Reading+Mini-Lesson

ELD 308 **Plot Charts: Reading Mini-Lesson**
 * Grade**: 5


 * Time:** 15 minutes


 * Standard** (Common Core State Standards):
 * Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


 * Objective:** Students will be able to identify several examples of cause and effect in two different texts.

- //Cloudy With A Chance of Meatballs// by Judi Barrett - T Chart (large enough to be displayed in front of the class)
 * Materials:**


 * Lesson Sequence**:

1. **Anticipatory Set (Engagement) –**
 * “Boys and girls, do you remember the book that we read yesterday? //Cloudy With A Chance of Meatballs//, yes. I’m happy you all enjoyed the book. When we were reading, we noticed several events that occurred in the town of Chewandswallow. What were some of the events that happened in the story?”
 * 2. State objective and purpose – **
 * “Well, today we are going to ask ourselves if those events were a cause for something else to happen, or maybe an effect of an event before it. How might finding the causes and effects of different events help us understand a story better?”


 * 3. Teach and Model **
 * Display a T Chart at the front of the room.media type="custom" key="9175902"
 * Model the first example for the students introducing how cause and effect are identified, referring to the pictures and text in the book. When you do the next three examples, find the page that the cause is on to trigger the students’ memory of what happened in the story. “When I come to an important event in my reading, I ask myself ‘What caused this to happen? What is the cause?’ If I can’t think of something that caused it, maybe this event is the cause. So, then I must ask myself, ‘What happened as an effect of this event?’ For example, ‘When a big pancake fell on the school, what caused this to happen? Or, what happened as an effect of a big pancake falling on the school? The school was closed because a big pancake fell on the school.’ So, when we look at the next example on our chart, what should you ask yourself?”


 * 4. Guided Practice - **
 * Continue the next two examples with the students, guiding them and asking questions to be sure that they understand how to identify the causes and effects in a text.
 * The last example switches the order of finding causes and effects. “In our last example on the chart, I have listed an effect. If you find an important event in your story and cannot find something that happened next, it might be an effect. What should you ask yourself to find the cause?” If students understand this concept, they will know to just ask ‘what may have caused this?’ or a question similar to that. Fostering these questions advises students to constantly ask questions to themselves throughout their reading.


 * 5. Independent Practice/Assessment – **
 * “Boys and girls, when you begin reading for independent reading today, I want you to notice any important events in your stories. When you come upon an event that you think may be a cause or an effect, put it in a T Chart like we did during this mini-lesson.”


 * 6. Closure – **
 * “When you are reading and find an important event, what should you ask yourself this
 * “Who would like to share some of the causes and effects that you encountered during your reading?”