Cause and Effect with "A Bad Case of Stripes" Day Two

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Objective

SWBAT write the cause and effects in the story "A Bad Case of Stripes"

Big Idea

This is the second lesson in a two day lesson. Students will continue writing to sources in this lesson. They will write about cause and effects in a multi-flow map and then write sentences to explain the cause and effect relationships in this story.

Teacher Notes and Materials

     Since this is Day 2 of the lesson everything you will need for this lesson is in the materials section of the Day 1 lesson.  Please refer back to the Day 1 lesson if you have any questions.

Reading, Discussing, and Writing the Fifth and Sixth Events

10 minutes

   I started today's lesson by reminding students of yesterday's lesson.  I said, "Yesterday we started to read our story and we discussed the cause and effects in the story.  We are going to continue that work today." 

     I continued reading the story.  I read to the part of the story where Camilla had tried all sorts of remedies and she turned out all tree-like.  I turned to the page on the flipchart where it said the specialists gave Camilla a bottle of different colored pills.  I said, "The event is that the specialists gave her a bottle of different colored pills.  What is the effect of this?  It was Person 1's turn to talk.  The students discussed what the effect was and all agreed that Camilla turned into a big pill.  I gave the students about 3 minutes to write this in the effect box.  

     I turned to the next page on the flipchart and said, "The event is that Camilla tried all sorts of remedies.  What is the effect of this?  It was Person 2's turn to talk.  All the students shared and then the class agreed that Camilla turned into a creature with roots, feathers, leaves, and berries.  Again, I gave  students about 3 minutes to write this in their effect boxes.

    

Writing Complete Sentences about the Fifth and Sixth Events

10 minutes

      Just as we did with our other events, we wanted to practice speaking and writing in complete sentences.  I turned to the page in the flipchart where we wrote our  next set of sentences.  I focused on the first sentence stem.  I said, "The first stem says, The specialists gave her a bottle of different colored pills and  ____________.  Now what are we going to say?"  Person 1 took their turn to talk and I circulated around the room listening.  After everyone had practiced speaking I gave them about 3 minutes to finish writing their sentence stem about how Camilla turned into a big pill. 

   After they were finished writing the first sentence I said, "Let's look at the second stem on the board.  It says, Camilla  tried all sorts of remedies and ____________.  Person 2 took their turn to speak.  I continued to circulate.  When they were done speaking, I gave them time to finish writing their sentence stems about how Camilla turned into "the creature". 

 

 

Reading, Discussing, and Writing the Seventh and Eighth Events

10 minutes

      I said to the kids, "We are almost done boys and girls.  We only have two more events to go." I continued reading the story.  I read to the end.  I turned to the page on the flipchart where it said the little old lady fed Camilla lima beans.  I said, "The event is that the little old lady fed Camilla lima beans.  What is the effect of this?  Person 2 spoke first. Everyone practiced speaking how Camilla was cured. Then everyone had the opportunity to write this in the effect box.

     I turned to the next page on the flipchart and said, "The event is that Camilla never got a touch of stripes again. What caused her to never get stripes again? Person 1 spoke this time.  The students discussed how Camilla ate lima beans.  Then I gave the students the opportunity to write this is in the cause box. 

 

Writing Complete Sentences about the Seventh and Eighth Events

10 minutes

The kids were doing such a great job speaking and writing in complete sentences.  This was our last turn at it for this lesson.   I turned to the page in the flipchart where we wrote our  next set of sentences.  I focused on the first sentence stem.  I said, "The first stem says, The little old lady fed Camilla lima beans and _____________.  Now what are we going to say?" Person 1 got to talk.  I circulated around the room listening for syntactical errors.  Once the students were done speaking they completed their sentence stem. 

   After they were finished writing the first sentence I said, "Let's look at the second stem on the board.  It says, Camilla never got a touch of stripes again because _______________.  This time Person 2 spoke.  I circulated aroudn the room listening to the students.  Once students finished talking, I gave them time to complete their sentence frame.    

Closure

2 minutes

     I closed the lesson by saying, "Who can tell me an important event in the story and why it happened?  Who can tell me an important event and what caused it to happen?"


Then I collected the student packets so I can use it as an assessment and check for student understanding.