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- Drawing Conclusions Lesson Plans
Teachers can use drawing conclusions lesson plans to help students learn how to connect their background knowledge to text.
By Lesley Roberts
In teaching the comprehension concept of drawing conclusions , most teachers know that a conclusion is the decision you make using the information you already know, and the information you gather as you read a text. For example, it is common knowledge that wolves are considered carnivores or wild animals that eat meat. So when you read "Little Red Riding Hood " and you read that the wolf is disguised and waiting for the little girl, you decide that the wolf could only be there to eat "Little Red Riding Hood". How did you come to this conclusion? You used the information about wolves that you already possessed, and the knowledge you gathered as you read the story.
Students need to know that, in order to draw conclusions or make decisions, they will need to do two things. First, they will need to ask themselves "What do I know about this subject?" and second, they will need to ask, "What information am I getting from the story?" An additional skill students need to know in order to draw conclusions is how to identify the important information in the story. They will then be able to easily make connections between what they know and what they are reading .
Teachers can begin instruction by using classic fairy tales , such as "Little Red Riding Hood", "Cinderella", "Goldilocks and the Three Bears", "The Three Little Pigs", and others. These stories are simple and the themes are clear to most students. As the story progresses, students can make connections and begin to draw conclusions. This makes teaching this skill easier for the teacher as, with these types of text, students usually require little prompting to make connections. Teachers can ask students to write down what they already know about the story they are going to read. Before the end of the story is read, teachers can have students discuss the decisions they have made about the text and the flow of the action. This can be done by asking, "How do you think the story will end?" or "What do you think will happen next?" After the story is finished, students can then write what they have learned. As the class reads and processes each text, and students gain more experience with drawing conclusions, they can begin practicing with other simple texts that may not be as familiar to them. The following drawing conclusions lesson plans can help students develop their reading comprehensions skills.
Drawing Conclusions Lesson Plans:
The Gingerbread Boy Comes Alive
Students make cut-out gingerbread cookies. After reading "The Gingerbread Boy", their cookies "disappear" and students must make predictions and draw conclusions about what happened to their cookies
Reading and Responding
Students learn about drawing conclusions using a nonfiction selection. Students also identify main ideas and respond to cause and effect questions.
Making Inferences and Drawing Conclusions
Students make several inferences based on the reading of Shel Silverstein poems. They write their own poetry and complete an assessment in which they differentiate between sentences that are stated or inferred.
Preserving Memories With a Patchwork Quilt
Students use a story by Valerie Fournoy, "The Patchwork Quilt", to learn about drawing conclusions. They then design their own classroom quilt.
Drawing Conclusions
Students design a poster about a character in a fiction book they have been reading. They have to draw conclusions about the main character. Their poster has to include a description of their character, an illustration, and inferences about their character.
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Teaching Deep Thinking With Drawing Conclusions
Introducing Drawing Conclusions
Steps in Drawing Conclusions
- Review all the information stated about the person, setting, or event.
- Next, look for any facts or details that are not stated, but inferred.
- Analyze the information and decide on the next logical step or assumption.
- The reader comes up with a conclusion based on the situation.
Drawing Conclusions With Pictures
What's in My Bag?
Drawing conclusions with videos.
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Lesson Plans - Details
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Language Arts: Drawing Conclusions
- 23 April 2018
- Posted by: Anthia Knowles
- Number of views: 3772
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Drawing conclusions based on literary elements, lesson plan.
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- Grade Levels 5th Grade
- Related Academic Standards CC.1.3.5.B Cite textual evidence by quoting accurately from the text to explain what the text says explicitly and make inferences. CC.1.3.5.C Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the text. CC.1.3.5.A Determine a theme of a text from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
- Assessment Anchors E05.A-K.1 Key Ideas and Details
- Eligible Content E05.A-K.1.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text.
- Competencies
In this lesson, students build on the understandings developed in Lessons 1 and 2 and draw conclusions based on literary elements. Students will:
- draw conclusions based on information within a text, including determining the theme of a text.
- identify textual evidence to support conclusions.
- make connections between texts.
Essential Questions
- How does interaction with text provoke thinking and response?
- How do strategic readers create meaning from informational and literary text?
- What is this text really about?
- Drawing Conclusions: Using clues from a passage to develop a reasonable judgment or idea that was not explicitly stated in the passage.
- Character: A person or an animal in a story.
- Setting: The time and place in which a story unfolds.
- Plot: The structure of a story. The sequence in which the author arranges the events in a story.
- Conflict: A struggle or clash between characters.
- Resolution: The part of a story in which the conflict is resolved.
- Theme: A topic of discussion or writing; a major idea broad enough to cover the entire scope of a literary work.
45–90 minutes/1–2 class periods
Prerequisite Skills
- Cendrillon by Robert D. San Souci. Aladdin Paperbacks, 1998.
- copies of Comparing Folklore Chart ( L-5-1-2_Comparing Folklore Chart_student.xlsx )
- Cinderella Stories Chart_teacher copy: to be used for overhead transparency or projected on a screen for the class to view ( L-5-1-2_Cinderella Stories Chart_teacher.xlsx )
- The Irish Cinderlad by Shirley Climo (easy). HarperCollins, 2000.
- Glass Slipper, Gold Sandal: A Worldwide Cinderella by Paul Fleischman (easy). Henry Holt and Company, 2007.
- Cinderella, Puss in Boots and Other Favorite Tales as told by Charles Perrault (easy). Harry N. Abrams, Inc., 2000
- Cinderella retold by Amy Ehrlich (medium-easy). Dutton Children’s Books, 2004.
- Sootface, An Ojibwa Cinderella Story by Robert D. San Souci (medium-easy). Dragonfly Books, 1997.
- The Egyptian Cinderella by Shirley Climo (medium). HarperCollins, 1992.
- Yeh-Shen, A Cinderella Story from China retold by Ai-Ling Louie (medium). Puffin, 1996.
- The Korean Cinderella by Shirley Climo (medium). HarperCollins, 1996.
- The Persian Cinderella by Shirley Climo (medium-challenging). HarperCollins, 2001.
- Domilita: A Cinderella Tale from the Mexican Tradition adapted by Jewell Reinhart Coburn (challenging). Shen’s Books, 2000.
Related Unit and Lesson Plans
- Using Literary Elements to Compare Fiction Texts
- Using Literary Elements to Summarize Fiction Texts
- Comparing Literary Elements of Fiction Texts
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
Formative Assessment
- During the lesson, focus on drawing conclusions within and across texts, making connections between texts, and responding to text by evaluating its plot/organization and its major components. By observing each student working in the small group, you can redirect or reteach individual students or a small group if students are having difficulty with drawing conclusions. As you walk among the groups, you might use a list of student names to record anecdotal notes and data regarding students’ participation, knowledge of drawing conclusions, and use of reading strategies.
- By observing each student working in the small groups, you can redirect or reteach individual students or a small group if they are having difficulty identifying literary elements or with finding quotations from the text as evidence of the elements. Collecting the charts for the extending activity will offer the opportunity to assess each student’s needs.
- Student draws conclusions based on text evidence.
- Student cites appropriate quotations from the text as evidence to support conclusions.
- Student demonstrates the ability to compare key literary elements (setting, characters, conflict, resolution theme) among two or more stories.
Suggested Instructional Supports
Instructional procedures.
Focus Question: How can a reader draw a conclusion based on literary elements?
Activate prior knowledge by asking students to think about the story Goldilocks and the Three Bears. Tell students that Goldilocks uses the bears’ furniture, eats their porridge, and sleeps in the bears’ beds. Point out that we know from our own experience that this behavior is not appropriate or the right thing to do. Ask students if, by using Goldilocks’s actions and our own experiences, we can draw the conclusion that Goldilocks probably does not have very good manners and is impolite. When students are engaged, begin the lesson on drawing conclusions.
Ask, “What does it mean to draw a conclusion?” ( using different pieces of information from the text to come up with something new; making a reasoned judgment about something by using knowledge or evidence, personal experience, opinions, observations, and facts about something different but related )
Display on the screen the Cinderella Stories Chart ( L-5-1-2_Cinderella Stories Chart_teacher.xlsx ).
“Look at what we have written for the setting of the story Cendrillon: island in the Caribbean Sea.” Continue reviewing the information for the setting of each of the other stories read by the class, asking students from each small group to share the setting information.
Then ask, “What conclusion can we draw about all the settings in our stories?” ( One possible conclusion is that folklore usually takes place long ago or exists in the past .) Have students write that conclusion on their Comparing Folklore Charts ( L-5-1-2_Comparing Folklore Chart_student.xlsx ). Model this on your teacher/class copy of the Cinderella Stories Chart by using the projected version on the screen. Tell students that they are making connections across texts in order to draw these conclusions.
Move to the Characters section. Follow the same process of having students share information about the characters for each of the stories read by the class. Then ask, “What conclusion can be drawn about the characters in the stories we have read?” ( They have a problem and solve it in the end; they have someone who helps them .)
Have students work in pairs to write a conclusion about the remaining literary elements on the Comparing Folklore Chart. Have pairs share their conclusions with the class.
Focus on conclusions students have drawn about theme. Ask, “How does understanding literary elements help you draw conclusions about theme?” ( The ways characters interact and resolve conflicts help the reader determine the theme of a story .)
Discuss how drawing conclusions can improve our understanding of the text and how it helps the reader understand what the author has written even when it is not stated directly in the story. Discuss with students how connections across texts can be made, whether texts are read simultaneously or at different times.
- Have students who are ready to move beyond the standard find other versions of the Cinderella story or other folklore they have read, either on the Internet or in a book. Ask them to identify whether the conclusions the class wrote about theme hold true if this new story is added to the chart. Have students add a column to their chart for this new story and complete the information.
- If additional practice is needed for drawing conclusions or making connections between texts, ask students if they recognize the theme of the Cinderella story in any modern stories they have read or seen in movies or on TV programs. These could be discussed as a group or as a class, analyzed on a chart, or written individually. Have students respond in writing to one of the Cinderella stories they have read, stating what they liked or disliked, identifying literary elements, and explaining the reasons for their opinions.
- Students could also compose, individually or in groups, their own modern Cinderella story and explain its connections to the folklore.
Related Instructional Videos
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Drawing Conclusions
Our Drawing Conclusions lesson plan helps students develop critical thinking skills and reading comprehension skills. Students learn to draw conclusions from actions and events presented in sentences, paragraphs, and other reading content.
Description
Additional information.
Our Drawing Conclusions lesson plan develops critical thinking skills, as well as reading comprehension as students will be able to draw conclusions from actions and events presented in sentences, paragraphs, and other reading content. During this lesson, students are asked to read a story and then work through the steps needed to draw conclusions. Students are also asked to read passages and answer questions.
At the end of the lesson, students will be able to draw conclusions after reading a story, paragraph or other passage of text. Students will also be able to explain the steps in drawing conclusions.
Common Core State Standards: CCSS.ELA-Literacy.RI.3.1, CCSS.ELA-Literacy.RI.4.1
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Drawing Conclusion
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Teaching Students to Make Inferences
Teaching Students to Predict Outcomes
Teaching Students to Draw Conclusions
- By Gay Miller in Literacy
January 14, 2019
Teaching students the differences between making inferences, drawing conclusions, and predicting outcomes may be one of the most difficult skills to teach. This series of three posts includes definitions, examples, and activities.
Conclusions
Conclusions are opinions, judgments, or decisions that are formed based on a situation’s facts. A reader or observer collects information. Readers weigh the evidence. The evidence proves what is going to happen or the next logical step in the information series.
Authors often mix clues throughout a text in a haphazard manner. This means the reader must interpret, evaluate, make inferences, and then draw conclusions.
Readers must —
- make conclusions based on logically-derived information.
- be aware of the time and place including the time of day, season, as well as a decade. Progress changes the way people live from decade to decade.
- not make conclusions based on stated facts.
- sift out facts from opinions – Readers should not make conclusions based on opinions.
Click here to download the handout from this post including foldable organizer.
More about Conclusions
Just like making inferences, the reader must examine the facts in a novel or real-life situation to draw a conclusion. Let’s look at Bill again.
Bill walks into the Verizon store wearing a wet bathing suit. He carries his iPhone in his hand. The screen is cloudy with condensation. A drop of water falls from the iPhone to the floor.
You can conclude that Bill is going into the store to get his iPhone repaired based on the facts; however, the actual decision may be different from the conclusion you make. Bill might decide to purchase a new phone. A salesclerk might tell Bill to take the phone home and place it in a bag of rice to try to dry out the moisture.
By using inferences, you might draw additional conclusions. For example, the next time Bill purchases a phone, it will be waterproof.
Hook Activity
To understand drawing conclusions, try this activity. Bring in an assortment of bags with objects in each.
- duffel bag filled with exercise clothing and a water bottle
- evening bag with a comb, mirror, lipstick, and a credit card
- tote bag with bathrobe, socks, 2 pairs of pajamas, ID, insurance card, crossword puzzle book, and medical records
- backpack with textbooks, graded tests signed by a parent, notebook paper, pens, and pencils
Have students make an inference about where the owner is taking the bag based on the type of bag and the items found inside. Next students draw conclusions about the owner of the bag based on the type of bag, its contents, and the inferences that were made.
Inference — The person with the tote bag is going to the hospital. The reader infers this based on the type of clothing and medical records enclosed.
Conclusions — The person is planning on having an operation/procedure that will keep him in the hospital for at least two days. The operation is probably a minor one because the person only has two sets of clothing. The owner plans on getting out of bed because otherwise a bathrobe would not be needed. The person expects to be bored. The crossword puzzle book will provide some entertainment, so the owner does not plan on spending a lot of time sleeping.
Activity #1 – Brochure Fold Graphic Organizer
Go over the definitions and examples using this FREE foldable organizer. Click here to download the pdf file. Be sure to collect all three.
Activity #2 – Drawing Conclusions – YouTube
From RoomD407, this ten-minute lesson video gives step-by-step instructions to students. Examples model how paragraphs are broken into parts and evaluated.
Created through a grant, this video lesson contains definitions and scenarios.
Activity #3 – Classified Ads from the Newspaper
Activity #4 – SMART Exchange
- #1 – Drawing Conclusions with Watermelons
- #2 – Drawing Conclusions – Valid or Invalid
- #3 – Drawing Conclusions – Valid or Invalid: Q1
- #4 – Drawing Conclusions with Grains
Activity #5 – Books
- Earthquakes by Seymour Simon
- Tops and Bottoms by Janet Stevens
- Comprehension Skills
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Instructions · Engage students with the topic by telling them the following story (or consider creating one of your own!): · Ask students to guess how you felt
Drawing Conclusions Lesson Plans: ... Students learn about drawing conclusions using a nonfiction selection. Students also identify main ideas and respond to
This engaging presentation is perfect for introducing or reviewing inferences and drawing conclusions (and the difference between them).
Another way to introduce drawing conclusions is with pictures. Students can look for clues in the picture that gives them an idea of what is
The teacher will explain to the students this is called Drawing Conclusions. The teacher will explain to students that drawing conclusions is
Objectives · draw conclusions based on information within a text, including determining the theme of a text. · identify textual evidence to support conclusions.
After reading Concepts of Comprehension passages, have students write drawing conclusions and explicit information questions. Then, have students exchange the
Lesson Plan · Learning Goal: Identify and describe the difference between explicit information and drawing conclusions. · Duration: Approximately 50 minutes
Our Drawing Conclusions lesson plan helps students develop critical thinking skills and reading comprehension skills. Students learn to draw conclusions
To understand drawing conclusions, try this activity. Bring in an assortment of bags with objects in each. Examples: ... Have students make an