Lesson plan - Study Island



|Reading Lesson: Cause and Effect |Grade Level: 2 |

|Lesson Summary: The teacher will demonstrate an example of cause and effect for students and have them fill out a slip of paper with the cause and effect that the |

|he/she demonstrated. Then, the teacher will go over definitions, examples, and clue words for cause and effect. Students will record notes on a graphic organizer. |

|For guided practice, the teacher will read a story to students and give them each a card with a cause or an effect from the story. Students will need to find a |

|student who has a matching cause or effect. Students will then present their matches. For continued practice, on-level students will complete a worksheet, which |

|requires students to draw a cause picture for an effect picture and write down corresponding sentences. For a closing activity, students will take turns providing |

|causes and effects. Advanced learners will play a cause and effect board game. Struggling learners will review definitions and examples for cause and effect. |

|Then, they will look at picture examples of effects and give corresponding causes. Finally, they will look at picture examples of causes and give corresponding |

|effects. |

|Lesson Understandings: |

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|The students will know… |

|The definition of “cause” and the definition of “effect.” |

|The relationship between cause and effect. |

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|The students will be able to… |

|Identify causes. |

|Identify effects. |

|Generate some examples of causes and effects. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Give each student a pre-cut Pre-assessment Slip*. Tell students that today, they are going to learn about cause and effect, but first, you are |

|going to demonstrate cause and effect. Turn the lights off in the classroom. Ask students what the room looks like now. Then, turn the lights back on, and have |

|each student write the cause and effect you just demonstrated on his/her slip. Collect the pre-assessment slips once students are finished and take note of |

|students who answered incorrectly. A possible answer for the cause includes “turning off the lights.” Possible answers for the effect include “the room getting |

|dark” and “it’s hard to see in the classroom.” |

|Whole-Class Instruction |

|Materials Needed: 1 copy of the Cause and Effect Graphic Organizer* per student, writing utensils, 1 copy of the Cause and Effect Graphic Organizer* to project, |

|document camera, 1 copy of the “Don’t Miss Your Bedtime!” Story* to project, 1 copy of the Find Your Match! Rules* to project, 1 set of pre-cut and shuffled Find |

|Your Match! Playing Cards*, 1 page of the Independent Practice* per student, 1 copy of the Independent Practice Example*, drawing and coloring supplies |

|Procedure: |

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|Give each student a copy of the Cause and Effect Graphic Organizer. Project a copy using a document camera. Ask students if they know what “cause and effect” |

|means. Students should say something along the lines of “when something happens and it makes something else happen.” Ask students if they know the difference |

|between cause and effect. Students should say something along the lines of cause being why something happens and effect being the result of the cause. Record |

|student definitions on the projected graphic organizer in the boxes titled, “What is it?”, and have students do the same. If students struggle, write the |

|definition of cause as “why something happens” and the definition of effect as “what happens because of a cause.” |

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|Ask students if they can think of examples of cause and effect in their everyday lives. Record their examples of cause and effect in the boxes titled, “Examples,” |

|and have students do the same. If students struggle, give them a few examples. Ask students what happens when students come to class late or are caught running in |

|the hallway at school. Students will probably say, “They get in trouble.” Explain to students that being late to class is the cause and getting in trouble is the |

|effect. Ask students what happens when students work hard and study for a test. Students will probably say, “They get a good grade.” Tell students that the cause |

|is working hard and studying for a test and the effect is earning a good grade. Ask students what happens when people eat too much junk food. Elicit responses from|

|students. Students should say, “They feel sick.” Ask students what the cause and effect is in this situation. Students should say the cause is eating too much junk|

|food and the effect is feeling sick. |

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|Tell students that there are some clue words for cause and effect. Explain that causes appear after the words “because” and “since” and that effects appear after |

|the words “therefore,” “so,” and “as a result.” Record these words in the boxes titled, “Clue Words,” and have students do the same. To prove what you just said, |

|use the examples that you and the class came up with to form sentences with these clue words. |

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|Tell students they are going to read a story together about cause and effect. Project the “Don’t Miss Your Bedtime!” story, and read it aloud to students. |

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|After you have read the story, tell students that they are going to play Find Your Match! to identify causes and effects in the story. Project the rules for the |

|game. Give each student a playing card. Explain that each card has an event from the story on it. Tell students, “Your job is to find another student with an event|

|that can be either the cause of your event or the effect of your event. Once you think you have a match, look at the story to double check your match. Even though |

|your match might make sense, that might not be what happened in the story.” Tell students that once students have found a match, they need to sit down with their |

|partner and make sure they know which event is the cause and which event is the effect. |

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|Have students begin on your command. |

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|Check for accuracy the cards of the students who have found a match. Keep in mind that there may be more than one possible match for an event. For example, the |

|card that says, “Finn slept through his alarm,” could match with any of the following events: |

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|Finn went to bed late (so Finn slept through his alarm). |

|(Since Finn slept through his alarm) Finn was thirty minutes late. |

|(Since Finn slept through his alarm) Finn missed the school bus. |

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|A match is correct as long as it makes sense and one event is the cause and the other event is the effect. |

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|There is a chance that some students will not be able to find a match from the remaining events left. If this is the case, have these students find a cause or an |

|effect for their event in the story and write it down on the back of their card. |

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|Once every student has found a match (with either an event on another student’s card or an event in the story), have each pair of students take a turn presenting |

|the pair’s cause and effect. Also, have each student who was unable to find a match with another student present his/her cause and effect. Students need to |

|identify which event is the cause and which event is the effect in their presentation. |

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|For continued practice, give each on-level student a page from the Independent Practice document. Explain to students that each of them has a page with an effect |

|picture on it. Their job is to identify the effect that the picture shows, write down the effect below the picture, and figure out what a good cause for that |

|effect would be. They need to write the cause in the space on the bottom left side of the worksheet and then draw a picture for the cause in the space provided. |

|Encourage students to color their pictures. Show students the Independent Practice Example for reference. |

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|For a closing activity, tell students they are going to practice making cause and effect sentences. Have students sit in a circle. Explain the rules of the |

|activity. You are going to give them a cause (e.g. “I didn’t do my homework.”) and then toss the ball to a student. That student needs to catch the ball and give |

|an effect for that cause (e.g., “I didn’t do my homework, so I got in trouble.”). After the student has given an effect, he/she needs to state a new cause (e.g., |

|“It is raining outside.”) and toss the ball to a different student. That student must then give an effect of the cause (e.g., “It is raining outside, so football |

|practice is cancelled.”) and state a new cause. Play the game until all students have given a cause and effect or until class time has run out. |

|Advanced Learner |

|Materials Needed: 1 Cause and Effect board game* per group of three, 1 die per group of three, 1 game piece per student (e.g., a penny, a small rock, a small toy, |

|etc.) |

|Procedure: |

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|Divide students up into groups of three. Give each group a board game and a die and each student a game piece. |

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|Tell students they are going to play a cause and effect board game. Explain the rules to the students. The oldest player goes first, and the game continues in a |

|clockwise motion. When it is the player’s turn, he/she needs to roll the die and move x number of spots. The player then needs to complete the activity determined |

|by the space landed on. If he/she lands on a picture, he/she must give a cause for the picture he/she landed on. If the player lands on a “Give an example of cause|

|and effect” space, he/she has to give an example of cause and effect. If the player’s answer makes sense, he/she can stay on the game space he/she landed on. If |

|the other players determine that the answer does not make sense, the player must return to his/her former space. Whoever finishes first, wins the game. |

|Struggling Learner |

|Materials Needed: chart paper, marker, writing utensils, students’ graphic organizers from the whole-group instruction, 1 set of pre-cut Effect Cards*, 1 set of |

|pre-cut Cause Cards* |

|Procedure: |

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|Have each student bring his/her graphic organizer from the whole-group instruction and a pen or pencil to the group. |

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|Review the definition of cause and the definition of effect with students. Have students come up with definitions of their own, and record these on chart paper. |

|Explain to students that cause is what happens before effect. |

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|Go over other examples of cause and effect. Ask students, “What happens if I say ‘thank you’ to someone?” Students should say, “The other person would say ‘you’re |

|welcome.’” Tell students that the “thank you” is the cause and the “you’re welcome” is the effect. Ask students what happens if they burn popcorn in the house. |

|Students should say, “The house smells bad,” or “The popcorn tastes gross.” Ask students what the cause and effect is in this situation. Students should say the |

|cause is “burning the popcorn” and the effect is “the house smelling bad” or “the popcorn tasting gross.” |

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|Ask students for other examples. Write their examples on chart paper and tell students to add these examples to their graphic organizers. |

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|Tell students that they are going to practice creating examples of causes and effects and that they are going to start with creating causes. |

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|Place the stack of Effect Cards face down in the center of the group. Draw a card and show it to students. Read the effect card aloud to students and nominate a |

|student to complete the sentence by giving you a cause for the effect. Accept possible answers. If a student struggles, ask him/her, “What kinds of things could |

|cause this particular picture to happen? What could have led up to this picture?” Lead students to a possible cause. Repeat this activity until all cards have been|

|used or until students demonstrate a strong grasp of the concept. |

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|Repeat the same procedure for the Cause Cards. Have students take turns completing a sentence on a card by giving you an effect for the cause. |

*see supplemental resources

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