If You Give A Mouse A Cookie: Writing a Cause and Effect Book

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SWBAT create a piece of writing showing cause and effect text structure.

Big Idea

Being able to create a story with cause and effect text structure demonstrates a good understanding of cause and effect relationships.

If You Give Them Time To Review

10 minutes

This lesson begins with the students entering to find their plans already out on their desks.  I let them choose another Laura Numeroff book to read so I can point out that although all her characters and events are different, the structure of the text is the same- cause and effect. Listening to another story in this format gives the students one more chance to internalize what it is I am asking them to do.  

Because I want to give them as much time to work as possible, we do a quick check in of sorts to see who is ready to start on their book.  Until now, I have kind of kept the book a secret and they are anxious to see it.  I hold up the book and wait for the satisfying oohs and aahs.  

A note here:  I have found this foldable to be very difficult to do with the students so when I use this book, I prefold them all before class.  You can find the instructions here.

I put the book under the ELMO and show the students the front cover and how that will be where their title and name go and then the rest of the pages being sure to note that they can write on front and back.  I am also sure to tell the students how I want their page set up- words on bottom, picture on top.

I then set them off to work.

If You Give Them Time To Work

40 minutes

This time is purely for the students to work- hopefully uninterrupted.  I am sure to separate those students that didn't finish their planning so they're not distracted by the working of the others.  I put on music and circulate and monitor. This is a perfect time to pull a small group of students who are still struggling to help give them some more support.  

I also love to use this time to just sit with a group of students and listen to their conversations. I get involved in what they're talking about and get to know that group a little better.  After a while I move to another group.  The students really enjoy this more informal conversation with their teacher and will beg you to sit with them.

If You Give Them Time to Share

10 minutes

Before I collect the books and graphic organizers, we take this time to do a rubric check.  I hand out the checklists so the students can analyze their work to see what work needs to be done or redone tomorrow.  I love the sharing part of lessons because I think there is always at least one kid that goes, "Oh!!!  I get it now!!"  I collect the books and graphic organizers back so they don't get lost and tell students that tomorrow is the last day to work.