Lesson 3: Short Story
- Learning Goal
- Draw a conclusion from clues in a story.
- Use textual clues to explain how a conclusion was reached.
- Approximately 50 minutes
- Necessary Materials
Provided: Example Sentences for Direct Teaching; Direct Teaching Passage, “In the Night;” Guided Practice Example Chart; Independent Practice Passage, “Ssssssilent Hunter;” Independent Practice Worksheet
Not Provided: Chart paper, markers
will explain that sometimes the author does not give us all the information we need to understand a story. Good readers have to pay very close attention to clues the author provides so they can figure out the story on their own. I will read a sentence (example sentences provided in the unit) and draw a conclusion. Say, "I read that the author opened the door and everyone yelled 'Surprise!' This makes me think of a time that happened to me or someone I know. It was a surprise birthday party. So even though the author didn’t tell me that it was a surprise birthday party, I can guess or draw the conclusion that it is." I will continue modeling drawing conclusions with other sentences. I will read the short story “In the Night.” I will chart the clues from the story. (Example Chart A is provided.)
Ask: "How did I draw a conclusion about about who or what the story was about?" Students should respond that you read the text and looked for clues in the story. You then thought about what you already knew about those clues and how they might help you to decide who or what the story was about.
will think about all the animals we know and the clues from the story. We will draw a conclusion about the type of animal the story is about. We will explain how we reached this conclusion.
TIP: When drawing conclusions, begin to have students refer back to the text to support their thinking.
will listen to the story “Ssssssilent Hunter” and draw a picture of the animal in the story. You will explain how you knew what animal was being described in the story. (Independent Practice Worksheet is provided.)
Build Student Vocabulary adventurous
|Tier 2 Word: adventurous|
|Contextualize the word as it is used in the story||The animal in the story says, “I would love a tasty treat to begin my adventurous evening.”|
|Explain the meaning student-friendly definition)||An adventure is an exciting and dangerous journey. Something that is adventurous is something that is exciting and dangerous. When the animal in the story is talking about his adventurous evening, he means that he is going to do something exciting and dangerous by looking for mice.|
|Students repeat the word||Say the word adventurous with me: adventurous.|
|Teacher gives examples of the word in other contexts||When I climbed the mountain, it was adventurous because it was an exciting and dangerous journey. I had to be careful when I was climbing. I saw an elephant when I was on my adventurous trip to Africa.|
|Students provide examples||What is something that is adventurous? Start by saying, “Something that is adventurous is __________________.”|
|Students repeat the word again.||What word are we talking about? adventurous|
|Additional Vocabulary Words||pounce, prey|
After drawing a conclusion about what type of animal is in the passage "In the Night," explain that cats are most active during dawn and dusk. Nocturnal animals, or night creatures, like owls, are most active at night. Even though the cat in this story is awake at night, cats are not night creatures.
Texts & Materials
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