M01 laws tm4 5700. indd

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© 2014 by Pearson Education, Inc. 

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EXPANSION 
(pages 114–115)
Timed Writing 
(page 114)
• Read the instructions aloud. Then read the 
prompts and have students begin writing. 
Signal them after 5, 15, and 40 minutes.
• Collect the papers after 50 minutes. 
• Decide how you will mark students’ papers. 
You may wish to refer to the Writing 
Assignment Scoring Rubric on page 44 of 
this Teacher’s Manual to evaluate them. 
• If possible, hold individual conferences 
with students and go over the rubric with 
them. If desired, have students rewrite weak 
parts of their essays. 
EXTENSION:
Select all or parts of some essays and use 
them for a group evaluation and correction 
activity. Make copies of both excellent 
and weak writing samples. Put students in 
groups and have them evaluate the samples 
using the Peer Review worksheet on 
page 329.
Writing from a Diagram 
(page 115)
• Read the directions. Have students look 
at the diagram and say the steps. Elicit a 
possible topic sentence for the paragraph. 
• Have students write their paragraphs in 
class or at home. (This can be a timed 
writing activity. Allow 30 minutes for 
writing.)
C H A P T E R 6
Cause / Effect Essays
(pages 116–132)
CHAPTER OPENER 
(page 116)
• Read the chapter title. Have students look 
at the illustration and read the caption. 
Ask questions to fi nd out what students 
know about the structure and organization 
of the brain. Ask if they have ever taken a 
psychology course and whether they found 
it interesting. 
• Read the objectives aloud, or ask students 
to do so. 
INTRODUCTION 
(pages 117–121)
• Have students read the introduction silently. 
Elicit additional topics from students’ fi elds 
of study that lend themselves to cause / 
effect organization. 
Analyzing the Model 
(page 117)
• Have students read each writing model and 
answer the questions on pages 119–120. 
Have students work with a partner or in a 
small group to compare answers. 
Variation: 
Have students read both writing 
models at home and then discuss the 
questions in small groups in class.
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Noticing Vocabulary