Lessons & Units :: Cause and Effect 3rd Grade Unit

Lesson Plan

Two Ways to Count to Ten: A Liberian Folk Tale

Two Ways to Count to Ten: A Liberian Folk Tale
Learning Goal
Describe implicit effects when given a cause.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Independent Practice Worksheet
Not Provided: Two Ways to Count to Ten: A Liberian Folk Tale retold by Ruby Dee
  • Teacher Modeling

    will review some of the cause-and-effect statements we discussed during Lesson 1. I will discuss how these cause-and-effect relationships were easy to identify because they were in the same sentence and we used signal words to identify them. I will explain that many times cause-and-effect relationships in stories do not occur in the same sentence and are not associated with signal words. I will explain that in order to understand stories better, we must think about what is happening in the story and why. I will begin reading the first page of Two Ways to Count to Ten: A Liberian Folk Tale retold by Ruby Dee. I will identify the king being rich, powerful, and wise as a cause. I will model identifying the effect, “all the animals loved and respected their king” by thinking aloud about the “what” and the “why” in the story.

  • Think Check

    Ask: How did I identify the effects in the cause and effect relationships in the story? Students should respond that you read the story and used a given cause to think about and identify what happened as a result.

  • Guided Practice

    will continue reading Two Ways to Count to Ten: A Liberian Folk Tale retold by Ruby Dee and identifying the implicit effects in cause-and-effect relationships. For example, on page 2, King Leopard says that whoever wins the contest will be King and King Leopard’s daughter will be Queen. An implicit effect of winning the contest is marrying the King’s daughter. We will stop after the chimpanzee fails to become the king.

  • Independent Practice

    will listen as I finish reading Two Ways to Count to Ten: A Liberian Folk Tale retold by Ruby Dee. You will identify the implicit effects of the given causes. (Student Independent Practice worksheet is provided below.)

Build Student Vocabulary wisdom

Tier 2 Word: wisdom
Contextualize the word as it is used in the story The leopard, king of the animals, was mighty in wisdom.
Explain the meaning student-friendly definition) Wisdom means having good judgment or having lots of knowledge. When the leopard was mighty in wisdom, it means he was very smart. He learned many things over a long period of time, which gave him great understanding, good judgment, and wisdom.
Students repeat the word Say the word wisdom with me: wisdom.
Teacher gives examples of the word in other contexts Judges who make good decisions in the courts have wisdom. They use their knowledge of the law to make wise decisions. I ask my grandmother for advice whenever I need to rely on her wisdom about how to get along with people.
Students provide examples Can you think of someone who has wisdom? What do they have wisdom about? Start by saying, “Someone I know who has wisdom is ________.”
Students repeat the word again. What word are we talking about? wisdom
Additional Vocabulary Words intentions, majestically

Build Student Background Knowledge

After reading Two Ways to Count to Ten, explain to your class that antelopes are mammals that live in Africa, Asia, and parts of the Americas. They resemble (are similar to) deer, but unlike deer, they have strong, permanent horns. Deer grow their horns each year. Antelope are herbivorous, which means that eat grass and plants, and they are the prey for many larger animals, such as lions and leopards. Perhaps this is the cause of the jungle animals' surprise when the antelope won the contest in the story.

Texts & Materials

Standards Alignment

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Comments

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