Drawing Conclusions

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SWBAT draw conclusions from a variety of text.

Big Idea

Students become detectives and read between the lines to draw conclusions.

Advanced Organizer

7 minutes

To assess what the students already know about drawing conclusions/inferring, I want to ask them a few questions.  This will also help them recall any information they already know about the topic. 

I will have the students pick up the Advanced Organizer handout from the bell work tray and begin working.  I will allow them about 5 minutes to complete the questions. 

As they are working, I will circulate through the room to assess their skills and knowledge.  Finally, I will ask some students to share what they wrote down for questions 4 and 5.  I assessed the other answers and just want to hear what they wrote for 4 and 5.  This will also help other students recall the terms. 

Next, to really draw them in to the concept and understanding of how we develop our inferences and draw conclusions based on the information we get, I am going to show the book Zoom to the students.  I will scan it in and project it, so I can use the pictures to make my point.  In this book, it is series of pictures zoomed in.  At first, with the information provided we think the picture is of one thing, but as more "information" is provided and we zoom out-we realize the picture is actually of something very different. 

I will ask the students why our "conclusion" keeps changing.  This will hopefully help them understand that with the additional "information" the author is providing, we change our conclusions. 



20 minutes

Inferring is a skill we use in our lives daily.  The students all have this skill, but can they hone it to use with text?  I want the students to be aware of how to use the skill and how we can use it to learn the the information the author isn't telling us in their writing. 

First, to really feel like the students have a foundation for the concept, I am going to provide them with Inference Notes.  These notes are guided and correspond with the Making Inferences Power Point  on inferring.  They are not word for word, but do pull out the important details.  I am using guided notes for this lesson because they have been exposed to the skill before, we are just upping the complexity with the different tasks and text. 

I will go through the power point and model my thinking with the example slides provided.  Modeling the thinking is very important because it demonstrates the use of prior knowledge when deciphering clues in the text.  What do I know about the text, event, character that will help me understand what is happening? 

Next, I will model how I draw out my conclusions by using the examples with the Drawing Conclusion Practice graphic organizer.  I will demonstrate how I pull out the details to make my conclusion.  This will be helpful when the students are working with text.  Most of the time we do this in our heads, but it is important to demonstrate the process for the students who struggle with the strategy.  Once I model the first example, I will have the students complete the second example on the Drawing Conclusions handout.



Guided Practice

15 minutes

To ease the students into it with a familiar form of media, I am going to have students work with their groups to go through some pictures.  I will first explain the steps of drawing conclusions with pictures. 

First, we want to make observations about what we see, not inferences, but observations.  I will use one picture as a model.  I will point out any details that are observable. 

Next, we want to use those details and my prior knowledge to make our conclusion or inference.  I will model for the students how to complete the handout for the picture activity. 

Finally, I will provide each group with four pictures. I will select one from the Inferring with pictures power point to use as my model and then four to use with each group.  Each student will be responsible for doing their picture on their own first. They will complete the Inferring with Pictures handout as they work through the pictures.  Then, we will use a Round Robin to share out our thoughts for the pictures. 

Once the students have all shared out their Drawing Conclusions with Pictures, we will go through and talk about a couple of the pictures as a class. 

Independent/Guided Practice

15 minutes

Now that we have covered the basics, I want the students to get right in a practice.  I realize they may make a few mistakes, but they need to work with text to know how to find the clues needed to draw conclusions. 

I will have the students work with their Shoulder Partners for this activity.  They will have some support but yet still have to push themselves to think!

I'll pass out the Inference Activity to each pair.  I'll explain to the students that they need to read the passage first, then go through and answer the questions.  I also want them to underline the evidence in text they used to help answer their questions.  The students can record their thoughts on the Inferring with text handout. 

As the students are working, I will circulate through the room to try and work with any struggling students.  If students are struggling, I may have them complete the graphic organizer to really help them break apart the text. 

Once the students have finished, I will display each card and talk about the questions as a class.  I'll ask students to explain how they made the inference.  What text evidence and what prior knowledge really helped them to draw the conclusion? 


5 minutes

To assess their abilities, I am actually going to have the students complete the closure activity.  This Closure Slip actually is more application than reflection.  I want to gain an understanding for how they perform based on what they remember.  This will really help with planning the future lessons.  Do I need to provide more practice with small passages, or can we go on to applying the skill with extended text?