Grade 5 Unit 5 Week 4

Skill/Strategy: Cause & Effect/Summarizing

Review: A cause (why something happens) may have several effects. An effect (what happens as aresult of the cause) may have several causes. Asking yourself, "What happened?" and "Why did it happen?" will help you identify effects and causes. Sometimes clue words such as since, as a result, caused, thus, therefore, and consequently are used to show cause-and-effect relationships. Summarizing, telling what a story or article is basically about, helps you understand and remember what you read. It helps you figure out main ideas and find important supporting details. It also helps you see important causes and effects. Reading Street, Grade 5, Unit 5, p. 582

Part A: Determining the cause and the effect related to an event

EQ: How can I tell the difference between a cause and an effect?Materials: event cards, blank index cards or post it notes, example

What Caused It: (Model with example for students first.) Then distribute EVENT CARDS. Ask student partners to use index cards or post-its to create a cause and an effect for each event. Students can share with the group and then switch event cards.

Examples below are from Reading to Learn by Learning Focused Schools, p. 7.

Cause Event Effect

I fell. My knee is bleeding. My mom put a band-aid on it.

It is raining. I have to play inside. I am unhappy.

I did not use sunscreen. I got sunburned. It will hurt tonight.

I did not eat breakfast. I was hungry. I will eat a big lunch.

Today is my birthday. I will have a party. I will get presents.

We don’t practice much. We lost the game. We will practice more.

My dad was speeding. My dad got a ticket. My dad drives slowly now.

Part B: Create a cause/effect strip

Materials: Cause Effect Strips, crayons or markers, examplesEQ: How are the cause and effect related?

I didn’t look at the nail when I was hammering.

My finger was throbbing all night.

Show the example of “Susan didn’t read the recipe carefully” (attached). Model thinking about what the effect could be and drawing in a picture for the effect. (ie: The cookies were burned.) If needed, you could also model determining a cause for “The hamster escaped from his cage.” Remind students to use cause and effect signal words such as then, since, because, and as a result. Do not let the situation become a sequencing activity; it should model cause and effect only. Distribute cause/effect strips. Students should create a related cause or effect and then illustrate their example. Share completed cause/effect strips. The examples below are from ReadWriteThink.org:

Cause Effect

The boy overslept. The boy missed the bus.

The sidewalk was icy. The girl slipped and fell.

Jason didn’t keep his eye on the ball. Jason missed the swing

The girl didn’t do her homework. The girl had to miss recess.

Janice studied very hard. Janice got an A on her science test.

It started to rain. The trip to the beach was cancelled.

The electricity went out. The food in the refrigerator spoiled.

Lightening hit the pine tree. The pine tree fell on the road.

Susan didn’t read the recipe carefully. The cookies did not turn out as she had expected.

Here are some examples that could be used to address higher level concepts if there is extra time:

Cause EffectA large meteorite hit the Earth millions of years ago. Many scientists believe this caused the extinction of the

dinosaurs.Tectonic plates under the ocean shift, causingan underwater earthquake.

A tsunami is created.

The Stamp Act enraged the colonists. This led to the Revolutionary War.John attached a copper wire to each terminal of a battery and then to a light bulb.

The light bulb went on.

Water molecules come into contact with a heat source, and they begin to move very quickly.

The water boils.

The basketball player was traveling. The referee called a penalty on the basketball player.The Exxon Valdez spilled 10.8 million gallons of crude oil into the ocean.

There were devastating long-term effects on the seal population in Alaska.

Part C: Cause and Effect Questions with Jules Verne (Do this after students have read the story in class)Materials: Cause and Effect Cards (copy onto card stock and cut apart), Reading Street textEQ: How can I successfully answer cause and effect questions?

Explain to students that questions about cause and effect are easy to answer if you know what to look for. Read these common types of cause/effect question stems and give an

example from one of the cause/effect examples above. Students can also create cause/effect statements using these starters.

I think…………was caused by………….. The main cause of……………was probably…………….. The effects of………….were………… Due to the fact that………………. The reason for……………was…………….. ..........occurred, and consequently……….. That wasn’t caused by…………….because…………..

Spread the Cause and Effect cards out on the table. Each student takes a turn to pick a card and reads the page number. All students turn to that page to hear the question. Support students as they decide whether they are looking for a cause or effect and as they locate this in the text.

p. 588 In 1864, people did not know what the center of the Earth was made of. Since were curious, one of the effects was _____. (Jules Verne imagined what it might be like)

p. 588 What caused the raft to be lifted out of the water? (enormous animals are coming up out of the water)

p. 590-591 Due to the fact that ___________, the Professor hesitates to use his rifle. (the animals were too big to be hurt by a rifle)

p. 592-593 The reason that Hans, Harry and the Professor think there are six monsters is ________. (each creature has body parts of many different animals)

p. 594 Scientists think the jaw of the ichthyosaurus was so large because they probably _______. (estimated the number of teeth from the fossilized bones)

p. 595 The author compares the plesiosaurus to a swan because _______. (its neck was flexible like a swan’s neck)

p. 596-597 The main cause of the sudden and silent calmness is ________. (the two creatures dive down deep in the water)

p. 597 The plesiosaurs is mortally wounds, and consequently ________. (it twists and coils in the water and then dies)

p. 597 I think the ichthyosaurus was injured and so it probably _______. (answers could vary)

Part D: Wow! Look at this language! (Do this lesson after the story has been read in class.)

Materials: Reading Street text (optional), passages (attached), drawing paper, drawing tools

EQ: How does the language an author uses enrich the text?

Explain that this story is filled with fantastic language. Example: p. 588 “Such hideous jaws! Such terrible teeth!” Talk about how the language really helps you to visualize what is happening. Go through the following sections of text and discuss the richness of the language. More importantly, help students to understand the language and create a clear visualization of each section. Discuss why the author chose these words in this text.

p. 590 “And indeed two columns of water rise from the surface of the sea as he speaks, reaching an immense height before they fall back into the sea with an enormous crash. The whole cave in which this great sea is set, its walls and roof invisible to us, echoes with the sound of it.” What do you visualize?

p. 591: “a serpent even longer, its ghastly head peering out of the water” What picture do you get in your head from the word ghastly?

p. 591 “what effect would a bullet have on the armor that encases the bodies of these monsters?” Why did the author use the word armor?

p. 593 “they leave behind a mighty crocodile and a prodigious sea serpent” Prodigious means huge or impressive. Why did the author use prodigious instead of big?

p. 593 “At that moment we realize how very small we are. To their great eyes, we must seem nothing bigger than an inch or so of floating scrap.” What awesome words has the author used to add to this section? Why did the author compare the crew to floating scrap? What type of figurative language is this?

p. 594 “The creature is a hundred feet long, at least, and when I see his tail rise out of the water, angrily flicked like the hugest whip you could imagine, I can guess at his width.” You have to set aside parts of this sentence in order to understand it. Reread only the underlined parts of the sentence and discuss what the sentence is telling you. Then, reread the descriptive part of the sentence which is not underlined. What is this phrase referring to? How does it add to your visualization? What type of figurative language is this?

p. 594 “His jaw is larger than I’d ever dreamed a jaw could be” What a great way to describe his jaw! What else in that paragraph gives you a clue to the size of his jaw? The author could have said “His jaw was really big.” How do the details the author provided give you a different picture of the creature’s jaw?

p. 595 Find two more examples of figurative language on this page (not including the ‘neck as flexible as a swan’). Talk about what these mean and why the author used this language.

p. 596 “The creatures hiss at each other – and the hissing is worse than the sound of the wildest winds you can imagine, all blowing together.” How did the author make this seem to come alive?

p. 597 Find a metaphor on this page. Why did the author choose this comparison? What else could he have compared the creatures to?

p. 597 “wildly disturbed sea” How does this phrase help you picture the setting for this combat?

p. 597 Why does the author say “..the blessed fresh air”?

p. 598 How does the author give you a vivid picture of the dying monster? How can you tell that the water is moving? What do you think ‘writhings’ are?

My knee is bleeding. I have to play inside.

I got sunburned. I was hungry.

I will have a party. We lost the game.

My dad got a ticket.

cause

effect

Cause Effect

Susan didn’t read the recipe carefully.

Cause Effect

The hamster escaped from the cage.

I didn’t look at the nail when I was hammering.

My finger was throbbing all night.

Cause Effect

The boy overslept.

Cause Effect

The sidewalk was icy. The girl slipped and fell.

Cause Effect

Jason missed the ball when he swung the bat.

Cause Effect

The girl didn’t do her homework.

Cause Effect

Janice got an A on her science test.

Cause Effect

It started to rain.

Cause Effect

The food in the refrigerator spoiled.

Cause Effect

The pine tree fell on the road.

Cause and Effect with Jules Verne – copy these onto card stock and cut them out.

p. 597 I think the ichthyosaurus was injured

and so it probably __________.

p. 596-597 The main cause of the sudden and silent

calmness is ________.

p. 588 In 1864, people did not know what the center of

the Earth was made of. Since were curious, one of

the effects was ______.

p. 594 Scientists think the jaw of the ichthyosaurus

was so large because they probably _______.

p. 595 The author compares the plesiosaurus to a swan because _______.

p. 597 The plesiosaurs is mortally wounds, and consequently ________.

p. 588 What caused the raft to be lifted out of the water?

p. 590-591 Due to the fact that ___________, the

Professor hesitates to use his rifle.

p. 592-593 The reason that Hans, Harry and the

Professor think there are six monsters is ________.

Journey to the Center of the Earth by Jules Verne

p. 591: “a serpent even longer, its ghastly head peering out of the water” What picture do you get in your head from the word ghastly?

p. 591 “what effect would a bullet have on the armor that encases the bodies of these monsters?” Why did the author use the word armor?

p. 593 “they leave behind a mighty crocodile and a prodigious sea serpent” Prodigious means huge or impressive. Why did the author use prodigious instead of big?

p. 593 “At that moment we realize how very small we are. To their great eyes, we must seem nothing bigger than an inch or so of floating scrap.” What awesome words has the author used to add to this section? Why did the author compare the crew to floating scrap? What type of figurative language is this?

p. 594 “The creature is a hundred feet long, at least, and when I see his tail rise out of the water, angrily flicked like the hugest whip you could imagine, I can guess at his width.” You have to set aside parts of this sentence in order to understand it. Reread only the underlined parts of the sentence and discuss what the sentence is telling you. Then, reread the descriptive part of the sentence which is not underlined. What is this phrase referring to? How does it add to your visualization? What type of figurative language is this?

p. 594 “His jaw is larger than I’d ever dreamed a jaw could be” What a great way to describe his jaw! What else in that paragraph gives you a clue to the size of his jaw? The author could have said “His jaw was really big.” How do the details the author provided give you a different picture of the creature’s jaw?

p. 595 Find two more examples of figurative language on this page (not including the ‘neck as flexible as a swan’). Talk about what these mean and why the author used this language.

p. 596 “The creatures hiss at each other – and the hissing is worse than the sound of the wildest winds you can imagine, all blowing together.” How did the author make this seem to come alive?

p. 597 Find a metaphor on this page. Why did the author choose this comparison? What else could he have compared the creatures to?

p. 597 “wildly disturbed sea” How does this phrase help you picture the setting for this combat?

p. 597 Why does the author say “..the blessed fresh air”?

p. 598 How does the author give you a vivid picture of the dying monster? How can you tell that the water is moving? What do you think ‘writhings’ are?