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Or. Raze! B.;Jhrami

Reviewed

TESOL Certificate Programs

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Lesson Plan Format

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Topic or function: Cause and Effect

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1. Students will be able to write correct compound and complex sentences using cause and effect
patterns.

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2. Students will write one paragraph about the effects that they ~
3. Students will discuss with other classmates

about expressions

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1) Cause-Effect (C-E): C leads to E; C contributes to E; C accountsfor E; C . s up in E; C

ends up in E; C causes E; C is the reason for E; C is responsible for E;@; Therefore; Thereby;
Thus; Hence; Consequently; As a result; Because of; In view of; On account of; Due to; Owing
to; Thanks to; So ...that; Such. ..that;

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Transitions (Reza Bahrami, 2015)

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TESOL Certificate Programs

Lesson Plan Format
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Discussing Audience and Purpose 1 min

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the classmates about a possible audience for this piece of writing and the
purpose it could serve. Discussing with others, every student needs to take notes to
emphasize the audience and the purpose.

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give effects/results
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Making a Composite List--group work 2 mins

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E.g. The composite list of effects by one of the grouVin the class could look like the
following:

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1. I enjoy communicating with people.
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2. J am cooperative in team work1-7( "l votr\ A. c._,o~b-htt
3. Ijoin several sports clubs and actively participate in them.

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I believe eo Ie have choicl fJr their lile and should chase what they believe.
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I consider school jIa place that people exchange thoughts and make progresses.
I feel students should try harder to get into a better school.
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I think family is the most important -t A 0,""n
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Narrowing down the composite list 1 min

T: ~k students to work in a g~rup to arrow down the list and create a new shorter list( if
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E.g. After some discussion, one of the groups in the class chooses to include the
following four effects:
1. I am cooperative in team works.
2. I join several sports clubs and actively participate in them.
3. I believe people have choice for their life and should chase what they believe.
4. I consider school is a place that people exchange thoughts and make progresses.

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(.\- tl}ef cho~th~se ideas.
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Tio/: lie points made by each group should be listed in a separate column and under a
separate heading.
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First Draft 7 mins

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Proofreading and peer review 10 mins
A). Students proofread their writing carefully
B). Students exchange papers and check their partners' paper first for clarity of ideas
and then for spelling, punctuation and grammar.

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After having discussed about the first draft, students now have a clearer idea to improve
their writing.
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Requirements for the first draft:

1. At least five sentences that includef one topic sentence and four effects in four
sentences. If the students provide supporting information for each effect, there will be
more than five sentences in the paragraph.
2. Encourage students use either the descending order (most important to least important)
or the ascending order( first, then, last.i.) in th~ draft.
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TESOL Certificate Programs

Lesson Plan Format
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A.)~resent (mechanical yractice) 3:1ins

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T: emit the handout of useful transitions and quickly introduce their usage

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B.) practice (meaningful practice) 10 mins

( .:

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cards)

practice game card~ifferent

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groups have different game

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S: first work individually to choose the right answer and make sentences by using
transitions from the given list. Compare their sentences with group members.
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Homework: complete one paragraph about topic 29 by using the transitions and
relevant words from today's class.

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Topic 29: (focus on effect)
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You just graduated from high school and one of your close relatives, uncle Tom,
invites you to a family party. He finds out that you have changed a lot since high
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school and wondering the reason. You tell uncle Tom that you have met a wonderful

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you will mention how you have changed ~ your personality, your feelings about

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school and your approach to life, therefore trying to convince !our uncle To~ to

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Writing Class
Ella Zhao

Evaluating Rubrics

Message/
Content

Not effective(O-I)
1. The writing is unclear and
irrelevant
2. Your writing uses 0 - 1 common
expressions.
3. You have not described the
context in the class, or you lack
details or examples.
4. Your writing is not logical or
unoriginal.
IU~kA.'

Somewhat effective(2-3)
1. The writing is somewhat
clear.
2. Your writing uses 2 - 3
common expressions.
3. You have described the
context with some details or
examples.
4.The writing is somewhat
logical and creative.

Vet)'_effective( 4-5)
1. The message is very clear
and relevant
2. Your writing connects to at
least 3 established expressions.
3.You have described the topic
with specific details or
examples.
4.The reader is engaged by the
writing.

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'

Grammar
&
Mechanics

Organizati
on

Tone &
Word
Choice

Standards
& Format

There are significant grammatical

(structural) or mechanical
(punctuation, caeitalization, etc.)
errors that interfere with the
writing.

There may be some

grammatical (structural) or
mechanical (punctuation,
capitalization, etc.) errors, but
they do not interfere Wi~.~
information.
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Organization is completely lacking
Organization is somewhat ttet
or is not effective for the topic.
' reffective for the topic. Main
Lack of main idea and/or
ideas and supporting details
supporting details.
are clear. Reflects US
university-level organization.
Tone and word choice are very
Tone and word choice are
fairly appropriate, although
informal and/or unprofessional.
Do not fit the intended audience.
they could be better (more
formal or professional).
0-1 sources are used; sources are
not used effectively to support
arguments, and may not be cited
accurately. In-text citations or
reference list may be missing.
Significant errors in citation. Paper
may not meet word count.

2-3 sources are used; sources

are used somewhat effectively
to support argumen!and
are
cited accurately. In- xt
citations and a reference list
are included. Some errors in
citation. Paper may meet word
count

There are no apparent

grammatical (structural) or
mechanical (punctuation,
capitalization, etc.} errors.

II

Organization is very effective

for the topic. Main ideas and
supporting details are weU
constructed; writing flows
nicely.
Tone and word choice are
appropriate for the intended
audience. Very professional
and academic.

3+ sources are used effectively

to support arguments, and are
cited accurately. In-text
citations arc accurate and a
correct reference list is
included. Paper meets or
exceeds word count.

I
echanical practice
Common Expressions of Cause and Effect:
A.) Cause-Effect: (C--E)
C is the reason for E

Hence

Due to

C contributes to E

C is responsible for E

Consequently

Owing to

C accounts for E

So

As a result

Thanks to

C winds up in E

Therefore

Because of

So...that

C ends up in E

Thereby

In view of

Such. ..that

C causes E

Thus

On account of

.C leads to E

B.) Effect-Cause:

(E--C)

E is attributed to C

E springs from C

For

E is attributable to C

Eresults C

E is a result of

Eroots in C

Efollows C

E is a consequence of

(This transition list is from Dr. Reza Bahrami, 2015)

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Cause and Effect Game Cards

Cause and Effect Game Cards

,

Effect

Cause
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My sister fell when

she was skating.

a) I have a pretty smile.
b) I have fresh breath,
c)

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b) She won an art contest.

Ihave a cavity.
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c) She helped my mom cook dinner.

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Cause and Effect Game Cards

Cause

Effect
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a) She hurt her leg.

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We had to use an

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b) It started to rain.

b) It began to rain.

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We ate dinner.

c)

c) It was cold outside.

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a) The kids shivered when they got in the pool.

a) It was sunny outside.

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Cause and Effect Game Cards

Cause and Effect Game Cards

Cause

Cause

Effect

My brother added lots

of sugar to his drink.

Effect

My dad dropped a

glass on the floor.

a) It was too sour to drink.

a) He drank all his milk,

b) It was too sweet to drink.

b) He went to bed.

c) He had to clean the floor.

c) He had to clean the floor.

Cause and Effect Game Cards

Cause
The wind blew outside.

Effect

a) The wind chimes jingled.

b) It was hot!
c) john got in trouble.

Cause and Effect Game Cards

Cause
7

Effect
~

The firemen

put it

out.
a) There was a strange dog in the yard.
b) The boy raced his friend.
c) There was a fire in the woods.

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