Bridgewater College Teacher Education Program Lesson Plan

Name: Tracy Chapman

Subject/Grade
Level:
Language Arts/2
Grade

Lesson Title:

Unit:

Date or Lesson
#:

Drawing Conclusions Day 4

nd

March 24, 2016

Lesson #4

Virginia SOL/National Standard:

2.8 The student will read and demonstrate comprehension of fictional texts.
i) Draw conclusions based on the text.
Measurable Lesson Objective(s):
What helps me make a decision about a character?
Materials/Technologies/Resources Needed:

Teachers Edition of Reading Book

Jumanji by Chris Van Allsburg

Assessment (Formative and/or Summative):

Students will discuss conclusions they can draw from the story.
Anticipatory Set (Hook & Agenda):
Teacher will:

Students will:

Today we are going to continue

talking about drawing
conclusions.

Listen to the teacher.

Lets look up at our objective for

the day.
What helps me make a decision
about a character?
Access /Review Prior Knowledge:

Accommodatio
ns/Differentiati
on:

Anticipated
Time:
1 minute

Teacher will:

Students will:

When we are reading what are

some things we can look at to
help us draw conclusions?

Raise hand to answer the

question.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:
2 minutes

*the text
*the pictures
Teaching Process & Modeling (Content is presented, accessed or built)
Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the
longest portion of your lesson plan.

Teacher will:

Students will:

Today we are going to read a

story called Jumanji by Chris Van
Allsburg.

Listen to the teacher.

As I read I want you to be

thinking about the different
conclusions that we can draw
from the story. We will be looking
at the characters and what
actions the character does, and
we will also look at the pictures
to help us draw some
conclusions.
Read the story stopping at the
sticky notes and talking about
what conclusions can they draw
from clues in the text and what
clues can they see in the picture.
Remind students that a
conclusion is story clues + what
they already know.
Ask the following questions to
help students think:
What clues are in the text?
What clues can I see in the
pictures?
What do I already know about

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:

Whole
Group:
9:00-9:30
30
minutes

Listen to the story. Raise hand to

respond to questions the
teacher asks.

Listen to what a conclusion is.

Answer the questions.

The questions
are to prompt
the students
thinking about
drawing
conclusions.

this topic?
If there is time after reading to
story complete the Daily
Phonemic Awareness and Daily
High Frequency Words
Daily Phonemic Awareness
Today we are going to match the
same final syllable. Say the word
motion. What is the final syllable
in motion? -tion
Now listen lotion and nature.
Which of those words have the
same syllable as motion? *lotion
Repeat the same procedure with
picture, solution, and nature.

Say the word motion. What is

the final syllable in motion? -tion
Listen to the words lotion and
nature. Say which of those
words have the same syllable as
motion. *lotion
Repeat the same procedure with
picture, solution, and nature.

Show the students the high

frequency word and then have
them say the word and spell it
using their hands.

Daily High Frequency Words:

Show the students the high
frequency word and then have
them say the word and spell it
using their hands.

This helps
students with
different
grammar
strategies as
well as
listening skills.

This helps
students
remember and
spell commonly
used words.

1. Listen to reading.
2. Sort words 3 times. Dont
throw away.
3. Buddy read.

Must Dos:

4. Research

1. Listen to reading.

5. Read to self.

2. Sort words 3 times. Dont

throw away.

These Must Dos

are created to
help students
work through
the Daily 5 with
reading,
writing, and
word study.

3. Buddy read.
4. Research
5. Read to self.

Small Groups:
Red Group:
Word Study: Speed sort 3 times
to get ready for test tomorrow.
Walpole Mckenna- 2 minutes
Give each student a sheet and

Red
Group:
9:30-9:55

Speed sort words three times.

Take sheet and chorally say

each sound and blend the
sounds together to say the
word.
Say the words on the card for 1
minute.

This group is
instructed on a
PP3.

The words
these students
were working
with were

chorally say each sound and

blend the sounds to say the
word.
Time students for one minute as
they say the words on the card.

consent blends.

Take riddle. Listen to the

teacher.

Skill Practice:
Drawing Conclusions Riddle.
Give each child a riddle. Go over
the procedure that they are not
allowed to call out their
conclusion.
Read all the clues out loud and
give students 2 minutes to draw
in their conclusion on the flap.
Have students share their
conclusion and talk about how
they came to that conclusion.

Listen to all the clues and draw

your conclusion on the flap.

The riddle was

differentiated
on a level that
the students
could read
independently.

Share their conclusion and talk

about how they came up with it.

Take new riddle and complete at

seat and will talk about it
tomorrow.
Choice a just right book.

Give students a new riddle and

have them complete it on their
own to talk about tomorrow.

Students pick a
book that they
are able to
read
independently
at home each
night.

Book Choice: Make sure each

student has a just right book and
write it down on the sheet.

9:55-10:15

Purple Group:

Pick a topping letter and match

it on the pizza.

Letter Recognition: Play Make a

Pizza Letter Matching.

Read a story.

Students will pick a topping piece

of paper and match the letter on
the paper to the letter on the
pizza.
Reading: Students will read a
story they worked with last week
in intervention.
Writing: Continue reading David
Goes to School. Have the
students come up a sentence
drawing a conclusion. The
teacher will write the sentence

Purple
Group:

Listen to David Goes to School.

Come up with a conclusion
sentence. The teacher will write
what you come up with. Copy
the sentence.

Speed sort words three times.

These helps
students
recognize and
say each letter.

These stories
are decodable
texts that the
students are
able to read.
While listening
to reading
students are
working on
drawing

Blue
Group:
10:1510:35

they come up with and they will

copy it onto their paper.

Blue Group:
Word Study: Speed sort three
times to get ready for test
tomorrow.

Take sheet and chorally say

each sound and blend the
sounds together to say the
word.

conclusions
with teacher
support.

Say each word on the card for

one minute.

Walpole Mckenna- 2 minutes

Give each student a sheet and
chorally say each sound and
blend the sounds to say the
word.
Time students for one minute as
they say the words on the card.
Skill Practice: Students will
complete the Drawing a
Conclusion WS. They will read a
paragraph and answer a question
then explain why they think that.
The group will do the first one
together and they will do the
others independently at their
seats.
Book Choice: Continue reading
from Chapter 14 in The Report
Card to Chapter 16.

Green Group:
Word Study: Speed sort three
times to get ready for test
tomorrow.

Complete Drawing a Conclusion

WS.
Read the paragraph and answer
the question and explain why
they think that.
Do the first one together.
Complete the rest on their own.

Speed sort words 3 times.

Take sheet and say each sound

and blend them together to say
the word.

Say the words for 1 minute.

Walpole Mckenna- 2 minutes

Chorally read. Draw conclusions

and put them in graphic
organizer.

Give each student a sheet and

chorally say each sound and
blend the sounds to say the
word.

Continue reading and drawing

conclusions and writing them in
the graphic organizer.

Time students for one minute as

they say the words on the card.

Book choice.

This group is
instructed on a
fourth grade
reading level.

The students
are reading a
chapter book
on their own
and drawing
conclusions
from it.

This group is
being
instructed on a
1-2 reading
level.

Chorally
reading the
story helps the
teacher see
where students
are struggling

Green
Group:
10:3511:00

Skill Practice: Chorally read The

Great White Man-Eating Shark
and then draw conclusions
together as a group. Students
will then return to their seats and
continue reading while drawing
conclusions on the graphic
organizer.

and it also
helps them not
to feel on the
spot with
reading.

Book Choice

Closure:
Teacher will:

Students will:

Everyone needs to join me on

the carpet.

Sit on the carpet.

Read the students the Drawing

Conclusions Riddle about the
Moon and see if they can
guess what it is by the clues.

Accommodatio
ns/Differentiati
on:

Anticipated
Time:

Listen to the clues and guess

what the clues are talking
about.

Declarative Summary Statement: Today students worked with drawing conclusions in text by
reading a story, solving a riddle or answer questions based on the a paragraph.
Activity If Extra Time Remains or Technology Fails:
Teacher will:
Students will read independently
if the computers are not
working.

Students will:

Accommodatio
ns/Differentiati
on:

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.

Anticipated
Time: