Drawing Conclusions LENGTH OF LESSON: 50 minutes TIME LESSON WILL BE GIVEN: 09:05 am GRADE LEVEL: 2nd grade DATE

OF LESSON: 02-25-09 CONTENT AREA: Language Arts TITLE OF LESSON: Drawing Conclusions DISTRICT/STATE STANDARD(S) BEING ADDRESSED Comprehension 1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). 1.2 Ask for clarification and explanation of stories and ideas. 1.3 Paraphrase information that has been shared orally by others. Reading 2.5 Restate facts and details in the text to clarify and organize ideas. ENGLISH LANGUAGE DEVELOPMENT Beginning ELD Level Respond to simple directions and questions by using physical actions and other means of nonverbal communication. Early Intermediate ELD Level Ask and answer questions by using phrases or simple sentences. Intermediate ELD Level Listen attentively to stories and information and identify important details and concepts by using both verbal and nonverbal responses. Early advanced ELD level Retell stories in greater detail by including the characters, setting and plot. OBJECTIVES 1. The students will be able to listen to a story to draw conclusions about characters and events. MATERIALS AND EQUIPMENT Houghton Mifflin Reading (Theme 4) page 13A and 13B Houghton Mifflin Practice Book page 9 and 10 Peeling Onions Stuffed animal: giraffe Giraffe picture Whiteboard Whiteboard Markers Whiteboard eraser Drawing Conclusions WKSH SPONGE ACTIVITY- The teacher will have students work on the back of the Drawing Conclusions worksheet from independent practice.

ANTICIPATORY SET The teacher will tell students: I am going to throw each table captain a paper onion. Inside this onion are four pieces of paper with clues. These clues will help you conclude what animal is being described. The teacher will show students the paper onion. The teacher will then tell students: the table captain will unroll the first piece of paper and read the clue aloud to their table. Everyone at the table will think of what animal the clue is about. Remember, to keep your guess of what the animal could be to yourself. We will get to share our ideas of what the animal is once every clue has been read and everyone has had an opportunity to think. Then, the table captain will throw the onion to someone else at his or her table. That person will unroll the next piece of paper and read the clue aloud. Once the clue is read the onion will be thrown to another person at the table that has not had the onion yet. The third clue will be read and the onion will be thrown one last time. Finally, the last person at the table will read the last clue. After every clue is read you will get to share your answers with the class. The teacher will give each table captain an onion. Once students are done sharing the clues the teacher will call on several students to guess what animal the clues are about. The teacher will show a picture of a giraffe and a stuffed animal of a giraffe after students guess that the clues were about a giraffe. LESSON ORGANIZATION 1Grouping students- a whole group approach will be used to teach this lesson to the class. During the anticipatory set heterogeneous groups will be used for the activity. Then, students will come sit in the reading area as they listen to the story being read during the direct instruction. The students will go back to there seats after the story to work on the guided activity as a class. 2.Differentiation /Accommodation English Learners: The teacher will use pictures and realia. Resource students: The teacher will use total physical response and positive reinforcement. High Achieving/GATE students: TTW use higher-level questioning to meet the needs of these students. 3.Direct Teaching Steps The teacher will write the objective on the board. The teacher will explain to students: authors dont always explain everything in a story. Sometimes readers have to use clues in the story to figure things out. Then, the teacher will tell students: I am going to read you a story about a cat that causes all kinds of problems with his loud purr. Who has heard a cat purr before? The teacher will call on several students to describe the sound. The teacher will tell students: The story I am going to read is called

Oscars Enormous Purr. I will say a color. If you are wearing the color I say I want you to come and sit on the carpet quietly. The teacher will say different colors until every student is sitting on the carpet. The teacher will read the story on page 13A and 13B in Houghton Mifflin Reading. The teacher will ask the following questions as the story is being read: how does Oscars family feel about his very loud purr? How do you know, what clues helped you come up with that answer? How do you know that the grocery store has a problem with mice? How does Oscar feel when all the animals left the woods because of his purr? Who is wearing a mask and carrying a big bag? Where was Oscars family when the thief came into the house? How do you know, what clue helped you come up with the answer? Next, the teacher will tell students that they will go back to their seats by listening for the letter that their name begins with, for example Carlos would get up to go back to his seat when I say the letter C. The teacher will say different letters of the alphabet till every student is back to his or her seat. Once students are back at their seats the teacher will ask the students: Who can summarize the story? The teacher will call on several students then ask students: based on the clues in the story, who can describe Oscar? Finally, the teacher will ask students: How is Oscar an amazing animal?

4. Checking for Understanding- The teacher will check for understanding by looking at students independent practice. 5.Guided Practice- the teacher will read the story called Iguana Fun on page 9 in the Practice Book. As the teacher is reading the story the following questions will be asked: If Boris is almost 14 inches and this kind of iguana never gets longer than 14 inches then what can we conclude about Boris? If an iguana is slow after it eats and there are 5 orange rinds in the cage then what can we conclude that Boris has just done? If Pedro is staying in the back of the room and Evelyn hides under her desk then what can we conclude about Pedro and Evelyn? If Mrs. Persky lets Boris crawl on her shoulders and Mrs. Persky talks softly to Boris then what can we conclude about Mrs. Persky? 6.Independent Practice- the students will work on a worksheet called Drawing Conclusions. 7.Assessment- A formal assessment will be taken by checking students Independent Practice Worksheet. If a student correctly draws conclusions correctly for both stories they will receive a star. If a student draws a conclusion that is incorrect they will be told to try again. 8. Closure- The teacher will end the lesson by telling students that they learned how to draw conclusions today.

Lesson Reflection Students were engaged during the anticipatory set, direct instruction and independent practice. Students were engaged during the anticipatory set because they enjoyed throwing the paper onion around the table to try and find out what the clues were about. In the direct instruction students were engaged when the story, Oscars Enormous Purr was read. The students enjoyed listening to the story and were able to answer comprehension questions. During the independent practice students were engaged because they liked using the clues in the short stories to draw conclusions. A majority of the class learned the lessons objective. The only reason why some students did not learn the lessons objective is because students had to leave in the middle of the lesson for speech, RSP and a student did not feel well so they had to go to the nurse. The students who were in class for the entire lesson learned the objective. I know that these students learned the objective by looking at their independent practice worksheet. Every student got both problems on the worksheet correct and showed an understanding for drawing conclusions. English Learners had their needs addressed by using visuals and realia. I used a stuffed animal of a giraffe to show the students what a giraffe looks like. I also brought in a picture to show the students how big a giraffe is in real life. Students with learning problems had their needs addressed through total physical response and positive reinforcement. During the independent practice I walked around and encourage these students to continue doing a great job on their worksheets. Using the peeling onion, mega cognition strategy and read aloud were successful teaching strategies. The peeling onion was used during the anticipatory set. Students had a fun time passing the onion around and unpeeling the pieces of paper. After the paper was unpeeled the students were told to read the clue to their table. Half the class was able to draw a conclusion that the clues were about a giraffe. During the direct instruction strategy I used a mega cognition strategy. As I read the story, I asked questions to help students learn how to draw conclusions. These questions included how did you know that and what clues helped you know that? Reading the story in the direct instruction and guided activity was also beneficial. I used a pointer as I read to make sure students would be able to follow along. The only strategy that was not successful was the question and answer portion of the guided activity. Students had a hard time answering the questions with the story, Iguana Fun. I think the reason why students had a hard time was because they did not know much about iguanas. Next time that I teach this lesson I will have to tell the students some facts about iguanas so that they will be able to draw conclusions for the story. Students completing a worksheet will follow up this lesson. Students will be given the worksheet during group work for Language Arts. The assessment tool used during this lesson was to check students independent practice. If the student drew the correct conclusion for both stories they received a star. If the student did not draw the correct conclusion for a story they were told to try again. Every student in the class was able to draw the correct conclusion for both stories on their first try!