LESSON SIX: Use Details from Text to Identify Cause and Effect, Draw Conclusions, Compare and Contrast
GRADE-LEVEL EXPECTATIONS
R3C The learner will be able to use details from the text to identify simple cause and effect, draw conclusions, and to compare and contrast texts.
R3C The learner will be able to read nonfiction text, retell main ideas and important details to answer questions and organize a sequence of events and identify author’s purpose.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Highlighter
o Journal books
o Paper and pencil
§ Handouts provided
o None
§ Words to Know
o keywords
o main idea
o supporting details
FORMATIVE ASSESSMENT
Students will choose one of the questions proposed by the teacher and write a paragraph using their keywords to show main idea and then use supporting details. See example questions below.
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Example Questions for Students |
Explain how food was used in the past. What differences in clothing were explained in the past? What daily chores were done in the past that compare to the present? Is the school life the same as in the past? |
LEARNING ACTIVITIES
1. Tell students that the White House called today. Say, “We are getting close to meeting the President and showing him our research.”
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Questions for Students |
How would you do things in the future based on what you are doing now?
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2. Go the charts on the wall or on display and point out the keywords and elements that the class has been researching in their resource books. Use a highlighter or circle the key words and underline the supporting details that support the main ideas. While highlighting the ideas, tell why those ideas were chosen, and tell how the supporting ideas truly support the keywords. Model writing a paragraph from the keywords (main idea) and use supporting details answering various questions proposed, such as: How was clothing used in the past using supporting details from the text? Write several examples on board to ensure students understand.
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Suggestions |
Guide students to work in their groups or with a buddy to show each other their key elements and supporting ideas. Encourage students to share why they chose their keywords and how they may make a difference to the President. |
3. Guide students to their journal. Students find and highlight their keywords answering questions put forth to them using supporting details found in the text for preparation for the assessment. Students then share their journal with a partner.
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Questions for Students |
How can you compare what you have been doing in our class to how things are done in real life? How can you predict that things can be changed to help the future? Now that you have chosen your key words and elements tell someone in your group why you chose the ones you have. |