Lesson Plan - Study Island



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|Lesson Title: Cause and Effect |Date: |

|Subject: Reading |Grade Level(s): 4-5 |

|Teacher: |Time Frame: 60 minutes |

|Lesson Summary: |

|Students will identify cause and effect used as a text structure. |

|Lesson Objectives |

| The students will know… |

|Why writers use the pattern of cause and effect. |

|How to identify causes and effects in texts. |

| |

|The students will be able to… |

|Recognize cause-and-effect patterns in different kinds of texts. |

|Lesson Plan |

|Time: |Procedure: |Materials Needed: |

|10 minutes |Warm-up Exercise: |PowerPoint presentation: slides 2–3 |

| |Display slide 2. With students, read the paragraph and question. | |

| |Have students write their answer on a piece of paper. Then have | |

| |volunteers share their answers and discuss as a group other factors| |

| |that might cause a road trip to take longer than expected. Refer to| |

| |the answer on slide 3 as needed. | |

|5 minutes |Motivation (Real-world Applications): |PowerPoint presentation: slide 4 |

| |Read aloud the text on slide 4 to define cause and effect. Ask | |

| |students if they have ever noticed how people point out causes and | |

| |effects when they are trying to explain something to someone. For | |

| |example, “I was sick yesterday, so I couldn’t go to the party.” | |

|10 minutes |Presentation of New Material: |PowerPoint presentation: slides 5–7 |

| |Have students read slide 5 about the ways to recognize a | |

| |cause-and-effect pattern, including the clue words. Tell students | |

| |that understanding how writers use cause and effect to show the way| |

| |one thing leads to another will help them better understand what | |

| |they read. | |

| |Point out that a cause can have more than one effect, and an effect| |

| |can have more than one cause. Have students read the passage on | |

| |slide 6 and discuss the causes and effects detailed on slide 7 with| |

| |a partner. | |

|15 minutes |Guided Practice: |PowerPoint presentation: slides 8–12 |

| |Have students read the passage on slide 8, then work in pairs to | |

| |identify the cause and effects in the text. Encourage students to | |

| |take notes on the causes and effects in the article. Then have | |

| |students answer the questions on slides 9 and 10. Refer to the | |

| |answers on slides 11 and 12 as needed. | |

|15 minutes |Independent Practice: | |

| |Have students read a passage from their social studies textbooks | |

| |that shows a causal relationship between events. For example, you | |

| |may use a text detailing the events that led to a war. | |

| | | |

| |Have students work to identify the cause and effects in the text. | |

| |Instruct students to write the causes on the left side of a divided| |

| |piece of paper and the effects on the right. Have them connect the | |

| |causes and effects with arrows. Remind students that with | |

| |historical events, often multiple causes helped contribute to a | |

| |single event (or effect). | |

|5 minutes |Closing Activities: | |

| |To demonstrate a chain of causes and effects, begin a story with a | |

| |simple statement such as, “Joe ran quickly to the store.” Go around| |

| |the room, and have each student add a sentence to the story that | |

| |could be an effect of the previous student’s statement. | |

|Homework: Have students find an advertisement in a magazine or online that uses a cause-and-effect argument to sell a product, such as a certain shampoo causing |

|hair to be thicker and shinier. |

|Differentiation: For students who need extra help recognizing cause and effect, have them work with partners to analyze simple stories such as fairy tales or other|

|children’s stories. Such stories with strong moral lessons usually employ clear cause-and-effect structures. Remind students to apply the questions about |

|cause-and-effect relationships to the texts they analyze. For students who are advanced in the skill, have them work with partners to analyze texts with more |

|complex cause-and-effect chains. Explain that in a cause-and-effect chain, an effect becomes a cause, that is, the effect of the first cause is the cause of the |

|next effect, and so on. Explain that they should also notice if there are causes with more than one effect or effects with more than one cause. Have them show the |

|cause-and-effect relationships visually in the form of a graphic organizer. |

|Teacher Reflection: |

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