Sample+6.3+Lesson


 * Lesson #5: Drawing Conclusions from Information – IFC Assessment 6.3 **

W.6.1 Write arguments to support claims with clear reasons and relevant evidence. a) Introduce claim(s) and organize the reasons and evidence clearly. b) Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
 * Grade Level **: 6th **Class Time:** Two periods: One for Mini Lesson and Guided Practice. One for Independent Practice and Sharing/Reflection.
 * Essential Understanding: **Facts are necessary in order to make inferences. Both inferences and facts are necessary to draw valid conclusions.
 * Learning Outcomes **: The students will know and be able to make inferences and draw conclusions from facts.
 * Common Core Standard **:


 * IFC Skill: **Combines information and weighs evidence to draw conclusions and create meaning. (IFC Assessment 6.3: Drawing Conclusions from Information)
 * || Learning/Teaching Activities CT=Classroom Teacher L=Librarian || Resources ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Mini Lesson || * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Elicit/Review definitions of: facts, inferences and conclusions giving an example of each.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Explain: we need facts to make inferences and both facts and inferences help us draw conclusions. || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Projected blank copy IFC Assessment 6.3 (Drawing Conclusions from Information) ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Guided Practice || * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Read aloud the article as the students follow along.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Record three facts (see completed 6.3 for sample).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Elicit/discuss corresponding inferences to go with facts. || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Completed IFC Assessment 6.3

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Class set if Junior Scholastic article: //Lost Childhoods// by Sean Price (Jan. 22, 2007). ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Independent Practice || * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students read //A Painful Problem//
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students record 3 facts from the article
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students make 3 inferences (one per fact)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students draw a conclusion from the facts and inferences || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Class set of IFC Assessment 6.3 (Drawing Conclusions from Information)

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Class set of article: //A Painful Problem// by Susan Stehling (Faces magazine, Apr. 2006, Vol. 22 Issue 8, p. 18-21) || <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Reflection || * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Discuss the facts, inferences and conclusions the students came up with.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Sharing/
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Be sure to point out connections between each and/or lack of connections between each. ||  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Assessment |||| <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Collect and review student completed IFC Assessment 6.3 (Drawing Conclusions from Information) ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Follow up/ Extensions: **<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Students read additional articles on child labor completing IFC Assessment 6.3 as they do so.