Design for Learning

Instructor: Miss Johnson

Lesson Title: Drawing Conclusions
Curriculum Area: ELA

Grade Level/Cooperating Teacher: 4th/Brown

Date: 4/18/16
Estimated Time: 1 hour

Standards Connection: 1.) Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the text. [RL.4.1]
Learning Objective(s): When given a set of poems, students will be able to draw conclusions
from evidence found in the text, scoring a 10 or higher on the rubric.
Learning Objective(s) stated in kid-friendly language: Today, we are going to learn how to
draw conclusions based on evidence we find in text.
Evaluation of Learning Objective(s): The teacher will give each student three poems with a
question at the end. The student must draw conclusions from the text to answer the question. The
student must use evidence to support that conclusion. The student will need to score a ten or
higher on the teacher made rubric to demonstrate mastery of the objective.
Engagement:
Good morning, class! Can I have everyones eyes on me? I like the way is sitting
quietly in his seat, facing the front, ready to learn. Thank you for being ready! Okay, it is time
to transition to Reading so I would like for everyone to put away what they have been working
on. You should have nothing left on your desk. Thank you -! Before we begin our lesson, I want us
to talk about some expectations. I know these are things you may have heard from other people
before, but it is good to be reminded. First, we are all going to show respect for one another!
When you are talking, I will be listening carefully to what you are saying so I would like for you
to do the same. When one of your classmates is speaking, we should all be listening. There is
something we can learn from each person in this classroom. And that is my second expectation.
You all are such smart students. I want you to do your best! I know that you can do this! When I
ask questions, raise your hand to participate! If you have a question, please raise your hand as
well! Our lesson today has a lot of fun activities and requires a lot of participation from you all.
In order for this to go well and all of us have fun, we need to act as a team and family and respect
one another! Give me a thumbs up if you understand. Perfect! Give me a thumbs up if you are
ready to learn.
Today, we are going to learn how we can take things we see and hear and draw
conclusions. Before we begin though, I want to share something with you. Do you all remember
the other morning when you were asking me questions, and I was telling you a little about
myself? I know we didnt get to finish so I have a bag I brought today with different items that will
tell you something about me! When I pull an item out of the bag, I am going to tell you what it is.
I want you to sit silently, and then I will ask you to raise your hand if you have an idea about
what this means about me. Make sense? Teacher pulls out a set of car keys. Here are a set of car
keys. Take just a minute to think about what this may mean about me. Teacher gives students a
few seconds to think. If you have an idea, please raise your hand, and then wait on me to call on
you. Teacher calls on several students. Thats good thinking. These are my car keys so you know I
drive a car. Heres the next one. Teacher pulls out a plane ticket. Here is a plane ticket to New
York City. Take just a minute to think about what this may mean about me. Teacher gives students
a few seconds to think. If you have an idea, please raise your hand, and then wait on me to call
on you. Teacher calls on several students. Thats good thinking. This is a plane ticket from when I
went to New York City over spring break. I love to travel, and New York City is one of my favorite
places. Heres the next one. Teacher pulls out a Samford University t-shirt. This is one of my tshirts. Take just a minute to think about what this may mean about me. Teacher gives students a
few seconds to think. If you have an idea, please raise your hand, and then wait on me to call on
you. Teacher calls on several students. Thats good thinking. This is one of my first Samford tshirts. I go to Samford. Heres the next one. Teacher pulls out headphones. Here are a set of
headphones. Take just a minute to think about what this may mean about me. Teacher gives

students a few seconds to think. If you have an idea, please raise your hand, and then wait on me
to call on you. Teacher calls on several students. Thats good thinking. These are my headphones.
I love to listen to music. Heres the next one. Teacher pulls out a journal. Here is a journal. Take
just a minute to think about what this may mean about me. Teacher gives students a few seconds
to think. If you have an idea, please raise your hand, and then wait on me to call on you. Teacher
calls on several students. Thats good thinking. This is a journal full of my writing. I love to write.
Now you know a little more about me! Great job thinking! You all did a wonderful job respecting
others around you.
Learning Design:

I. Teaching:
This week you will be reading various stories and learning how you can draw
conclusions from the text. Today, we are going to learn what it means to draw
conclusions and how we can draw conclusions. Before we can draw conclusions though,
we must understand what that means. When we read books or look at situations, we
gather information of different facts and details. How many of you know when a family
member is mad at you? Teacher gives students time to respond. I know I do! What are
some ways that you know that? Think for just a moment. Raise your hand if you have
something. Teacher calls on students. I know that my mom is mad because she will get
very serious, her voice may get louder, and she is not smiling. When we watch peoples
faces and listen to the words they are saying and their tone, we are using that
information to draw a conclusion about the emotions of that person. See how easy that
is! Another word for the information we use is evidence. What subject do we talk about
that uses the word evidence? Correct! Science. Evidence is information we use to back up
what we are saying. When we take evidence from something we see or read to form an
opinion, we are drawing a conclusion. When I pulled out the different items from the bag,
you all were drawing conclusions because you were using the item as evidence to form
an opinion about what I liked. First, I want us to practice drawing conclusions by
watching this short film. We are going to watch different parts, and then draw
conclusions based on the evidence we see. Teacher plays One Man Band
(https://www.youtube.com/watch?v=H3X94UkD1-s). She stops it at 45 seconds. I am
going to draw the conclusion that the man wants the coin. My evidence for this is that he
has an empty cup in front of him while he is playing. He sees the girl with the coin and
then stops playing when he realizes it. Lets keep watching. As you watch, I want you to
begin drawing your own conclusions about what you are seeing. Remember you have to
have evidence though. Teacher resumes the clip. The teacher stops at one minute. Now, I
have more evidence to support my conclusion. I can see that he kicks the cup towards the
girl and winks at her after trying to get her attention. Teacher resumes clip until 2:30.
Now, I want you to draw the next conclusion. Remember when I ask these questions, you
must have evidence. What do you think is going on between the two musicians? The
teacher gives students think time and then listens to their responses. Great thinking! How
do you think the little girl feels? Teacher gives students time to think. You all have some
great evidence! Teacher plays the rest of the video. Great! We can draw conclusions
based on what we see, but we can also draw conclusions based on text. We can draw
conclusions about things in the world around us, but we can also do it with things that we
read. Today, I brought one of my favorite books, Because of Winn-Dixie. I am going to
start reading this to you. As I read, I am going to stop and show you how I draw
conclusions based on the text. Then you are going to get the chance to do the same.
Teacher reads the first page. As I read that, I am thinking that store manager must really
be mad. My evidence for that is the text says He was standing there all red-faced,
screaming, and waving his arms around. I am also thinking that he doesnt like that dog
because he calls it a dirty dog and is shouting when he says that. Lets go to the next
page. The teacher reads the rest of chapter one. Now, as I am reading I am asking
questions, I am wondering, Does India want to keep him? Because it doesnt directly

say it, I have to draw a conclusion. Take some time to think if she wants to keep him or
not. I want you to draw a conclusion. Remember to really draw a conclusion you must
have evidence for that opinion. How many of you think she does not want to keep him?
Do you have evidence for that opinion? Who thinks that she does want to keep him?
What is your evidence? So can conclusions be different? Yes, they can. We could all draw
different conclusions. It is just important that we have evidence and a reason why.
Sometimes our conclusions can change as we read. Teacher reads the next two pages.
Does anyone want to change their thinking because of new evidence we just read?
Teacher allows the students to discuss why and how their conclusion changed. If you
want to find out what happens, then you will have to read the rest of the book!
II. Opportunity for Practice:
Now that you all know how to draw conclusions, it is time for you to practice! It
is time for you all to work in small groups. In order to do this, you must remain quiet. If
this does not work, then we will come back together and do it as a whole group. However,
I really think you all can handle it. I have several cards with different text on them. I am
going to give each group three of these. I want you to read the text carefully and draw
conclusions based on the text. Each task card has something that someone is saying on it.
At the bottom, there are questions you will answer by drawing conclusions. You all will
have 6 minutes to read through these and record your conclusions. I will be walking
around the room to monitor your progress. Teacher divides each group into groups of 3-4.
She gives each group three task cards and one worksheet to record the conclusion and
evidence. The teacher sets the timer on the board. When the timer goes off, the group
comes back together. Lets look at our first task card. Will someone read it for me?
Teacher asks student to read. What was your conclusion? What was the evidence? Did
anyone have anything else? Teacher goes through the second and third one. She asks
students to read and for evidence. Great job guys! I would like for one person to collect
your materials and bring them to the front. Everyone else should be seated in their seats
waiting for the next instruction.
III. Assessment:
You all have done a wonderful job! It is time to show me what you know! We are
going to do this with poetry! You will have two pieces of poetry. You will read each one
carefully, and then fill out the chart. Make sure you are including your evidence! This is
to show me what you know so you are working on this by yourself. I know that you can do
it because you have already shown me. Remain in your seats. If you have questions, raise
your hand and I will come to you. When you are done, put your pencil down and look at
me. I will come collect your materials. Teacher passes out passages and the worksheet.
IV. Closure:
Students will write their own Who Am I poetry. Its your turn to be the writer,
and let your classmates draw the conclusions! You are going to think of an object, and
then you will choose five different pieces of evidence that would help us to draw a
conclusion. Lets look at this example. Teacher reads an example of a poem. I am a
fruit. I feel smooth. I look round and red. I smell delicious. I can give people nutrition.
Teacher passes out templates to fill in to create their own Who Am I poetry.
Materials and Resources:
Car Keys
Samford t-shirt
Plane Ticket
Headphones
Journal
PowerPoint

YouTube Video
Because of Winn-Dixie
3 Task Cards
Evidence Worksheets
Poetry
Who Am I poetry template

Differentiation Strategies (including plans for individual learners):

Green: Students will be asked to create an original work, identifying three conclusions they
would like the reader to draw. The student will then share the piece with a small group
Red: Students will complete a more detailed outline to draw conclusions from a picture book of
their choice.
Data Analysis:
I collected the assessments after giving students adequate time to complete it. Overall, I
believe the students understood what it meant to draw conclusions by the end of the lesson. Out
of the class of 22, thirteen of them scored a ten or higher, meaning they are proficient. However,
five of the students did not complete the assignment, and four students completed the assignment,
scoring below a ten. Looking back at the students practice assignments, all of the students drew
correct conclusions and gave evidence from the text
Reflection:
The students remained engaged throughout the entire lesson. I think it helped that the
activities I planned incorporated a variety of learning. The students were involved through
questioning and collaborative learning. They were answering questions and enjoyed working
together on the practice portion. If I were to do the lesson again, I would like to have a childrens
book or a reading passage for the assessment rather than poetry. The students were not familiar
with poetry so I think that is what caused some students to miss points at the end. I also think it is
important to figure out how to engage students even during the assessment portion. When they
are handed a worksheet to complete individually, they immediately disengage and quit working
hard.

Samford University
Design for Learning

Name:________________

Drawing Conclusions Rubric

Poem 1
Evidence

Conclusion

2
The student
supplies sufficient
evidence that
supports his/her
conclusion.
The student draws
a conclusion that
answers the
question provided.
The conclusion is
based on the
evidence provided.

1
0
The student supplies The student does
some evidence, but it
not provide
does not fully
evidence to
support his/her
support his/her
conclusion.
conclusion.
The student draws a
The student does
conclusion that
not draw a
somewhat answers
conclusion based
the question. The
on evidence from
conclusion is not
the text. The
based on the
conclusion does not
evidence.
answer the
question provided.

Total ____/4
Poem 2
Evidence

Conclusion

2
The student
supplies sufficient
evidence that
supports his/her
conclusion.
The student draws
a conclusion that
answers the
question provided.
The conclusion is
based on the
evidence provided.

1
0
The student supplies The student does
some evidence, but it
not provide
does not fully
evidence to
support his/her
support his/her
conclusion.
conclusion.
The student draws a
The student does
conclusion that
not draw a
somewhat answers
conclusion based
the question. The
on evidence from
conclusion is not
the text. The
based on the
conclusion does not
evidence.
answer the
question provided.

Total ____/4

Poem 3
Evidence

Conclusion

2
The student
supplies sufficient
evidence that
supports his/her
conclusion.
The student draws
a conclusion that
answers the
question provided.
The conclusion is
based on the
evidence provided.

1
0
The student supplies The student does
some evidence, but it
not provide
does not fully
evidence to
support his/her
support his/her
conclusion.
conclusion.
The student draws a
The student does
conclusion that
not draw a
somewhat answers
conclusion based
the question. The
on evidence from
conclusion is not
the text. The
based on the
conclusion does not
evidence.
answer the
question provided.

Total ____/4
Total: _____/12
Comments:
___________________________________________
___________________________________________
___________________________________________
___________________________________________

What Am I?

By _________________

I am _______________________.
I feel _______________________.
I look ________________________.
I smell ________________________.
I can _____________________________.
What am I?

Poem by Naomi Shihab Nye

She said the head was too large,
the hooves too small.
I could clean my paintbrush
but I couldnt get rid of that voice.
While they watched,
I crumpled him,
let his blue body
stain my hand.
I cried when he hit the can.
She smiled. I could try again.
Maybe this is what I unfold in the dark,
deciding, for the rest of my life,
that donkey was just the right size.

Question: What is the person doing in this poem?

Poem by Robert Graves

The trees are tall, but the moon small,
My legs feel rather weak,
For Avis, Mavis, and Tom Clarke
Are hiding somewhere in the dark
And its my turn to seek.
Suppose they lay a trap and play
A trick to frighten me?
Suppose they plan to disappear
And leave me here, half-dead with fear,
Groping from tree to tree?
Alone, alone, all on my own
And then perhaps to find
Not Avis, Mavis, and young Tom
But monsters to run shrieking from,
Mad monsters of no kind?

Question: What is the game being played in this poem?

Poem by Jane Yolen

This box contains the wash of blue sky,
spikes of green spring,
a circle of yellow sun,
triangle flames of orange and red.
It has the lime caterpillar
inching on a brown branch,
the shadow black in the center
of a grove of trees.
It holds my pink
and your chocolate
and her burnt sienna
and his ivory skin.
In it are all the colors of the world.
All
the
colors
of
the
world.

Question: What is the object the poem is about?

Name: ______________________
Date: _______________________

My Conclusions
Question
Jane Yolen Poem
What is the object
the poem is about?

Robert Graves
Poem
What game is being
played in this poem?

Naomi Shihab
Nye Poem
What is the person
doing in this poem?

Evidence

Conclusion

Names: ______________________
Date: _______________________

My Conclusions
Question
Scenario #1
Who is Sam?

Scenario #2
Where are they going
Friday night?

Scenario #3
What is the person
trying to buy?

Evidence

Conclusion

Scenario #1
Hi! I saw a picture of Sam on the stop sign in my
neighborhood, and I think I might have found him.
Does he have a red collar? Yes, he was playing in the
water near my house, and I brought him inside.
Who is Sam?

Scenario #1
Hi! I saw a picture of Sam on the stop sign in my
neighborhood, and I think I might have found him.
Does he have a red collar? Yes, he was playing in the
water near my house, and I brought him inside.
Who is Sam?

Scenario #2
Do you want to go out Friday night? I dont know what
time its playing, but I can find out. If we get there by
4:00, we will have time to get a great seat and some
popcorn, too. Its going to be great!
Where are they going Friday night?

Scenario #2
Do you want to go out Friday night? I dont know what
time its playing, but I can find out. If we get there by
4:00, we will have time to get a great seat and some
popcorn, too. Its going to be great!
Where are they going Friday night?

Scenario #3
Hi! I saw your ad in the newspaper, and I am
interested in what you have for sale. Can I ask you how
are the tires? Has it ever been wrecked?

What is the person trying to buy?

Scenario #3
Hi! I saw your ad in the newspaper, and I am
interested in what you have for sale. Can I ask you how
are the tires? Has it ever been wrecked?

What is the person trying to buy?