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English lesson plan · 3rd grade (Year 4 in England) · 30 minutes

Cause and effect in texts: since, as a result, therefore

Reading Comprehension

CCSS RI.3.3CCSS RI.3.8England: Y3/4 Reading (explaining)England: KS2 SATs Reading

Objective and success criteria

Students will: Cause and effect in texts: since, as a result, therefore.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Cause and effect: why did it happen?

Leads to: the next skill in this area.

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Cause and effect: why did it happen?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. The wind blew so hard that our tent fell down in the night. What happened because the wind blew hard? (The tent fell down. / It started to snow. / We built a fire. / We went to sleep.) → The tent fell down.Prompt: A cause is WHY something happens. An effect is WHAT happens.
  2. Choose the word that links the cause and the effect. We stayed inside ___ it was storming. (or / so / and / because) → becausePrompt: A cause is WHY something happens. An effect is WHAT happens.
  3. Because the school bus had a flat tyre, everyone arrived late. Why did everyone arrive late? (It was raining. / They overslept. / The bus had a flat tyre. / School started early.) → The bus had a flat tyre.Prompt: A cause is WHY something happens. An effect is WHAT happens.

Hook · 3 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Cause and effect in texts: since, as a result, therefore. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Because the farmer left the gate open, the goats wandered into the vegetable patch. What caused the goats to get into the vegetable patch?
  • Step 1: Find the event, then look for what made it happen (cause) or what it led to (effect).
  • Step 2: So the answer is: The gate was left open.
  • Answer: The gate was left open.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. The library started a comic club on Fridays. As a result, twice as many children borrowed books. What was the effect of the comic club? (Comics became more expensive. / Twice as many children borrowed books. / The library closed on Fridays. / Fewer children visited.) → Twice as many children borrowed books.Prompt: A cause is WHY something happens; an effect is WHAT happens because of it.
  2. Because the farmer left the gate open, the goats wandered into the vegetable patch. What caused the goats to get into the vegetable patch? (The gate was left open. / The goats were hungry. / The fence was painted. / It was raining.) → The gate was left open.Prompt: A cause is WHY something happens; an effect is WHAT happens because of it.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Arctic sea ice is melting earlier each spring, so polar bears have less time to hunt seals from the ice. Why do polar bears have less time to hunt? (The sea ice is melting earlier. / Seals have moved to the desert. / Polar bears sleep all spring. / There are too many polar bears.) → The sea ice is melting earlier.Prompt: A cause is WHY something happens; an effect is WHAT happens because of it.
  2. Which signal word or phrase comes just before a CAUSE (a reason)? (therefore / so / because of / as a result) → because ofPrompt: Try it in a sentence: 'It rained, ___ we stayed in.' / 'We stayed in ___ it rained.'

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Cause and effect: why did it happen?.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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Cause and effect in texts: since, as a result, therefore

Name

Date

Score/ 6

  1. Question 1

    Which signal word or phrase comes just before a CAUSE (a reason)?

    • A. due to
    • B. consequently
    • C. therefore
    • D. as a result

The Camera in the Hedge

For my birthday, Aunt Jo gave me a wildlife camera. It is small and green, and it takes a photo whenever something moves in front of it. I strapped it to the fence post at the bottom of our garden, pointing at a gap in the hedge. The first morning, I ran outside in my pyjamas to check it. There were forty-two photos! Most of them were of leaves blowing in the wind. One was of our cat, Biscuit, looking very surprised. But on the second night, something different appeared. At 11:14 p.m., a hedgehog shuffled out of the hedge. At 11:16 p.m., it was sniffing at the flower bed. At 11:20 p.m., it was gone. I wanted to know where it went, so I read about hedgehogs in a library book. I learned that a hedgehog can walk more than a kilometre in one night, looking for beetles and worms. Walls and fences with no gaps can stop it from finding enough food. Dad and I cut a small hole, about the size of a CD case, at the bottom of our fence. Our neighbour, Mr Okafor, made one in his fence too. Now the hedgehog can travel from garden to garden. Last night, the camera caught the hedgehog again. This time, it was squeezing through our new hole, heading for Mr Okafor's garden. I think it was saying thank you.

  1. Question 2

    Read "The Camera in the Hedge". Why can walls and fences be a problem for hedgehogs?

    • A. They are too cold to sleep next to.
    • B. Cats hide behind them.
    • C. Hedgehogs are scared of the colour green.
    • D. They can stop hedgehogs finding enough food.

  2. Question 3

    Read "The Camera in the Hedge". What was the effect of cutting the hole in the fence?

    • A. Mr Okafor was cross.
    • B. Biscuit the cat ran away.
    • C. The camera stopped working.
    • D. The hedgehog could travel from garden to garden.

Where Does a Can Go?

You finish a fizzy drink and drop the empty can into the recycling bin. That is not the end of the can's story. It is the start of a new one. First, a truck collects the recycling and takes it to a sorting centre. There, machines separate the materials. A giant magnet pulls out steel cans. Aluminium cans (aluminum in the US) are not magnetic, so a different machine pushes them aside. Next, the aluminium cans are squashed into huge blocks and taken to a factory. The cans are shredded into small pieces, cleaned, and melted in a furnace. The hot liquid metal is poured into moulds and cooled into long bars. Then the bars are rolled out into thin sheets, like dough under a rolling pin. The sheets are cut and shaped into brand-new cans, filled with drinks, and sent to the shops. A recycled can can be back on a shelf in about sixty days. Recycling aluminium is a big help to our planet. Making a can from old cans uses about 95 percent less energy than making one from new metal dug out of the ground. Aluminium can be recycled again and again without getting worse, so the can in your hand might once have been part of hundreds of other cans.

  1. Question 4

    Read "Where Does a Can Go?". Why is a different machine needed for aluminium cans?

    • A. Aluminium is too heavy.
    • B. Aluminium cans are too small.
    • C. Aluminium is not magnetic.
    • D. Aluminium melts in the sun.

  2. Question 5

    Read "Where Does a Can Go?". Why does recycling aluminium help the planet?

    • A. It makes drinks taste better.
    • B. It uses much less energy than making new metal.
    • C. It makes cans heavier.
    • D. It needs more trucks.

  1. Question 6

    Due to a power cut, the school's computers stopped working. What was the effect of the power cut?

    • A. The computers stopped working.
    • B. The lights got brighter.
    • C. The school closed for a year.
    • D. The pupils went swimming.

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Answer key: Cause and effect in texts: since, as a result, therefore

  1. 1. A. due to

  2. 2. D. They can stop hedgehogs finding enough food.

  3. 3. D. The hedgehog could travel from garden to garden.

  4. 4. C. Aluminium is not magnetic.

  5. 5. B. It uses much less energy than making new metal.

  6. 6. A. The computers stopped working.