Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

English lesson plan · 4th grade (Year 5 in England) · 30 minutes

Text structure (cause–effect, compare, problem–solution)

Reading Comprehension

CCSS RI.4.5CCSS RI.5.5England: Y5/6 ReadingEngland: KS2 SATs Reading

Objective and success criteria

Students will: Text structure (cause–effect, compare, problem–solution).

  • 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: Order of events; Main idea and supporting details

Leads to: Analysing structure; Plot stages: exposition to resolution; Foreshadowing, flashback, cliffhanger and red herring

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 (Order of events; Main idea and supporting details). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. First, Pia put on her socks. Next, she put on her shoes. Then she ran outside. What did Pia do first? (put on her socks / ran outside / put on her shoes / ate lunch) → put on her socksPrompt: Look for time words: first, then, next, after, finally.
  2. Dad cracked two eggs into a bowl. He mixed them. Then he cooked them in a pan. What did Dad do after he mixed the eggs? (bought eggs / cracked the eggs / washed the bowl / cooked them in a pan) → cooked them in a panPrompt: Look for time words: first, then, next, after, finally.
  3. The caterpillar ate and ate. Then it made a cocoon. At last, a butterfly came out. What happened last? (It laid an egg. / A butterfly came out. / It made a cocoon. / The caterpillar ate.) → A butterfly came out.Prompt: Look for time words: first, then, next, after, finally.

Hook · 3 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Text structure (cause–effect, compare, problem–solution). 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: The desert is hot and dry. Sand dunes stretch for miles, cacti stand tall, and lizards dart between the rocks. How is this text organised?
  • Step 1: Text structure is how a writer organises ideas.
  • Step 2: So the answer is: description
  • Answer: description
  • 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. Frogs and toads are both amphibians. However, frogs have smooth, wet skin, while toads have dry, bumpy skin. How is this text organised? (cause and effect / compare and contrast / problem and solution / sequence) → compare and contrastPrompt: How is the information organised?
  2. Because the river flooded, many roads were closed. As a result, the school buses could not run, so school was cancelled. How is this text organised? (cause and effect / problem and solution / compare and contrast / description) → cause and effectPrompt: How is the information organised?

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. The desert is hot and dry. Sand dunes stretch for miles, cacti stand tall, and lizards dart between the rocks. How is this text organised? (problem and solution / compare and contrast / sequence / description) → descriptionPrompt: How is the information organised?

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: Order of events.
  • 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

  • Move on to: Analysing structure; Plot stages: exposition to resolution; Foreshadowing, flashback, cliffhanger and red herring.
  • 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-4.

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

eurekami

Text structure (cause–effect, compare, problem–solution)

Name

Date

Score/ 6

Inside a Volcano

Deep beneath our feet, the Earth is extremely hot – hot enough to melt rock. This melted rock is called magma. Because magma is lighter than the solid rock around it, it slowly rises upward. Sometimes it collects in a huge underground pool called a magma chamber. A volcano forms where magma finds a way to the surface. When the pressure in the magma chamber becomes too great, the magma bursts out through cracks or vents. Once it reaches the surface, it is called lava. Over time, layers of cooled lava and ash can build up to form a mountain. Most volcanoes are found near the edges of tectonic plates, the giant slabs of rock that make up the Earth's outer layer. More than half of the world's active volcanoes surround the Pacific Ocean, in a horseshoe-shaped zone known as the Ring of Fire. Scientists sort volcanoes into three groups. Active volcanoes have erupted recently and could erupt again. Dormant volcanoes have not erupted for a very long time but might wake up in the future. Extinct volcanoes are not expected to erupt ever again. Although eruptions can be deadly, volcanoes also bring benefits. Volcanic ash breaks down into rich soil, which is why many farms are found on the slopes of old volcanoes. In some countries, such as Iceland, the heat from underground is used to warm homes and produce electricity.

  1. Question 1

    Read "Inside a Volcano". How is paragraph 4 organised?

    • A. It argues for one opinion.
    • B. It describes a problem and its solution.
    • C. It classifies volcanoes into groups.
    • D. It tells events in time order.

A Letter to the Council

Dear Councillors, I am writing to ask you not to close Elm Street Library. I am nine years old, and the library is one of the most important places in our town. First, the library helps children learn. Every Saturday, there is a story club where younger children listen to stories and older children like me read aloud. Many families cannot afford to buy lots of books, but at the library everyone can borrow them for free. Second, the library is not just for children. My neighbour, Mr Haddad, goes there every week to use the computers because he does not have one at home. He uses them to apply for jobs and to talk to his grandchildren in another country. Some people say that everything is online now, so we do not need libraries. However, not everyone has the internet at home, and a website cannot give you a quiet, warm place to study or a librarian who helps you find exactly the right book. Please keep our library open. It belongs to all of us. Yours faithfully, Priya Shah

  1. Question 2

    Read "A Letter to the Council". How does Priya organise her reasons?

    • A. with the words First and Second
    • B. as a poem
    • C. as a list of questions
    • D. in alphabetical order

How to Build a Junk Robot

Do you have a pile of empty boxes and bottle tops? Instead of throwing them away, turn them into a robot! This project takes about an hour. You will need: one cereal box, one smaller box (such as a toothpaste box), four cardboard tubes, bottle tops, glue, scissors and some tape. Step 1: Ask an adult to help you cut a hole in the top of the cereal box. This will be the robot's body. Step 2: Glue the smaller box on top of the body to make the head. Hold it in place for a minute while the glue sets. Step 3: Tape two cardboard tubes to the sides of the body for arms and two to the bottom for legs. Step 4: Glue bottle tops onto the head for eyes and onto the body for buttons and dials. Step 5: Leave your robot to dry overnight before you play with it. Top tip: Give your robot a name and write it on a label. Robots with names are much more fun!

  1. Question 3

    Read "How to Build a Junk Robot". What should you do just after gluing on the head?

    • A. Give it a name.
    • B. Hold it in place for a minute.
    • C. Cut a hole in the box.
    • D. Leave it to dry overnight.

Harbour at Dawn (GCSE-style extract)

The harbour did not so much wake as surrender to the morning. Fog lay over the water like a damp grey blanket that someone had forgotten to fold, and the fishing boats nodded at their moorings, half-asleep, their ropes creaking in complaint. Old Tomas was already there. He was always there. He sat on an upturned crate at the end of the quay, mending a net with fingers that had long ago stopped feeling the cold. His knife flashed, paused, flashed again. Every so often he lifted his head and sniffed the air, as if the sea had written him a letter only he could read. Behind him, the town stirred reluctantly. A shutter rattled up. A dog barked twice and thought better of it. Somewhere a kettle began its thin, rising whistle. The smell of bread drifted from the bakery on Water Lane and mixed with the older, deeper smells of salt, diesel and fish. Then the sun arrived. It did not rise so much as break through – one bright blade splitting the fog, then another, until the whole harbour was suddenly ablaze. The water turned from slate to copper. Gulls exploded upward from the harbour wall, screaming. The boats seemed to sit up straighter. Tomas did not look up. He tied off the last knot, tested it with a sharp tug, and laid the net across his knees like a sleeping cat. Only then did he raise his eyes to the brightening sea, and for a moment, just a moment, his face softened into something very close to a smile.

  1. Question 4

    Read "Harbour at Dawn (GCSE-style extract)". How does the focus shift in paragraph 4 compared with paragraph 3?

    • A. from the harbour to a different town
    • B. from morning to night
    • C. from quiet, small sounds of the town to a sudden, dramatic burst of light
    • D. from Tomas's thoughts to his past

The Shark on the Motorway

During a storm last spring, a photo exploded across social media. It showed a large shark swimming beside cars on a flooded motorway. Within hours it had been shared more than 80,000 times, often with captions such as "Stay indoors — sharks in the streets!" Fourteen-year-old Amira Haddad saw the photo in her family group chat. Something felt wrong. "The shark looked too sharp compared with the blurry water," she said. "So I decided to check." First, Amira ran a reverse image search. She found the same shark in a wildlife photo published years earlier, on a website about ocean animals. Next, she checked two local news sites. Neither mentioned sharks; both reported flooding and road closures. Finally, she found an article from a fact-checking organisation explaining that the image had been edited and had appeared during several different storms in different countries. Amira posted the fact-check in the group chat. "My uncle had already shared the photo," she laughed. "He was embarrassed, but he thanked me." Fact-checkers say edited images spread fastest when they are shocking and arrive during real emergencies, when people are anxious and want to warn others. Their advice is simple: pause before you share, look for the original source, and check whether reliable outlets are reporting the same thing.

  1. Question 5

    Read "The Shark on the Motorway". How is paragraph 3 mainly organised?

    • A. as a comparison of two sharks
    • B. as a list of opinions
    • C. as a sequence of steps (first, next, finally)
    • D. as a problem with no solution

The Fennec Fox

The fennec fox is the smallest fox in the world. It weighs about as much as a bag of sugar. It lives in the Sahara Desert in North Africa, one of the hottest places on Earth. The first thing most people notice about the fennec fox is its enormous ears. They can be as long as 15 centimetres, which is huge for such a small animal. The ears do two important jobs. First, they let heat escape from the fox's body, helping it to stay cool. Second, they are so sensitive that the fox can hear insects moving under the sand. The fennec fox has other ways to survive in the desert, too. Thick fur on the bottoms of its feet protects it from the burning sand. During the hottest part of the day, it rests in a cool burrow underground. It comes out to hunt at night, when the air is cooler. Water is hard to find in the desert, but the fennec fox can go a long time without drinking. It gets most of the water it needs from the food it eats, such as insects, plants and small animals.

  1. Question 6

    Read "The Fennec Fox". How is paragraph 2 mainly organised?

    • A. It gives instructions.
    • B. It tells a story in time order.
    • C. It compares two kinds of fox.
    • D. It describes a feature and then explains its uses.

Free from eurekami.com

for the adult only

Answer key: Text structure (cause–effect, compare, problem–solution)

  1. 1. C. It classifies volcanoes into groups.

  2. 2. A. with the words First and Second

  3. 3. B. Hold it in place for a minute.

  4. 4. C. from quiet, small sounds of the town to a sudden, dramatic burst of light

  5. 5. C. as a sequence of steps (first, next, finally)

  6. 6. D. It describes a feature and then explains its uses.