Text Structure: Cause and Effect Part 2
Lesson 10 of 16
Objective: SWBAT write using cause and effect order.
Today is Free Read Friday. Typically students will read their personal library books for the first 15 minutes of class. However, as my students have begged to get on Tween Tribune, today I am offering them choice. They may read their library books or log on to Tween Tribune to complete to following task.
On their daily agenda I have a challenge - locate an article written in cause and effect order to share with your table and or the class. Students may use any extra time to complete the daily quiz.
If you follow me, you know that my students have been using and loving Tween Tribune, and I love hearing them discussing and analyzing text.
Here is one example from students today.
Today's lesson continues from where we left off yesterday, so I will put the "practice" slide in the powerpoint back up on the screen. The lesson will be a review of the cause and effect order practice from yesterday. We will read the piece aloud and students will share answers, questions, concerns and check or correct themselves as needed. The goal is for students to have a good example piece with graphic organizer and notes in their binder.
Independent Work/Wrap Up
Using the example piece and graphic organizer as examples, students will write a brief example of cause and effect order. This is the third structure, so to eliminate confusion, I will display and refer students back to the cause and effect order examples in the powerpoint. I'm not looking for length so the brief examples found in the powerpoint are perfect to keep them focused on today's structure. Depending on the level of the class, I may even give a topic as the "cause" for their writing task -"oversleeping" for example.
I will walk around answering questions and conferring with students about their ideas.
This can be done as a journal entry or separately, depending on whether you'd like to collect it or not.
To wrap up in the last 5-10 minutes, I will ask a few students to share their writing with the class on the SMART board. We will point out what makes their writing a good example -use of key/signal words, numbers, dates, etc.