Lesson Plan EDSP 428/628

Teacher: Mimma Croce Date: 5/5/2014 Timeframe: 30 minutes

Grade Level: 11
th
grade Unit name/theme: English/Reading: Inferential Meaning
Lesson Toic: !nferential "eanin#
Gro$in#% staff roles/resonsi&ilities: Tutoring session ill !e o!ser"ed !# Montgomer#
Count# $earing %&ecialist'
''th Grade (eadin# S)L:
''*+ , (eortin# -ate#or.: The student ill read and anal#(e a "ariet# of nonfiction te)ts'
a* +se information from te)ts to clarif# understanding of conce&ts'
!* Read and follo directions to com&lete an a&&lication for college admission, for a
scholarshi&, or for em&lo#ment'
c* -enerali(e ideas from selections to ma.e &redictions a!out other te)ts'
d* /ra conclusions and ma.e inferences on e)&licit and im&lied information using
te)tual su&&ort'
e* 0nal#(e to or more te)ts addressing the same to&ic to identif# authors1 &ur&ose and
determine ho authors reach similar or different conclusions'
f* Identif# false &remises in &ersuasi"e riting'
g* Recogni(e and anal#(e use of am!iguit#, contradiction, &arado), iron#, o"erstatement,
and understatement in te)t'
h/ Generate and resond lo#icall. to literal% inferential% eval$ative% s.nthesi0in#% and critical
thin1in# 2$estions &efore% d$rin#% and after readin# te3ts*
)&4ective: /ustin ill !e a!le to demonstrate inde&endence in draing u&on &rior .noledge, dra
conclusions and ma.e inferences, and recogni(e the effects of his on &oint of "ie in formulating
inter&retations of te)ts'
'
"aterials:
In"ention 2ictures
Making Inference Worksheets
Types of Clues handout ( Personal Keeps)
A highlighter ( any color)
Anticipatory Set:
5ttention #ra&&er: 3hat is it4
What are inentions!
Things people create to sere a purpose"
So#eti#es$ Inentions are so odd% &e need to use &hat &e already kno& to predict &hat they are used
for"
I'# going to sho& you a (unch of different inentions" See if you can infer the o()ects purpose )ust (y the
&ay it looks" If not$ I &ill gie you a clue"" Infer sounds fancy$ (ut it only #eans to #ake a prediction"
!ntrod$ce an o&4ect ith hich students ma# !e unfamiliar, for e)am&le in"entions' 5s1 them to infer
the o&4ect6s $rose*
1* 5acon 0larm Cloc.
2* Colla&si!le Refrigerator
3* %unglasses
4* 0&&le Corer
5fter several #$esses% introd$ce a second o&4ect 7ith 7hich the first o&4ect is $sed8
1* 3a.e u&
2* -roceries
3* %olar 2oer
4* 0&&le
Sho7 st$dents ho7 the first o&4ect is $sed 7ith the second o&4ect
1* 3a.es #ou u& ith the smell of !acon
2* In order to sa"e energ#, the si(e of the fridge is o&timi(ed according to the amount of
food #ou ha"e inside
3* The lenses of these sunglasses include solar cells that collect energ# and then allo #ou
to &oer #our &orta!le electronic de"ices
4* Cores the a&&le'
0s. students e)&lain ho the introduction of the second o!6ect 7the a&&le* hel&ed them infer its &ur&ose'
E3lain that $sin# information the. alread. 1no7 can hel st$dents #ras the meanin# of
information the. do not 1no7*
5ctivate schema/attach to rior 1no7led#e: 2icture This8
2lace &iles of &icture cards on ta!les' 9e)t, :rgani(e students in &artners 7/ustin and I ill !e 2artners*
Each &artner ill dra a card and discuss hat is im&lied or inferred !# the &icture'
0' 0 student #ans se"eral times'
5' To students &ass notes to one another'
C' :ne student ta.es a &en from a classmate1s des.'
/' 0 grou& of students has not com&leted homeor.'
E' 0 student returns from recess cr#ing'
S)L/o&4ective rationale: $a"e the o!6ect colorfull# dis&la#ed' E)&lain that inferential com&rehension
is often descri!ed sim&l# as the a!ilit# to read !eteen the lines' It re;uires a reader to !lend the literal
content of a selection ith &rior .noledge, intuition, and imagination to ma.e a good &rediction'
Inferential thinking is often called *reading (et&een the lines"+ It's like #athe#atics in a &ay$ (ecause
the ans&er is not gien in an arith#etic pro(le#" ,ne has to figure out the correct ans&er fro# the
infor#ation that is gien" Inferring in reading - and in life itself - is figuring out ans&ers fro# the facts
to &hich &e hae access
Making an inference is &hen you use e.periences$ o(serations$ prior kno&ledge$ and clues in the story
to figure out &hat the author is /,T saying"
Read the o!6ecti"e aloud< e)&lain in full detail that our goal for toda# is use information e alread# .no
to gras& the meaning of information not stated in a te)t'
0fter this lesson, student7s* ill !e a!le demonstrate inde&endence in draing u&on &rior .noledge,
dra conclusions and ma.e inferences, and recogni(e the effects of his on &oint of "ie in formulating
inter&retations of te)ts
")DEL!9G The instructor ill read a fe &assages from the inference or.sheet and
res&ond to its s&ecific ;uestions' Each ;uestion ill as. the =reader> to ma.e a logical inference
!ased on the te)t' 0ll ansers should !e e)am&led !# using the te)t'
:ehavioral E3ectations: /uring this lesson the student is e)&ected to a!ide !# the rules of
Montgomer# Count# $igh %chool and that of the school1s li!rar#' $e is also to:
/o ithout an# cellular de"ices
2lease a"oid interru&ting
0s. ;uestions at an# &oint in time
0"oid s&ea.ing ith familiar faces 7friends, teachers* throughout the lesson'
Direct !nstr$ction:
;oca&$lar. Develoment: Re"ie the meaning of the ords that ha"e !een &resented in &re"ious
grades including in regards to conte)t clues including<
0dd the folloing ne "oca!ular#:
Inference ? a conclusion reached on the !asis of e"idence and reasoning
2rediction ? to declare or tell in ad"ance< &ro&hes#< foretell
;is$al (eresentation of -oncet: SAID and Steps

;er&al rehearsal and ro#ress monitorin#: 3hile com&leting the entire lesson on inference, &ro"ide
lots of o&&ortunities for "er!al rehearsal of &ronunciation and definition' @uestion students a!out the
selection the# made, as.ing them h# the# chose the ansers the# did' $a"e students tell #ou and each
other ho create an a&&ro&riate inference, to re&lacing the em&t# s&aces in the sentences'
G$ided Practice: Inference Worksheet
In each inference or.sheet students are as.ed to do to things: anser ;uestions here the
solutions can onl# !e &ro"ided !# ma.ing logical inferences, and e)&lain ho the# got their
ansers' $a"ing students e)&lain their ansers hel&s to slo them don and cause them thin.
a!out hat the# are doing, and o&en?ended ;uestions ma.e it easier for the teacher to identif#
hen students are co&#ing' These inference or.sheets are no also a"aila!le as reading
or.sheets'
S$mmar.: 0s. the students hat the# ha"e learned toda#4 3hat does it mean to I9AER4 3hen do e
use the strateg# I9AER hen reading a selected te)t4
!ndivid$ali0ed 5datations: %tudents ith increased learning needs ill focus on a mores sim&lified
"ersion of the tas.' This ill !e com&leted ith a one?on?one tutorial ith little to no distraction ithin
the en"ironment' Those ho can ill com&lete the or.sheets in hich the# ha"e to find the definition of
the heighted ord !# using conte)t clues'
!ndeendent Practice / St$dent 5ssessment: The students ill com&lete the gi"en or.sheet to assess
their a!ilit# to understand and successfull# demonstrate the a!ilit# ma.e "alid inferences using &rior
.noledge' The# ill com&lete the or.sheet ith B0C accurac# as an indicator of master# of the
conce&t'
Teacher Self 5ssessment: The teacher ill e"aluate the effecti"eness of the lesson u&on com&letion of
the lesson'