Cause and Effect Relationships
Lesson 2 of 6
Objective: SWBAT state cause and effect relationships in the story.
Today we are going to be working on the comprehension skill of cause and effect. We have been working on this all year long and this is yet another unit in which to practice this important skill.
When students think about cause and effect relationships they will retell part of the story, as well as describe the characters and major events in the story. When we explore cause and effect, we are addressing standards RL1.2, and RL1.3.
For today's lesson, you will need the story "Owl Moon" by Jane Yolen and either the Smartboard Owl Moon.notebook or Activboard Owl Moon.flipchart lesson . Students will also need their student work packets from yesterday's lesson.
I started the lesson by saying. We are going to revisit our story again today. Today as I read, we are going to be looking at our cause and effect relationships. Who wants to tell me what cause and effect is?" The students had a hard time articulating what cause and effect was, so I helped them out. I said, "Cause and effect is when a reader looks at the events that happen in the story and why those events happen. Today as we read, we need to understand that the events don't just happen randomly. There is a reason why the events in the story happen."
I read to page 3. After reading this page, I turned to slide 13 on the Smartboard lesson. I said, "We are going to look at a cause and effect relationship now. The event is that the night seemed to shine. What caused the night to shine?" I gave partners a minute to discuss this. I called on a volunteer and they had said that the moon shining brightly is what made the night seem to shine. The other students agreed. We went to the top of page on the student work packet, and the students recorded the cause on their multi-flow maps. You can see this portion of the lesson by watching this video Discussing and Recording Our Cause and Effect.mp4
In this part of the lesson we looked at three different cause and effect relationships. I turned to slide 14 on the Smartboard lesson. I said, "The event is that Pa and the girl were walking towards the woods. What caused them to walk towards the woods?" After discussing the content as partners and a class, we recorded the cause (Pa and the girl wanted to go owling and see an owl) and recorded that on our multi-flow map at the top or page 5. Then we answered the question at the bottom of page 5.
I turned to slide 15 on the Smartboard lesson. I said, "The event is Pa's face was a silver mask. As I read this page, you listen for what caused that to happen." I read the page, and after partner and class discussion we recorded on the multi-flow map at the top of page 6 that the moon shining on his face made his face a silver mask. Then we answered the question at the bottom of page 6.
Finally, I turned to slide 16 on the Smartboard lesson. I said, " The event is the girl was not disappointed when they didn't hear an owl. I want you to listen for what caused the girl to not be disappointed." I read the page and after discussing as partners and a class we recorded our answer ( that her brothers said, sometimes there's an owl and sometimes there isn't) on our multi-flow maps at the top of page 7 . Then students answered the question at the bottom of page 7.
Once we had done 3 cause and effects for our guided practice, I wanted students to do some independent practice, so I could assess how well they knew cause and effect relationships on their own. I continued to read to the part where Pa had turned on his flashlight. I turned to slide 17 on the Smartboard lesson and I said, " The event on this page is that Pa turns on his flashlight. What was the effect, or what happened as a result of him turning on the flashlight? This time you have to think about that on your own. Finish filling out your multi-flow map and answer the question on pg 8 of your packet."
After students were finished filling out their multi-flow maps and answering their question, I continued to read to page 15. After reading, we talked about how the phrase "The snow below it was whiter than the milk in a cereal bowl" really gave us strong images in our mind. I went to slide 18 on the Smartboard lesson. I said, "The snow wasn't just white for no reason. Something caused the snow below to be so white. What was it?" The students looked at me like I had three heads, so I reread the page. I realized that sometimes I will have to dive back into the text and read again. The second time I read the text, students knew what they were listening for and it helped them to hear the text again. Once I read again, I said, "Now that you've heard the text again, fill in your multi-flow map and answer the question on page 9 of your packet.
When students were finished with their question I turned to slide 19 on the Smartboard lesson. I said, "When I read this next page the event is going to be that Pa and the little girl go home. We need to be listening for what caused them to think it was time to go home. Let's listen carefully." I read that page, students recorded their answers on their multi-flow maps and then answered the question on page 10 of their packets.
I have a very simple poster of a Twitter board in my classroom. The kids love to close the lesson this way because they get the feeling of being a little bit grown up where they can "tweet" and I don't have to worry about actually having my students be out in cyberspace. I said to my students, "Today we practiced determining the cause and effects in our story. Why do you think it's important to learn about cause and effect?" They each wrote their answers on a post it note and then had the opportunity to tweet on the board. You can see them posting in this video Tweeting Our Closure - Day Two Owl Moon.mp4.