Time:

1 minute
2 minutes

2 minutes

1 minute
2 minutes
30 seconds
1 minute
3 minutes

2 minutes
2 minutes
1 minute
2 minutes
5 minutes
5 minutes

Day 1 Plan:

What teacher/student will do

Introduce lesson by having students preview the text
and make predictions.
Explain the purpose of the lesson and the essential
questions:
Why is it important to research and protect
endangered animals? and How do I use direct quotes
to show cause and effects relationships to answer my
essential questions?
Create cause and effect chart on a piece of paper with
students using paper from their ELA binder shared
section and explain that we are going to use this chart
to help us answer our essential questions.
Play the first paragraph of the text.
Think aloud how I pulled quotes from the text to show
cause and effect relationships. (Look at example cause
and effect chart)
Write into the cause and effect chart.
Play rest of first page and 2 paragraphs on page 2.
Think aloud pulling quotes to show cause and effect and
discuss difference between example and the nonexample that we just pulled. (Look at example cause
and effect chart)
Finish playing page 177 and play page 179, first 3
paragraphs.
Think aloud first cause and effect relationships and
record into the chart.
Play page 179, rest of the page.
Think aloud second cause and effect relationships and
record into the chart with students.
Release students to read pages 180 and 183 on their
own and fill in examples into their chart,
Have students answer the question, What effect do
Lisa and her team have on the future of the tree
kangaroo? Use text evidence to support your answer.
And fill out their sticky notes with their comfort levels
with this.

Original Day 2 Plan:

Time:
What teacher/student will do
2 minutes
Recap lesson from yesterday.
5 minutes
Students will read through the text (p. 185 189)
independently identifying direct quotes that show cause
and effect relationships and record in chart. (If they
finish early, go ahead and get started eliminating cause
and effect relationships and start answering essential
questions)
Pull small group based off confidence levels yesterday
to work more with identifying direct quotes to show
cause and effect at back table.
5 minutes
After class is done, pull whole group to model how to
eliminate cause and effect relationships that dont
relate to the general essential question (Have students
explain what they talked about individually about
weeding out information and making it all relevant to
the question).
3 minutes
Pull students back together to review quickly the quotes
they found that worked and the ones they decided do
not.
5 minutes
Students will answer essential question using direct
quotes pulled from the chart to help them.
2 minutes
Students will fill out sticky note with confidence levels.

Day 2 Plan:
Time:
3 minutes

3 minutes

5 minutes

5 minutes

3 minutes
5 minutes
2 minutes

What teacher/student will do

Recap yesterday and ask why would we use direct
quotes in our charts?
Gives us validity
What the author said
Who would you trust more? Information from a
direct source or someone who is explaining it in
his or her own words.
Connect lesson to the confidence levels the students
wrote down from the previous day and explain that
students will finish reading the text and pulling direct
quotes to add to their cause and effect chart that will
help them answer the essential question.
Students will read through the text (p. 185 189)
independently identifying direct quotes that show cause
and effect relationships and record in chart. (If they
finish early, go ahead and get started eliminating cause
and effect relationships and start answering essential
questions-content coach will help)
Pull small group based off confidence levels yesterday
to work more with identifying direct quotes to show
cause and effect at back table.
After class is done, pull whole group to model how to
eliminate cause and effect relationships that dont
relate to the general essential question (Have students
explain what they talked about individually about
weeding out information and making it all relevant to
the question).
Pull students back together to review quickly the quotes
they found that worked and the ones they decided do
not.
Students will answer essential question using direct
quotes pulled from the chart to help them on the back
of the chart.
Students will fill out sticky note with confidence levels.

Cause and Effect Chart:

Cause
Lisa Dabek has been fascinated
by the tree roo since seeing her
first one in a Seattle zoo. (p. 176)
Tree roos, calls Holly. Two of
them! One of the trackers has run
back to camp to tell us. (p. 177)

He would look for a plant that the

tree kangaroos loves to eat. (p.
179)
He begins to climb a smaller tree
next to the Saurauia. (p. 179)
So little is known about tree
kangaroos. (p. 180)
anesthesia can be dangerous.
(p. 183)

Effect
Now she leads a research
expedition. (p. 176).
When Holly and Christine ready
the medical equipment, the rest of
us race after the tracker to see.
We run past the tree kangaroo
house, past the kunai, down a trial
and then into the trackless bush.
(p. 177)
He found one in a tree (p. 179)
The tree kangaroo isnt happy to
see a human approaching. She
climbs another 30 feet. (p. 179)
The team puts on the radio collar
and conducts a health exam (p.
180).
Well be carefully watching how
often she breathes in and out. (p.
183)