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Lesson 7


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Lesson 7

  1. 1. UNIT 2- MIGRATION STORIESLesson 7: Making Inferences- Conclusions
  2. 2. INDEPENDENT READING Get an SSR book and read for 15 minutes. On page 11 of your workbooks write 1 inference that you have about a character in your SSR book.  Be sure to include all parts (Date, Title, etc.) Record your reading on page 33 of your workbook
  3. 3. WORD STUDY Realize  Realized, Realization(verb) to understand something clearly
  4. 4. WORD STUDY Conclusion  Conclude(noun) the end of an event or process
  5. 5. READ-ALOUD/THINK-ALOUD Recap:  How did he events change Mike?  How did Frances change as a result of the events?  How have the perspectives of the characters changed? Strategy: Infer Read Pages 51-58 of A Family Apart Look for the Target Words Stopping points  Page 52, Paragraph 4  What does it mean that the reverend remembers Mara?  Page 55, Paragraph 7  What does it mean that Frances gets away with her disguise?
  6. 6. CLASSROOM CONVERSATION Make inferences about:  The Children’s Aid Society and it’s purpose  The source of the goods and money for the children  The attitudes of society towards the children  Frances Mary’s attitude towards Mike
  8. 8. MAKING INFERENCES: CONCLUSION Re-Read page 52, paragraph 9 Why is this conversation important? Conclusions are made to explain facts.  So what? In drawing conclusions, facts are linked together to produce new meaning.
  9. 9. MAKING INFERENCES: CONCLUSION Frances put together these facts:  Boys were placed more easily than girls  Boys were so desirable that 2 might even be placed in the same house  Petey was a boy  She was a girl So What?
  10. 10. CONCLUSIONS Record the following on page 66 of your workbooks in the “Conclusions” chart  Conclusions are based only on facts.  Conclusions combine facts to create new meaning.  Conclusions use prior knowledge or recall.  Conclusions must be reevaluated as new facts are learned.
  11. 11. CONCLUSIONS What conclusions can be drawn from these facts?  Frances ordered the siblings to stop arguing  She used the expression, “that’s the all of it”  She took the responsibility of protecting Petey  Her wages helped support the family
  12. 12. INDIVIDUAL/SMALL GROUP WORK Turn to “A History of the Orphan Trains (Part 1) in your workbooks, page 183 Work in pairs to read and talk about the article Complete the Activity Sheet on Pages 184-186
  13. 13. CLOSUREHow did the orphan trainarticle help establish AFamily Apart as historicalfiction?