In order to bridge the learning from the previous lesson, I want the students to recall the information taught and practice working with one example. I will pass out the Advanced Organizer and have the students answer the questions about drawing conclusions and making inferences. Then, I will ask the students to draw a conclusion based on the sample statement.
This will help prepare them for the learning today and also allow me to assess their understanding of yesterday's lesson. I am anticipating seeing students having success with this part of the concept. They did very well yesterday and had a lot of success with the work.
Once the students have completed this handout, we will discuss. I will first have them do a Hands Up, Stand Up, Pair Up to share their work. I really like giving the students the opportunity to hear their peers ideas, and also give them that experience and training to discuss their own thoughts. I find that it really motivates them to be more thoughtful with what they are writing. They know they are going to have to share and it increases that level of anxiety just enough to push them to do their best work.
Once they have had the chance to share with at least three other people, I will ask them to return to their seats and report out. To do this and mix it up a little, I ask the students to report out not what they wrote, but something they heard. This also keeps them accountable for listening to their peers. Also, whoever they use as an example really takes some pride that what they said was important or made that lasting impression.
We will discuss as a class and prepare for the day's learning!
Now, to move the students to work with text, I want to show the students the steps I take when drawing a conclusion.
First, I will pass out the handout. I will tell the students that there are eight different small Practice Passages on the handout followed with questions. They are to read the statement, answer the questions and underline the text that helped them to answer the questions. I want them to see how the author's words are used to make conclusions.
I will model it with them for the first statement. Then, I will allow them time to work. As they are working, I will circulate the room, prompting them to explain their conclusions. This will help recall what background knowledge is and why it is important.
I will have them work solo first. Once they have completed both sides, I will now move them into working with their group. The students will complete a Round Robin to share their thoughts and their responses. Student Model
I will review the expectations for the Round Robin and then have them work in their groups to share their thoughts.
Next, to report out, I will display the statements on the board and ask volunteers to approach the board and work through the statement, explaining how they came to the answer. I feel this is more powerful than me standing up there. It allows the students to take ownership for their work and learn from their peers.
As they are working through the problems, I will ask them to explain their thoughts and how they got to that conclusion, again, pointing out the use of background/prior knowledge and the role that plays when we are drawing conclusions.
Once we are done with this handout, I will have the students tape it into their interactive notebooks.
Before reading the passage "Showdown at Victoria Falls" I want to give the students some background information on the falls. To do this, I will have them watch a short clip about the falls.
As the students are watching the clip, I will have them record information about the falls. What makes the falls so important? Unique?
Once the clip is over, we will discuss their notes.
Next, I will pass out the story "Showdown at Victoria Falls." We will read through the story once, then read through it again to take notes, underline key words or phrases and any important details. I chose this text because it is challenging and does require them use vocabulary strategies and context clues to get through the text.
I will prompt the students to underline words such as crucial, undeveloped, flanking, UNESCO etc. I want to make sure I model how identifying important vocabulary in the text will help us draw conclusions and make our inferences.
Next, I will have the students work to pull out information to use to draw a conclusion. This is the part that I am anticipating will be very difficult. When it comes to making inferences or drawing conclusions, as long as they have the information-they can do it. However, asking them to locate the information is a struggle. I will prompt them on the main idea of the article. What was this article about? Leading the students to identify that the main idea is that developers want to build a resort on the land near Victoria Falls. However, the locals do not want to lose their status in UNESCO and want to ensure the safety of the local wildlife. The locals do welcome development, just not so close to the falls. So, what does this all mean?
I will have the students complete the Showdown at Victoria Falls graphic organizer for the story. They will first fill in the "What I Read" box, followed by the "What I know" and then draw their conclusion from that.
As they are working, I will circulate and monitor the room. I am anticipating having to help my struggling learners pull out the information. I believe they will be able to draw the conclusion, but will need help with pulling out the information. I will have them work to complete the graphic organizer and questions.
I will have the students finish or complete for homework and then turn in for an assessment.
To provide an opportunity for the students to process their own learning and for me to assess their understanding, I will ask them to complete a Closure Slip that will allow them to demonstrate their understanding of the concept of drawing conclusions and making inferences.
I will use this assessment to create lessons in the future or to go back and reteach if necessary.