Planning Cause and Effect

Overview

In this 60-minute lesson, students research provided texts, select and sort relevant notes, and create a paragraph plan for an explanation. They build on prior learning about explanation text structure by organising information through cause-and-effect relationships, using technical vocabulary, and turning notes into accurate complete sentences.

Learning intentions

• WALT identify and record relevant information from provided texts.
• WALT organise notes logically using cause-and-effect relationships.
• WALT plan an explanation paragraph with a clear main idea, supporting details and a concluding sentence.
• WALT use technical vocabulary and check spelling, homonyms, punctuation and -ing endings.

Success criteria

• I can take brief notes rather than copy whole sentences.
• I can match a cause with its effect and arrange ideas in a logical order.
• I can use technical vocabulary accurately in my paragraph plan.
• I can turn notes into complete sentences and use “Chunk, Check, Cheer” to proofread.

Curriculum links

• English — Writing to inform: introduce and develop a topic with facts, related examples, precise vocabulary and a concluding sentence.
• English — Writing to inform: organise ideas clearly, grouping related information into paragraphs.
• English — Oral Language / Communicating and Presenting: use words such as “because”, “so” and “this means that” to explain reasons, results and links between ideas.
• English — Reading comprehension: recognise how explanation texts organise information through cause and effect.

Lesson structure (60 minutes)

1. 0–7 min · Hook and retrieve. Open the hook and lesson focus slides with the question, “Why does a puddle disappear after rain?” Display a simple visual sequence showing rain, sunlight and evaporation. Students discuss what happens, then share a cause-and-effect sentence using “because” or “so”. Briefly revisit that explanations answer how or why questions and organise facts clearly.

2. 7–17 min · Model research notes. Use the explanation features and note-taking slides to display a short teacher-created text about the water cycle, such as: “The sun warms water in puddles, lakes and oceans. The water changes into an invisible gas called water vapour. Because warm air rises, the water vapour moves upwards. It cools in the atmosphere, so it changes into tiny droplets.” Think aloud while extracting brief notes: sun warms water → evaporation; warm air rises → vapour moves up; cooling → droplets form. Model crossing out repeated words and identifying technical vocabulary such as evaporation, water vapour and atmosphere.

3. 17–27 min · Sort causes and effects. Give pairs the provided information texts and ask them to identify three to five important facts. Students record keywords on the relevant boxes of the Text Structure Planning Mat, then sort their notes into a logical cause-and-effect order. Partners explain each link aloud using “because”, “so” or “this means that”. Confer with pairs, checking that notes are facts from the text and not unsupported guesses.

4. 27–39 min · Create a paragraph plan. Re-display the planning and linking-words slides and model a paragraph plan with a topic sentence, two or three linked details and a concluding sentence. Students independently complete the paragraph-planning section of the explanation planning and sentence-check worksheet. They choose one connected part of their research, write a main idea, arrange supporting notes in sequence, add technical vocabulary, and identify a suitable conclusion. Encourage linking phrases including because, therefore, as a result, so and this means that.

5. 39–51 min · Compose and proofread. Students turn their notes into four to six complete sentences on the worksheet. Pause for the “Chunk, Check, Cheer” routine shown on the transcription and proofreading slides: Chunk the sentence into manageable parts; Check the word, spelling, punctuation and meaning; Cheer when the sentence is accurate and clear. Students specifically check -ing words, commonly confused homonyms such as there/their/they’re or to/two/too, capital letters, full stops and commas. Partners read one sentence aloud and give one precise improvement suggestion.

6. 51–60 min · Share and exit check. Invite several students to read a cause-and-effect sentence. The class identifies the cause, effect, technical vocabulary and linking word. Students complete the final reflection box on the explanation planning and sentence-check worksheet: “One cause-and-effect link I can explain is…” and “One transcription check I made was…”. Collect worksheets to identify next steps for Lesson 18.

Resources

• the explanation planning and proofreading slide deck
• the explanation planning and sentence-check worksheet
• the Text Structure Planning Mat
• Two or three short, accessible information texts about a familiar process
• Highlighters or coloured pencils
• Exercise books or writing devices
• Board and markers
• Dictionaries or classroom word wall

Assessment

• Listen for students explaining links accurately with “because”, “so” or “this means that”; prompt students who name facts without showing the relationship.
• Check planning mats and worksheets for relevant notes, logical sequencing, technical vocabulary and a clear topic and concluding sentence.
• Use the final reflection and composed sentences to assess punctuation, complete sentences, -ing endings and homonym choices. Group students for the next lesson based on their needs.

Differentiation

• Support students with a reduced text, pre-highlighted facts, a word bank and sentence frames such as “___ happens because ___” and “As a result, ___”.
• Pair students strategically for reading and discussion; allow speech-to-text, oral rehearsal or scribing where transcription is a barrier.
• Provide explicit teaching and visual examples for there/their/they’re and to/two/too. Read texts aloud and clarify unfamiliar vocabulary for EAL learners.
• Extend confident writers by asking them to link three or more causes and effects, include a precise definition of one technical term, or combine two related cause-and-effect chains into a well-organised paragraph.