Tuesday, May 5, 2015

Grade 4-8 Inference and Drawing Conclusion Reading Lesson

Grade 4-8 Inference and Drawing Conclusion Reading Lesson

Reading Boot Camp 2.0 Inference and Drawing Conclusion Lesson with Mentor Text  Grades 4-6

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSSR1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Includes Socratic seminar questions about Inference and drawing conclusion.

Writing Modes of Writing Review: Rhetorical modes (also known as modes of discourse) describe the variety, conventions, and purposes of the major kinds of writing. Four of the most common rhetorical modes and their purpose are narration, description, exposition, and argumentation.
Narration: The purpose of narration is to tell a story or narrate an event or series of events. This writing mode frequently uses the tools of descriptive writing. Narration is an especially useful tool for sequencing or putting details and information into some kind of logical order, usually chronological. Working with narration helps us see clear sequences separate from all other mental functions. Examples include: Anecdotes Autobiography, Biography, Novels, Oral history and Short story
Description: The purpose of description is to re-create, invent, or visually present a person, place, event, or action so that the reader can picture that which is being described. Descriptive writing can be found in the other rhetorical modes. Examples include: Journal writing, Poetry
Exposition: Expository writing is a type of writing where the purpose is to explain, inform, or even describe. It is considered to be one of the four most common rhetorical modes. The purpose of expository writing is to explain and analyze information by presenting an idea, relevant evidence, and appropriate discussion. In narrative contexts (such as history and fiction), exposition provides background information to teach or entertain. In other nonfiction contexts (such as technical communication), the purpose is to teach and inform. Examples include: Business letters, Reports, Press releases, Journalism How-to essays, such as recipes and other instructions, News article, Personal letters, Wills, Academic and technical communication Scientific writing Scientific reports, Scientific journal articles, Academic writing Term papers, Textbooks, General reference works Encyclopedia articles
Persuasive writing / Argumentation: The purpose of argumentation (also called persuasive writing) is to prove the validity of an idea, or point of view, by presenting sound reasoning, discussion, and argument to thoroughly convince the reader. Persuasive writing/Persuasion is a type of argumentation with the additional aim to urge the reader to take some form of action. Examples include: Advertising copy, Critical review, Editorials, Job evaluation, Job application letter, Letter of Recommendation, Letters to the editor, Résumés

Vocabulary Review: Fact, Opinion, Argument, Persuasion, Theses, Infer, Drawing conclusions, Compare and Contrast, Main Idea, Authors View Point, Chronological order, Cause and Effect. Sequence, Summarize and Context Clues

Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land;
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightning, and her name
Mother of Exiles. From her beacon-hand
Glows world-wide welcome; her mild eyes command
The air-bridged harbor that twin cities frame.
"Keep, ancient lands, your storied pomp!" cries she
With silent lips. "Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tossed to me,
by Emma Lazarus

Gabriela Dreamer

1. Mr. Taylor was concerned about one of his brightest and hardest working students. He felt guilty that her father was deported and he was powerless to do anything to help her. Gabby's mom recently moved back to Mexico leaving her with her grandmother, which made things even worse. She was always a serious student but she seemed to give up on school, asking question and participating in lessons. Because of her lack of self-confidence using English, she was never very talkative, but she seemed really withdrawn and unhappy.

2. Volunteering to help other students was Gabby's delight, she was not smiling unless she was at the front of the class helping the teacher, forever first to ask questions and forever pushing to learn! You would find Gabby at the end of class politely asking to take any leftover snacks home to share with her grandma.

3. Although her only friends were the students in her English Language class but she did not have any real close friends at school that she could confide in. Mr. Taylor decided that he was going to eat lunch with her, to see what he could do to help her. Because of a fear of deportation she was always reticent of sharing with school officials or teachers. Her Grandma has told her many times that they could be arrested and deported.

4. “Gabby, is everything okay at school and home?” Asked Mr. Taylor

5. “Yes, Mr. Taylor, I am okay” She said, not wanting to reveal what was on her mind.

6. “Gabby, what's going on?! You can tell me if something is bothering you. I promise I will never share what we talk about; you need to tell me what’s bothering you. If there is anything bothering you about school, I would like to help you. Are parents okay?”

7. At this point Gabby breaks down in tears with her face cupped in her hands.

8. “I just want to do well in school, Mr. Taylor. I want to become a doctor, but I do not think I will ever be able to go to college. My grandmother says we don’t have enough money to pay the rent and we may move back to Mexico soon. I try to help her after school to make and sell tamales. My dad sends money when he can to help with bills but it's not enough money. I think we are moving back to Mexico soon, I will start working as soon as we get back to our village. The school in our village is very poor and sometimes the teachers do not even show up at the school. My grandma says she will send me to college when I am eighteen. I think she's lying, white lies so my hopes aren’t dashed.”

9 “The students in class say I'm dumb and just trying to be the teacher’s pet. When I'm sitting at the homework table during recces doing extra homework to get ahead… they say I should do my homework at home, and I’m a loser.”

10. “Gabby, you are a very smart girl and you certainly aren't dumb. I am proud of you and your dreams of becoming a doctor. Stick with it. And if you continue to do as well as you are doing now, you will be able to get scholarships to help you through school.” Mr. Taylor tried to comfort her. “You have a special gift. Never forget that.” He continued listening to her hopes, dreams, fears and kept reminding her how wonderful she was.

11. Gabriela loved learning and finding a new challenge. Math problems in any-form were her passion and hobby. Learning new math concepts were her way of having fun and working towards her dreams.

12. Living in a small travel trailer with her grandma, making tamales and selling them on the weekends left no time for toys or friends. For a 4th grade student, Gabriela was intelligent beyond her years, but she was a very lonely child. At times when things got really bad she felt as if her parents had abandoned her. She resented and despised her grandma when she sent her to the store to sell tamales. The family was very poor, moving from Mexico to the US for a better life. Neither her mother or father had finished school; they did not understand her desperate need to get an education. However, they loved their daughter so much that they did not want her to set her hopes too high and then be disappointed in life. Her father’s words, “Solo la gente rica va a la universidad, y nosotros somos pobres!” rang in her ears. Supporting her dreams meant she would have to become a US citizen. They believed in their hearts that would never happen. They had struggled right through their own lives and it was difficult for them to dream with their daughter.

13. Gabriela had decided that she wanted to be a doctor when her grandfather got sick and her family could not afford the necessary treatment. No one in her family had gone to college, and she never expected to either until her family moved to the US. The dream to go to college and become a medical doctor was to help her family buy a home full of food and toys.

14. Mr. Taylor helped to foster her dreams of going to college. He encouraged her to be the attentive wonderful student that she was. Gabby kept doing her absolute best despite all the obstacles and despair she faced at home. One day she was really sad, she wouldn’t or couldn’t speak to Mr. Taylor, she was almost in tears, as she said goodbye. Mr. Taylor tried to hold back his emotions; he wanted to give her a cheerful message, one that would give her hope. Tears started rolling down his face “Gabby you are brilliant; never give up on your dreams. You will make it, all you have to do is keep on trying. Gabby I will miss you!

This amazing 4th grader, Gabriela was never heard from again until…

1. Which sentence from the article best supports the claim that Gabriela was a successful math student.
A. ... she was not smiling unless she was at the front of the class helping the teacher
B. When I'm sitting at the homework table during recces doing extra homework to get ahead…
C. My grandma says she will be sending me to college when I am eighteen.
D. Learning new math concepts were her way of having fun and working towards her dreams.

2.The author’s attitude towards emigrants is
A. disdainful
B. reticent
C. supportive
D. pessimistic
E. ambivalent

3. The word ‘reticent’ (Paragraph 3) most likely means
A. understanding
B. talking
C. questioning
D. untalkative
E. completing

Check for understanding?
What is a lesson people can learn from this story?
What is the main ideas in the text? What is the author’s perspective on poetry?
What does …. mean?
Rank the most important sentences.
What lesson does this passage teach?
What is the problem in the text?
What lesson did Mr. Taylor learn?
What is probably true about paragraph…?
How does the author feel about…?
What will probably happen next?


Deportation: is the expulsion of a person or group of people from a place or country. Today the expulsion of foreign nationals is usually called deportation.

Background Information: The DREAM Act (acronym for Development, Relief, and Education for Alien Minors) is an American legislative proposal for a multi-phase process for undocumented immigrants in the United States that would first grant conditional residency and upon meeting further qualifications, permanent residency.

Writing Lesson
Highlight Keywords and Summarize the Story by Reading Aloud with a Partner. Write a new positive or sad ending for Gabriela Dreamer narrative. Explain your opinion about immigration using text evidence why you infer (conclude) that. Write a Tweet using keywords about the theme, main ideas, opinion or feelings! Example: THE COLONY - A claustrophobic, post apocalyptic survival tale reminiscent of John Carpenter's GHOST OF MARS. Not a bad B-movie rental. | C+

Students can do research on emigration trends in the US. Students can form arguments about the advantages and disadvantages of immigration. Example: Immigrants bring energy and innovation. Students can create a Cause and effect skit to model undeveloped parts of the narrative. Example: Cause and effect, Gabriela had decided that she wanted to be a doctor when her grandfather got sick and her family could not afford the necessary treatment.

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