# Lesson: Drawing Conclusions

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### Lesson Objective

SWBAT draw conclusions based on text

### Lesson Plan

TEACHER VERSION

NOTES: Here are some ideas to keep in mind when implementing this lesson.

q  Start creating chart that lists types of ideas that good readers have.

q  This is the second of a three lessons on conclusions. Ultimately, we want students to be able to generate and justify their own conclusions AND evaluate the conclusions in multiple choice questions to pick the one with the most evidence.

OBJECTIVES: By the end of today, here's what students will be able to do.

Draw conclusions based on text using drawing conclusions strategy

HOT-ness: At the end of today, here's what you will be able to answer.

Do I need to be a mind reader to know when someone is angry with me?

ASSESSMENT: At the end of today, here's how students will show mastery.

Once upon a time in India, a wise man named Sessa invented the game of chess. The maharaja, or king, liked this new game very much and said to Sessa, "Ask for anything in my kingdom and it shall be yours."

Sessa bowed his head. "Your Majesty," he said, "all I ask for is as many grains of rice as would fill the 64 squared on a chessboard, if one grain were put in the first square, two grains in the second, four in the third, eight in the fourth, and so on, doubling the number for each new square."

The king said, "Sessa, you deserve much more, but I will grant your humble request." A few days later, one of the maharaja's advisors said, "Your majesty, we cannot give Sessa his reward. The total amount of rice came to 18,446,744,709,551,615 grains! That's more rice than we have in the entire kingdom."

Objective #28 CONCLUSIONS

1.      Directions: Fill in sentence stem below to draw a conclusion about Sessa in the passage above (Hint: Use your strategy.)

 I conclude that ______________________ ______________________________________________ because ______________________________________________________________________________________________.

 100% - Exceeds 85% -Meets 70% - Approaching 55% - Just Beginning Exceptionally complete & well-explained answer Complete & acceptable answer Some confusion or inconsistencies but mostly complete answer Incomplete answer with many confusions and inconsistencies

Objective #28: _____% Mastery

KEY IDEAS: What are the three or four main points students need to walk away with?

1.      A conclusion is something that you can figure out based on clues.

2.      To draw a conclusion, ask yourself:

MODIFICATIONS:

Sentence stems

HOOK: Here is a way to get students' attention.

Teacher acts mad...stares, stomps, huffs. Ask students what teacher is thinking. Do I have to be a mind reader to know someone is mad at me?

CONNECTION: Today's skill is connected to what we've been learning and is important to know.

Yesterday, we exercised our ability to support a conclusion with evidence from the text. Today, we are going to draw conclusions on our own.

DIRECT INSTRUCTION: Here are the step-by-step directions for what good readers do.

1.      A conclusion is something that you can figure out based on clues. Draw pictures

 Conclusion = What I Read + What I Know

3.      To draw a conclusion, ask yourself: choral repeat

TEACHER MODELING: Here's a specific example of what good readers do.

Think aloud through key points to make conclusion.

Mr. Buck walked into the classroom in a huff.  He was scowling and her eyes were like little slits.  Malik tried to say, "Good morning!" But Mr. Buck said, "Get into your seat and be quiet!"

1.      Directions: Fill in sentence stem below to draw a conclusion about Oscar in the passage above (Hint: Use your strategy.)

 Conclusion = What I Read + What I Know Mr. B was scowling Mr. B yelled at Malik I know that when people scowl and yell they are usually mad.

 I conclude that __Mr. Buck was mad____________________________________________ because ___he was scowling and yelling at his students_______________________________________.

GUIDED PRACTICE: Now let's try an example together.

Have students fill in what they read about Oscar. Monitor work. Correct and clarify as necessary. Ask 2-3 students to share. Post exemplary responses. Next, ask students to think about what they know about these details from a text. Monitor work. Correct and clarify as necessary. Ask 2-3 students to share. Post exemplary responses. Finally, ask students to fill in sentence stem after think/pair/share about their conclusion. Correct and clarify as necessary. Ask 2-3 students to share. Post exemplary responses.

Eliza made dinner. She set the plate in front of her

little brother, Oscar.  He scrunched up his nose and

and stared at the plate for a long time. Finally he

took his fork and poked at the leaves on his plate.  Oscar

played with his food for a few minutes, but he didn't

even take one bite.

2.      Directions: Fill in sentence stem below to draw a conclusion about Oscar in the passage above (Hint: Use your strategy.)

 Conclusion = What I Read + What I Know

 I conclude that ______________________ ______________________________________________ because ______________________________________________________________________________________________.

INDEPENDENT PRACTICE: Now try an example on your own.

Laura grabbed her lunch.  She spotted her friends across the

cafeteria, laughing hysterically.  They look like they were

having a great conversation. Laura rushed over to join

them. As soon as she got close to the table, one

of them looked over and quickly said to the others to "shhhh."

3.      Directions: Fill in sentence stem below to draw a conclusion about Laura in the passage above (Hint: Use your strategy.)

 I conclude that ______________________ ______________________________________________ because ______________________________________________________________________________________________.

READ ALOUD: I will model this strategy and others we've learned. You will apply the strategies during think, pair, and share.

From now on, you will be able to be a real mind reader!

INDEPENDENT READING: Now you will apply this strategy to a book on your level.

During independent reading time, allow students to check out library books if needed. Use this time to conference with students. If you notice multiple students struggling with the same thing, consider interjecting a Mid-Workshop Interruption to correct the misunderstanding for the whole class. Use the Habits of Independent Reading tracking sheet to grade their behavior.

SHARE: How did you apply the strategy to your own reading? Was it easy or difficult? Why?

How did we become better readers today?

CLOSING: From now on, here's how you will apply this skill when you read.

Do you have to be a mind reader to know someone is mad at you?

STUDENT VERSION

OBJECTIVES:

Draw conclusions based on text using drawing conclusions strategy

HOT-ness:

Do I need to be a mind reader to know when someone is angry with me?

CONNECTION: Today's skill is connected to what we've been learning and is important to know.

Yesterday, we exercised our ability to support a conclusion with evidence from the text. Today, we are going to draw conclusions on our own.

DIRECT INSTRUCTION: Here are the step-by-step directions for what good readers do.

2.      A conclusion is something that you can figure out based on clues.

 = +

4.      To draw a conclusion, ask yourself:

TEACHER MODELING: Here's a specific example of what good readers do.

Mr. Buck walked into the classroom in a huff.  He was scowling and his eyes were like little slits.  Malik tried to say, "Good morning!" But Mr. Buck said, "Get into your seat and be quiet!"

1.      Directions: Fill in sentence stem below to draw a conclusion about Oscar in the passage above (Hint: Use your strategy.)

 Conclusion = What I Read + What I Know Mr. B was scowling Mr. B yelled at Malik I know that when people scowl and yell they are usually mad.

 I conclude that __Mr. Buck was mad____________________________________________ because ___he was scowling and yelling at his students_______________________________________.

GUIDED PRACTICE: Now let's try an example together.

Eliza made dinner. She set the plate in front of her

little brother, Oscar.  He scrunched up his nose and

and stared at the plate for a long time. Finally he

took his fork and poked at the leaves on his plate.  Oscar

played with his food for a few minutes, but he didn't

even take one bite.

1.      Directions: Fill in sentence stem below to draw a conclusion about Oscar in the passage above (Hint: Use your strategy.)

 Conclusion = What I Read + What I Know

 I conclude that ______________________ ______________________________________________ because ______________________________________________________________________________________________.

INDEPENDENT PRACTICE: Now try an example on your own.

Laura grabbed her lunch.  She spotted her friends across the

cafeteria, laughing hysterically.  They look like they were

having a great conversation. Laura rushed over to join

them. As soon as she got close to the table, one

of them looked over and quickly said to the others to "shhhh."

1.      Directions: Fill in sentence stem below to draw a conclusion about Laura in the passage above (Hint: Use your strategy.)

 I conclude that ______________________ ______________________________________________ because ______________________________________________________________________________________________.

From now on, you will be a real mind reader!

________________________                                                                                    ________________________

________________________                                                                                    ________________________

Once upon a time in India, a wise man named Sessa invented the game of chess. The maharaja, or king, liked this new game very much and said to Sessa, "Ask for anything in my kingdom and it shall be yours."

Sessa bowed his head. "Your Majesty," he said, "all I ask for is as many grains of rice as would fill the 64 squared on a chessboard, if one grain were put in the first square, two grains in the second, four in the third, eight in the fourth, and so on, doubling the number for each new square."

The king said, "Sessa, you deserve much more, but I will grant your humble request." A few days later, one of the maharaja's advisors said, "Your majesty, we cannot give Sessa his reward. The total amount of rice came to 18,446,744,709,551,615 grains! That's more rice than we have in the entire kingdom."

Objective #28 CONCLUSIONS

1.      Directions: Fill in sentence stem below to draw a conclusion about Sessa in the passage above (Hint: Use your strategy.)

 I conclude that ______________________ ______________________________________________ because ______________________________________________________________________________________________.

 100% - Exceeds 85% -Meets 70% - Approaching 55% - Just Beginning Exceptionally complete & well-explained answer Complete & acceptable answer Some confusion or inconsistencies but mostly complete answer Incomplete answer with many confusions and inconsistencies

Objective #28: _____% Mastery

Anything else you want me to know? J

### Lesson Resources

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