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1 1_Reading_Quarter3_Unit5_Recognizing Cause and Effect Unit 5 Recognizing Cause and Effect Lessons 1 & 2 Recognizing Effect in Fiction Lessons 3 & 4 Recognizing Cause in Fiction Lessons 5 & 6 Recognizing Cause and Effect in Fiction Lessons 7 & 8 Recognizing Cause and Effect in Nonfiction, Part 1 Lessons 9 & 10 Recognizing Cause and Effect in Nonfiction, Part 2 Mentor Text Used in Lessons Lessons 1 & 2 If You Give a Mouse a Cookie by Laura Numeroff Lessons 3 & 4 If You Give a Moose a Muffin by Laura Numeroff Lessons 5 & 6 Lilly s Purple Plastic Purse by Kevin Henkes Lessons 7 & 8 Harriet Tubman by Abigail Fitzwild Lessons 9 & 10 George Washington Carver by Lisa Zamosky Other Mentor Text Selections for Teaching Cause and Effect Mill Hunnicut s Hat by Jeff Burmbeau Old Henry by Joan W. Glos Too Many Tamales by Gary DeSoto Page 1 AKS Lesson Plan

2 Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 1 & 2 Effects in Fiction Grade First Grade Subject Language Arts Course Topic Strand Reading Unit Name Unit 5 Recognize Cause and Effect 2 days Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # Description 1LA_B recognize, listen to, and read a variety of literary and informational textt for a variety of purposes including to answer questions and stimulate ideas 1LA_B recognize cause and effect relationships in literary and informational text (GPS) () 1LA_B ask and answer questions about essential narrative elements (such as beginning middle end, setting, characters, problems, events, and resolution) of a read aloud or independently read text 1LA_B recognize and use graphic features and graphicc organizers to understand text Materials/Links/Text References Appendix A Cause and Effect Example Chart optional for electronic projection Appendix B If you Give a Mouse a Cookie Cause and Effect Chart optional for electronic projection If You Give a Mouse a Cookie by Laura Joffee Numeroff Essential Questions What should students know when unit or lesson is completed? How do I identify effects when given a cause in fiction? Page 2 AKS Lesson Plan

3 Essential Vocabulary Cause Effect Reason Identify Teacher Lesson Prep Suggestions (Optional) Read the book If You Give a Mouse a Cookie by Laura Joffee Numeroff prior to the lesson, so students already have the basic content knowledge of the text. In the lesson, you will be looking specifically for examples of cause and effect. Assessment Strategies Observation and anecdotal records of students during the mini lesson, teacher student conferences, independent reading, and share time. Required Background Knowledge for Students Familiar with the book If You Give a Mouse a Cookie or another book of your choice. Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini Lesson/Warm Up * Read the book If You Give a Mouse a Cookie prior to the lesson. Connect: You might say, 1. We are starting a new study on something we call cause and effect. Today, we especially want to look at the part we call effect. Teach: 2. Use a three column graphic organizer to share examples of cause and effect. Record, as you explain that a cause is the reason why an effect happens. Examples: I am hungry so I eat. Hungry is the cause or the reason that I eat. The effect is what happens. Because I am hungry, I eat. A second example could be: It was raining outside, so we didn t go out for recess. 3. Continue with several examples from Appendix A, or make up your own everyday examples. The emphasis in this lesson is to understand the meaning of the effect. Page 3 AKS Lesson Plan

4 Example: Something happens So Something else happens CAUSE EFFECT I am hungry so I eat. 3. Use If You Give a Mouse a Cookie to model identifying the effects of giving the mouse what he wants. 4. Chart and discuss the effects, stopping at page 4. (Example chart provided: Appendix B) Active Engagement: 5. Continue reading If You Give a Mouse a Cookie, and work together to identify, chart, and discuss the effects from the middle of the book. Link: 6. Today when you are reading, see if you can find some effects in your story. Remember you are looking for something that happened because of something else. Instructional Activities (Independent Time) Students are reading independently, with a partner, the teacher, or participating in a small group. Students are looking in their texts for effects to share with the class. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Some students will benefit from a sentence starter when asked to give an effect. For instance you might say, The cafeteria ran out of pizza today so? What would the effect be? For enrichment, you may want to ask students to recognize both the cause and effect. Summarizing Strategies (Share) Ask student to share any effects they have identified in their reading. Students should bring their book to the carpet if they plan to share. Copyright/Citations (as needed) Adapted from readworks.org Page 4 AKS Lesson Plan

5 Reading_Quarter3_Unit5_CauseandEffect_AppendixA Cause and Effect Example Chart Something happens (cause) So Something else happens (effect) I fell on the sidewalk, so I skinned my knee. I forgot my pencil, so I had to borrow one. I hit the ball, so I ran for first base. It was raining hard, so I got wet. I stuck a pin in the balloon, so the balloon popped. Page 5 AKS Lesson Plan

6 Reading_Quarter3_Unit5_CauseandEffect_AppendixB Cause and Effect Example Chart If You Give a Mouse a Cookie Something happens (cause) So Something else happens (effect) You gave the mouse a cookie, so he asked for some milk. He finished his cookie, so he asked for a napkin. He noticed his hair needed a trim, He got hair all over the floor, He got excited about drawing, so so so he asked for scissors. he used a broom to sweep it up. he wanted to draw his own pictures. Page 6 AKS Lesson Plan

7 Academic Knowledge & Skills Lesson Plan Lesson Name Lessons 3 & 4 Cause in Fiction Grade First Grade Subject Language Arts Course Topic Strand Reading Unit Name Unit 5 Recognize Cause and Effect 2 days Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # Description 1LA_B recognize, listen to, and read a variety of literary and informational textt for a variety of purposes including to answer questions and stimulate ideas 1LA_B recognize cause and effect relationships in literary and informational text (GPS) () 1LA_B ask and answer questions about essential narrative elements (such as beginning middle end, setting, characters, problems, events, and resolution) of a read aloud or independently read text 1LA_B recognize and use graphic features and graphic organizers s to understand text Materials/Links/Text References Appendix C If you Give a Moose a Muffin Cause and Effect Chart optional for electronic projection If You Give a Moose a Muffin by Laura Numeroff Essential Questions What should students know when unit or lesson is completed? How do I identify causes when given an effect in fiction? Essential Vocabulary Cause Effect Reason Identify Recognize Teacher Lesson Prep Suggestions (Optional) Read the book If You Give a Moose a Muffin by Lauraa Joffee Numeroff prior to the lesson so students already have the basic content knowledge of the text. In the lesson, you will be looking specifically for examples of cause and effect. Page 7 AKS Lesson Plan

8 Assessment Strategies Observation and anecdotal records of students during the mini lesson, teacher student conferences, independent reading, and share time. Required Background Knowledge for Students Familiarity with the book If You Give a Moose a Muffin or another book of your choice. Quarter3, Unit 5, Lessons 1 & 2 Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini Lesson/Warm Up * Read the book If You Give a Moose a Muffin prior to the lesson. Connect: You might say, 1. In our last two lessons, we talked about how to recognize the effect in a story. Today we want to talk about how to recognize the cause in a story. Teach: 2. Tell students that first you want to review the definitions of the words cause and effect. Cause is why something happens, and effect is something that happens because of something else. 3. Provide many specific examples. (Refer to examples not used on Appendix A if needed.) 4. Model identifying and discussing why things happen (causes) in If You Give a Moose a Muffin, stopping after page 8. (Examples in Appendix C provided.) Active Engagement: 5. Continue reading If You Give a Moose a Muffin and work together to identify, chart, and discuss what happens and the causes of these events in the book. (See Appendix D for an example.) Link: 6. Today when you are reading, see if you can find some causes in your story. Remember you are looking for why something happens. Instructional Activities (Independent Time) Students are reading independently, with a partner, with the teacher, or participating in a small group. Students are looking in their texts for causes to share with the class. Page 8 AKS Lesson Plan

9 Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Students who need more support will benefit from one on one or small group work in identifying the causes in text. For enrichment, you may want to ask students to recognize both the cause and effect. Summarizing Strategies (Share) Ask student to share any effects they have identified in their reading. Students should bring their book to the carpet if they plan to share. Copyright/Citations (as needed) Adapted from readworks.org Page 9 AKS Lesson Plan

10 Reading_Quarter3_Unit5_CauseandEffect_AppendixC If You Give a Moose a Muffin Why did it happen? (cause) He got a muffin. The moose ate them all. The moose was cold. He wanted to put on a puppet show. He needed to cover his antlers. What happened? (effect) He wanted some jam. All of the muffins are gone. He asked for a sweater. He started making scenery. You bring him a sheet to cover his antlers. Page 10 AKS Lesson Plan

11 Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 5 & 6 Cause and Effect in Fiction Grade First Grade Subject Language Arts Course Topic Strand Reading Unit Name Unit 5 Recognize Cause and Effect 2 days Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # Description 1LA_B recognize, listen to, and read a variety of literary and informational textt for a variety of purposes including to answer questions and stimulate ideas 1LA_B recognize cause and effect relationships in literary and informational text (GPS) () 1LA_B ask and answer questions about essential narrative elements (such as beginning middle effect examples end, setting, characters, problems, events, and resolution) of a read aloud or independently read text 1LA_B recognize and use graphic features and graphic organizers s to understand text Materials/Links/Text References Appendix D Lilly s Purple Plastic Purse Cause and Effect Chart optional for electronic projection Lilly s Purple Plastic Purse by Kevin Henkes or another fiction bookk of your choice that has good cause and Essential Questions What should students know when unit or lesson is completed? How can I recognize both cause and effect in fiction? Essential Vocabulary Cause Effect Reason Identify Recognize Page 11 AKS Lesson Plan

12 Teacher Lesson Prep Suggestions (Optional) Read the book Lilly s Purple Plastic Purse by Kevin Henkes prior to the lesson so students already have the basic content knowledge of the text. This will enable students to focus on looking for cause and effect. Assessment Strategies Observation and anecdotal records of students during the mini lesson, teacher student conferences, independent reading, and share time. Required Background Knowledge for Students Familiarity with the book Lilly s Purple Plastic Purse or another book of your choice. Quarter3, Unit 5, Lessons 1 4 Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini Lesson/Warm Up * Read the book Lilly s Purple Plastic Purse prior to the lesson. Connect: You might say, 1. In our last few lessons, we have been looking for cause and effect in fiction books. So we could really understand both cause and effect, we have been looking for one at a time. Today we are going to look for both cause and effect in the story Lilly s Purple Plastic Purse. Teach: 2. Tell students that first you want to review the definitions of the words cause and effect. Cause is why something happens, and effect is something that happens because of something else. 3. Alternate modeling how to identify causes of events (why) and effects (what) while you read the first part of Lilly s Purple Plastic Purse. (Example chart provided Appendix D) 4. Chart the causes and effects from the book and stop when you think you have given enough examples. Active Engagement: 5. Continue reading Lilly s Purple Plastic Purse, and work together to identify, chart, and discuss the causes (why) of events and effects (what). Link: 6. Today when you are reading, see if you can find some causes and effects in your story. Remember you are looking for the why and the what or the cause and the effect. Page 12 AKS Lesson Plan

13 Instructional Activities (Independent Time) Students are reading independently, with a partner, with the teacher, or participating in a small group. Students are looking in their texts for causes and effects to share with the class. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Students who need more support will benefit from one on one or small group work in identifying just one item at a time as a review before they move on to identifying both the cause and effect. Summarizing Strategies (Share So more students can share, have them turn and talk and share any cause and effect they have identified in their reading. Copyright/Citations (as needed) Page 13 AKS Lesson Plan

14 Reading_Quarter3_Unit5_CauseandEffect_AppendixD Lilly s Purple Plastic Purse Cause She loved pointy pencils. She loved squeaky chalk. She loved fish sticks and chocolate milk. Mr. Slinger thought desks in rows were old fashioned and boring. She admired Mr. Slinger and wanted to be like him. She had free time. Mr. Slinger had bus duty. She was so excited about her new purple plastic purse. She just couldn t wait. Lilly did not listen to Mr. Slinger s directions. Effect All Lilly s pencils were pointy. She made the chalk squeak when she wrote on the board. Lilly had fish sticks and chocolate milk every Friday. Students sat in a semicircle. At home, Lilly pretended to be Mr. Slinger. Lilly went to the Lightbulb Lab often. Lilly stood in the bus line even though she didn t ride the bus. Lilly had a hard time listening to Mr. Slinger s story. Lilly interrupted Mr. Slinger and showed everyone her new purple plastic purse. Mr. Slinger took Lilly s purple plastic purse and put it on his desk. Page 14 AKS Lesson Plan

15 Academic Knowledge & Skills Lesson Plan Lesson Name Lessons 7 & 8 Cause and Effect in Nonfiction Grade First Grade Subject Language Arts Course Topic Strand Reading Unit Name Unit 5 Recognize Cause and Effect 2 days Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # Description 1LA_B recognize, listen to, and read a variety of literary and informational textt for a variety of purposes including to answer questions and stimulate ideas 1LA_B recognize cause and effect relationships in literary and informational text 1LA_B ask and answer questions about essential narrative elements (such as beginning middle end, setting, characters, problems, events, and resolution) of a read aloud or independently read text 1LA_B recognize and use graphic features and graphic organizers s to understand text Materials/Links/Text References Appendix E Harriet Tubman Cause and Effect Chart optional for electronic projection Harriet Tubman by Abigail Fitzwild or another nonfiction book of your choice that has good cause and effect examples Essential Questions What should students know when unit or lesson is completed? How can I recognize both cause and effect in nonfiction? Essential Vocabulary Cause Effect Reason Identify Recognize Nonfiction Infer Page 15 AKS Lesson Plan

16 Assessment Strategies Observation and anecdotal records of students during the mini lesson, teacher student conferences, independent reading, and share time. Required Background Knowledge for Students Quarter3, Unit 5, Lessons 1 6 Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini Lesson/Warm Up Connect: You might say, 1. In our last few lessons, we have been looking for cause and effect in fictional books. We can also find cause and effect in nonfiction books. Today and in the next lesson we are going to read the nonfiction book Harriet Tubman. Teach: 2. Review the definitions of the words cause and effect. Cause is why something happens, and effect is something that happens because of something else. 3. Review the differences between fiction and nonfiction. Fictional books tell stories and nonfictional books give information. Use a T chart to review the major differences. Example: Fiction Tell stories Have beginning, middle, and end Have setting Events or problems Solution to problem Nonfiction Facts Table of contents Glossaries Index 4. Explain to students that nonfiction books have causes and effects in them also. 5. Before reading Harriet Tubman, look through the pages; identify and discuss the features in the book. (i.e., table of contents, glossary, chapters, pictures, illustrations, time line, resources, index, etc.) 6. Begin reading Harriet Tubman, stop to identify, chart, and discuss causes and effects. (Example provide Appendix E) Active Engagement: 7. Continue reading Harriet Tubman and work together to identify, chart, and discuss the causes (why) of events and effects (what). 8. On Day 2, name a cause and ask students to turn and talk to discuss the effect. Name an event and ask the Page 16 AKS Lesson Plan

17 students to turn and talk to discuss the cause. Link: You might say, 9. Today when you are reading, see if you can find some causes and effects in your story. Remember you are looking for the why and the what, the cause and the effect. Instructional Activities (Independent Time) Students are reading independently, with a partner, with the teacher, or participating in a small group. Students are looking in their texts for causes and effects to share with the class. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Students who need more support will benefit from one on one, or small group work in identifying just one item at a time as a review before they move on to identifying both the cause and effect. Summarizing Strategies Share Have students turn and talk to their partner to share a cause and effect they have identified in their reading. Copyright/Citations (as needed) Page 17 AKS Lesson Plan

18 Reading_Quarter3_Unit5_CauseandEffect_AppendixE Harriet Tubman Cause Effect Harriet hated slavery. Kind people gave Tubman food and a place to sleep along the way. Harriet became a conductor on the Underground Railroad. Tubman worked as a nurse during the Civil War. Harriet ran away (p.4) Harriet was able to escape to freedom. (p.6) Many other people were able to escape to freedom. (p. 8) She saved many lives during the war. (p. 15) Page 18 AKS Lesson Plan

19 Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 9 & 10 Cause and Effect in Nonfiction Grade First Grade Subject Language Arts Course Topic Strand Reading Unit Name Unit 5 Recognize Cause and Effect 2 days Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # Description 1LA_B recognize, listen to, and read a variety of literary and informational textt for a variety of purposes including to answer questions and stimulate ideas 1LA_B recognize cause and effect relationships in literary and informational text (GPS) () 1LA_B ask and answer questions about essential narrative elements (such as beginning middle end, setting, characters, problems, events, and resolution) of a read aloud or independently read text 1LA_B recognize and use graphic features and graphic organizers s to understand text Materials/Links/Text References Appendix F George Washington Carverr Cause and Effect Chart optional for electronic projection George Washington Carver by Stephen Feinsteinn or another nonfiction book of your choice that has good cause and effect examples Essential Questions What should students know when unit or lesson is completed? How can I recognize both cause and effect in nonfiction? Page 19 AKS Lesson Plan

20 Essential Vocabulary Cause Effect Reason Identify Recognize Nonfiction Assessment Strategies Observation and anecdotal records of students during the mini lesson, teacher student conferences, independent reading and share time. Required Background Knowledge for Students Quarter3, Unit 5, Lessons 1 8 Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini Lesson/Warm Up Connect: You might say, 1. In our last two lessons, we looked for the causes and effects in a nonfiction book. Today, we are going to continue looking for causes and effects in another nonfiction book called George Carver. Teach: 2. Review the definitions of the words cause and effect. Cause is why something happens, and effect is something that happens because of something else. 3. Review the T Chart made in the previous lesson about the differences between fiction and nonfiction text. Discuss any additions that can be added today. Example: Fiction Tell stories Have beginning, middle, and end Have setting Events or problems Solution to problem Nonfiction Facts Table of contents Glossaries Index 4. Before reading George Washington Carver book, look through the pages and identify and discuss the features in the book. (i.e., table of contents, glossary, chapters, pictures, illustrations, time line, resources, index, etc.) Page 20 AKS Lesson Plan

21 5. Begin reading George Washington Carver, and model identifying, charting, and discussing a few causes and effects examples. (Example provide Appendix F) Active Engagement: 6. Continue reading George Washington Carver and work together to identify, chart, and discuss the causes (why) of events and effects (what). Scaffold teaching to move towards reading the text and waiting for students to think of the causes and effects. 7. Encourage students to continue finding causes and effects after text is read aloud. Chart and discuss students causes and effects responses. Link: You might say, 8. Today when you are reading, see if you can find some causes and effects in your story. Remember you are looking for the why and the what. Instructional Activities (Independent Time) Students are reading independently, with a partner, with the teacher, or participating in a small group. Students are looking in informational texts for causes and effects to share with the class. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Continue working with students who need more support by offering either the cause or effect and have students respond with the appropriate answer. Summarizing Strategies (Share) Have students turn and talk to their partner to share a cause and effect they have identified in their reading. Copyright/Citations (as needed) Page 21 AKS Lesson Plan

22 Reading_Quarter3_Unit5_CauseandEffect_AppendixF George Washington Carver Cause When George Washington Carver was a child, he spent his days outside learning about plants. In many places African Americans faced unfair laws. George loved to learn. Effect George learned a lot about plants. George could not go to the same school as other children. (p. 4) George taught himself to read and write. (p. 4) George finished high school, went to college, and then became a teacher. (pages 7 & 9) Page 22 AKS Lesson Plan

23 Page 23 AKS Lesson Plan

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