5. Acquisition Lesson 22
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do readers use cause and effect relationships to help with comprehension?
How do readers use cause and effect relationships to help with comprehension?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: What is a cause and an effect?
Assessment Prompt 2: What type of relationship occurs between cause and effect?
Assessment Prompt 3: What words are used within text to SIGNAL a cause and effect relationship?
Activating Strategy:
Brainstorm Web
Brainstorm Web
Key vocabulary to preview:
cause, effect, relationship, cause/effect signal words
cause, effect, relationship, cause/effect signal words
Teaching Strategies
Graphic Organizer:
Cause and Effect
Cause and Effect
Instruction:
AP: What is a cause and an effect?AP: What type of relationship occurs between cause and effect?AP: What words are used within text to SIGNAL a cause and effect relationship?
AP: What is a cause and an effect?AP: What type of relationship occurs between cause and effect?AP: What words are used within text to SIGNAL a cause and effect relationship?
Assignment and/or Assessment:
* Use the overhead projector or smart board to display the fishbone map template. Introduce the fishbone map as a kind of semantic web that highlights relationships among ideas. Since the text structure of this article is cause-effect. The fishbone map is an appropriate choice. Point out features of the fishbone map, showing how main ideas stem from the root cause, which in turn points to the effect.
*Ask students specific questions about the cause/effect article that you provide. List the students' responses as the effect on the fishbone map. (Save the root cause, which requires generalization, for the second session.)
*Ask students to silently skim the entire article.
Model with a think-aloud to analyze the first paragraph as follows:"Listen to how I think aloud as we read this first paragraph. Based on the introductory paragraph, I expect it to address one aspect.Read the first paragraph aloud (or have a student read it aloud).Think aloud: "I wonder what this paragraph addresses."On a plain transparency and in your own words, jot down a list of details from the first paragraph. Students should take note of the details on their own copies as you write them on the overhead projector or smart board.Help students identify the pattern of details that leads to the main idea. Ask students for suggestions on phrasing the main idea and the supporting details.Omit any ideas that were interesting, but not essential to the main idea. Emphasize the goal, which is to state the author's main idea succinctly using your own words.
Invite students to analyze the process that you modeled, and list the essential elements on the board as they are named:Read the paragraph to get an overview Reread the paragraph to identify key points
List key points briefly in your own words
Omit elaborate details for the fishbone map
Top this list with a title, such as "Criteria for Summarizing," since each part of the fishbone map is actually a mini-summary of each paragraph. Ask students if they have any questions about the fishbone map or the criteria for summarizing. Emphasize that the paragraph you modeled could have been mapped using different words, but the substance or ideas would have been the same.
*Transition to partner work, using the think-share-pair strategy. Have pairs of students read paragraph 2 and analyze the paragraph using the process you just modeled and described. Circulate and assist students as they read, highlight details, and generalize to arrive at the main idea for the paragraph.
*Have several pairs of students share their main ideas for paragraph 2. Record a representative phrase on the overhead transparency or smart board of the fishbone map template as Main Idea 2.
*Ask students, "What do paragraphs 1 and 2 have in common as they relate to the reasons. Explain that when authors carefully convey a cause-effect relationship, they often repeat the main idea for emphasis so that the reader "hears" it again. A repeated reference signals that an idea is important to the author. The repeated idea will be important to include in a summary.
*Point out that the fishbone map shows how the two paragraphs relate to the root cause and to each other, since they are joined at the "spine" of the fish.
*Have students reflect in their learning journals on the following questions:
1. Articulate for students the purpose of this session:
*Refer students to their fishbone maps, with Main Ideas 1 and 2 completed. Have students review what they learned and how they arrived at the main idea for each paragraph (e.g., by noting details, looking for patterns, and using their own words).
*Divide the class into cooperative learning partners.
*Assign one of the remaining paragraphs. Frame this work session with a time limit-partners must be ready to present their main ideas to the another set of partners within 15 minutes.
*Have the set of 4's present for each paragraph, add Main Ideas for other paragraphs to the overhead transparency or smart board of the fishbone map template. Students should also add these main ideas to their own fishbone maps if different from their information.
*Conclude Session 2 by having students name ways in which each of the main ideas is connected to the other main ideas.
* Use the overhead projector or smart board to display the fishbone map template. Introduce the fishbone map as a kind of semantic web that highlights relationships among ideas. Since the text structure of this article is cause-effect. The fishbone map is an appropriate choice. Point out features of the fishbone map, showing how main ideas stem from the root cause, which in turn points to the effect.
*Ask students specific questions about the cause/effect article that you provide. List the students' responses as the effect on the fishbone map. (Save the root cause, which requires generalization, for the second session.)
*Ask students to silently skim the entire article.
Model with a think-aloud to analyze the first paragraph as follows:"Listen to how I think aloud as we read this first paragraph. Based on the introductory paragraph, I expect it to address one aspect.Read the first paragraph aloud (or have a student read it aloud).Think aloud: "I wonder what this paragraph addresses."On a plain transparency and in your own words, jot down a list of details from the first paragraph. Students should take note of the details on their own copies as you write them on the overhead projector or smart board.Help students identify the pattern of details that leads to the main idea. Ask students for suggestions on phrasing the main idea and the supporting details.Omit any ideas that were interesting, but not essential to the main idea. Emphasize the goal, which is to state the author's main idea succinctly using your own words.
Invite students to analyze the process that you modeled, and list the essential elements on the board as they are named:Read the paragraph to get an overview Reread the paragraph to identify key points
List key points briefly in your own words
Omit elaborate details for the fishbone map
Top this list with a title, such as "Criteria for Summarizing," since each part of the fishbone map is actually a mini-summary of each paragraph. Ask students if they have any questions about the fishbone map or the criteria for summarizing. Emphasize that the paragraph you modeled could have been mapped using different words, but the substance or ideas would have been the same.
*Transition to partner work, using the think-share-pair strategy. Have pairs of students read paragraph 2 and analyze the paragraph using the process you just modeled and described. Circulate and assist students as they read, highlight details, and generalize to arrive at the main idea for the paragraph.
*Have several pairs of students share their main ideas for paragraph 2. Record a representative phrase on the overhead transparency or smart board of the fishbone map template as Main Idea 2.
*Ask students, "What do paragraphs 1 and 2 have in common as they relate to the reasons. Explain that when authors carefully convey a cause-effect relationship, they often repeat the main idea for emphasis so that the reader "hears" it again. A repeated reference signals that an idea is important to the author. The repeated idea will be important to include in a summary.
*Point out that the fishbone map shows how the two paragraphs relate to the root cause and to each other, since they are joined at the "spine" of the fish.
*Have students reflect in their learning journals on the following questions:
- What did you learn about the reasons within the article?
- How can a fishbone map help you understand and clarify the main
ideas and key points of a cause-effect text?
1. Articulate for students the purpose of this session:
- To identify the main ideas for the other paragraphs within the article
- To note repeated references, as well as connections among the main
ideas
*Refer students to their fishbone maps, with Main Ideas 1 and 2 completed. Have students review what they learned and how they arrived at the main idea for each paragraph (e.g., by noting details, looking for patterns, and using their own words).
*Divide the class into cooperative learning partners.
*Assign one of the remaining paragraphs. Frame this work session with a time limit-partners must be ready to present their main ideas to the another set of partners within 15 minutes.
*Have the set of 4's present for each paragraph, add Main Ideas for other paragraphs to the overhead transparency or smart board of the fishbone map template. Students should also add these main ideas to their own fishbone maps if different from their information.
*Conclude Session 2 by having students name ways in which each of the main ideas is connected to the other main ideas.
Summarizing Strategy:
Have students reflect in their journals by responding to the following questions:
Have students reflect in their journals by responding to the following questions:
- What did you learn about the topic within the article?
- What
strategies did you learn to help you understand and remember
complex text?
- In what ways do you think you could use these cause/effect strategies outside a reading class?
Differentiation:
Plan for the accommodations needed in order to meet the interests, learning styles, and abilities of all students.
Plan for the accommodations needed in order to meet the interests, learning styles, and abilities of all students.
Resources and Materials:
Appropriate grade level materials
Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.), graphic organizers, trade books
Appropriate grade level materials
Various adopted programs (Daybook, rBook, Voyager, Read XL, etc.), graphic organizers, trade books
Time (in days):
1
1
Rubric(s):
Acquisition Lesson:
1. How does the reader determine the main idea or essential message? 2. How does a reader summarize the main idea from text? 3. How do you write a summary? 4. How does the reader set a purpose for reading? 5. How do details support the main idea? 6. How do readers use context clues to determine the meaning of words? 7. How do connotation and denotation help in understanding new words? 8. How do readers determine the correct meaning of words with multiple meanings? 9. How do readers identify word/phrase relationships to make meaning of text? 10. How do readers determine if words/phrases have similar meanings? (synonyms) 11. How do readers determine if words/phrases have most opposite meanings? (antonyms) 12. How do readers determine shades of meaning between words/phrases? 13. What is the author's purpose? 14. How do readers determine author's purpose and use that evidence to construct support for that purpose?15. How does an author's technique contribute to the effectiveness of his writing? 16. How does the information within text support the author's purpose? 17. How does the reader use inference, paraphrasing and summarizing to determine main idea of a narrative text? 18. How does prior knowledge help in making predictions?19. How do readers draw conclusions? 20. How does a reader identify elements of plot structure in a text? 21. How do readers use predicting to comprehend text? 22. How do readers use cause and effect relationships to help with comprehension?