TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: |1st 6 Weeks |PLAN CODE: |R6.1.2 |
|Teacher: |Ables |Course/subject: |English Language Arts |
|Grade(s): |6 |Time allotted for instruction: |2-3 class periods |
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|Title: |What Caused That? |
|Lesson TOPIC: |Cause and Effect |
|TAKS Objective: |Objective 3 |
| |The student will use a variety of strategies to analyze culturally diverse written texts. |
|FoCUS TEKS and Student Expectation: |6.10 Reading/comprehension. The student comprehends selections using a variety of strategies. |
| |The student is expected to: |
| |(E) use the text’s structure or progression of ideas such as cause and effect or chronology |
| |to locate and recall information (4-8). |
|Supporting TEKS and Student Expectation: |6.9 Reading/vocabulary development. The student acquires an extensive vocabulary through |
| |reading and systematic word study. The student is expected to: |
| |(B) draw on experiences to bring meanings to words in context such as interpreting [idioms,] |
| |multiple-meaning words, and analogies (6-8). |
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|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Cause and effect |Cause and effect is the relationship between two things when one thing makes something else happen |
| |Looking for the reason why things happen (cause/effect) is a basic human drive. So, understanding the |
| |cause/effect text structure is essential in learning the basic ways the world works. |
|Text structure |Writers use the cause and effect text structure to show order, to inform, to speculate, and to change |
| |behavior. This text structure uses the process of identifying potential causes of a problem or an issue|
| |in an orderly way. |
|Imply |Writers or speakers imply in the words they use. When we say that a speaker or sentence implies |
| |something, we mean that information is conveyed or suggested without being stated outright. |
|Infer |A listener or reader infers something from the words spoken or written by someone else. Inference is |
| |the activity performed by a reader or interpreter in drawing conclusions that are not explicit in what |
| |is said. |
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[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections
Begin class with the WHY game by writing the following two questions on the board:
1) What is your favorite TV show or movie?
2) Who is your best friend?
Assign or have students select a partner for the game. One student begins as the questioner while the other student is the answerer. The first student begins by asking the first question on the board. The second student must answer in a complete sentence. (“My favorite TV show is….”) The first student then asks, “Why?” Again, the second student must answer in a complete sentence. The goal is for the first student to ask why five times. Have students then reverse roles, using the second question on the board.
Students may have to be encouraged not to answer, “I don’t know.” If they do, the next question still is “Why?”
Once students have tried the game, explain that by asking why, they have been identifying causes. The objective of the lesson will be to locate cause and effect relationships in their reading.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, modeling, discussion, reading, listening, viewing, etc.)
Using the Transparency Packet, define cause and effect relationship and review the key questions that signify cause and effect. Discuss links between causes and effects, and complete the practice exercise (Transparencies 3 and 4). Introduce inferences and discuss the difference between to infer and to imply (Transparency 5). Complete practice exercise 2 (Transparency 6). Discuss the use of signal words, and review the list provided on Transparency 7, then have students complete practice activity 3 on Transparency 8.
C. Guided activity or strategy
The guided activities for this lesson are embedded in the instruction on Transparencies 2, 3, 4, and 6. A practice activity handout is provided for student use. In addition, the Activity 1 packet contains a cause and effect game that can be used as a guided activity.
D. Accommodations/modifications
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
Introduce the next activities through a vocabulary lesson based on the reading assignment. Distribute Activity 2: Newspaper Article Vocabulary, and have students complete the activity independently. After discussing the vocabulary and the students’ own definitions of the words, lead a class reading of the Yellowstone newspaper article. Cue students to search for cause and effect relationships as they read.
After the reading, distribute Activity 3: Cause and Effect Graphic Organizer. Explain that using a graphic organizer is a way for thinkers to arrange their ideas and to connect ideas. This graphic organizer will be used to connect causes to effects.
The newspaper article contains many examples of cause and effect relationships. Have students identify and chart ten cause and effect relationships on the graphic organizer.
B. Accommodations/modifications
C. Enrichment
iii. Assessment of Activities
A. Description
1. Grade 1
• Practice Activities 1, 2, and 3 - Require students to take notes during the lecture/classroom discussion and to write the practice activities. Grade on completeness of notes.
• Activity 1: Cause and Effect Game – Grade on participation, staying on task, and cooperation
2. Grade 2 – Activity 2: Newspaper Article Vocabulary
3. Grade 3 – Activity 3: Cause and Effect Graphic Organizer
B. Rubrics/grading criteria
See rubric for specific grading information.
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
1. Which is the cause and which is the effect?
2. How did you determine the cause?
3. How did you determine the effect?
4. What is your text evidence?
IV. TAKS Preparation
A. Transition to TAKS context
Throughout the year, use reading assignments to focus on cause and effect. Make it a point to frequently ask students, “Why?” This question could be centered on character actions in a narrative or on events in a nonfiction selection. Students also should be required to cite text evidence for their answers.
B. Sample TAKS questions
1. In paragraph 8, why does Father pace and look at Grandfather nervously?
F He is worried because Grandfather does not want to move to higher ground.
G He remembers that the house once flooded when Grandfather was young.
H He is concerned that the news from upriver has frightened Grandfather.
J He thinks Grandfather can tell that he has exaggerated the bad news.
From Spring 2003 Grade 6 Reading TAKS
2. In paragraph 6, Grandfather walks over to Thi Lien at the window in order to ---
A avoid arguing about going to the community center
B tell the others how close the floodwaters are to the house
C assure Thi Lien that there is no cause for alarm
D watch the neighbors wading through the flooded streets
From Spring 2003 Grade 6 Reading TAKS
3. Why wasn’t the Condor Recovery Program started sooner?
A Until 1985 there were still many condors living in the wild.
B Scientists could not agree on the best way to help the condor.
C Condors living in the wild are very difficult to capture.
D Scientists did not think it was important to save the condor.
From Spring 2003 Grade 6 Reading TAKS
4. Scientists try to limit their contact with baby condors because ---
A condors can easily be harmed by human diseases
B the chemicals the scientists use are deadly to condors
C condors occasionally attack while trying to escape
D human contact could make it harder for the condors to live in the wild
From Spring 2003 Grade 6 Reading TAKS
5. Why doesn’t Jennifer tell her mother about the bank deposit as soon as she gets back from the grocery store?
F Her mother is too busy unloading the supply truck.
G She has forgotten about the bank deposit.
H Her mother needs her to clean more tables.
J She is too upset to tell her mother that she lost the bank deposit.
From Spring 2004 Grade 6 Reading TAKS
6. Why does Jennifer’s heart race when her mother asks her father to take the money to the bank?
A Her stomach is upset from the coffee.
B She feels guilty for lying to her parents.
C She realizes she has lost the deposit.
D Her father knows she took the money.
From Spring 2004 Grade 6 Reading TAKS
7. The crowd’s cheers get louder during Tacy’s second ride because people can
tell ---
F Tacy has a chance to win
G Stubby is running too fast
H Tacy is getting dizzy
J Stubby will knock over a barrel
From Spring 2004 Grade 6 Reading TAKS
V. Key Vocabulary
Cause and effect relationship, imply, infer, text structure
(Also see vocabulary in transparency packet under “signal words.”)
VI. Resources
A. Textbook
No resources from textbooks
B. Supplementary materials
• Transparency Packet – Cause and Effect
• Practice Exercises – Cause and Effect
• Practice Exercises – Cause and Effect – Instructor’s Copy
• Activity 1: Cause and Effect Game
• Handout: Newspaper Article
• Activity 2: Newspaper Article Vocabulary
• Activity 3: Cause and Effect Graphic Organizer
• Rubric: Cause and Effect
C. Technology
Using a software program such as Inspiration, guide students in creating their own graphic organizers for cause and effect. Other graphic organizer generators also can be found on the Internet free of charge.
vii. FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Cause and effect relationships are integral to many content areas, especially science and social studies. Collaborate with teachers from other content areas to identify concepts that are based on cause and effect. Use the textbooks in those subject areas to reinforce the skills taught in this lesson.
VIII. Teacher Notes
Questions over cause and effect appear frequently on the TAKS under these objectives:
• TAKS Objective 2
TEKS 6.12 (F)
Cause and effect dealing with characters
• TAKS Objective 3
TEKS 6.10 (E)
Cause and effect dealing with using text structure to locate and recall information
• TAKS Objective 4
TEKS 6.12 (I)
Cause and effect as an organizational structure
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