LESSON PLAN

Name: Sydney Willig Date: November 17, Lesson Start and End Time: 40 min
2023
Academic Area: reading Grade Level: 4th Co-op initials with date: na
grade
Pre-Instruction Planning
Topic Cause and effect
PA Anchor/Standard or Standard - CC.1.2.4. E Use text structure to interpret
Eligible Content information (e.g., chronology, comparison, cause/effect,
problem/ solution).
Standard - CC.1.2.4. A Determine the main idea of a text and
explain how it is supported by key details; summarize the text.
CC.1.2.4. B Refer to details and examples in text to support
what the text says explicitly and make inferences.

EC:
E04.B-K.1.1.3 Explain events, procedures, ideas, steps, or
concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the
text.
E04.B-C.2.1.2 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information and text features in a text or part of a
text.
E04.B-K.1.1.1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.

Lesson Objectives Students will be able to understand cause and effect from
reading a story and answering questions by making a cause-and-
effect chart from reading “My Brother Martin”.
Materials Teacher:
1. White board
2. White board marker
Student:
1. Blank paper
2. Crayons

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 3. Marker
4. Book
5. Pipe phones

Planning for Learners Differentiation:

Process: For reading the book in small groups by themselves the
students can go wherever in the classroom they want and use
one of the phones so they can whisper to themselves.
Modifications/Accommodations:
Process for a student with dyslexia: For a student with
dyslexia, I would allow them to read along with an audio book
and also have letters they might struggle with underlined which
part is the bottom of the letter.
Lesson Presentation *This is with the whole group prior to small group instruction!
Introduction 1. Ask students How can words change people’s lives? Also
write the question on the board. Give students time to think
(10)
about it then call on students to answer the question.
2. Then ask more questions to make them think: Why are
written words important? Words help express the writers’
thoughts and feelings. How can we connect this to the real
world? We see this written in the constitution and expressing
beliefs in the world.
3. Can anyone guess what we are going to be reading about
this week using the clues from the questions I just asked
you? Let some students answer and provide answers that
include information to help them. Then tell students This
week we will be reading about people who used words and
ideas to achieve important goals and dreams.
4. We will also be using the reading strategy of cause and effect
while talking about the story. How can we use cause and
effect when talking about people and how they achieve
goals? Let the students a second to think then call on a few
students. Good we can use cause and effect when talking
about people decisions by saying what they did and the
effect as the outcome for what they did.

Sequence of activities 1. Introduce the vocabulary words: integrate, demonstrating,

including assessments sensitive, and remarks.
2. Ask students what they think the word integrate means and
(30 min) to give an example. Let students to think for a little then call
on a few students. Then say the actual definition is to make
parts of something into a whole. An example of this is to
put everything together.

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3. Then ask students what they think the word demonstrating
means. Let students think for a few seconds then call on a
few students to share. Then say the actual definition is to
show something clearly by giving proof or evidence.
4. Let’s dive into our third vocabulary word you will see in the
story which is sensitive. What do you think sensitive means,
and can you give an example? Let the students think for a
few seconds then call on a few students. The actual
definition is something or someone who reacts quickly and
strongly. An example of this is a when a baby is around loud
noises it will cry.
5. Our final word that we will see in our story is the word
remarks. ask students what they think the word
demonstrating means. Let students to think for a little then
call on a few students. Then say the actual definition is to
notice something.
6. Now we are going to do an activity that involves the four
vocabulary words we will see in the story. Have students get
4 pieces of blank paper and have them fold it into 4 different
squares. Have the students write in the top left box one of
the vocabulary words. Then in the box in the upper right have
the students write the definition that they can look up in
their book or using a dictionary. For the box in the lower left
have students draw a picture that represents the word. For
the final box in the lower right have the students find the
sentence the word is used in the book and have them write
that sentence with the page number. The students will
repeat this for each of the 4 words. While the students are
working on the vocabulary paper walk around and make sure
students are on task. Also write the four vocabulary words on
the board for the next part of the activity.
7. After finishing the activity say these vocabulary sheets look
great. Now we are going to share our definitions at our
table and then you will bring one paper up from each table
to put on the white board under each vocabulary word.
8. Great job everyone! Now we are going to read the story for
this week called “My brother Martin”. What do we think
the narrator and the setting are in the story? Allow students
some time to think. Then call on a few students to answer.
Then ask What is a. biography? Allow students to think and
then answer.
9. While reading the story ask the students questions where the
sticky notes are on the page. Example questions in the book
are: Where the young children always up to something?

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 What is “normal for children to be always doing? Keep
allowing the students to read and keep ask questions that are
on the sticky notes throughout the book. On page two of the
book ask the students to think about Martin Luther King
and ask if they think he was called down the path to be a
leader and if so, how would he be seen in the eyes of other
people? At the end of the story as students ask students
these three questions to reflect. Have students think to
themselves about this question: Should students identify
specific incidents that happened to them or to someone
they know, including their feelings and their experience.
How would they respond to the situation. Then have
students work with their table to come up with an answer for
the next question. Then say: There are similes that are seen
and creates an image of being very close to each other. The
simile we three stuck together like. The pages in a brand-
new book. What would another simile in the book the
author wrote? Allow students a few minutes to come up with
an answer and to go around the classroom and share the
answer. Finally ask the students a cause-and-effect question:
Martin promised that he would turn the world upside down
to change unfair laws. Now we are going to Make a cause-
and-effect list as a class of what could be the cause I just
asked. What would the effects or outcome be from this
happening? Write down the answers on the board.
10. Great job everyone, we got introduced to the four
vocabulary words and we were able to read through our
story for the first time today. Later on, we will be working in
our small groups on breaking down the story more and
working in stations on the vocabulary words we were
introduced to today.

Lesson Wrap-up 1. Go over the vocabulary sheet and definitions as a class as

instructed above.
(5min)
2. Great job everyone, we got introduced to the four
vocabulary words and we were able to read through our
story for the first time today. Later on, we will be working in
our small groups on breaking down the story more and
working on the vocabulary words we were introduced to
today.
3. Before we move on can someone remind me what
vocabulary word we were introduced to today and how we
can connect them to the story we just read?

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Self-Evaluation **This part isn’t necessary since you won’t be teaching this
lesson.

(WITH) SMALL GROUP #1—ON GRADE LEVEL GROUP WITH A LEVELED TEXT.
THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST
ALL STEPS AND ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL
QUESTIONS YOU WOULD ASK AND LABEL THEM ACCORDING TO QAR LABELS.
ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR: BEFORE, DURING, OR
AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
a. INTRODUCE THE TEXT
a. BUILD NECESSARY BACKGROUND:
• WHO IS MARTIN LUTHER KING? HE WAS A PERSON WHO
INSPIRED MANY PEOPLE THROUGHOUT HIS LIFE BY
GIVING SPEECHES, HIS ACTIONS HE DID, AND THE BELIEFS
HE HAD HE WAS A ROLE MODEL. HE SPOKE TO PEOPLE
ABOUT FREEDOM, PEACE, AND LOVE.
• FOR THIS STUDENTS WILL SPLIT THEIR PAPER IN HALF
AND WRITE WHAT THEY KNOW ABOUT MARTIN LUTHER
KING ALREADY.
• THE NEXT COLUMN WILL BE INFORMATION THEY
LEARNED ABOUT IN THE BOOK. THEN FINALLY FOR THE
• THIRD PART, THE STUDENTS WILL THEN WRITE
INFORMATION THEY WANT TO KNOW MORE ABOUT. FOR
PART TWO OF THE STATION, THE STUDENTS WILL THEN
GOOGLE THEIR QUESTIONS AND WRITE THE ANSWERS
THEY FOUND FOR THE QUESTIONS THEY HAD.
• IN THEIR GROUP, THEY WILL MAKE A PRESENTATION FOR
THE QUESTIONS THEIR GROUP HAD AND PRESENT IT TO
THE CLASS SO EVERYONE CAN LEARN MORE ABOUT
MARTIN LUTHER KING.
b. INTRODUCE CRITICAL VOCABULARY:
• Since vocabulary was introduced as a group
individually the students will then do two activities with
the vocabulary words (integrate, demonstrating,
sensitive, and remarks).
• The first activity the students will do is they will have
to write a story using the vocabulary words that they
were given and use them properly.
• The second activity the students will do is in their group
the students will play roll a word. When they roll the
dice, they will write whatever number the dice lands on
in the box next to the word. Then they will look at the

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 list of activities and use the vocabulary word they are
on with the activity assigned for that turn.
c. REMIND THEM OF THE READING STRATEGY THEY ARE
USING-
• CAUSE AND EFFECT- WHICH IS IF ONE EVENT HAPPENS
WHAT HAPPENS AFTER IT BECAUSE OF IT.
d. SET A PURPOSE FOR READING:
• why are we reading this and doing this activity? We
are doing this activity to learn about the impact Martin
Luther King has made in the way he changed the world.
• Assessing prior knowledge: talk with their small
groups about what they know about Martin Luther King
and what he
e. CREATE AN INTEREST IN THE TEXT:
• Ask the students Who has made an impact in
your life and how have they made the impact?
Allow time for the student’s time to answer and
explain.
• Now who are some people that have made an
impact in the world and what did they do? Allow
students some time to answer and explain.
b. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY
TO THEMSELVES.
• THE STUDENTS WILL THEN REREAD THE TEXT TO THEMSELVES.
c. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR-
LABELED QUESTIONS:
a. right there: On page two of the book ask the students to think about Martin
Luther King and ask if they think he was called down the path to be a leader and
if so, how would he be seen in the eyes of other people?
b. author and you: Martin promised that he would turn the world upside down to
change unfair laws. What would the effects or outcome be from this happening?
c. think and search: What characteristics do we see Martin Luther King have and
what are examples to support that?
d. on my own: Should you as students identify specific incidents that happened to
them or to someone they know, including their feelings and their experience?
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT
EVENTS TO ADD TO THE CAUSE-AND-EFFECT ORGANIZER.
INCLUDE TEACHER PROMPTS AND INTENDED RESPONSES. THIS
SHOULD REFLECT GRRM.
• Go on pages 330-331 and find other cause-and-effect
relationships.
• What interpretive question can you ask about on page 330?
What clues in the text help us answer the question? Why
did Christine’s parents place her in a drawer when she was
born? The clues were that the text says that Christine was born
sooner than expected, so her parents did not have a crib yet.

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 • On pages 334-335 reread the text and look for other effects
on the king’s family’s life that were caused by the unfair
laws.
• Make up a list of cause-and-effect relationships that they have
read about so far. If a cause has more than one effect or if an
effect becomes the cause of another effect.
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

3. (WITH) SMALL GROUP #2—BELOW GRADE-LEVEL GROUP WITH A LEVELED

TEXT
THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST
ALL STEPS AND ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL
QUESTIONS YOU WOULD ASK AND LABEL THEM ACCORDING TO QAR LABELS.
ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR: BEFORE, DURING, OR
AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
A. INTRODUCE THE TEXT
b. BUILD NECESSARY BACKGROUND: WHO IS MARTIN LUTHER
KING? HE WAS A PERSON WHO INSPIRED MANY PEOPLE
THROUGHOUT HIS LIFE BY GIVING SPEECHES, HIS ACTIONS HE
DID, AND THE BELIEFS HE HAD HE WAS A ROLE MODEL. HE SPOKE
TO PEOPLE ABOUT FREEDOM, PEACE, AND LOVE. FOR THIS
STUDENTS WILL SPLIT THEIR PAPER IN HALF AND WRITE WHAT
THEY KNOW ABOUT MARTIN LUTHER KING ALREADY. THE NEXT
COLUMN WILL BE INFORMATION THEY LEARNED ABOUT IN THE
BOOK. THEN FINALLY FOR THE THIRD PART, THE STUDENTS WILL
THEN WRITE INFORMATION THEY WANT TO KNOW MORE ABOUT.
FOR THIS SMALL GROUP INSTRUCTION, THE STUDENTS WILL
CREATE ONE SHEET THAT THEY WILL ALL WORK TOGETHER AND
BRAINSTORM AND TAKE TURNS WRITING. THE TEACHER WILL
HELP GUIDE THE WORK BY ASKING THEM QAR-BASED
QUESTIONS. FOR PART TWO OF THE STATION, THE STUDENTS
WILL THEN GOOGLE THE QUESTIONS FOR WHAT THEY WANTED
TO LEARN MORE ABOUT TALK ABOUT THE ANSWERS THEY
FOUND AND WRITE THE ANSWERS. NEXT IN THEIR GROUP,
THE STUDENTS WILL MAKE A PRESENTATION FOR THE QUESTIONS
THEIR GROUP HAD AND PRESENT IT TO THE CLASS SO EVERYONE
CAN LEARN MORE ABOUT MARTIN LUTHER KING.

c. INTRODUCE CRITICAL VOCABULARY Although the

vocabulary words were introduced as a group, we will start off
by going through the book and finding the vocabulary words
and defining what they mean and how we can use the book to
help us understand the meaning of the words. Then
individually the students will do two activities with the
vocabulary words (integrate, demonstrating, sensitive, and

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 remarks). The first activity the students will do is they will
have to write a story using the vocabulary words that they were
given and use them properly. The second activity the students
will do is in their group the students will play roll a word.
When they roll the dice, they will write whatever number the
dice lands on in the box next to the word. Then they will look
at the list of activities and use the vocabulary word they are on
with the activity assigned for that turn.

c. REMIND THEM OF THE READING STRATEGY THEY ARE

USING—CAUSE AND EFFECT—AND REMIND THEM TO KEEP
TRACK OF IMPORTANT EVENTS IN THE STORY
d. SET A PURPOSE FOR READING
• why are we reading this and doing this activity? We are doing
this activity to learn about the impact Martin Luther King has
made in the way he changed the world.
• Assessing prior knowledge: talk with their small groups about
what they know about Martin Luther King and what he

e. CREATE AN INTEREST IN THE TEXT

• Ask the students Who has made an impact in your life and how
have they made the impact? Allow time for the student’s time to
answer and explain.
• Now who are some people that have made an impact in the
world and what did they do? Allow students some time to
answer and explain.

c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY

TO THEMSELVES: WITH A PIPE PHONE TO THEMSELVES SILENTLY
d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR-
LABELED QUESTIONS:
• right there: On page two of the book, think about
Martin Luther King. Does it show you that he believed
he was destined to be a leader? How did people view
him?
• author and you: When Martin promised to turn the
world upside down to change unfair laws, what do you
think would happen as a result? How might this affect
the world?
• think and search: Look for characteristics of Martin
Luther King in the book. What traits do you see him
having and can you find examples from the text to
support those characteristics.?
• on my own: As students do you identify specific
incidents that happened to you or someone else you

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 know? This can be your feelings and experiences, why
or why not.
d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT
EVENTS TO ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER
PROMPTS AND INTENDED RESPONSES. THIS SHOULD REFLECT
GRRM.
• Go to pages 330-331 in the book. What is some other cause-and-effect relationships
you can find on these pages?
• Turn to page 330. Can you come up with an interpretive question about the story?
What hint or details in the text can help you answer the questions? Why did
Christine’s parents place her in a drawer when she was born? The clues were that the text
says that Christine was born sooner than expected, so her parents did not have a crib yet.
• On pages 334-335 reread carefully. In what other ways did the unfair laws affect the
king’s family’s life? Look for a cause-and-effect relationship that is explained in
these pages.
• Think about the cause-and-effect relationships you have seen in the story so far. We are
going to create a list of them as a group, if there is more than one effect or if an effect
leads to another effect, we can include those in the list.

e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

4. (WITH) SMALL GROUP #3—ABOVE GRADE-; EVE; THE GROUP WITH A

LEVELED TEXT
THIS WILL BE GUIDED PRACTICE USING THE GUIDED READING MODEL. LIST
ALL STEPS AND ELABORATE. WHAT DOES THE TEACHER DO? LIST ALL
QUESTIONS YOU WOULD ASK AND LABEL THEM ACCORDING TO QAR LABELS.
ALSO INDICATE WHEN THE QUESTIONS WOULD OCCUR: BEFORE, DURING, OR
AFTER READING. LIST CORRECT OR POSSIBLE RESPONSES. WHAT DO THE
STUDENTS DO?
a. INTRODUCE THE TEXT
• BUILD NECESSARY BACKGROUND WHO IS MARTIN
LUTHER KING? HE WAS A PERSON WHO INSPIRED MANY
PEOPLE THROUGHOUT HIS LIFE BY GIVING SPEECHES, HIS
ACTIONS HE DID, AND THE BELIEFS HE HAD HE WAS A
ROLE MODEL. HE SPOKE TO PEOPLE ABOUT FREEDOM,
PEACE, AND LOVE.
• FOR THIS STUDENTS WILL SPLIT THEIR PAPER IN HALF
AND WRITE WHAT THEY KNOW ABOUT MARTIN LUTHER
KING ALREADY.
• THE NEXT COLUMN WILL BE INFORMATION THEY
LEARNED ABOUT IN THE BOOK. THEN FINALLY FOR THE
• THIRD PART, THE STUDENTS WILL THEN WRITE
INFORMATION THEY WANT TO KNOW MORE ABOUT. FOR
PART TWO OF THE STATION, THE STUDENTS WILL THEN

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 GOOGLE THEIR QUESTIONS AND WRITE THE ANSWERS
THEY FOUND FOR THE QUESTIONS THEY HAD.
a. IN THEIR GROUP, THEY WILL MAKE A PRESENTATION FOR THE
QUESTIONS THEIR GROUP HAD AND PRESENT IT TO THE CLASS SO
EVERYONE CAN LEARN MORE ABOUT MARTIN LUTHER KING.
b. INTRODUCE CRITICAL VOCABULARY
• Since vocabulary was introduced as a group
individually the students will then do two activities with
the vocabulary words (integrate, demonstrating,
sensitive, and remarks).
• The first activity the students will do is they will have
to write a story using the vocabulary words that they
were given and use them properly.
• The second activity the students will do is in their group
the students will play roll a word. When they roll the
dice, they will write whatever number the dice lands on
in the box next to the word. Then they will look at the
list of activities and use the vocabulary word they are
on with the activity assigned for that turn.

c. REMIND THEM OF THE READING STRATEGY THEY ARE

USING—CAUSE AND EFFECT—REMIND THEM TO KEEP TRACK
OF IMPORTANT EVENTS IN THE STORY
d. SET A PURPOSE FOR READING
• why are we reading this and doing this activity? We
are doing this activity to learn about the impact Martin
Luther King has made in the way he changed the world.
• Assessing prior knowledge: talk with their small
groups about what they know about Martin Luther King
and what he

e. CREATE AN INTEREST IN THE TEXT

• Ask the students Who has made an impact in your
life and how have they made the impact? Allow time
for the student’s time to answer and explain.
• Now who are some people that have made an impact
in the world and what did they do? Allow students
some time to answer and explain.

c. READ THE TEXT—STUDENTS WILL READ IT SILENTLY OR QUIETLY

TO THEMSELVES: THEY WILL READ A SMALL PASSAGE MORE ABOUT
MARTIN LUTHER KING SILENTLY
d. DISCUSSION—DISCUSS THE STORY –INCLUDE YOUR QAR-
LABELED QUESTIONS!

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 • Right there: Utilizing information from page two of the book, dissect Martin
Luther King’s journey. Do you believe he inherently possessed the qualities of a
leader? If so, how did others in the story perceive and react to his leadership?
• Author and you: Assess martins dedicated to challenging unjust laws and
transforming the world. Predict and analyze potential causes and effects or
outcomes that may result from these changes. How might such changes impact
individuals and society as a whole?
• Think and search: Scrutinize the text for subtle characteristics of martin Luther
king. Identify and provide examples illustrating these traits. How do these specific
characteristics contribute to his effectiveness as a leader? Can you draw parallels
between thee trails and qualities of other leaders you’ve learned about?
• On my own: Reflect on how you personally connect with specific incidents,
emptions, and experiences in the text, or draw parallels to those of someone you
know. How does your personal connection enhance your understanding of
empathy? In what ways can empaths contribute to effective leadership, like
Martin Luther King?

d. REVISITING—GO BACK TO THE TEXT AND LOOK FOR IMPORTANT

EVENTS TO ADD TO THE GRAPHIC ORGANIZER. INCLUDE TEACHER
PROMPTS AND INTENDED RESPONSES. THIS SHOULD REFLECT
GRRM.
• Go to pages 330-331 in the book. What are some of the cause-and-effect relationships
you can find on these pages?
• Turn to page 330. Can you come up with an interpretive question about the story? What
details or hints in the text can help you answer the question? For example: Why did
Christine’s parents place her in a drawer when she was born? The clues were that the text
says that Christine was born sooner than expected, so her parents did not have a crib yet.
• Flip to pages 334-335 and reread it. What other ways did the unfair laws affect the king’s
family life? Can we look for a cause-and-effect relationship that is explained in these
pages?
• Think about the cause-and-effect relationships you’ve encountered in the story so far.
Create a list of them and if the cause has more than one effect or if an effect leads to
another effect, include the details in the list.
e. EXTENDING—N/A WE ARE NOT INCLUDING THIS.

**Include what centers are occurring during the small group time or what activities are other
students doing.
During the small groups, the students will be with their small groups. When in their small groups
the students will:
1. make a 3-column activity with information they already know about him; what they learned
about in the reading; and more they want to learn about

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2. Google the questions with reliable resources about the questions they still have and make a
presentation about it.
3. Write a story using the vocabulary words they were properly.
4. Play roll a word: where the students will roll the dice and write whatever number the dice lands
on next to the word. Then they will look at the activity list and do what is assigned for the
number they rolled.
5. Reread the story as a group break it down even further and ask the QAR questions listed above.
6. Make a cause-and-effect list according to the story.

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