Cause and Effect Text Structure Read Write Think

Overview

In social club to fully cover reading materials, students demand to understand the cause-and-effect relationships that appear in a variety of fiction and nonfiction texts. In this lesson, students learn cause-and-consequence relationships through the sharing of a variety of Laura Joffe Numeroff flick books in a Reader's Workshop format. Using online tools or a printed template, students create an original comic strip via the writing prompt, "If yous take a (tertiary) grader to…." Students use various kinds of fine art to illustrate their strip and publish and present their completed piece to peers in a read-aloud format.

Featured Resources

Comic Creator:
Use this interactive tool to help younger students create a basic comic strip.

From Theory to Do

• Readers empathize more and retain information better when a text is written in cause-and-effect patterns than they do when a text is written in an enumeration-description frame.

Mutual Cadre Standards

This resources has been aligned to the Common Core Country Standards for states in which they have been adopted. If a country does not announced in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a country does not appear in the drop-down, standard alignments are non currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the earth; to larn new information; to reply to the needs and demands of guild and the workplace; and for personal fulfillment. Amidst these texts are fiction and nonfiction, classic and gimmicky works.
• three. Students utilise a broad range of strategies to comprehend, interpret, evaluate, and capeesh texts. They describe on their prior experience, their interactions with other readers and writers, their cognition of give-and-take meaning and of other texts, their word identification strategies, and their agreement of textual features (eastward.chiliad., sound-letter of the alphabet correspondence, sentence structure, context, graphics).
• four. Students adjust their use of spoken, written, and visual language (due east.1000., conventions, style, vocabulary) to communicate finer with a variety of audiences and for unlike purposes.
• five. Students utilise a wide range of strategies equally they write and use dissimilar writing procedure elements accordingly to communicate with unlike audiences for a variety of purposes.
• half dozen. Students apply knowledge of language structure, linguistic communication conventions (east.yard., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a diversity of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to attain their own purposes (due east.g., for learning, enjoyment, persuasion, and the exchange of information).

Student Objectives

Students will

• Develop reading comprehension skills by identifying cause-and-effect relationships from sample book texts and in other students' original works
• Codify crusade-and-event relationships using an online or worksheet tool to organize and create a comic strip
• Enhance listening and oral presentation skills through presentation of their completed comic strip
• Develop skills in narrative writing and story illustration by independently creating an original story via a supplied writing prompt
• Identify and interpret cause-and-upshot relationships of peers' original works

Session 1: Identifying Crusade-and-Effect Relationships

1. Innovate the concept of cause-and-effect with some elementary sentences. On the board, write the following 2 sentences.

   a. The students stayed in and played board games during recess.

   b. It was raining exterior during recess fourth dimension.

   Explicate to students that the cause of something is e'er what happens first and the effect is the resulting outcome (or what happens second). Have a student volunteer become to the board and label which event he or she thinks happened first and which happened 2nd. One time the student has successfully identified that sentence b happened start and was the cause of the students staying inside and playing lath games during recess, explain that sentence a is the effect of sentence b.

2. Inquire a student volunteer to write a new, activity-oriented sentence on the board. (You may want to instruct the student to finish a prompt, such as "The dog…") Next, invite another pupil to get to the board and write an effect to get with the first judgement. For instance, the first pupil might write, "The dog ran beyond the street," and the second student could write, "The car hit its breaks and honked at the dog." Note that for younger students, you may need to provide the prompts on the board and have students complete the sentences.
3. Invite students to write one crusade and one effect sentence on their individual dry erase boards, on notebook paper, or in their reading journals, and turn and share with the person sitting directly abreast them. At this time, it is imperative that yous circulate amongst the students and offering assistance if and when a student is demonstrating difficulty understanding the concept.
4. After the pair-and-share session, invite one or two educatee volunteers to share their sentences with the entire grade, and reinforce which is the cause and which is the effect.
5. Tell students that oft an author uses cause and event every bit an element of story writing and that cause-and-event relationships are used to explain many scientific discipline and social studies concepts. Explain that today students are going to listen to a read-aloud and determine the multiple cause-and-effect situations that the main character encounters.
6. Gather students together and share the moving picture volume If You Requite a Mouse a Cookie. Ask student volunteers to share what they may already know well-nigh this book (i.e., Who is the principal character? What types of things happen in the book?). Explicate to students that you are going to read the book aloud and place the cause-and-upshot relationships throughout the volume.
7. Use a remember-aloud after each cause-and-issue human relationship to model and identify the human relationship to the students. For example, read the start two pages of If Yous Give a Mouse a Cookie and say, "I gave the mouse a cookie, and this caused him to want a glass of milk. So, I'm thinking that eating the cookie caused him to go thirsty and getting the glass of milk was the effect." Alternatively, have student volunteers identify the relationships as yous finish for the think-alouds.
8. Create groups of 3–five students. Give one of the Numeroff books to each grouping. Tell students to work with their group to listing all of the cause-and-consequence relationships in their group's book. Have students pick i team member to read the volume aloud, one to record the number of relationships, and one to share their findings with the form.
9. Allow students approximately 15 minutes to consummate this group activity. Upon completion, take various groups share their answers, as class time permits.
10. Explain to students that tomorrow's project is creating their own cause-and-issue stories in a comic strip format.

Sessions ii & 3: Comic Strip Creation

1. Conduct a brief review session with students to access prior knowledge of cause and result and to recall the picture volume examples from yesterday'south lesson. Yous can achieve this by displaying the read-aloud text from Session i.
2. If students are using Comic Creator or Make Behavior Comix, admission the bookmarked website and brandish it on a projector. If you are using printable templates, display a sample template on a certificate photographic camera or overhead and project it for the entire grouping to see. Explicate to students that, as referenced at the close of yesterday's lesson, today's lesson involves creating their own cause-and-effect story in the course of a comic strip, meant to be shared in a read-aloud format with the form when completed.
3. Based on the format or website you lot have selected, model the creation of a comic strip with the following prompt, "If y'all give a teacher a…" Model the steps to complete a six-panel comic strip. (This results in three cause-and-event relationships). Model how to write captions and drib art and illustrations into each panel. Explain to students that once they print their comic strips, they can use fine art materials to add boosted drawings and colors. Exist sure to emphasize this then that students don't become concerned if their comic strip calls for an illustration that isn't available in Comic Creator or Brand Beliefs Comix.
4. After completing the instructor modeling process, introduce the prompt that students should use to build their strip, "If y'all take a (third) grader to…" Explain to students that they demand to brainstorm three cause-and-effect relationships to create their six-panel strip. (Note that older students may desire to create longer strips.)
5. Distribute the Comic Strip Checklist and the Comic Strip Rubric to students. Review the checklist and explain that students demand to check off each section as they complete it. Review the rubric and explain that their comic strips volition be evaluated and graded based on this rubric. Tell students that their checklist, completed comic strip, and rubric should be turned in after their oral presentations.
6. Take students utilize notebook paper to brainstorm their story. Upon completion, instruct students to share their story with you for approval prior to first their piece of work on the computers.
7. Have students access Comic Creator or Make Beliefs Comix and so create and print their vi-panel comic strip, or have them take their template and create their comic strip.
8. Later on the comic strips are created, distribute art materials and allow students to add any additional illustrations, colors, and designs to their comic strips.

Session 4: Student Sharing

1. Explain to students that today is when they share their completed strips with their classmates.
2. Gather students to the read-aloud surface area and accept student volunteers take the "author's chair" and share their comic strips with their classmates. At this fourth dimension, telephone call on students to identify the different cause-and-effect relationships they have heard during their peers' stories.
3. Collect completed stories, checklists, and rubrics at the close of class for grading.

Extensions

1. Gather a collection of comic strips for students to access during free or independent reading fourth dimension as a reference when creating their own comic strips.
2. Share with students a nonfiction leveled reader that contains cause-and-event relationships (i.east., science readers near weather or socials studies readers most causes and effects of the Revolutionary or Civil Wars.) Employ this activeness to explain how cause-and-effect relationships exist in the real globe through science and history.

Student Cess / Reflections

1. Observe pupil participation in think-aloud sessions and group work to appraise that all students comprehend the cause-and-consequence relationships in both story texts and other students' original works.
2. Review each student's Comic Strip Checklist, and make sure all components have been successfully completed prior to accessing the selected interactive tool. Note that successful completion includes accurate cause-and-event relationships.
3. Observe each student'south ability to orally nowadays their comic strips forth with their ability to be active listeners while peers are sharing.
4. Use the Comic Strip Rubric to determine and evaluate students' abilities to employ learned information on an contained level.

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Source: https://www.readwritethink.org/classroom-resources/lesson-plans/engaging-cause-effect

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