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Course, Subject

English Language Arts, English as a Second Language

Step-by-Step Procedure

1. Divide students into groups of four (group size is flexible).
2. Give each student two copies, or one double-sided copy, of the "Drawing Conclusions" worksheet (slide 11).
3. Introduce the lesson by presenting Slide 1. Have a volunteer read the writing on the page then ask if anyone has heard of this before.
4. Present Slide 2. Have two volunteers read the text in the speech bubbles. Have a discussion with the class. Ask: What conclusions can you draw about what the girl in the image might be getting ready to do? Ask them to inform you of the CLUES they are using to come up with their ideas.
5. Present Slide 3 and have two volunteers read the speech bubbles. Discuss if anyone had made similar guesses as you were discussing the image on Slide 2.
6. 6-Present Slide 4 and have two volunteers read the speech bubbles. Ask if anyone has figured out what it means to "Draw a Conclusion". Give the groups about two minutes to discuss and then have them share their thoughts.
7. Present Slide 5. The teacher should read all text that is in black to the class using appropriate intonation. The class as a whole should then read the text that is orange. The teacher is to apply this definition to the discussion that was held with Slide 2.The students should then copy all orange text into their notebooks to have for future reference.
8. Present Slide 6. Give the students a minute to read the text to themselves. Then have a volunteer read the text out loud. Click and go to Slide 7.
9. While you are on Slide 7, click on the View tab that is in the tool bar. Go down to Zoom and click. Scroll down to the dual page display and click. You will now have a dual display of Slides 6 and 7. Give the students five minutes to complete the worksheet within their groups. Engage them to complete worksheet by asking: What kind of person is Samantha? What story and experience clues cause you to think as you do? The students then are to complete the worksheet that was given to them filling in the Story clues, Experience clues, and Conclusion for Slide 6. The teacher is to walk around and assist the students if needed.
10. Slide 7 has erasers beneath each clue. This is a reminder for the teacher to indicate that the "Magic Eraser" is being used. Once time is up for step 9, the teacher can call upon a volunteer to use the eraser and reveal the clues that are written. Discuss if students' answers were similar to the ones that are now revealed. Once the answers are reviewed, go back to the tool bar and click on View. Scroll down to single page display. You are now ready to continue with the lesson.
11. Present Slide 8 and have students read and complete the worksheet within their groups. While they are working teacher is to walk around and assist as needed. Once again "Magic Eraser" is being used. Have a volunteer erase and reveal the answers. Discuss if students' answers were similar to the ones that are now revealed. Clarify if needed. Now have a volunteer click and drag the dark yellow rectangle to reveal image that goes along with text.
12. Present Slide 9 and have a volunteer read the yellow text. Provide students with the Student Checklist handout and give the groups ten minutes to generate their paragraphs. Teacher should walk around and assist as needed. Have volunteers share their work. Other groups can collaborate and conclude which image is being described.
13. Present Slide 10 and have whole class read.

Description

Students will view and discuss images as well as short paragraphs to demonstrate an understanding of the necessary steps needed to formulate and draw valid conclusions. Through repeated practice, students will define the skill of "Drawing Conclusions" as well as create their own short paragraph in which their peers will formulate conclusions.

Duration of lesson

One or two 45-minute lessons

Learning Objectives

• Students will define drawing conclusions.
• Students will name the two clues necessary to make valid conclusions.
• Students will generate short paragraphs within their groups using clues that will enable their peers to draw valid conclusions.
• Students will later apply this skill to their reading as well as their daily lives.
  

Materials

• Access to the SMART Board for all students
• Pencil
• English (ELA) notebook
• Copy of "Drawing Conclusions" worksheet (slide 11)
• Copy of Student Checklist

Drawing Conclusions-NYL.notebook

Assessment

• The teacher should walk around and assist as needed when the students are completing their group work for slides 6 and 8 to determine if students comprehend the skill of drawing conclusions.
• Assess group paragraphs using the checklist provided for the use of appropriate clues that lead to the correct identification of the picture they described.

Checklist-NYL.doc

Related Academic Standards

New York State

ESL 

ESL.E.PK-1.3.1.9 Students apply learning strategies to explore a variety of materials.

ESL.E.PK-1.3.1.9.MI Strategies such as asking questions, using prior knowledge, graphic organizers, context clues, and cognates.

ESL.E.2-4.3 Students will listen, speak, read, and write in English for critical analysis and evaluation.

ESL.E.2-4.3.1 Students learning English as a second language will use English to express their opinions and judgments on experiences, messages, ideas, information, and issues from a variety of perspectives. They will develop and use skills and strategies appropriate to their level of English proficiency to reflect on and analyze experiences, messages, ideas, information, and issues presented by others using a variety of established criteria.

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