EL Support Lesson
Conclude a Story
Students will be able to write a conclusion to a short narrative.
Students will be able to use key vocabulary to discuss and write a conclusion to a short story.
- Explain that today students will be writing a conclusion to a short story. Explain that a conclusion is the last part of something or an ending.
Building academic language
- Read the short picture book aloud to students, stopping at the climax of the story to ask students to identify the problem.
- Ask, "What do you think the conclusion will be?"
- Read the rest of the story. Ask student volunteers for their thoughts with questions such as:
- Did the ending surprise you?
- How could the ending be different?
- Present the rest of the vocabulary terms. Use visuals as you define each word and allow students to discuss how the visual relates to the new word.
- Complete a Frayer Model with the students for solution and check their comprehension throughout by asking them to orally repeat the definition or provide examples.
- Divide students into five groups, each of which to complete a Frayer Model for an assigned tiered vocabulary word.
- Allow students to create and share aloud their own sentences with the new vocabulary words. For example: "I had a problem with my friend at recess."
- Distribute the What Happens Next? worksheet to students. Project your copy.
- Explain that this very short story has a problem but the solution is missing. It will be their job to find the problem and write their own conclusion.
- Ask students to follow along with their fingers as you read the story aloud.
- Ask students to turn and discuss the following questions with a partner:
- What is the problem in the story?
- Why is it a problem?
- What do you think the solution will be?
- Project written sentence frames for student reference during partner discussion. For example: "I think the problem is ____ because ____."
- Gather the whole class' attention. Have student volunteers share the problem and how they know it is a problem, using the sentence frames as references.
- Ask students to work in partnerships to read every other sentence, then tell their partner their plan for their ending before writing.
- Keep sentence frames projected for student reference.
- Provide a word bank and circulate the room answering questions.
Additional EL adaptations
- Provide students with definitions in both English and their home language (L1) if they are literate in their home language.
- Allow beginning EL students to form a small group that works with you.
- Encourage students to write their own stories complete with an interesting ending.
Formative Assessment of Academic Language(3 minutes)
- Circulate the room during partner work time, informally assessing reading comprehension, listening, and speaking.
- Collect the What Happens Next? worksheets to review for comprehension, content, and mechanics.
- Student comprehension and writing abilities should be noted for future small group work.
Review and closing(3 minutes)
- Review the problem in the What Happens Next? worksheet as a class.
- Group sets of partners into groups of four or five so students can share their conclusions.