Submitted by: Ashlee Lawson CWID: 50154366

Grade Level: 3rd Grade Mentor Teacher: Jacki Cummings

Subject/Topic: ELAR / Drawing Conclusions

Drawing Conclusions

Rationale: The students will learn how to

draw conclusions in order to understand new Materials/Equipment:
things about the character or events.
Drawing Conclusions Crime
Scene Investigation Kit
Crime Scene Tape
Coffee Cup
Gum
Tennis Shoe
Water Bottle

Book

TEKS Achieved: Accommodations:

110.14b:(8) Reading/Comprehension of
Literary and Text/Fiction. Students
understand, make inferences and draw
conclusions about the structure and
elements of fiction and provide evidence
from text to support their understanding.
1. For a student who is an ELL, pull aside and help
with reading as needed.
2. For a student who received Tier 2 support,
monitor that they are highlighting and
communicating information that is relevant to the
crime scene.

Classroom
Blooms Differentiate Strategies: Curriculum
Hands-On
Taxonomy: d Learning: Independent Activities Integration:
Simulation
Knowledge/Remember Auditory Problem Solving Reading
Comprehension/Understan Visual/Spatial Peer tutoring
d Kinesthetic Pairing
Application Verbal/Linguistic Student Presentations
Analysis Intrapersonal
Evaluation Interpersonal

Objectives:
TSW use events in a
story to draw conclusions in order to understand new things about the character or events.
Lesson Plan:

Introduction
(Anticipatory Set/Focus/Motivation):
TTW prep students with the story:
Our principal, Mrs. Ramos, was kidnapped and needs YOUR help to solve the mystery. We will have to
draw conclusions and make inferences to determine what our evidence means!

Information Giving

TTW explain that good readers draw conclusions about what they are reading to understand the text
better. TTW explain that the students use this reading strategy every day.
Close your eyes and imagine that you are walking down the street and come to a house with
overgrown grass that reaches waist-high, no lights in the window, and the paint is peeling off the siding
of the house. What conclusions might you draw about the house? (They will probably answer that
the house is deserted, and has been for a long time.)
TTW point out to the students that they have to be able to support their conclusions using key
evidence. TTW emphasize that having support for your conclusions is an important aspect of drawing
conclusions. TTW give an example of a conclusion that doesnt support the evidence, such as the
house is haunted or the owner of the house lived centuries ago.

Guided Practice:
TTW pass out the Crime Scene Description paper to the students. TTW line the students up, and guide
them to where the crime scene is. TSW then be allowed a minute to write down what they observe, for
example a coffee cup, gum wrappers, and a book. Once the students have written down their
observations, they will go back to their desks and discuss the evidence that they have found, asking
the students what conclusions they have drawn from these details. Examples:
We found a coffee cup, what does this make you think of? The coffee cup makes me think that the
suspect likes to drink coffee.
We found a book, what does this make you think of? The book makes me think that the suspect
likes to read.

Independent
Practice:
TTW put students into groups, numbering off students. Each student will receive a suspect description.
TSW read and highlight the suspect description. Once the students have completed reading their
suspect description, TSW will each read their suspect description to the group. As a group, TSW
discuss which suspect kidnapped the principal.
Once you are in your groups, I will pass out the suspect descriptions. Each of you will have a
different suspect description. I will give you a few minutes to read the description. When you are
reading the descriptions, you can highlight and make notes on the descriptions pulling out key details.
After the time is up, you will read the descriptions to your group and as a group discuss the key details
of each suspect.

Assessment/Evaluation:
TTW complete an informal assessment as students work in groups; circulate and listen to students
discuss key details of the passages that they have read and the conclusions that they have drawn
from the key details.

Closure /
Culminating Activity:
TTW pass out the item and conclusion paper. TSW be given a minute to write down the key details
 and the conclusions that they have drawn.
You will be given a few minutes to write the items or key details that you have discussed in your
group. Make sure to write the suspect description number by each item so that you can easily identify
the information. Once you have written down the items or key details you will then write down the
conclusions that you have drawn using those key details.
TTW ask students to share the information to the class, copying down the information on the teacher
copy using the Elmo.
Who would like to share what the information that they have discovered?
TSW then discuss which suspect they think kidnapped the principal. The suspect that kidnapped the
principal is the second grade teacher.
Who would like to share who you think kidnapped the principal?

Enrichment/Extension:

TSW create their own crime scene and suspect descriptions.

Reteach:

Depending on the amount of students with misunderstanding, the teacher will pull small groups and
help the students in the area of need.

Accommodations and/or Modifications:

For ELL student, pull aside and help with reading as needed. For Tier 2 students, monitor that they are
highlighting and communicating information that is relevant to the crime scene.