Daily Lesson Plan

Name: Madison Miller Date: March 20th, 2024

Subject: Language Arts Topic: Comprehension
Grade: 5th Length of Lesson: 30 mins.

The Big Idea:

What are some signal words that show cause and effect in a paragraph?

Domain: Reading

Cluster: Craft and Structure

Standard: ELA.5.11
Compare and contrast the overall structure (e.g., chronology, comparison, cause/ effect, and
problem/solution) of events, ideas, concepts, or information in two or more informational texts.

Specific Objective: The student will identify signal words that show cause and effect in a paragraph
with 50% accuracy, as measured by an exit ticket.

Method(s): This lesson involves different strategies of visual, auditory, and kinesthetic learning
modalities. For visuals, the whiteboard will be used to show examples. Auditory modalities are
demonstrated through class discussions, questions, and read aloud questions from the worksheet.
Kinesthetic learning involves hands-on activities.

Materials/Equipment/Technology/Community Resources:

 Whiteboard
 Marker
 Pencils
 Cause/Effect Worksheet
 Problem/Solution Worksheet (Medical Alert)
 Exit Ticket

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

*This portion of the lesson is delivered in front of the class.

Explain to students: Today, we are reviewing cause/effect and problem/solution. Ask students: Can
anyone tell me what cause/effect means? Or examples of it? *Allow students time to answer. Explain to
students: With cause and effect, the author explores the reasons why something may have happened. The
reasons are the causes, and the thing that happened is the effect. A cause-and-effect text explains why
something happened. The words because, if, then, as a result, and therefore, often signal a cause-and-
effect. Ask students: What about problem and solution? *Allow students time to answer. Explain to
students: The author will use a problem-and-solution structure is used to discuss a problem and present
one or more possible solutions to the problem.

Guided Practice:
*This portion of the lesson is delivered in front of the class.

Explain to students: As a class, I want us to look at cause and effect together. *Pass out Cause and Effect
Worksheet. Explain to students: Before we start, let’s review cause and effect once more. Cause and
effect are about how one thing can cause something else to happen. The cause is why something
happened. The effect is what happened. Explain to students: Let’s read about how light cause use to see
colors, and I want you to think about cause and effect as you read. *Call on students to read each
paragraph. *Once the paragraphs are read, work on Questions #1-3 with students. Explain to students:
Now, I want you to work on Questions #4-6 on your own. When everyone is finished, we will go over the
answers together as a class. Ask students: Put a thumbs up if you understand what to do. Put a thumbs
down if you do not understand what to do.

*When answering questions, have students underline the answer and signal words.

Independent Practice:
*This portion of the lesson is delivered in front of the class.

Explain to students: With a partner, you are going to complete this Problem/Solution Worksheet. *Pass
out Problem/Solution Worksheet (Medical Alert) to students. Explain to students: Let’s review
Problem/Solution once more. Explain to students: When an author is using a problem and solution text
structure, he or she may explain how to address or prepare the problem. Ask students: Put a thumbs up if
you understand what to do. Put a thumbs down if you do not understand what to do.

Differentiation: (You need to address in your differentiation of the lesson how you will meet the
needs of the 3 Tiers. Be specific!)

Tier 1 Learners: For Tier 1 learners, the lesson is designed to benefit visual, auditory, and kinesthetic
learners. For visual learners, the whiteboard will be used to show examples. Auditory learners will be
guided with questions, explanations, and discussions. Kinesthetic learners will have hands-on activities.
Tier 2 Learners: For Tier 2 learners, students can be placed into smaller groups (2 to 5) to receive the
same instruction used in Tier 1. Students are to receive the same instructional materials and methods that
are also to be used for Tier 1 instruction, with more teacher-student interaction that provides specific
corrective feedback. Students can read the directions.
Tier 3 Learners: For Tier 3 learners, this could include individual interventions that are evidence-based
strategies that meet the needs of each student. A smaller group size (2 to 3) should also be considered.
Students can have the directions/questions read aloud.

Evaluation/Assessment:

Formative: Students will be assessed by their participation in class, more specifically, how they respond
to the thumbs up/thumbs down strategy when prompted. Once students have completed their ticket, I will
collect and then sort them into different piles. This will measure how many students understood the topic
and those who did not.

Wrap-Up (Lesson Closure) /Concluding Activity

Review the concepts with the students and before the period ends, students will either: (1) fill out an exit
slip; or (2) orally dictate their responses.

Exit Ticket:

Name: _____________________________________

Exit Ticket

Read the paragraph. Circle the all signal words in the paragraph.

American alligators are easily found in the southeastern United States, but they

were once nearly extinct. In 1967, they were placed on the endangered species

list. As a result of this protection, there are more than one million alligators alive

today. However, the hunting of alligators is still strictly limited. This is due to the

fact that they look a lot like American crocodiles, which are still endangered.

Hunters might mix up the two species.