1. UNIT 2- MIGRATION STORIES
Lesson 7: Making Inferences- Conclusions

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. WORD STUDY
Realize
 Realized, Realization
(verb) to understand something clearly


4. WORD STUDY
Conclusion
 Conclude
(noun) the end of an event or process


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. 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

7. WHOLE CLASS INSTRUCTION
MAKING INFERENCES: CONCLUSION

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. 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. 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. 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. 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. CLOSURE
How did the orphan train
article help establish A
Family Apart as historical
fiction?