Alexanders Bad Day/Cause and Effect

Name: Shanna Dos Santos

Date:
Subject: English Language Arts
Grade: 1st

Common Core Standards:

Reading: Literature Standard 1

Ask and answer questions about key details in a text.
Reading: Literature Standard 1
Ask and answer questions about key details in a text.
Reading: Literature Standard 3
Describe characters, settings, and major events in a story, using key details.
Speaking and Listening Standard 1
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
o Follow agreed-upon rules for discussions
o Build on others talk in conversations by responding to the comments of others through
multiple exchanges.
o Speaking and Listening Standard 2
Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
Speaking and Listening Standard 6
Produce complete sentences when appropriate to task and situation.
Language Standard 1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
a. Independently identify and legibly write all upper-and lowercase letters
b. Produce grade-appropriate text using legible writing.
Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Curriculum Objectives:
SWBAT: identify, and write the cause and effect of the story, Alexander
and the Terrible, Horrible, No Good, Very Bad, Day in pairs, and individually using a graphic organizer
to represent thinking.
Language Development:
Cause
Effect
Preparation:
Book: Alexander and the Terrible,
Individual Graphic Organizer
Horrible, No Good, Very Bad Day.
Cause/Effect Graphic Organizer for
partner work (1 per partnership)
Time:
10 mins

Intro:
Introduce the idea of cause and effect.
o Drop a tennis ball on the ground.
o Students will discuss with the entire class
how the ball bounced, and what the cause

Management:
Sitting at meeting carpet ready
for group/partner discussion.

40 mins

15 mins

of the bounce was. (write cause under

cause label, and effect under effect label
on white board)
o Roll Tennis ball.
o Students discuss with partners what
caused the ball to end up on the other side
of the class.
o With manipulatives make own
cause/effect, and describe.
Content/Activity:
Read: Alexander and the Terrible, Horrible, No
Good, Very Bad Day. We use cause and effect to
help keep track of what is happening in the story,
and to check our own understanding.
o Review cause/effect, Effect happens
because of the cause.
Ask students for events of story..
o Discuss why these events took place.
o Have students choose and event (effect),
and discuss the cause with a partner.
o Share as a group. (write on board under
appropriate labels)
Review organizer.
o Complete one cause, and one effect with
students.
o Have students complete one cause and one
effect with partner.
o Students complete one cause/effect on
own

At desks
Partner with desk neighbor.

Early finishers will read from

Story Town basal book.

Students may show through

Closure:
actions, or words.
What are cause and effect?
o How do we use cause and effect?
o Tell me one example of cause and effect.
Assessment:
The closing example given by students will serve
as a partial assessment.
Students graphic organizers will serve as a basic
assessment of understanding.
Additionally, student will discuss in pairs and
whole group what their understanding is.
Adaptations: ELL students will use a quick smart board sort containing pictures and short terms for
cause/effect practice. Additionally, small pre-made sentences for matching purposes will be available for
ELL, and slow writer to use.