Focus Question: In what ways do varied factors affect an outcome?
Language Skills Mini-Lesson
Before beginning the main lesson, teach the difference between the words affect and effect. Display the paragraph below for class viewing. “Look at the paragraph. It says:
“Movies can have powerful influences or effects on people. What are some of these effects? One effect might be that we learn something new. Sometimes the movie affects our feelings. Movies can affect us in many ways.
“Let’s look at the differences between the words affect and effect. Affect begins with an ‘A’ and so does the word ‘action.’ One thing (such as a person, a movie, an idea) affects, changes, or impacts something else; a movie affects us. Affect is a verb; it is an action.
“Effect begins with an ‘E’ and so does the phrase ‘end result.’ An effect is the end result of an action. The effect of a movie might be happiness, excitement, or inspiration. Effect is a noun.”
Check to see if students have any questions. After responding to questions, distribute the Affect/Effect worksheet (LW-8-2-1_Affect-Effect.docx and LW-8-2-1_Affect-Effect KEY.docx). Have students work in pairs to fill in the worksheet while you circulate through the room, helping students who are having difficulties.
Have students volunteer their answers and discuss. Have some volunteers write their sentences from the end of the worksheet for the class to view. Have other students tell whether the use of affect or effect in the sentence is correct and why. Collect to check for understanding.
Part 1
Engage students by asking them to think about a time when they did not perform well on a test. “Let’s discuss the causes of an effect such as poor test performance. In your opinion, what are some reasons why someone might perform poorly on a test?”
Model cause and effect by asking students to brainstorm possible causes for poor performance on a test. Write their responses for class viewing. Then explain the different types of causes or ways that actions affect an outcome:
- Necessary cause: A situation or factor that must exist for the effect to occur.
Example: A corn seed needs soil, rain, and sunlight to grow.
- Sufficient cause: A situation or factor that may produce an effect unassisted. There may be more than one sufficient cause for a result. (Most causes are not sufficient.)
Example: Lack of rain or lack of sun may keep a kernel of corn from growing, but poor soil, too much rain or too much sun could have the same effect.
- Contributory cause: A situation or factor that helps to affect the result, but is incapable of doing so alone.
Example: Using fertilizer or insect repellent might help to increase corn yield, though other factors―water, sunlight, protection from animals―must also be present.
For each cause of poor test performance written for class viewing, ask students whether the cause is necessary (e.g., lack of knowledge), sufficient (e.g., not enough study time), or contributory (e.g., not getting enough sleep). Discuss why students classified the causes in this way. If not all three were identified, offer the missing type of cause.
As a class, read the student sample essay, “The Effects of Being an Athlete” by Erlyn Baack at http://eslbee.com/effects_of_being_an_athlete.htm. Note to students that this is not a model paper for grammar and syntax. Then give each student a copy of the Athletic Graphic Organizer (LW-8-2-1_Athletic Graphic Organizer.pdf
). Explain to students that completing the graphic organizer will help them understand how the essay is structured. Complete the first effect as a class. Have students find the second effect with a partner. Have students fill in the third effect on their own. Help students see that, in this case, the cause is sufficient for producing the effects. A key is provided (LW-8-2-1_Athletic Graphic Organizer KEY.pdf).
Part 2
“By the end of this unit, you will have written a cause-and-effect essay. Let’s discuss how to select a topic.” Post cause-and-effect topics (LW-8-2-1_Topics for Cause-and-Effect Essay.doc) for class viewing or make copies available for each student. Talk through a couple of effects and their possible causes. Talk through a couple of causes and the possible effects. Ensure that students understand the difference between approaching topics from one side or the other, as students may find one approach easier or more appealing for their topic. “You may choose a topic from this list or think of a topic on your own. If you decide to create your own topic, you must have it approved by me before you begin structuring your essay.” Discuss the topics on the list, and then give students several minutes to brainstorm additional topics.
Walk around the room and review students’ topics. Point out that many topics will require them to do some research and that they must support their conclusions with facts, not opinions. (Note that some topics might require research for students to be able to formulate a thesis, while for other topics students may do research later to support their ideas or facts they already know. Reorganize this part of the lesson as needed.) After students have a list of topics, say, “You will now discuss your potential topic in groups. Give each other helpful feedback. If you think a topic is too vague—that the resulting paper will need to cover too much or be too long—or that it will not fit the structure of a cause-and-effect essay, let your classmate know.” Split the class into groups and sit with each group as they discuss. Share a few topics to inspire other students. Have students revise their topics as needed.
After students have discussed their topic in groups, say, “Now, individually, begin brainstorming potential causes or effects, depending on your topic.” Point out that most effects have more than one cause and most causes have more than one effect.
“If you are focusing on the causes of something, identify on your list whether the causes are necessary, sufficient, or contributory.” Review from Part 1 if needed and hand out the Three Causes Organizer (LW-8-2-1_Three Causes Organizer.docx) to help students. “This may help you prioritize your ideas. You may have more causes or effects than you can sufficiently cover in a short essay. Put a star next to the most important causes or effects; these will help you write the body of your paper.” Walk around the room and review students’ topics and list of causes and effects. If necessary, collect their work and provide written feedback.
“You will use your brainstorming list to assist you in developing a thesis statement. Remember, the thesis statement narrows the topic and makes a claim for which the writer needs to offer support. It is important that the thesis not be too broad. For example, the thesis ‘Too much television is bad for children’ lacks focus; it states an opinion but does not give an indication of where the writer will be going in the paper. A more focused thesis, ‘Watching too much television can affect children physically, psychologically, and socially,’ tells the reader exactly what the writer will attempt to show in the paper. Your thesis statement might change somewhat after you complete your research, but this working thesis statement will help you target specific aspects of the topic.” Give students time to draft a general thesis statement based on their topic. Provide help when needed. Collect the thesis statement drafts and provide feedback.
Place students back into their small groups and have them discuss what kinds of support might be necessary. Have students record the feedback that their peers give them. Tell students that they can revise their thesis statements based on this feedback.
Extension:
- Students who might be going beyond the standards can be given a speech, magazine article, or nonfiction essay and asked to chart the different cause-and-effect relationships that are mentioned or implied.
- Students who might require additional practice can be given a list of causes and one effect. Ask the student to: 1) identify which are causes and which is the effect 2) identify what types of causes are listed. Ask students to explain why they categorized the causes in this way.
- Students who need more work restricting a thesis can be given a list of broad thesis statements, and then work with a partner to revise them into acceptable focused thesis statements. Give students feedback as needed.
