Molloy College

Division of Education

Teacher Candidate: Alissa Fernstrom College Supervisor: Darren Raymar

Content Area: ELA Cooperating Teacher: Valarie Sprague
Grade: 1 Lesson# 1 Topic: Cause and Effect Date: April 24, 2018
School District: Rockville Centre School: Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a review lesson and class discussion on cause and effect, students will be able to identify
the cause and effect of different situations and complete an exit ticket on which they correctly
answer 3 out of 4 questions.

NYS-NGLS / +NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
Key Ideas and Details
1R3
Describe characters, settings, and major events in a story, or pieces of information in a text.

Indicator: This will be evident when students are able to identify the cause and effects of
a text.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
Integration of Knowledge and Ideas
1R9
Make connections between self and text (texts and other people/world).

Indicator: This will be evident when students can see cause and effect relationships in
the real world and come up with their own examples.

INSTRUCTIONAL RESOURCES

Cause and Effect Matching Cards

White Board Cause and Effect Exit Ticket Struggling
Dry Erase Markers Cause and Effect Exit Ticket Average
Paper Cause and Effect Exit Ticket Advanced

MOTIVATION (Engaging the learner(s)*)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Teacher will have students demonstrate the cause and effect relationship in real life by
crumpling and tearing paper.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Teacher will have students demonstrate the cause and effect relationship in real life by
crumpling and tearing paper. (Motivation) (What will happen if we crumple the paper? What
caused the paper to become wrinkled? How can we cause the paper to become two
pieces?)
2. The teacher and the students, together, will have a discussion about cause and effect.
(What does cause mean? What does effect mean? Can anyone give me an example of
each?)
3. Each student will be handed a card with either a cause or an effect on it and will be asked to
find the student that completes their cause and effect relationship. (Is this a cause or an
effect? What could complete your cause and effect relationship? Why do you think you and
your partners cards form a correct cause and effect?)
4. To close the lesson, students will complete a cause and effect exit ticket.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Discussion
Indicator: This will be evident when students, with the teacher, are discussing the cause
and effect relationship.
Modeling
Indicator: This will be evident when the teacher uses students to model the cause and
effect relationship using paper.
Cooperative Learning
Indicator: This will be evident when students work together as a class to find their
matching cause and effect partner.

ADAPTATIONS (Exceptionality*)

• The student who is a struggling reader, will be read aloud their sentence during the partner
activity.
• The student who struggles to focus will be re-focused through the use of specific non-verbal
cues.

DIFFERENTIATION OF INSTRUCTION

Struggling Students: These students will receive an exit ticket that asks them to match the
causes in the first column to the effects in the second column.

Average Students: These students will receive an exit ticket that asks them to sort the causes
and effects into two columns.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Advanced Students: These students will receive an exit ticket that asks them to come up with
effects based on a specific cause.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

• Students will be continuously assessed throughout the lesson by the questioning of the
teacher.
• Students will complete and exit ticket on which they correctly answer 3 out of 4 questions.

INDEPENDENT PRACTICE

After the lesson and discussion on cause and effect, students will come up with their own cause
and effect relationships during a full class discussion.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The teacher and the student, together, will use more cause and
effect matching cards to further explore the cause and effect relationship.

Academic Enrichment: The student will come up with cause and effect situations for
environmental issues and create an informative poster.

Molloy College
Division of Education

Teacher Candidate: Alissa Fernstrom College Supervisor: Darren Raymar

Content Area: ELA Cooperating Teacher: Valarie Sprague
Grade: 1 Lesson# 2 Topic: Cause and Effect Date: April 25, 2018
School District: Rockville Centre School: Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a read aloud of If You Give a Mouse a Cookie, students will be able to identify the causes
and effects in the story and complete a group exit activity in which they correctly identify the
cause and effect relationships from the story.

NYS-NGLS / +NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Key Ideas and Details
1R3
Describe characters, settings, and major events in a story, or pieces of information in a text.

Indicator: This will be evident when students are able to identify the cause and effects of
a text.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
Integration of Knowledge and Ideas
1R9
Make connections between self and text (texts and other people/world).

Indicator: This will be evident when students can see cause and effect relationships in
the real world and come up with their own examples.

INSTRUCTIONAL RESOURCES

If You Give a Mouse a Cookie Book Cause and Effect Worksheet Struggling
Bubbles Cause and Effect Worksheet Average
SMARTboard Cause and Effect Worksheet Advanced
If You Give a Mouse a Cookie Powerpoint

MOTIVATION (Engaging the learner(s)*)

Teacher will have students demonstrate the cause and effect relationship in real life by blowing
bubbles.

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Teacher will have students demonstrate the cause and effect relationship in real life by
blowing bubbles. (Motivation) (What will be the effect of blowing into the bubble wand?
What will happen if Miss F touches the bubble? What caused the bubble to pop?)
5. Teacher will read aloud If You Give a Mouse a Cookie to the students. (What is an example
of cause and effect from the story?)
6. Students will work independently to complete a worksheet that helps them to identify the
cause and effect examples in the story.
7. To close the lesson, students will use the SMARTboard to complete an activity that reviews
the causes and effects seen in the story.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Discussion

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Indicator: This will be evident when students, with the teacher, are discussing the cause
and effect relationship.
Modeling
Indicator: This will be evident when the teacher explains how to complete the
worksheets.
Cooperative Learning
Indicator: This will be evident when students work together as a class to complete the
review activity at the close of the lesson.

ADAPTATIONS (Exceptionality*)

• The student who struggles to sit still for long periods of time will be supplied with a fidget toy
during the read aloud.
• The student who struggles to focus will be re-focused through the use of specific non-verbal
cues.

DIFFERENTIATION OF INSTRUCTION

Struggling Students: These students will receive a worksheet which will give them a cause from
the story and they will write and illustrate the effect.

Average Students: These students will receive a worksheet which will give them an effect from
the story and they will write and illustrate the cause.

Advanced Students: These students will receive a worksheet which they will need to write and
illustrate a cause and effect relationship from the story.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

• Students will be continuously assessed throughout the lesson by the questioning of the
teacher.
• Students will complete a group exit activity in which they correctly identify the cause and effect
relationships from the story.

INDEPENDENT PRACTICE

After the lesson and read aloud, students, at home, will write one sentence describing a cause
and effect relationship they witnessed in their house.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Direct Teacher Intervention: The teacher will read aloud If You Give Pig a Pancake with the
student and help them to identify the cause and effect relationships throughout the story.

Academic Enrichment: The student will come up with cause and effect situations for
environmental issues and create an informative poster.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Molloy College
Division of Education

Teacher Candidate: Alissa Fernstrom College Supervisor: Darren Raymar

Content Area: ELA Cooperating Teacher: Valarie Sprague
Grade: 1 Lesson# 3 Topic: Cause and Effect Date: April 26, 2018
School District: Rockville Centre School: Covert Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After reviewing the read-aloud If You Give a Mouse a Cookie and the cause and effect
relationships seen in the story, students will write a one sentence cause and effect example, in
the same style as the story, scoring at least a 3 out of 4 on a teacher constructed rubric.

NYS-NGLS / +NYS STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
Key Ideas and Details
1R3
Describe characters, settings, and major events in a story, or pieces of information in a text.

Indicator: This will be evident when students are able to identify the cause and effects of
a text.

ELA Standard: New York State Next Generation English Language Arts Learning
Standard
Reading Standards
Integration of Knowledge and Ideas
1R9
Make connections between self and text (texts and other people/world).

Indicator: This will be evident when students can see cause and effect relationships in
the real world and come up with their own examples.

INSTRUCTIONAL RESOURCES

If You Give a Mouse a Cookie Book Writing Prompt Worksheet

Eggs Teacher Constructed Rubric

MOTIVATION (Engaging the learner(s)*)

Teacher will have students demonstrate the cause and effect relationship in real life by dropping
an egg.
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Teacher will have students demonstrate the cause and effect relationship in real life by
dropping an egg. (Motivation) (What will happen if we drop the egg? What caused the egg
to crack? Can there be another effect from dropping the egg?)
8. Teacher will review the read-aloud If You Give a Mouse a Cookie with the class. (What was
one cause and effect from the story? If the cause is…what was the effect in the story? If the
effect is…what was the cause in the story?)
9. Students will work independently to complete a short writing activity in which they create
their own cause and effect relationship, in the same style as the story.
10. To close the lesson, students will share their assignments with the class.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Discussion
Indicator: This will be evident when students, with the teacher, are discussing the cause
and effect relationship.
Modeling
Indicator: This will be evident when the teacher gives an example of how to create a
cause and effect relationship in the same style as the book.

ADAPTATIONS (Exceptionality*)

• The student who struggles with public speaking will have the choice to have the teacher read
aloud their assignment to the class.
• The student who struggles to focus will be re-focused through the use of specific non-verbal
cues.

DIFFERENTIATION OF INSTRUCTION

Struggling Students: These students will be able to use their spelling notebooks to aid in their
spelling during the written activity. They will also be able to have a peer review their writing
before turning it in.

Average Students: These students will be able to use their spelling notebooks to aid in their
spelling during the written activity.

Advanced Students: These students will complete the written activity with no outside help aids.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
• Students will be continuously assessed throughout the lesson by the questioning of the
teacher.
• Students will complete a writing assignment, scoring at least a 3 on a teacher constructed
rubric.

INDEPENDENT PRACTICE

After the lesson and discussion on cause and effect, students will come up with their own cause
and effect relationships.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: The teacher and the student together will come up with everyday
examples of the cause and effect relationship.

Academic Enrichment: The student will come up with cause and effect situations for
environmental issues and create an informative poster.

REFERENCES

New York State Department of Education. Common Core Learning Standards for English
Language Arts and Literacy. Retrieved from http://www.p12.nysed.gov/ciai/

common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language