Houston Baptist University

School of Education
Lesson Plan Format
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Subject:

Reading

Unit: Drawing Conclusions

Grade Level: 5th

Time Estimate: 25-30

Topic: Authors Opinion

Goal(s): The learners will we be able to draw conclusions based on facts/logical opinions by
looking for descriptive language that helps express the authors opinions
Objective(s):
TLW identify facts that support the authors unstated opinion
TLW locate descriptive language that expresses an opinion based on factual clue given in text.
TLW Explain how the information provided in text helps to draw a logical conclusion of what
the author is stating
TEKS: 110.16 (8) Reading/Comprehension of Literary Text/Sensory Language. Students
understand, make inferences and draw conclusions about how an author's sensory language
creates imagery in literary text and provide evidence from text to support their understanding.
Students are expected to evaluate the impact of sensory details, imagery, and figurative language
in literary text.
(A) Summarize the main ideas and supporting details in a text in ways that maintain meaning and
logical order;
(B) Determine the facts in text and verify them through established methods;

Materials/Resources/Technology needs: Paper bags, Mystery Objects (Honey Bun, Snicker,

Candy Ring, Can of Crazy String) Sticky Notes, Pencil, Readers Notebook, Read Works
worksheet, Jackie Robinson Book By Margaret Davidson
Literature: Book: Jackie Robinson Bravest Man in Baseball By Margaret Davidson
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Instructional Procedures
Focusing Event: Once students have been seated students will turn attention to the
mystery bags located on their desk. Student will be asked to pass bags around within
table their group to identify whats inside the bag. Students will describe what the objects
inside the bag feels like, smells like, shaped like, or even describe whether the object is
hard or soft by making a logical assumption or opinion. Students will briefly share and
discuss ideas about the objects in which they are trying to make a final conclusion on.
Once a final conclusion has been made on identifying what the items are; the items will
then be presented. Once all objects have been presented I will explain how we use a

similar technique in our reading to draw conclusions of what the author is trying to say in
a story or text as well as how we as readers understand the authors point of view by
expressing unstated views or opinions based on factual information weve read.

Teaching/ Learning Procedures: I will explain that a biographers task is to retell the
factual life of a person. Often a biographer has a strong opinion about the person they are
writing about, as well as the other people and historical events surrounding that person.
However, they will not say exactly how they feel because a biography is supposed to be a
factual retelling. I will explain facts in the text about a particular subject or topic, and
then have students look for descriptive language that communicates the authors opinion
as explained. Based on the facts that the author shares and the way the author tells the
facts, I will explain how this helps them to draw a logical conclusion about the authors
opinion. For example, in the Jackie Robinson story if the author states racism is an
ugly attitude that shows unfairness. I know this is true because the author tells the reader
the facts about the mean-spirited words used in the story how it was a painful experience
for Jackie Robinson before the Civil Rights Movement.

Formative Check (ongoing or specific): Students will search through passage and find
text written by the author that indicates an unstated meaning. Students will break down
text by pulling out all details and facts stated by the author. Students will create a graphic
organizer that divides information in three sections that will allow them to identify, Text
Clues, What they know, and to create a Logical Conclusion. We will discuss the facts
that we used to come to our conclusions about the authors opinion.

Reteach (alternative used as needed): (Day 2) Students will re-address what it means to
draw conclusions and techniques we use to do so. Teacher will use a scenario giving a
description of words and ask students to draw a conclusion on what the scenario means.
For exampleMy nose running, my eyes are watery, I cant stop sneezing What
conclusion can you draw from this Students will draw a conclusion buy stating.
Someone is probably sick Students will watch a YouTube video and be asked to take
notes that will support descriptive language, facts, opinions, and clues to be able to create
a logical conclusion at the end. Students will be asked to draw a final conclusion using
this evidence.
Closure: Ask student how can you determine an authors unstated (implied) opinion?
Students should answer that you look for the facts that the author chooses to tell that
influence your view of the subject. You can also look for strong, descriptive language
about the subject of the book. (Exit Ticket)

Assessment/Summative Evaluation:
Students will complete an independent worksheet on drawing conclusions by using text
or information from the book.
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Modifications/Notes: Students will receive one on one help at small group table. Teacher
will re-cap on lesson to check for accurate understanding. Teacher will proceed in
assisting small groups with the activity as assigned or needed. (Omitted/ NO ELLs in this
group)