Lesson 2: Drawing Conclusions from Historical Fiction
Molly's Pilgrim | 450L
- Learning Goal
- Use background knowledge to draw a conclusion from historical fiction.
- Use textual evidence to draw a conclusion from historical fiction.
- Use personal experience to draw a conclusion from historical fiction.
- Approximately 50 minutes
- Necessary Materials
Provided: Direct Teaching Passage, “Out West;” Direct Teaching Example Graphic Organizer; Guided Practice Example Graphic Organizer; Independent Practice Worksheet
Not Provided: Molly’s Pilgrim by Barbara Cohen, chart paper, markers
will explain that good readers draw conclusions about what they are reading to understand the text better. I will also explain that when drawing conclusions, good readers use their background knowledge, information from the text, and personal experience to draw inferences about the text. I will explain that this is very helpful when reading historical fiction because readers need to think about what they know about the time period to understand the text better. I will read the passage “Out West” (provided in Books and Passages) aloud. I will ask the question: “Why is Ben’s family moving to Oregon?” I will identify the background knowledge, information from the text, and personal experience that have helped me draw a conclusion about the answer to this question. (Direct Teaching Example Graphic Organizer provided below in Teacher and Student Materials.)
TIP: Think through talking points that will address why readers need to draw conclusions. These may include: filling in missing information, making sense out of confusing text, and/or relating to how someone is feeling about or reacting to a certain event.
Ask: How did I know why Ben's family was moving to Oregon? Students should respond that you thought about information in the text, background information you had about the topic, and your own personal experiences to draw a conclusion.
will read Molly’s Pilgrim by Barbara Cohen, stopping after page 11 or the top of page 15 (depending on the version of the text you have; read up to the part when Molly discusses leaving Winter Hill). We will complete a graphic organizer answering the question: “Why does Molly want to leave Winter Hill?” (Guided Practice Example Graphic Organizer is provided below.)
will finish reading Molly’s Pilgrim and will use the graphic organizer to answer the question: “How is Molly’s mother a Pilgrim?” (Student Independent Practice is provided below.) Note: You will need to copy the remainder of the book so that each student has a set to use for Independent Practice.
Build Student Vocabulary ignorant
|Tier 2 Word: ignorant|
|Contextualize the word as it is used in the story||Molly’s mother told her that in Russia girls have to grow up ignorant, because they are not allowed to go to school.|
|Explain the meaning student-friendly definition)||A person who is ignorant is someone who lacks knowledge or awareness. Molly’s mother thinks Russian girls grow up ignorant if they are not allowed to go to school because they do not have the chance to learn about the world.|
|Students repeat the word||Say the word ignorant with me: ignorant.|
|Teacher gives examples of the word in other contexts||Someone who does not have knowledge is ignorant. Someone who does not know about a specific subject is ignorant about that particular subject. I am ignorant about gardening. I don’t know which plants to plant in the sun and which to plant in the shade. Since I was not in school the day the teacher gave the assignment, I was ignorant of the fact that the assignment was due today.|
|Students provide examples||What is something that you do not want to be ignorant about? Tell us about it by saying, “I don’t want to be ignorant about ______________.”|
|Students repeat the word again.||What word are we talking about? ignorant|
|Additional Vocabulary Words||interrupted, clothespin|
Pause while reading page 9, and explain that Yiddish is a Jewish language that began in Germany more than 700 years ago. It combined German and Hebrew. The Jewish people developed Yiddish so that that they could communicate with their own communities around Europe. Later, Yiddish speakers traveled to other lands, such as the United States, taking their language with them. Explain that Molly and her family speak Yiddish at home and sometimes add Yiddish words into their English sentences.
Texts & Materials
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