LEARNING ACTIVITY SHEET

QUARTER __2__, WEEK __8__

Name:_____________________________________________Score:___________

Grade & Section ____________________________________Subject: ENGLISH 9

Name of Teacher: ___________________________________ Date: ___________

I. Title: Making Inferences

II. Type of Activity: / Concept notes with formative activities

LAS for summative assessment ( Written Work
Performance Task)
III.MELC: Relate text content to particular social issues, concerns, or dispositions in
real life
IV. Learning Objective/s:
 To differentiate a sentence whether it is an inference or a
guess based on a quoted statement.
 To infer a speaker's stand on a particular issue.
 To identify a character/speaker's disposition in life based on
his/her statements in the story/poem.
 To infer connections of themes of literary pieces to social
issues, concerns, and dispositions in life

V. Reference/s
https://www.teachervision.com/reading-comprehension/inferences
https://www.readingrockets.org/strategies/inference
https://examples.yourdictionary.com/examples-of-inference.html
https://sea.mashable.com/social-good/12833/11-superb-speeches-to-
inspire-us-to-keep-fighting-for-gender-equality-even-when-were-
exhausted

VI. Concept notes with formative activities

What is an inference?

• A conclusion that is drawn from textual evidence and prior knowledge/experience.

• Reading between the lines.
• When you make an inference, you go BEYOND the author’s words, to understand
what is NOT SAID in the text.

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 • Inference is a "foundational skill" — a prerequisite for higher-order thinking and
21st-century skills (Marzano, 2010)
• Inference skills are used across the curriculum, including English language arts,
science, and social studies.

PREDICTION VS. INFERENCE

• Predictions and inferences are very similar, but they are NOT the same.
• Prediction = an educated guess about what will happen next or later in a text that
can be confirmed or denied.
Typically made BEFORE and DURING reading. (You cannot predict
something that has already happened).

• Inference = an educated guess about something that is not stated directly in the
text, based on evidence and clues, that cannot be confirmed or denied.
Typically made DURING and AFTER reading.

INFERENCE EQUATION

HOW TO MAKE A GOOD OR SOUND INFERENCE

Marzano (2010) suggests teachers pose four questions to students to facilitate a discussion
about inferences.

 What is my inference?
This question helps students become aware that they may have just made an inference by
filling in information that wasn't directly presented.

 What information did I use to make this inference?

Students need to understand the various types of information they use to make inferences.
This may include information presented in the text, or it may be background knowledge that
a student brings to the learning setting.

 How good was my thinking?

According to Marzano, once students have identified the premises on which they've based
their inferences, they can engage in the most powerful part of the process — examining the
validity of their thinking.

 Do I need to change my thinking?

The final step in the process is for students to consider possible changes in their thinking. The
point here is not to invalidate students' original inferences, but rather to help them develop
the habit of continually updating their thinking as they gather new information.

EVERYDAY EXAMPLES OF INFERENCES

You might not realize how often you derive conclusions from indications in your everyday
life. These inferences help you make decisions about things like what you’ll say or how you’ll
act in a given situation.

Situation No. 1: Sally arrives at home at 4:30 and knows that her mother does not
get off of work until 5. Sally also sees that the lights are off in their house.
Sally can infer that her mother is not yet home.

Situation No. 2: Sherry's toddler is in bed upstairs. She hears a bang and crying.
Sherry can infer that her toddler is hurt or scared.

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Situation No. 3: John hears a smoke alarm next door and smells burnt bacon.
John can infer that his neighbor burnt her breakfast.

Situation No. 4: Jennifer hears her mailbox close and her dog is barking.
Jennifer can infer that the postal carrier has delivered her mail.

Situation No. 5: Norman sees cookie crumbs on the floor and chocolate around his
son's mouth.
Norman can infer that his son ate a cookie.

EXAMPLES OF INFERENCES IN READING COMPREHENSION

Whether you’re a student or an adult, learning to make inferences about fiction and
nonfiction texts can help you better understand what you just read. Check out these
examples of reading comprehension inferences.
Situation No. 1: The main character is getting ready for her first day of high school.
You can infer the main character is a teenage girl because of the word “her”
and the fact that she’s in high school where kids are usually 14 to 18 years old.
Situation No. 2: “I can’t wait to get back to Maine,” says John as he packs his life
jacket and fishing tackle.
You can infer that John has been to Maine before because he says he wants to
“get back” there. You can infer that he’s planning to go fishing on a boat
because of what he’s packing.
Situation No. 3: The birds were chirping, flowers were blooming, and the rain was a
daily occurrence. The green fields go on forever, this is home.
You can infer that it is spring because that’s when you typically see - a lot of
rain and flowers blooming. You can also infer the narrator lives somewhere
rural because they talk about large fields, which you don’t usually find in
urban areas.
Situation No. 4: Harry lives with his aunt and uncle. His room is a cupboard under
the stairs.
You can infer that Harry’s parents have died because he doesn’t live with
them. You can infer that his aunt and uncle don’t like him because of where he
sleeps.
Situation No. 5: Sam runs away from home to go live in the woods.
You can infer Sam is not happy with his home life because he ran away. You
can infer that he loves nature because he goes to the woods to live instead of
a friend’s house.

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B. LYRICS
This Is Me
Keala Settle, The Greatest Showman Ensemble

I am not a stranger to the dark

Hide away, they say
'Cause we don't want your broken parts
I've learned to be ashamed of all my scars
Run away, they say
No one'll love you as you are
But I won't let them break me down to dust
I know that there's a place for us
For we are glorious
When the sharpest words wanna cut me down
I'm gonna send a flood, gonna drown 'em out
I am brave, I am bruised
I am who I'm meant to be, this is me
Look out 'cause here I come
And I'm marching on to the beat I drum
I'm not scared to be seen
I make no apologies, this is me
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh
Another round of bullets hits my skin
Well, fire away 'cause today, I won't let the shame sink in
We are bursting through the barricades and
Reaching for the sun (we are warriors)
Yeah, that's what we've become (yeah, that's what we've become)
I won't let them break me down to dust
I know that there's a place for us
For we are glorious
When the sharpest words wanna cut me down
I'm gonna send a flood, gonna drown 'em out
I am brave, I am bruised
I am who I'm meant to be, this is me
Look out 'cause here I come
And I'm marching on to the beat I drum
I'm not scared to be seen
I make no apologies, this is me
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh-oh
Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh
This is me
And I know that I deserve your love
(Oh-oh-oh-oh) There's nothing I'm not worthy of
(Oh-oh-oh, oh-oh-oh, oh-oh-oh, oh, oh)
When the sharpest words wanna cut me down
I'm gonna send a flood, gonna drown 'em out

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 This is brave, this is bruised
This is who I'm meant to be, this is me
Look out 'cause here I come (look out 'cause here I come)
And I'm marching on to the beat I drum (marching on, marching, marching on)
I'm not scared to be seen
I make no apologies, this is me
When the sharpest words wanna cut me down
I'm gonna send a flood, gonna drown 'em out
I'm gonna send a flood
Gonna drown 'em out
Oh
This is me

TASK 1: You can do this

Instructions: Complete the graphic organizer below by writing the words found in
the concept notes that are directly related to MAKING
INFERENCE/INFERENCE.

MAKING INFERENCE/
INFERENCE

TASK 2

Instructions: Read and analyze the following situations and inferences. Write ∕ if
the inference matches the situation and X if not. Then provide the
correct inference.

_______Situation No. 1: “Let’s go to the mall today!”, Rona told Jane.

“I have a lot going on for me today,” Jane answered.
Inference: Jane will join Rona.

_______Situation No. 2: “I can’t wait to go back to Cavite,” says John as he packs

his clothes.

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 Inference: John has been to Cavite before because he says he wants
to “get back” there.

_______Situation No. 3: “My mom keeps on burning the cookies every time she
bakes.”
Inference: The oven is too hot.

_______Situation No. 4: “Tata Nato fought a good fight but the battle was too much
for him,” the doctor told the patients’ relatives.
Inference: Tata Nato died.

_______Situation No. 5: “It’s not you, it’s me. As time went on, we started to go in
different directions,” Joy told Ben.
Inference: Joy is breaking up with Ben.

TASK 3:

Instructions: Fill out the needed information based on the situations and inferences
in Task 2.

SITUATION/ CLUES/EVIDENCE SUPPORTING

ALTERNATIVE INFERENCE
INFERENCE THE INFERENCE

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2
3
4
5

TASK 4: You Can Do More

Instructions: Write P if the statement is a prediction and I if it is an inference. Then

justify your answer.

___1. “It will be an easy test,” Ana said confidently.

______________________________________________________________

___2. “It has been constantly hot these past few weeks. It is summertime!”,
John exclaimed.
______________________________________________________________

___3. Mom said, “You kept on yawning. You slept late again.”
______________________________________________________________

___4. “I broke my brother’s favorite Gundam. He is going to be so mad.” Jane said.

______________________________________________________________

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___5. “This will end badly,” Tom said.
______________________________________________________________

TASK 5.
Instructions: Read the conversation below. Then answer the questions that follow.

A: Look at the long line! Do you think we’ll get in?

B: I think so. Some of these people already have tickets.
A: How much are the tickets?
B: Only nine dollars for the first show. I’ll pay.
A: Thanks. I’ll buy the popcorn.

1. Where are these people? ____________________________________________

2. What are they talking about? __________________________________________
3. Who are these people?_______________________________________________

TASK 6.
Instructions: Read each passage below. Write who the person is in the passage
and explain your answer.
1. “I had finally gotten used to being weightless. It became a comfortable feeling. I
especially liked floating by the window to see the planet Earth below.”
___________________________________________________________________
___________________________________________________________________
2. “My father did not like to wear his crown. He said it was heavy and made his head
hurt. While I did not have a crown, my parents made sure I had a silk dress with gold
thread to wear for the coronation.”
___________________________________________________________________
___________________________________________________________________
3. “The crowd began to roar as I made a few practice swings with the bat. The
umpire called to me sharply to hurry. I was not in any hurry to face the most famous
pitcher in history.”
___________________________________________________________________
___________________________________________________________________
4. “I often work in the early morning when the light is best. The canvas has had time
to dry overnight. When I start, I make sure all of my brushes are clean.”
___________________________________________________________________
___________________________________________________________________
5. “I am usually the first to wake up and the last to fall asleep in our house. I work 24
hours a day, seven days a week yet I don’t get paid with money.”
___________________________________________________________________
___________________________________________________________________
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TASK 7 Challenge Yourself
Instructions: Read the excerpt from Malala Yousafzai's 16th birthday address to the
United Nations. Then answer the questions that follow.
"We call upon all communities to be tolerant — to reject prejudice based on caste,
creed, sect, religion, or gender. To ensure freedom and equality for women so that
they can flourish. We cannot all succeed when half of us are held back," Yousafzai
said.
"Dear brothers and sisters, we want schools and education for every child's bright
future. We will continue our journey to our destination of peace and education for
everyone," she continued. "No one can stop us. We will speak for our rights and we
will bring change through our voice. We must believe in the power and the strength
of our words. Our words can change the world."

1. What international social issue is Malala Yousafzai fighting for?

2. What does she mean when she said “We cannot all succeed when half of us are
held back”?

3. How can words change the world?

TASK 8.
Instructions: Below are quotations taken from characters of well-known English-
American literary pieces. Read and analyze these lines. Then,
answer the questions that follow.
1. “These violent delights have violent ends,
And in their triumph die; like fire and powder,
Which, as they kiss, consume: the sweetest honey
Is loathsome in his own deliciousness,
And in the taste confounds the appetite:
Therefore love moderately: long love doth so.”
-Friar Lawrence (Romeo and Juliet, Act 2, Scene 6)

According to Friar Lawrence, how should one love?

Inference:__________________________________________________________
Clues found in the statements:_________________________________________

2. I take thee at thy word:

Call me but love, and I’ll be new baptiz’d;
Henceforth I never will be Romeo.
-Romeo (Romeo and Juliet, Act 2, Scene 2)

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According to Romeo, what was he willing to lose to gain Juliet?
Inference:__________________________________________________________
Clues found in the statements: ________________________________________

3. “Life is made up of sobs, sniffles, and smiles, with sniffles predominating.”

-Narrator, (The Gift of Magi)

How does the Narrator see life?

Inference:__________________________________________________________
Clues found in the statements: ________________________________________

4. “The magi, as you know, were wise men—wonderfully wise men—who brought
gifts to the Babe in the manger.”
-Narrator, (The Gift of Magi)

What most awaited celebration was mentioned by the Narrator?

Inference:__________________________________________________________
Clues found in the statements: ________________________________________

5. “What’s Montague? It is nor hand nor foot,

Nor arm nor face nor any other part
Belonging to a man. Oh, be some other name!
What’s in a name? That which we call a rose
By any other word would smell as sweet.”
- Juliet, (Romeo and Juliet, II.ii)

What did Juliet ask Romeo to do for her?

Inference:__________________________________________________________
Clues found in the statements: ________________________________________

TASK 9
Instructions: Read the excerpt from an editorial article written by Portia Ladrido,
published online at CNN Philippines, on Apr 30, 2020, 4:40:02 PM.
Focus your attention on the comments directed towards the poor.
Then, complete the table below.
Manila (CNN Philippines Life) — During one of President Duterte’s recent late-
night speeches, he said that those taking part in gambling and cockfights should not
be afforded with financial assistance in this time of crisis. “Kayong nagsasabong at
inuman, ibig sabihin may pera kayo,” the President said. “Do not expect any help
from me. Sorry na lang.”

His remarks sparked debate online with people making their sentiments known,
going so far as saying that the 4Ps (Pantawid Pamilyang Pilipino Program) of the
Department of Social Welfare and Development should cease to exist. One

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Facebook commenter said that the 4Ps scheme just contributes to the indolence of
Filipinos. Another added that many Filipinos just use cash assistance for things like
gambling, drinking, and drugs. One other user also said, “it’s so disgusting” that
while people like him are obeying the quarantine, some remain irresponsible,
including those regularly receiving aid from the government. An anonymous user
even commented that “now you’re slowly realizing what your favorite sector is doing
with the alms being given to them, coming from our hard-earned taxes.”

ISSUE
INFER THE STAND OF
THE SPEAKERS ON THE
ISSUE

1.
EVIDENCES TO SUPPORT 2.
YOUR INFERENCE
3.

TASK 10 LEVEL UP
Instructions: Use the concept web below to complete the table on making
inferences on the video that you are about to watch in the succeeding
task.

SELF LOVE
WHAT IT SAYS WHAT I KNOW MY INFERENCE

BROKEN COURAGE

TITLE OF SONG:

THIS IS ME
(FROM THE GREATEST SHOWMAN)

DIFFERENT AFFIRMATION
HIDE

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TASK 11
Instructions: Watch a video presentation of the song “This Is Me” from the movie
“The Greatest Showman” using the link:
https://www.youtube.com/watch?v=CjxugyZCfuw. Then, answer
the questions that follow.
1. What social issue is being revealed in the song?
2. Pick out five (5) lines that give hints on the social issue being tackled in the song.
3. What struggles did the persona in the song go through?
4. How does the persona in the poem see life and the future that awaits for him/her?

TASK 12
Instructions: Clip or download an editorial article on any current social, economic,
medical, or political issue. Then complete the table below.

ISSUE
INFER THE STAND OF
THE SPEAKERS ON THE
ISSUE

1.
EVIDENCE TO SUPPORT 2.
YOUR INFERENCE
3.

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