1. Life without People
Cause and Effect

2. Collection 3/Unit 3
Essential Question: What does my response to change say about who I am?
We are looking at documents (stories/essays) that show us how people respond to change.
This is the unit focus and when planning lessons as part of the whole unit… work backward from this and the PBA and standards.

3. Today’s Agenda – July 20, 2017
We will understand how an author unfolds ideas, including chronology/cause & effect, in a text. We will have a deeper understanding of how some words are used in a text and when talking about a text.
1. Journal based on photo – infer (Bell Ringer) – 5 minutes
2. Review vocabulary webs from prior article/lesson plan and add two words – 2 minutes
3. Visual Demonstration – a match and some dominos – 2 minutes
4. Review structure of “Simplexity” – 3 minutes
5. Model Modified graphic organizer – add Chronology – 3 minutes
6. Work in groups of 3 to complete graphic organizer/modified Jigsaw – 20 minutes
7. Read “Life After People” essay silently and color mark – 10 minutes (can become homework or completed second day)
8. Complete Exit Slip – 3 minutes

4. Journal – Tab 1
If you went to live in this place how do you think your life would change?

5. Word Study – Tab 2 Analogy,
Teachers need a word study strategy and place to keep vocabulary. Improved vocabulary is the best way to improved testing. What makes this rigorous?
Word Study – Tab 2
Analogy,
Change, Chaotic, Propagate, Proximity, Rational

6. Visual Demonstration What happens when I strike the match?
What happens when I knock over the first domino?
Answering what means you know the effect.
I am doing this just as the author of “Simplexity” compared how people behave to water. This, you might recall, is an ANALOGY
Always have questions to guide demonstrations
Visual Demonstration
ADD answers to notes following agenda

7. “Simplexity”
Cause and Effect – Let’s look at the anchor charts we created for how the author structured some of the writing.
C = red
E = green

8. TrANSITION Words for Chronology
This list is incomplete so… please add to the top of the text, additional words for time/sequence:
Within a day or week or…
By the end of…
Eventually
Meanwhile
Soon
Still
Between

9. Modified Graphic Organizer & Text

10. Group Activity Group 1 Group 2 Read aloud paragraphs ____ & ______
Using the transition words in the graphic organizer to identify the cause/effect
Each member records textual evidence in the graphic organizer
Identify a group presenter
Each member completes empty section while listening
Read aloud paragraphs ____ & ______
Using the transition words in the graphic organizer to identify the cause/effect
Each member records textual evidence in the graphic organizer
Identify a group presenter
Each member completes empty section while listening

11. Silent Independent Re-Reading
Use your completed graphic organizer as guide:
As you read, mark red the cause, green the effect
When finished, ask yourself if paragraph 4 should have been included (or any other sections of text) in the organizer?
Note any questions or comments you wish to ask the class

12. Homework
Locate the New York Times Magazine article from the past 2 weeks that dealt with a similar topic to today’s lesson. Write a succinct paragraph explaining whether or not the author used a cause and effect structure.

13. Exit SLIP
Use the the three C response approach. Make a claim…

14. Bell Ringers and Exit Slips
After several months, the radiation in the air is no longer a danger, and those animals that have survived follow their new lives.
Which of the following is a phrase that shows chronology?
A. have survived
B. new lives
C. after several months

15. Bell Ringers and Exit Slips
After several months, the radiation in the air is no longer a danger, and those animals that have survived follow their new lives.
Which of the following is a cause?
A. begin to follow their new lives
B. the air is no longer a danger
C. After several months

16. THANK YOU
The key is in the connections.