We are going to continue to analyze the cause and effect relationships in the second part of the story today. When we look at cause and effect relationships we are really analyzing the characters, settings, and major events in the story. This addresses standard RL1.3. Many times, young students don't realize The characters interact with each other and because of those interactions, the events develop over the course of the story. First graders need to see that the characters and events in the story don't happen in a haphazard way. This is why teaching cause and effect is so important. Students will continue to develop this skill until they reach the anchor standard ( CCRA.R.3) where they have to analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Students will also be discussing the story and answering questions about the story in today's lesson. This addresses standard RL1.1.
For today's lesson you will need the book "Why Mosquitoes Buzz in People's Ears" and either the Smartboard Why Mosquitos Buzz in Peoples Ears.notebook or the Activboard Why Mosquitos Buzz in Peoples Ears.flipchart lesson. Your students will need their student work packets from yesterday.
Every student had a new partner and seat today. After getting situated I stated the objective and gave the students an overview of what we are going to be doing today. I said, "We are going to be reading the second part of our story today. We are going to be analyzing how the characters interact with each other and how those interactions cause the events in the story to happen. When we do this, it is called cause and effect. Just like yesterday, we are going to write our cause and effects in our multi-flow maps. Then we will use our multi-flow maps as a tool to help us answer the questions."
I reread page 6 from yesterday. I said, "I want partners to discuss what caused one of the owlets to get killed." When partners were done we had a class discussion. I said, "Who can share what you and your partner talked about?" After the first person had shared I said, "What do you think about what they just said? Do you agree or disagree?" Once the class had come to the consensus that it was the monkey screeching and leaping kili wili through the trees, I pointed at slide 8 on the Smartboard lesson. I said, "Please record what you just said in the cause box on page 5 of your student packet."
Before reading again, I turned to slide 9 on the Smartboard lesson. I said, "Wow. 4 events happen as a result of the owlets telling Mother Owl that the monkey killed the owlet. We're really going to have to listen closely to this next page so we can hear the 4 events." I read page 8 and had partners discuss what 4 events happened as a result of the owlet being killed. Then we had a class discussion. Again I asked questions such as, "What do you think about what they just said. Do you agree or disagree? Why do you think that?" Then after discussing I referred to slide 9 again. I said, "Record the events that happened as a result of mother owl hearing that her owlet was killed my monkey on page 5 of your packet.
You can see a portion of this part of the lesson here Discussing Our First Cause - Day Two Mosquitoes Buzz in People's Ears.mp4 .
It was time for my students to do their independent work and answer their text dependent questions. When I taught this lesson it was late March and at this time of the year, I am really trying to have my students work independently without them relying on me so much. I said, "Now it's time for you to do your independent work. Turn to page 7 of your packet. You have 4 questions you need to answer. Let's read the questions on page 7 and 8 together." After reading the questions I said, "You have your multi-flow map as a tool to help yourself out. You can talk to your partner if you absolutely feel like you have to but I think you'll ve able to do this on your own. Now remember, you need to use evidence from the text in your answer and you need to answer in complete sentences."
During this time, I walked around the room, helping my strugglers to read the questions again. If students were stuck I would say, "What tool do you have to help yourself out?" This really helps them to realize that if they use the correct tools, they really don't need to be dependent on me. I just kept walking around, making sure students were on task and that they were actually using text evidence in their answers. Even though I'm taking a step back, I am still holding my students to high expectations and want the quality work that I know they're capable of. You can see this portion of the lesson here Answering Our Questions - Day Two Mosquitoes Buzz In People's Ears.mp4.
Yesterday's koosh ball closure was such a success I decided to do it again. The koosh ball closure is really easy if you just want to close the lesson by asking questions. I said, "O.K let's review what we did today. Who can tell me what caused one of the owlets to get killed?" I threw the koosh ball to a volunteer and they answered the question. I asked a few more questions and whichever student had the koosh ball would throw it to someone else. The remaining questions were: