Students will learn about the fundamentals of cause-and-effect writing in this lesson. At the end of this lesson, students are going to:
- contrast the commonly misused words affect and effect.
- distinct kinds of causes that could have an impact on an effect.
- use a graphic organizer to examine the structure of a cause-and-effect essay that you've read.
- recognize the limitations of a thesis.
- begin planning a cause-and-effect essay.

- What effects do language conventions and grammar have on written and spoken communication? 
- What is the objective? 
- What makes writing clear and effective? 
- Why do authors write? 
- Who is the target audience? 
- What will appeal to the audience the most?

- Affect: A verb that means to change or influence something or someone. 
- Cause and Effect: Cause statements refer to actions and events that have consequences, and effects are the consequences or what happens as a result of the action or event. 
- Expository Text: Text written to explain and convey information about a specific topic; contrasts with narrative text. 
- Informational Text: Text that is nonfiction, written primarily to convey factual information. Informational texts comprise the majority of printed material adults read (e.g., textbooks, newspapers, reports, directions, brochures, technical manuals, etc.). 
- Nonfiction: Prose writing that is not fictional, but factual; designed primarily to explain, argue, instruct, or describe rather than entertain.

- copies of the Affect/Effect worksheet (LW-8-2-1_Affect-Effect and LW-8-2-1_Affect-Effect KEY) for each student
- Topics for Cause-and-Effect Essay for class viewing (LW-8-2-1_Topics for Cause-and-Effect Essay) or copies for each student
- “The Effects of Being an Athlete” by Erlyn Baack in Advanced Composition for Non-Native Speakers of English http://eslbee.com/effects_of_being_an_athlete.htm 
- copies of the Athletic Graphic Organizer (LW-8-2-1_Athletic Graphic Organizer and LW-8-2-1_Athletic Graphic Organizer KEY) for each student
- copies of the Three Causes Organizer (LW-8-2-1_Three Causes Organizer)

- The lesson's objective is to explore the cause-and-effect structure while expanding on students' prior knowledge of nonfiction text structures. During discussion periods, check in with various partners and students to gauge how well the students understand the material. Additionally, be available to help students brainstorm ideas for their chosen topics by walking around. 
- Go through the Athletic Graphic Organizer assignments that the students completed. 
- Make sure the groups understand how to focus on a thesis by keeping an eye on them while they work on their thesis statements. 
- Provide further resources for solitary practice and, if necessary, offer reteaching or examples.

Explicit instruction, modeling, scaffolding, and active engagement 
W: This lesson deepens the students' comprehension of the rationale behind cause-and-effect essay writing. 
H: Involve students by introducing the idea and teaching them to differentiate between terms that are frequently misused by using a real-world prompt. 
E: Before moving into individual analysis and brainstorming, large-group discussions of causes and effects provide modeling for students to understand the new material. 
R: Students are guided to reflect on their understanding of the various causal factors through whole-group and small-group work, and they are able to seek clarification as needed. 
E: Students complete a graphic organizer, choose a topic, and develop a thesis statement in addition to discussing how they understand cause-and-effect relationships. 
T: Individual writing and discussion use interpersonal and intrapersonal multiple intelligences to teach brainstorming techniques, catering to the needs of diverse learners. Taking notes improves comprehension of newly defined terms and ideas. Students with limited motor skills can take notes on fill-in-the-blank worksheets, and those who need more time to transcribe can use a computer to take notes. 
O: To structure learning, this lesson starts with direct instruction for the entire class before moving on to individual analysis of a cause-and-effect essay's structure. Before starting to write their essays, students independently generate ideas for their essays and get feedback on their thesis in small groups. 

Focus Question: How do different variables impact a result?

Language Skills Mini-Lesson

Teach the distinction between the terms affect and effect before moving on to the main lesson. Show the paragraph below to the class. "Take a look at the passage. It says:

"Movies have strong influences or effects on people. What are some of these effects? One effect could be that we learn something new. Sometimes the movie affects our emotions. Movies may affect us in a variety of ways."

"Let's examine the distinctions between the terms effect and affect. Affect, like the word 'action,' begins with an 'A.' A person, a movie, or an idea affects, changes, or impacts something else; a movie affects us. Affect is a verb, and it is an action.

"The word 'effect,' like the phrase 'end result,' starts with an 'E.' A result of an action is called an effect. An enjoyable, thrilling, or inspirational movie could have these effects. "Effect is a noun."

Ask the students if they have any questions. Distribute the Affect/Effect worksheet (LW-8-2-1_Affect-Effect and LW-8-2-1_Affect-Effect Key) after answering questions. As you go around the classroom assisting students who need it, have students work in pairs to complete the worksheet.

Ask students to offer answers, then have a discussion. Ask a few volunteers to pen down the last few sentences on the worksheet so the class can see them. Ask other students to comment on whether or not the sentence's use of affect or effect is appropriate and why. Gather to ensure comprehension.

Part 1

Get students thinking by asking them to recall a time when they struggled on an exam. "Let's talk about what leads to an effect like subpar exam results. What are some possible explanations for a test-taking individual's poor performance, in your opinion?"

Asking students to come up with reasons why they might perform poorly on an exam can help you model cause and effect. Write their answers so the class can see them. Next, describe the various causes or ways that an action influences a result:

Required cause: an element or circumstance that must exist for the result to materialize.

For example: a corn seed requires soil, rain, and sunlight to grow.

Sufficient cause: a situation or factor that has the potential to produce an effect on its own. Multiple sufficient causes could account for a given outcome. (The majority of causes are insufficient.)

For instance: poor soil, excessive rain, or excessive sun can all prevent a kernel of corn from growing.

Contributory cause: An event or element that, while not sufficient to influence the outcome on its own, helps to do so.

For instance: applying fertilizer or insect repellent may help boost the yield of corn, but other elements like water, sunlight, and animal protection are also necessary.

Ask students whether a given cause of poor test performance—such as ignorance, insufficient study time, or lack of sleep—is necessary, sufficient, or contributing to each cause that is listed for the class to see. Talk about why the students' classification of the causes was made. Provide the type of cause that was missing if none of the three could be found.

Read Erlyn Baack's "The Effects of Being an Athlete" student sample essay as a class at http://eslbee.com/effects_of_being_an_athlete.htm. Remind students that this is not a sample grammar and syntax paper. Then give each student a copy of the Athletic Graphic Organizer (LW-8-2-1_Athletic Graphic Organizer. Assist students in understanding the essay's structure by having them complete the graphic organizer. Collectively, finish the first effect. Ask students to work with a partner to identify the second effect. Ask students to independently complete the third effect. Assist students in realizing that, in this instance, the causes are sufficient to produce the results. The LW-8-2-1_Athletic Graphic Organizer Key contains a key.

Part 2

"You will have composed a cause-and-effect essay by the end of this unit. Now let's talk about choosing a topic." Provide copies of the cause-and-effect essay topics (LW-8-2-1_Topics for Cause-and-Effect Essay) to every student or post them for the class to see. Discuss a few effects and their potential causes. Go over a few causes and their potential effects. As students may find one approach easier or more appealing for their topic, make sure they understand the distinction between approaching topics from one side or the other. "You can select a subject from this list or come up with your own. Before you start organizing your essay, you must get my approval if you choose to come up with your topic." Following a discussion of the subjects on the list, give the students some time to come up with more ideas.

Walk around the room and go over each student's topic. Make sure they understand that conducting research is necessary for many topics and that facts, not opinions, should be used to support conclusions. (Please take note that while research may be necessary for some topics for students to develop a thesis, for other topics, research may be done at a later time to bolster concepts or information that students already possess. If necessary, rearrange this section of the lesson.) After students have compiled a list of potential topics, tell them, "You will now discuss your potential topic in groups. Provide constructive feedback to one another. Inform your fellow student if you believe a topic is too open-ended, that the resulting paper will need to cover too much ground or be too long, or that it will not adhere to the format of a cause-and-effect essay." Divide the class into groups, then observe each group as they engage in discussion. Give some ideas to other students to get them motivated. Students should edit their topics as necessary.

Say, "Now, individually, begin brainstorming potential causes or effects, depending on your topic," after the students have discussed their topic in groups. Make note of the fact that the majority of causes and effects have multiple sources.

"Write down whether the causes are contributing, sufficient, or necessary if you are concentrating on the causes of something." If necessary, go over Part 1 again with the students and give them the Three Causes Organizer (LW-8-2-1_Three Causes Organizer). "This could assist you in ranking your ideas. You may have more causes or effects than a brief essay could adequately address. The most significant causes or effects should have a star next to them; this will help you organize your paper's body." Examine each student's topic and list of causes and effects as you move around the room. Collect their work as needed and provide written feedback.  

"You will create a thesis statement with the help of your brainstorming list. Recall that the thesis statement focuses on the discussion and presents a claim that the author must substantiate. Avoiding overstretching the thesis is crucial. For instance, the thesis "Too much television is bad for children" lacks focus because it expresses an opinion without outlining the direction the author intends to take the paper. A more focused thesis, such as 'Watching too much television can affect children physically, psychologically, and socially,' tells the reader exactly what the writer intends to demonstrate in the paper. After you finish your research, your thesis statement may change, but for now, this working thesis statement will help you focus on particular facets of the subject." Allow students enough time to formulate a broad thesis statement related to their subject. Offer assistance when required. Gather drafts of the thesis statements and offer comments.

Regroup the students in small groups and ask them to discuss what kinds of support could be required. Ask students to write down the criticism they receive from their peers. Inform students that they can use this feedback to revise their thesis statements.

Extension:

Give a speech, magazine article, or nonfiction essay to students who you think may be exceeding the requirements, and ask them to map out the various cause-and-effect relationships that are stated or suggested.

Give a list of causes and one effect to students who might need more practice. 1) Determine which are the causes and which are the effects. 2) Determine the categories of causes mentioned. Students should be asked to justify their classification of the causes.

Give a list of general thesis statements to students who need more help narrowing their thesis. They can then work with a partner to refine these statements into appropriate, focused thesis statements. As needed, provide students with feedback.