Activate prior knowledge by asking students to think about the story Goldilocks and the Three Bears. Tell the students that Goldilocks uses the bears’ furniture, eats their porridge, and sleeps in the bears’ beds. We know from our own experience that this behavior is not appropriate or the right thing to do. By using Goldilocks’ actions and our own experiences, we can draw the conclusion that Goldilocks probably does not have very good manners and is impolite. When students are engaged, begin the lesson on drawing conclusions.
Focus on how to draw conclusions based on information in a text. Ask students, “What does it mean to draw a conclusion?” [IS.6 - Struggling Learners] (Allow time for student responses: it’s when you use different pieces of information to come up with something new; you make a reasoned judgment about something using knowledge/evidence, personal experience, opinions, observations and facts about something different but related, etc.)
Display on the screen the class version of the Comparing Folklore Chart (L-5-1-1_Cinderella Stories Chart_teacher.xls). [IS.7 - Struggling Learners]
“Look at what we have written for the setting of the story Cendrillon: island in the Caribbean Sea.” Continue this process of reviewing the information for the setting of each of the other stories read by the class, asking students from each small group to share the setting information.
Then ask, “What conclusion can we draw about all the settings in our stories?” (One possible conclusion is that folklore usually takes place long ago or exists in the past.) Have students write down the conclusion on their charts. Model this on your teacher/class copy of the Cinderella Stories Chart by using the projected version on the screen. Tell the students that they are making connections across texts in order to draw these conclusions.
Move to the Characters section. Follow the same process of having students from each small group share one at a time about the characters for each of the stories read by the class. Then ask, “What conclusion can be drawn about the characters in the stories we have read?”
Have students work in pairs to write a conclusion about the remaining elements of fiction that are on the Comparing Folklore Chart. Have each pair share their conclusions with the group. [IS.8 - Struggling Learners]
Discuss with students how drawing conclusions can help in understanding text, and how it helps the reader understand what the author has written without him/her having to say it explicitly. Discuss with students how connections across texts can be made, whether texts are read simultaneously, [IS.9 - Struggling Learners] or if one text has been read earlier in the year or in a different grade.
- Have students who are ready to move beyond the standard find other versions of the Cinderella story or other folklore they have read, either on the Internet or in a book. Ask them to identify whether the conclusions the class wrote hold true if this new story is added to the chart. Have students add a column to their chart for this new story and complete this new story column individually. [IS.10 - ELL Students]