Candidate’s Name: Michael
Ambrogio
Grade Level: 2
Title of the lesson: Fiction
Cause & Effect
Length of the lesson: 50 mins
Central focus of the lesson:
·
Students will identify explicit
cause-and-effect relationships in fiction.
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Knowledge of students to inform teaching:
·
Students will have been introduced the
vocabulary of cause and effect,
·
They know the meaning of cause (why something
happens) and effect (a result).
·
They have been given several real-life
examples of cause and effect relationships.
·
Models will have been given using the
vocabulary “cause and effect,” when identifying causes and effects.
·
They will have practiced charting explicit
causes and effects from the books.
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Common Core State Standards:
·
CCSS.ELA-Literacy.RL.2.1
o
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key details in a
text.
·
CCSS.ELA-Literacy.RL.2.10
o
By the end of the year, read and comprehend
literature, including stories and poetry, in the grades 2-3 text complexity
band proficiently, with scaffolding as needed at the high end of the range.
·
CCSS.ELA-Literacy.RF.2.4
o
Read with sufficient accuracy and fluency to
support comprehension.
·
CCSS.ELA-Literacy.RF.2.4a
o
Read on-level text with purpose and
understanding.
·
CCSS.ELA-Literacy.RF.2.4c
o
Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
·
CCSS.ELA-Literacy.SL.2.1
o
Participate in collaborative conversations
with diverse partners about grade 2 topics and texts with peers and adults in
small and larger groups.
·
CCSS.ELA-Literacy.SL.2.1c
o
Ask for clarification and further explanation
as needed about the topics and texts under discussion.
·
CCSS.ELA-Literacy.SL.2.2
o
Recount or describe key ideas or details from
a text read aloud or information presented orally or through other media.
·
CCSS.ELA-Literacy.L.2.4
o
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
·
CCSS.ELA-Literacy.L.2.4a
o
Use sentence-level context as a clue to the meaning
of a word or phrase.
·
CCSS.ELA-Literacy.L.2.5
o
Demonstrate understanding of word
relationships and nuances in word meanings.
·
CCSS.ELA-Literacy.L.2.5a
o
Identify real-life connections between words
and their use (e.g., describe foods that are spicy or juicy).
·
CCSS.ELA-Literacy.L.2.6
o
Use words and phrases acquired through
conversations, reading and being read to, and responding to texts, including
using adjectives and adverbs to describe (e.g., When other kids are happy
that makes me happy).
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Support literacy development through language:
·
We
will stop on the page where Alexander goes to the dentist (p.13).
·
I
will explain to students that cavities develop when a tooth breaks down or
begins to decay.
·
A
cavity is a hole that can grow bigger and deeper over time.
·
I
will ask the students what they think causes a cavity.
·
I
will explain that plaque, or the build up of food bacteria in your teeth
causes a cavity. Therefore, brushing, flossing, and going to a dentist are
very important.
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Formal and informal assessment:
·
·
Student independent practice chart
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Instructional procedure:
·
I will explain the relationship between causes
and effects in everyday life and in literature.
·
I will introduce the “Everyday Causes and Effects
Chart” and read it aloud.
·
I will tell students that as we read the book Alexander
and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, we
will match the cause-and-effect relationships.
·
I will ask the students how did I match each
cause to the correct effect?
·
Students should respond that you thought about
how they are related and matched the causes and effects based on what made
sense.
·
We will work together to match the causes and
effects from the book, stopping at page 13.
·
Students will listen as I read the rest of the
book.
·
I will match the causes to the effects from
the rest of the book.
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Instructional resources and materials used:
·
Direct teaching teacher chart
·
Guided practice teacher chart
·
Student independent practice chart
·
Alexander and the Terrible, Horrible, No Good,
Very Bad Day
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Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge?
● What
changes would you make to support better student learning of the central
focus?
● Why do
you think these changes would improve student learning? Support your
explanation from evidence of research and/or theory.
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Dr. Hui-Yin Hsu Spring 2014
I like how you use a real life example to demonstrate the relationship between cause and effect.
ReplyDeleteI like the topic of the lesson and the graphic organizer you choose to go with it. This topic is great because students can relate to it and cause and effect cart is an excellent way to show the relationship. Nice work.
ReplyDelete