Lesson 2 2w5i5t

Title and/or Lesson Plan #: Making Inferences - Lesson 2

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Writer’s Notebooks

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Projector or Smartboard

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Images for body language pre-instructional activity [Appendix B]

L E S S O N

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Power Point: Inferences [Appendix C]

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Highlighted copy of “Salvador Late or Early” by Sandra Cisneros (digital or print)

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Student computers to access Lino website http://en.linoit.com/ [Appendix D]

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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.

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Students will record responses for this activity in their Writer’s Notebooks.

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Teacher will show a series of visual images containing common body language. [Power Point - Appendix B]

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After each image, students will have a moment to record a brief response: o

What is the person in the image feeling/thinking?

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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.

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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

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o

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“Reading between the lines”

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“Filling in the blanks”

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Adding together details like a text detective

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Drawing conclusions

Criteria for a logical inference: 

The inference is implied information, not directly (explicitly) stated.

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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.

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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).

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Teacher will continue to read the text aloud so students can follow along and record three or more inferences from the highlighted details.

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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]

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Each student, anonymously, adds a sticky note with one inference from the text

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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.

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Step 5: Follow-Through Activities: Correct and Extend Thinking 

Teacher collects “Salvador Late or Early” to see if students made three valid

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inferences as a micro summative of the performance objective.

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Students go back to their three inferences for “Salvador Late or Early” and correct any inferences that may have been off base.

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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.

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In preparation for tomorrow’s focus, students should be encouraged to highlight the text that led to the inference.