1. Topic-
Drawing Conclusions/ Cause and Effect
2. Content-
reading, prior knowledge, cause and effect, drawing conclusions, clues
3. Goals: Aims/Outcomes-
1. Given two clues based on common grocery items, the student will be able to correctly conclude what object is being described.
2. Given a graphic organizer for drawing conclusions and 4 clues, the students will pick a page in "Oh the Places You'll go", pick 4 clues on the page and explain what this means to them.
3. Given an example of how the Dr. Seuss book relates to real life, students will draw a conclusion based upon what they are going to encounter next year and what they may come across.
4. Objectives-
1.The students will actively participate by raising hands, and working cooperatively in groups.
2.The students will achieve 90%, or higher, on guided practice.
3.The students will achieve 80% ,or higher, accuracy on all independent practices.
5. Materials and Aids-
"Oh the places you will go", graphic organizers, colored stickers to divide into groups, grocery worksheet, pencil, scrap paper, document camera.
6. Procedures/Methods-

A. Introduction-

1. T will introduce self, give brief overview of goals and expectations.
2. T activates prior knowledge by having s's explain what do they know about going to the next school year.
3. T provides different causes & effects so that S's understand the relationship on actions and how it helps to better understand the conclusion.

B. Development-

1.T explains how S's know what will happen is based upon what has happened in the past: prior knowledge and what clues have the T's given to help you draw conclusions about what will be happening next year.
2.T has S's read aloud and identify important clues by underlining on board what helps you to draw conclusion of what is missing.
3. T projects grocery worksheet and reads aloud clue with S's. Together they work to develop understanding of how prior knowledge & clues help to draw conclusions.
4. T then allows S's to complete worksheet in small groups designated by colored dots. S's will get 10-15 min. to complete.
5. T will then introduce book & read aloud to S's
6. T will explain how book relates to S's about leaving and going to a new grade.

C. Practice-

1.T will pass out graphic organizers to S's. S's will then be given a page in the book, and they will have to write down (with T) what clues are telling them what will be happening.
2.T will then project a page on the book, and provide one of the clues, and have S's provide others for bottom of G.O.
3.S's will complete page with T support.

D. Independent Practice-

1.S's will be given a blank graphic organizer, with colored stickers.
2.T will instruct that they are to complete the g.o based on the page given to them by T. They are to work in groups collaboratively co complete the clues & conclusion.
3.After they are finished they are to write 2-3 sentences on a challenge they may face next year, and what clues are leading them to draw that conclusion.

E. Accommodations (Differentiated Instruction)-

1. small group instruction
2.reiteration of directions, monitoring of comprehension

F. Checking for understanding-

1. when T stops at small groups, s's should be able to explain the purpose of drawing conclusions.
2.S's should be able to explain the relationship between the book and what might happen in the future.

G. Closure-

1. t has some s's share their charts; with their supporting clues to drawing conclusions.
2. T asks if s's would like to share relationship of book to next year in school.
7. Evaluation-
1. correct completion of g.organizers

This Lesson Plan is available at (www.teacherjet.com)