this area, you attend Guy K.
Stump Elementary School. So, let’s look at this in
relation to the book.
In large group: We are going to first read a couple
of pages of the book again in order to refresh your
memory. Then I will ask you to think pair share
what the cause and effect is.
(I will read a page from the book in which the
cause is “the food was getting larger” and the
effect is “people were getting frightened”)
In whole group discussion: thinking about what
cause and effect is, does anybody think they can
find a relationship between two things on this
page? Think Pair and share and then we will come
back to whole group.
(Active Engagement) Students think pair and
share.
In large group: Can anybody share what they or
their partner thought was the relationship between
cause and effect on this page?
Students respond.
Thank you for sharing! Let’s do another practice
one before you all individually write your own
cause and effect paragraph.
I will then read a page from the book in which the
effect is “a pancake landed on the school” and the
effect is “they had to close the school.”
In whole group discussion: Thinking about our
first practice, and what we know, think pair and
share with a partner about what the cause and
effect relationship may be on this page.
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
After LINK
The teacher reiterates what
has just been taught and gives
students an opportunity to
share (May assess during this
time)
Active Engagement: Think Pair Share
In whole group discussion: Can anybody share
what they or their partner thought the relationship
between cause and effect was for this page?
Students Respond.
In whole group discussion: Thank you for sharing!
In a little bit, I am going to have you write an
alternate ending for the book, or a whole new story
with a cause and effect relationship. You can take
this time right now to think, pair, and share, with
any ideas that you may have.
Active Engagement: Think, Pair, Share
In whole group discussion: Does anybody want to
share an alternate ending? Maybe another cause
and effect they have made up or seen in another
book? You may first think, pair and share.
Students respond.
Active Engagement In whole group: Thank you
for everyone who was willing to share with the
class and their partner. Now that you have
brainstormed some ideas. I would like you to
individually take a couple of minutes and write a
cause and effect paragraph. You can make up a
new ending for this story, or you can create an
entirely new one. However, you must underline
the cause in your story and circle the effect.
Students will then write their paragraphs.
(Deleted a section here and was rearranged)
In whole group: Thank you everyone for writing
your own paragraphs. I am glad we had today to
talk about cause and effect and now we can relate
it to the other stories that we read in power-up. I
would love to hear some if you want to identify
them while you are reading today.
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
In whole group: Would you anybody like to share
their story?

Students Respond

Whole group discussion: Thank you everyone for

sharing and working together. I would like you to
pass your paragraphs forward for me and please
make sure your name is on it.

D. DIFFERENTIATION

I discussed with my Cooperating Teacher and asked her about IEPs and English Language
Learners in the classroom in regard to differentiating in the classroom. She said that I will not
need to differentiate for any of the 4th grade students in the classroom with my lesson plan.
However, there are students who tend to have a lack of focus during some activities. As a result
of this, I have ensured that the activity is timed so that the students are only doing each activity
for a small amount of time. In addition, they will have a lot of interaction between other students
prior to writing their own paragraphs. This will keep them engaged and interested in the activity.

E. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT? Think about this! It may help you avoid an embarrassing situation.

There are a few things that I think could go wrong with this lesson. First, I am most nervous
about time. I think this is a lot to fit in, with only twenty minutes to spare. In order to try to
prevent this, I will set a timer on my phone so I can periodically look and make sure the students
are being given enough time for each activity, but also not too much time. I am also hoping that
the students are willing to share their ideas. In order to further encourage them to, I have
implemented multiple think, pair, and shares into the lesson plan. I am also nervous that the
students will not understand the concept of cause and effect. However, in order to prevent this, I
have tried to incorporate examples that they can relate to, such as why they go to this school. I
am hoping that everything that I have done to prevent these potential embarrassing situations
from happening will be sufficient and I will implement a successful lesson.

Observation Form (the entire observation form was added after the original draft)
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:

Student Name Statement that Proves Knowledge

Student A

Student A is able to successfully

write a paragraph regarding a story
that she made up. She is also able
to correctly identify the cause and
effect. This is evident by the fact
that she circled the cause and
underlined the effect, as each
student was instructed to do while
in class. According to the rubric
that is listed below, she would
receive a 4/4 on this assignment,
because she “successfully wrote a
paragraph that contains and cause
and effect that is underlined and
circled.”

Student B

Student B is also able to

successfully write a paragraph
about a story that she recalled
from her past experiences with her
family. She was able to connect
the idea of cause and effect from
the book and apply it to her real
life. According to the rubric she
would receive a 4/4, because she
“successfully wrote a paragraph
that contains and cause and effect
that is underlined and circled.” Her
cause is that, “their hot tub was
about to fall their back deck,” and
the effect is, “so the contractor
helped them fix it and so now they
don’t have to worry anymore.”
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
Student C

Student C was able to write a

paragraph. However, he/she was
not able to correctly identify the
cause and effect. Instead, he/she
circled two separate incidents. As
a result, she only identified a
circle, as their instructions were to
circle the cause and underline the
effect. While she did include a
cause and effect in her paragraph,
she was not able to correctly
identify them. As a result, Student
C will receive a ¾. According to
the rubric, a three equates to a
student being able to, “write a
paragraph that contains either a
cause and effect; however, they
are incorrectly identified.”
Student D
Student D was able to successfully
write a paragraph that she created
that shares a story about a missing
puppy. In fact, Student D was able
to successfully label two separate
cause and effect incidents in her
story. She did a great job of
identifying them throughout her
paragraph. According to the
rubric, Student D should receive a
four out of four because he/she
was able to, “successfully write a
paragraph that contains a cause
and effect that is underlined and
circled.”

Rubric for Writing Paragraph (the rubric was also added after the original, and as advised
by my CT was given and explained to each student before they began writing)
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
Student Name 1 2 3 4
Student writes Student is able Student is able Student
little to nothing to write three to write a successfully
and is unable to sentences or paragraph that writes a
display an less, but cannot contains either a paragraph that
understanding of write their own cause and effect; contains a cause
cause and effect cause and effect however, they and effect that is
through or identify it are incorrectly underlined and
underlining and with underlining identified circled
circling or circling
Student Name
Here
Student Name
Here
Student Name
Here
Student Name
Here

PART THREE: REFLECTION (written at the bottom)

As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide the writing of your 6- paragraph reflection (1 paragraph for
each letter). Be thorough in your reflection and use specific examples to support your insights.

A. How did your actual teaching of the lesson differ from your plans? Describe the
changes and explain why you made them. 


B. Describe at least one way you could incorporate developmentally appropriate practice
in a better or more thorough way if you were to teach this lesson again.

C. Based on the assessment you created, what can you conclude about your impact on
student learning? What did they learn? What evidence can you offer that your
conclusions are valid? Based on the assessment data you collected, what would you
do/teach next if you were the classroom teacher?

D. As a result of planning and teaching this lesson, what have you learned or had reinforced
about children as learners?

E. As a result of planning and teaching this lesson, what have you learned or had reinforced
about teaching? 


F. As a result of planning and teaching this lesson, what have you learned or had reinforced
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
about yourself? 


Due to the snow, my lesson plan was cancelled. However, Thursday evening my CT e-
mailed me requesting that I teach it Friday during the shortened periods. As a result, I had 45
minutes to teach the lesson which proved to be more than enough time. This was an
improvement from the initial 20 minutes that I was supposed to have. I had plenty of time to
review the relationship between cause and effect with the students, review examples from the
book, allow students plenty of times to write, and allow students time for sharing. In addition, I
was originally supposed to read the book to the classes on Tuesday, but with the possibility of
snow, my CT let me read it to the students on Monday. This worked out for the best, because we
had early dismissal on Tuesday followed by snow days on Wednesday and Thursday. I had the
opportunity to teach this lesson three times on Friday, because I am in a grade that is
departmentalized. As a result, I had the opportunity to improve each time. For instance, the first
time I taught the lesson, I forgot to allow them to think, pair, and share about different ideas for
different endings to the book. As a result, there was a lot of confusion and I had to bring the
students back to whole class to correct this. I learned from this and when the second class
arrived, I made sure to not to make the same mistake. This was extremely helpful and the
students better understood the instructions. Furthermore, as instructed by my CT, I prepared
enough copies of the rubric for each student prior to writing their paragraph. I also explained the
rubric to them. As a result, there were clear expectations set and they knew what I would be
looking for in their writing.
It became apparent throughout the lesson that a few of the students struggled with
creating a new effect or new cause for their own story or an event in the book. In order to make
my lesson more developmentally appropriate for these students, I think it would be helpful for
them to work in partners. While I did incorporate think-pair-and share time, I do think some
students could have benefited from working with a partner so they could continuously share their
ideas with each other and build off of them. In fact, I had two students who were struggling work
together during my lesson. This way the only way I could encourage them to work. This
partnership created great results, and I think it would prove beneficial to allow other students to
also work in partners.
Based on what is evident in the students’ writings, I think it is obvious that the majority
of the students have a clear understanding of cause and effect. In addition, it is clear that all of
the student at least understand that there is a cause and effect relationship in writing. This is
evident in the rubrics that I have used to grade their paragraphs that they wrote that establish a
cause and effect relationship. Several examples of their writing and an explanation of how they
did in regard to the rubric are on the chart above. Due to the fact that my mentor lesson had to be
more focused on cause and effect rather than having a grammar focus, I would move on to now
reviewing main idea. I think this would appropriately continue the progression of discussing
books. Now that the students understand that there is a cause and effect relationship, they should
also focus on what the overall main idea of a story is. They can use the cause and effect
relationships that they notice in order to establish a main idea.
While performing this lesson plan, I learned that children as learners today are very
different from when I was a student. These children have a lot more access to technology and
Name: Kaitlyn Fowler
Lesson will be taught on: March 21, 2018
Signature of CT:
they will use that prior knowledge and incorporate it into the lesson. While none of the students
in my one class read the book, the vast majority of them had seen the movie. The movie also had
an alternate ending to the book and a couple of the students were inclined to use this ending as
their alternate effect. In the future, I need to be aware of their increased exposure to the internet
and how the books I read could potentially be related to any movies that they have seen.
Thankfully, the students were honest about the movie and I requested that they use another
alternate ending that they can come up with on their own.
After this experience, I have learned that you shouldn’t underestimate your students, and
as a teacher, you should also be prepared for both extremes of what may happen. In one class, I
had some students that successfully wrote a paragraph with a different effect for the cause. In
that same class, I had other students that could barely write a paragraph with a cause and effect.
However, because I was able to identify these students, I was able to work with the struggling
learners more and help them write a paragraph with an appropriate cause and effect. It was
extremely rewarding when after I talked to a student they were able to take the ideas that we
discussed and build from them while writing a paragraph. It was as if a lightbulb went off in
some of the students’ heads and they had an “ah-ha” moment. The majority of these students
were also able to correctly underline and circle their cause and effect in order to properly identify
them.
As a result of teaching this lesson, I now know that I am a lot more comfortable when I
am prepared with dialogue and a completed lesson plan. As a result of having the dialogue
written out on the lesson plan, I do not worry as much. While these lesson plans are extensive
and very detailed, I have learned that is very helpful for me to have something like this to
reference. I need to feel fully prepared in order to be confident in teaching my lesson. Overall, I
enjoyed teaching this lesson and I have learned a lot from it!