Student Name: Rose Simmons

Grade Level: 4th grade Subject Area: Reading: Drawing Conclusions

1. State Standards:
ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Lesson Objective(s) & Targeted Outcome(s):
I can draw conclusions in a text.
3. Materials & Resources:
 Draw Conclusions Anchor Charts
 Drawing Conclusions Jeopardy (I found this on Teachers Pay Teachers.)
 White Boards
 Markers
 Erasers
 Exit Ticket: Today I learned… Tomorrow I need…
4. Knowing the Students:
This lesson is going to be taught right after a brain break and snack. Students are coming off a weekend where the weather has gotten cooler. Some students may not have
snack.
Last week, we discussed as a class drawing conclusions and we are continuing this week with a different story to draw conclusions to. This lesson is focusing in on what it
means to draw conclusions.
Students are going to need a lot of instruction throughout the week because it is a difficult concept to grasp. The hope is that the jeopardy game helps students to understand
how context clues and background knowledge can be used to draw a conclusion.
5. Literacy Connection:
Students are working on answering questions as a strategy to draw a conclusion.
6. Technology Integration:
Students will be interacting with the jeopardy board on the screen.
They will be working with partners to draw their conclusion and write it on a white board. The groups are based on how they did on their NWEA tests. I have a high with a
mid-high, low with a high-low. I am still trying to figure out the best groups for students. I have had students in multiple groups over the course of the past few weeks.
Estimated 7. Instructional Procedures 9. UDL, Differentiation, and
Time Accommodations
Introduction/Activate Prior Knowledge:
● Finish Snack
10:00-10:05 ● Pass out white boards and markers.
● Fourth graders, today we are going to focus on drawing conclusions. Before workshop,
you will write an exit ticket telling me what you learned and what you are unsure about.

1
 Step-By-Step Procedures ALL: play the game
1. Who can tell me what it means to draw a conclusion? How do we draw conclusions? MOST: will understand the questions
Refer to the anchor chart and quickly review what drawing conclusions means and how SOME: will have questions
we draw conclusions. IEP: Read questions aloud for all students
2. We are going to get into partners to play a game today. We are going to play Jeopardy. to be able to participate.
10:05-10:25 3. You are going to work with you partner to draw a conclusion using the clues or images
displayed. You will write your conclusion on the white board.
4. I will draw sticks to see who gets to choose the topic and points. We are not going to
keep score, but we are going try our best.
5. Can someone tell me what the expectations are for Jeopardy? Call on one student to
repeat back the directions.
8. Closure:
● You have worked hard today playing our game. I would like you to quietly think of one
thing you learned and one thing you need more clarification on as a pass out an exit
10:25-10:30 ticket.
● Once you have completed your exit ticket, will you put your white board and marker away
and turn in the exit ticket to the stand-up desk.
● Go over this week’s workshop packet.
10. Assessment & Evaluation:
● I will have students show their answers.
● I will be collecting data from their exit tickets.
11. Reflection (after teaching lesson):
● The students were all engaged in the lesson. They all wanted to show either conclusion or share their thinking with their partner.
● The slides had spelling errors. It was distracting. I would create my own Jeopardy board next time based on what we are reading and learning about in
class.
● One group of students did not work out as well as I thought they would because both students struggle to write.

● The students’ answers showed that they were struggling to read between the lines. They were just what they saw, the context clues, instead of what that
could lead to.
● The exit tickets showed that students either understood how to draw conclusions or they talked about anything they learned throughout the morning.

Groups:
14, 7 16, 8 18, 17 20, 21 22, 3 5, 1 10, 4 12, 2 15, 24 19, 6 26, 27 11, 25 23, 9 28,13