- Learning Goal
- Draw a conclusion from verbal cues.
- Approximately 50 minutes
- Necessary Materials
- Provided: Independent Practice Worksheet
Not Provided: Bag, pencil, 2 mystery objects (simple classroom items, such as chalk, crayons, etc.)
will introduce a new game called “What’s in the Bag?” I will explain that I have put a mystery object in a bag. I will also explain that students must ask ‘”yes” or “no” questions to get clues about the object in the bag. I will model questions that would be helpful in getting clues about the object. For example, I will tell students that I can ask questions such as, “’Is the object round?’ If the answer is no, I know that it could be a square or a triangle or a rectangle. 'Is the object small?' If the answer is no, I know that the object is large. ‘Is the object for students?’ If the answer is no, I know that the object could be for teachers or adults. So if the object is not round, large, and for teachers or adults, maybe the object is a blackboard. Getting the answer to our questions will allow us to draw conclusions about the object.” Students can guess what the object is once they have asked a “yes” or “no” question. Note: Before the lesson, place a pencil in a bag.
Ask: "How were you able to guess what is in the bag?" Students should respond that they listened to the questions students are asking and thought about what the object may be based on the teacher's answers.
will play “What’s in the Bag?” as a class, based on a mystery object I put in the bag. We will keep track of the questions we ask by writing them on the board or on chart paper. We will do this to help us draw conclusions about what the object in the bag might be.
TIP: Encourage students to make conclusion statements during the game. A conversation might sound like this: “Is the object soft?” – “No” – “Oh, then it is hard.”
will play “What’s in the Bag?” with a partner. You and your partner will each have one turn to guess the object in the bag. (Independent Practice Worksheet is provided.)
Texts & Materials
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