Aim: How does a writer’s use of clues aid in the readers ability to draw conclusions??
Do Now: THINK/PAIR/SHARE
Describe your favorite mystery (can be literature, T.V, or even a movie)
Explain why it your favorite *Give specific characteristics/details.
In the beginning of our lesson it was a turn and talk about our favorite mystery movie/T.V show. Then we explain why that particular show or movie was our favorite. I told my group that my favorite mystery TV show was a Chinese reality tv show. Where some random person will die, and other members will have to find clues and figure out who the murderer is. Then whoever people can vote who they believe is the murderer and also put people on trial. This way to insure an innocence or someone that might be guilty. Then my group told me and supported their TV show or movie or book with reasoning. Then we decided to share out throughout the class. We get to discover new shows and see why some people liked the shows they chose.
After the Do Now, We did some spirit reading on the second page. It was a question of What is a Clue? One of our classmates started reading the definition of a clue. Then we watched a Khan Academy video about inferences made in videos. And we discussed how we should read between the lines in books. This is why we annotate and annotating help us make inferences.
As shown here, A clue is evidence and or/ information used to voice a crime or a mystery. The Khan Academy video showed a detective dog showing how we are reading and making inferences. As we get more clues, it affects our inference by making it stronger or help us change it.
In slide 4, our teacher read the class example of clue practice. There was two clues. The first clue is a group of boys walking to the dirt field. The second clue is the boys carrying bats, hardballs, and gloves. The conclusion we could make from these two clues is that the boys were getting ready to play baseball.
For slide 5, we did a group activity called reaching conclusions from clues part 1. We read the small paragraph and there are 4 sentences below. And we are to make inferences about the 4 sentences.
The first sentence was:The man donned a mask. He put a gun in his pocket. He walked into the bank
The inference we made was the man was about to rob a bank as he carried the gun to possibly threaten people and wore a mask to hide his identity.
The second sentence was: The fisherman felt a powerful tug of the line and jerked the rod back. A large bass broke water twenty feet from shore.
The inference me and my group made for this was that the fisherman managed to catch the fish. Since he tugged at the rod and the large bass broke water twenty feet.
The third sentence was: The man gazed lovingly at the woman. She smiled back. Nervously, he reached for the ring in his pocket.
The inference that was made by my group and I was that the man and the woman love each other by the way they look at each other. The man is nervous and have a ring in his pocket. The inference that can be made is the man is about to propose to the woman.
The fourth sentence was: The child developed a fever, and large, itchy bumps appeared. In the past month six children in the neighborhood had contracted chicken pox.
The inference that can be made from this sentence is that the child is sick. Based on the sentence, the child had a fever and six children had contracted chicken pox. So it is likely the child also got chicken pots and is now sick.
After we finished discussing what inferences we got for each sentence as a group it was time to come back to the class and many people took turns to share what their inference was for each sentence. This activity helped some groups gain some points for their groups.
The next activity we did was reaching conclusions from clues part 2. In this activity we are given instructions to create clues and have people from other groups draw an inference based on the clues we give them. And so we began our group work. When we got started on our group work, our teacher gave us advice saying how we should work backwards and it can make this activity much easier.
So each group had to create clues. And our clues were-
Clue 1:There was unfamiliar scenery all around a child.
Clue 2:There were multiple winding paths leading to nowhere.
Clue 3:There was nobody in sight.
The conclusion we wrote was that the child is lost.
After we were done with the clues and the time was over each group presented their three clues and people from other groups participated in making inference based on the three clues. Each group went one by one and the other group managed to make the right conclusion based on the clues we gave. At the end of the activity, each group gained 30 points.
On slide 6 we had a class discussion about the essential question. One classmate said the ability to identify clues is essential to enhancing comprehension in all facets of literature and life since it was able to identify symbolism and helps read in between the lines to identify themes and figure out what the author is trying to say to the reader.
Reflection-
Today’s lesson let me reflect on today’s lesson about the authors providing clues for the reader to be able to have an idea and form a conclusion based off the clues the author gave. This will help me in future readings as I will be able to pay more close attention to the books I read. I can use today’s lesson to help me read in between the lines and see what the author really wants to convey. What are his/her symbols that he/she is trying to show me, the reader. I realize finding conclusion is as important as finding clues. The group work showed me that paying attention to detail is key to understanding and drawing a conclusion. Symbolism are clues left by authors in books and themes are also messages the author is trying to convey.
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