Unit Title: Informational Text, Informative/Explanatory Writing, Inferences

Lesson Title: A Look at the Salem Village Population

Curriculum Area (s):
Language Arts and Mathematics

Author: Whitney Clarke

Grade Level: 7

Author Contact: wlclar9391@ung.edu

Time Required: 1 hour

Instructional Groupings: Whole group,

small groups, individual

Parts of Novel Study assignment addressed in this lesson:

Language Arts
Textual evidence
Inferences drawn from the text
Explanatory writing
Mathematics
Inferences drawn from data
Random sampling
Standards:
ELACC7RL1: Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
ELACC7W2: Write informative/explanatory texts to examine a topic and
convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports
the information or explanation presented.

MCC7.SP.2 Use data from a random sample to draw inferences about a

population with an unknown characteristic of interest. Generate multiple
samples (or simulated samples) of the same size to gauge the variation in
estimates or predictions.
Objectives:
Students will be able to cite textual evidence that describes the Salem
Village.
Students will be able to draw inferences from a text to help build explicit
understanding.
Students will be able to use data from random sampling to draw inferences
about a population.
Students will be able to write an expository text to clearly express inferences
taken from the data, map, and evidence found in a text.
Students will be able to organize ideas into a essay with relevant facts and
inferences.
Materials: Witches! The Absolutely True Tale of Disaster in Salem, 4 Dixie
cups ( one for each group), sample pieces (accused, accusers, defenders),
paper, pencil, computer/iPad, interactive map of Salem Village (online),
Overview: The purpose of the lesson is to expand students knowledge on
the history of Salem Village to allow students to grasp a better
understanding of the village population. Students will use their prior
knowledge of Salem Village, the map, and any evidence from a text to
express inferences found within the text and their data from random
sampling.
How will I differentiate? All students will receive a printed out copy of the
Salem Village map. Not every student will need the map to grasp the
concept, but it will be a guide for those students who do need extra time to
fully understand the model. Students will be able to refer back to this map at
any time if needed. As the students complete their graphic organizers, I will
make sure lower-level students are finding texts to help create and support
their inferences. I would provide them with a list of websites that will help
them find information about the characteristics of the Salem Village
population (if necessary).
As a result of this lesson/unit students will
Understand
- The reasons why Salem villagers were accused, the reasons why people
defended the accused witches, and the details behind those to sought to
accuse others.
- The purpose of making inferences
- The rules of random sampling

The guidelines on writing an expository essay

Know
- When and where the Salem witch trials took place
- The characteristics of an accused witch, witch accuser, and defender
- How to complete a random sample
- How to write an expository essay
- How to cite textual evidence
- How to use data to make inferences about a population
Do (Skills)
- Read a text about the history of the Salem Village
- Read a text about the reasons behind the accusations
- Draw 30 slips out of a cup (random sampling) and keep track of what they
pull out of the cup
- Look at the map (interactive map/printed out copy) and make inferences
about the population of the Salem Village using both their data and the
map
- Write an essay that expresses the inferences they made by connecting
the data, map, and textual information together
- Clearly express their conclusions on an organized format in the form of an
essay.
PreAssessment Students will complete an after-reading activity. It
contains a graphic organizer that conveys the characteristics of accusers,
accused witches, and defenders. Students will be allowed to use any
technology, texts, books, etc. to complete the first portion of the activity. The
2nd part consists of questions that are not found in the text. These questions
will require higher order thinking and will allow the instructor to depict
whether or not the student grasps the information enough to create thoughtprovoking answers. As a class, we will discuss the activity, and the instructor
will have an understanding of where the students are at in order to complete
the following assignment.
Steps in the Lesson: Students will have already read the first two chapters
of the book. The book briefly describes characteristics of Salem Village at the
beginning of the book. Before reading succeeding chapters, students will
further their knowledge of the village population by completing the graphic
organizer and thought-provoking questions independently. As a class, we will
discuss the worksheet. Students will then get into groups at their tables and
each group will complete the random sampling activity. Each group will have

a cup with several different slips inside. The slips will correspond to the map
they will see after completing this activity. Students will draw 30 slips from
the cup and keep track of what they pull out by tallying. The instructor will
pass out the map of Salem Village, and as a class, we will look at the online
interactive map. The independent activity, random sampling activity, and
the interactive map will allow them to make inferences about what the
population of Salem Village looked like. After discussing the map, students
will write a short explanatory essay on the inferences they made. Students
will be required to cite textual evidence, use their data collected from
random sampling, and clearly state their inferences about the population of
Salem Village.
Closure Activity/Wrap up: Students most likely wont have time to
complete the writing assignment, so the essay will be considered the closure
activity. Students will complete the writing assignment in class the follow
day.
PostAssessment: Students will be graded on their essay. Students will be
graded on content, organization, style, and mechanics. For the content
component, students must cite textual evidence, evidence from their data,
evidence from the graphic organizer, etc. to back up their inferences.
Additional Resources:
http://highered.mheducation.com/sites/0073513237/student_view
0/chapter3/interactive_maps.html (interactive map) I would print this out to
give a copy to the students.
Graphic organizer/ questions below (created by Whitney Clarke)
List of resources for students to use if needed:
- http://www.history.com/topics/salem-witch-trials
- http://www.ushistory.org/us/3g.asp
- http://www.nationalgeographic.com/features/97/salem/

Characteristics of

ACCUSERS

ACCUSED WITCHES

DEFENDERS

Why do you think villagers were accused of being witches?

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Why do you think villagers accused others for being witches?
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Why do you think people were defending the accused witches?
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