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English lesson plan · 4th grade (Year 5 in England) · 60 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 · 6 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. 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? (cracked the eggs / bought eggs / cooked them in a pan / washed the bowl) → cooked them in a panPrompt: Look for time words: first, then, next, after, finally.
  2. Lee dug a hole. He put in a seed. Then he covered it with soil and gave it water. What did Lee do before he put in the seed? (dug a hole / picked a flower / covered it with soil / gave it water) → dug a holePrompt: Look for time words: first, then, next, after, finally.
  3. First, Pia put on her socks. Next, she put on her shoes. Then she ran outside. What did Pia do first? (ate lunch / put on her shoes / put on her socks / ran outside) → put on her socksPrompt: Look for time words: first, then, next, after, finally.

Hook · 6 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 · 12 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 · 12 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? (problem and solution / sequence / cause and effect / compare and contrast) → compare and contrastPrompt: How is the information organised?
  2. The playground was always full of litter. The pupils decided to put more bins around and take turns being litter monitors. Now it is clean. How is this text organised? (description / compare and contrast / problem and solution / cause and effect) → problem and solutionPrompt: How is the information organised?

You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

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

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

Name

Date

Score/ 8

The Lemonade Stand

Marcus wanted a new bike helmet, but it cost twenty dollars. He had only five. "Why not set up a lemonade stand?" suggested his grandmother. She helped him squeeze a big bowl of lemons and stir in sugar and cold water. Marcus painted a sign that said LEMONADE – 50 CENTS. On Saturday morning, Marcus put his table at the end of the driveway. For the first hour, nobody came. Cars zoomed past. Marcus began to think it was a silly idea. Then he noticed that people were walking to the park across the road for a football match. He picked up his sign and moved the table right next to the park gate. Within ten minutes, a line had formed. By lunchtime, the jug was empty. Marcus counted his coins. He had earned exactly fifteen dollars. With the five he already had, it was enough. "You did it!" said Grandma. "We did it," said Marcus. "And next time, I'll think about where the customers are before I start."

  1. Question 1

    Read "The Lemonade Stand". What problem did Marcus have during the first hour?

    • A. The lemonade was too sour.
    • B. Nobody came to buy lemonade.
    • C. He lost his money.
    • D. It started to rain.

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 2

    Read "Harbour at Dawn (GCSE-style extract)". Why might the writer end with Tomas's near-smile?

    • A. to end on a quiet, personal moment after the dramatic sunrise
    • B. to introduce a new character
    • C. to show he is angry about the weather
    • D. to reveal a twist about his identity

The Lighthouse Keeper's Daughter

The storm had been building all afternoon. By the time the sun set, waves as tall as houses were hurling themselves against the rocks below Gull Point Lighthouse, and the wind screamed around the tower like a wild animal. Nell pressed her face to the window of the little cottage. Her father had rowed to the mainland that morning to fetch the doctor for Mrs Penrose, and the sea had turned before he could return. Now, for the first time in her twelve years, Nell was alone at the lighthouse. She knew what that meant. Every night at dusk, the great lamp at the top of the tower had to be lit. Without it, ships would have no warning of the rocks. Nell grabbed the lantern and her father's oilskin coat, which hung down past her knees, and pushed open the door. The wind nearly knocked her flat. Bent double, she stumbled across the yard and into the tower. There were one hundred and twelve steps to the top. Nell had climbed them hundreds of times, but never in the dark, never with the whole tower trembling. Halfway up, her lantern flickered and almost went out. She stopped, cupped her hand around the flame and whispered, "Not now. Please, not now." At the top, her fingers were numb with cold. She trimmed the wick the way her father had shown her, filled the oil and struck a match. Nothing. A second match. Nothing. With the third, a tiny flame caught, grew and then blazed, and the great lens began to turn, sweeping its beam across the furious sea. Far out in the darkness, a ship's horn sounded twice. Nell did not know whose ship it was. But she knew that, tonight, it would find its way home.

  1. Question 3

    Read "The Lighthouse Keeper's Daughter". How does the writer build tension in paragraph 6?

    • A. The father arrives home.
    • B. Nell falls down the stairs.
    • C. The ship crashes.
    • D. The first two matches fail before the third one lights.

The Long Wall

The Great Wall of China is not one wall at all. It is a network of walls, trenches and watchtowers built and rebuilt over more than two thousand years by different dynasties. If all its sections were laid end to end, they would stretch over 21,000 kilometres – more than half the distance around the Earth. The earliest walls were built from packed earth around the seventh century BCE, when rival Chinese states defended their borders from one another. In about 220 BCE, the first emperor of a united China, Qin Shi Huang, ordered many of these separate walls to be joined together to protect the north from raiding groups. The sections that most visitors see today are far younger. They were built during the Ming dynasty, between the fourteenth and seventeenth centuries. Ming builders used bricks and stone, which is why these sections have survived so well. Watchtowers were placed close enough together for soldiers to send signals using smoke by day and fire by night. The wall came at a terrible cost. Hundreds of thousands of soldiers, prisoners and farmers were forced to work on it, often in freezing mountains or burning deserts. Many died, and stories and songs about their suffering are still told. Did the wall work? Historians disagree. It slowed down small raids and helped control trade and travel, but determined armies could still break through or simply go around it. Today, its greatest power may be as a symbol – of human effort, of history and of a nation's identity.

  1. Question 4

    Read "The Long Wall". How are paragraphs 2 and 3 mainly organised?

    • A. as a problem and solution
    • B. as a list of opinions
    • C. as a comparison of two countries
    • D. in chronological order

The Clever Octopus

If you wanted to design an intelligent animal from scratch, you probably would not start with a creature that has no bones, three hearts and blue blood. Yet the octopus is one of the most remarkable problem-solvers in the animal kingdom. In laboratories, octopuses have learned to unscrew jar lids to reach crabs inside. Some have escaped from their tanks at night, crept across the floor to a neighbouring tank to eat the fish, and then returned home before morning. In the wild, veined octopuses have been filmed collecting coconut shells, carrying them across the seabed and assembling them into a portable shelter – one of the few known examples of tool use by an invertebrate. What makes this intelligence so surprising is how different the octopus brain is from ours. About two-thirds of its roughly 500 million nerve cells are not in its head at all but in its eight arms. Each arm can taste, touch and even make simple decisions on its own. Scientists are still debating what it might feel like to be an animal whose thinking is spread throughout its body. The octopus's cleverness may be linked to its lifestyle. Without a shell for protection, it must outwit predators by hiding, changing colour in a fraction of a second, or squeezing through gaps no bigger than its beak. Survival depends on flexible thinking. Strangely, most octopuses live only one or two years. They have no parents to teach them and usually die soon after laying eggs. Every skill they show, they must largely work out for themselves.

  1. Question 5

    Read "The Clever Octopus". What is the relationship between paragraph 4 and the rest of the text?

    • A. It describes how to keep an octopus.
    • B. It tells a story about a single octopus.
    • C. It suggests a cause for the octopus's intelligence.
    • D. It introduces a counterargument.

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

Rethinking Screen Time

Few debates generate as much anxiety among parents as the question of screen time. Headlines warn that smartphones are "destroying a generation", while technology companies insist that their products connect and empower young people. The truth, as so often, is more complicated than either side admits. Part of the problem is that "screen time" is a crude measure. An hour spent video-calling a grandparent, coding a game or researching a school project is not the same as an hour spent scrolling through an endless feed of short videos. Researchers increasingly argue that what young people do on screens matters more than how long they spend on them. That said, quantity is not irrelevant. Several large studies have linked very heavy use – more than five or six hours a day of recreational screen time – to poorer sleep and lower wellbeing. Screens can displace other activities that support health: exercise, face-to-face friendship and, crucially, sleep. Light from devices and the stimulation of social media late at night can delay sleep for teenagers, whose body clocks already push them towards later bedtimes. It is worth noting, however, that most of these studies show correlation, not causation. Teenagers who are already unhappy may turn to their phones more, rather than their phones making them unhappy. Untangling cause and effect is notoriously difficult. What, then, should families do? Rather than fixating on a single number, experts suggest asking three questions. Is screen use getting in the way of sleep? Is it crowding out exercise and real-world relationships? And does the young person feel in control of it, or controlled by it? If the answers are reassuring, the exact number of minutes may matter less than we fear.

  1. Question 7

    Read "Rethinking Screen Time". What is the function of paragraph 4?

    • A. It describes a specific family.
    • B. It gives the writer's final advice.
    • C. It adds a caution about how to interpret the research in paragraph 3.
    • D. It introduces the topic for the first time.

A Helicopter on Mars

In February 2021, NASA's Perseverance rover landed on Mars. Tucked underneath it was a passenger: a tiny helicopter called Ingenuity. It weighed only about 1.8 kilograms, a little less than a big bag of flour. Flying on Mars is much harder than flying on Earth. The air on Mars is extremely thin, about one hundredth as thick as the air we breathe. Helicopter blades push against the air to lift off, so with so little air, Ingenuity's blades had to spin very fast: about 2,400 times a minute. On 19 April 2021, Ingenuity rose about three metres into the Martian sky, hovered for about forty seconds and landed again. It was the first powered, controlled flight on another planet. Engineers on Earth cheered, even though the radio signals took several minutes to reach them. Ingenuity was only meant to make five test flights. Instead, it made 72. It scouted ahead for the rover, taking photos of rocks and slopes so that drivers on Earth could choose safe routes. In January 2024, one of Ingenuity's blades was damaged during a landing, and the mission ended. The little helicopter still sits on Mars today, and engineers are already using what they learned to design bigger flying machines for future missions.

  1. Question 8

    Read "A Helicopter on Mars". How is this text mainly organised?

    • A. as a problem with no solution
    • B. as a comparison of two planets
    • C. in time order, from landing to the end of the mission
    • D. as a list of opinions

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

  1. 1. B. Nobody came to buy lemonade.

  2. 2. A. to end on a quiet, personal moment after the dramatic sunrise

  3. 3. D. The first two matches fail before the third one lights.

  4. 4. D. in chronological order

  5. 5. C. It suggests a cause for the octopus's intelligence.

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

  7. 7. C. It adds a caution about how to interpret the research in paragraph 3.

  8. 8. C. in time order, from landing to the end of the mission