Title and/or Lesson Plan #: Making Inferences - Lesson 2
Writer’s Notebooks
Projector or Smartboard
Images for body language pre-instructional activity [Appendix B]
L E S S O N
Power Point: Inferences [Appendix C]
2
Highlighted copy of “Salvador Late or Early” by Sandra Cisneros (digital or print)
Student computers to access Lino website http://en.linoit.com/ [Appendix D]
Student work from Lesson 1: Annotations for “Mantis Shrimp…” article
Performance Objective 2: Given a age with highlighted details, students will record at least three inferences that meet both criteria for a logical inference. Time: 60 minutes Step 1: Pre-Instructional Activities: Everyday Inferences
Teacher shares the lesson’s objective with the students.
Students will record responses for this activity in their Writer’s Notebooks.
Teacher will show a series of visual images containing common body language. [Power Point - Appendix B]
After each image, students will have a moment to record a brief response: o
What is the person in the image feeling/thinking?
o
How do you know this?
After an image is shown and time is given for a response, students are called on to share thinking aloud. Teacher should confirm valid responses.
Teacher transitions by connecting everyday inferences to inferring while reading.
Step 2: Content Presentation: Making Inferences While Reading
Mini-Lesson on the reading strategy of inferring [Power Point – Appendix C] o
Phrases commonly used to describe inferring
o
o
“Reading between the lines”
“Filling in the blanks”
Adding together details like a text detective
Drawing conclusions
Criteria for a logical inference:
The inference is implied information, not directly (explicitly) stated.
But it directly connects to explicitly stated details in the text.
Drawing a conclusion (inferring) is like math: detail + detail = conclusion
Step 3: Learner Participation: Making Inferences from a Highlighted Text
Teacher will distribute a story called “Salvador Late or Early” by Sandra Cisneros. The text will already have important information highlighted since students are just practicing drawing conclusions today.
Teacher will read the title and first section aloud. She will stop and share the highlighted important details and model drawing a conclusion from the information. Take this moment to point out that making an inference is a way to annotate the text (connect to yesterday’s review of determining importance and annotating text).
Teacher will continue to read the text aloud so students can follow along and record three or more inferences from the highlighted details.
Students should have additional time to re-read and work further with drawing conclusions.
Step 4: Assessment: Formative: Class Share and Check on Lino
Teacher shares the URL for the class’ Lino canvas [Tutorial in Appendix D]
Each student, anonymously, adds a sticky note with one inference from the text
Class “checks” inferences by discussing if each one meets the two criteria of a logical inference: it is not directly stated, but it connects directly to text.
L E S S O N 2
Step 5: Follow-Through Activities: Correct and Extend Thinking
Teacher collects “Salvador Late or Early” to see if students made three valid
L E S S O N
inferences as a micro summative of the performance objective.
2
Students go back to their three inferences for “Salvador Late or Early” and correct any inferences that may have been off base.
Teacher returns yesterday’s annotated article on mantis shrimp to the challenge to students to go back and make inferences, labelling them with an I in the margins. I: Carrie attends a Catholic school.
In preparation for tomorrow’s focus, students should be encouraged to highlight the text that led to the inference.