Lesson Plan - Study Island



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|Lesson Title: Conclusions and Inferences |Date: |

|Subject: Reading |Grade Level(s): 8 |

|Teacher: |Time Frame: 60 minutes |

|Lesson Summary: |

|Students will be able to understand how to make inferences and conclusions. |

|Lesson Objectives |

| The students will know how to… |

|Infer the meaning of text. |

|Reach logical conclusions. |

| |

|The students will be able to… |

|Select information from which they can draw inferences and make conclusions. |

|Lesson Plan |

|Time: |Procedure: |Materials Needed: |

|10 minutes |Warm-up Exercise: |Photos or images of various activities (one for each student) |

| |Prepare pictures of various activities, such as a baseball game or | |

| |a birthday party. At the bottom of each picture, write key words | |

| |that describe the picture (baseball game, batter, pitcher, etc,). | |

| |Explain to students that the object of the game is to get their | |

| |team members to guess the activity on the card without saying any | |

| |of the key words. Divide the class into small groups and give a | |

| |picture to a clue-giver in each group. After students play the | |

| |game, ask volunteers to share their experience with the activity. | |

| | | |

| |Discuss with students how we can infer what an idea without telling| |

| |our audience exactly what it is. | |

|10 minutes |Motivation (Real-world Applications): | |

| |Tell students that authors do not always state everything directly | |

| |in a story or text. Often, readers have to connect information in | |

| |the text with what they already know to fully understand the | |

| |meaning. This is called making an inference or drawing a | |

| |conclusion. Write the following sentences on the board and ask | |

| |students what inference could be made about what is happening: The | |

| |sun beat down, and Johnny’s head throbbed as he fell into the sand.| |

| |He’d been walking for hours, but he was not one step closer to the | |

| |water he kept seeing in the distance. | |

|15 minutes |Presentation of New Material: |Computer connected to a projector; PowerPoint presentation, slides 2-4|

| |Display slide 2. Explain to students that when they are reading, | |

| |they should pay attention to details, ask questions, and make | |

| |connections in order to understand the text. Often the reader will | |

| |find that they will need to use all of these strategies in order to| |

| |make inferences and draw conclusions. Work through slides 3-4 to | |

| |demonstrate how to use details and prior knowledge to make an | |

| |inference about the text. | |

|15 minutes |Guided Practice: |Computer connected to a projector; PowerPoint presentation, slides 5–8|

| |Display slide 5. Read the excerpt from Young Goodman Brown by | |

| |Nathaniel Hawthorne. Have students work in pairs to answer the | |

| |questions on the following slides. Reference the answer slide as | |

| |needed. | |

|5 minutes |Independent Practice: |A close-up photograph of something or part of something |

| |Take a close-up photograph of something or part of something so | |

| |that its identity is obscured. Have students make inferences about | |

| |the photographed object’s identity. Ask them to explain their | |

| |inferences. | |

|5 minutes |Closing Activities: | |

| |Ask students to restate the strategies for making inferences and | |

| |drawing conclusions. | |

|Homework: Read a chapter from a book of fiction of your choice. Write down at least one inference about a character in the chapter and what information led you to |

|make this inference. |

|Differentiation: Have students needing extra support analyze some sentences to draw inferences and make conclusions. Ask them to identify the evidence from the |

|text and what they already knew that helped them make the inference. Ask students who need an extra challenge to rewrite the story on slides 5 and 6 by changing |

|the details so that different inferences and conclusions could be reached. Have them exchange stories with other students. |

|Teacher Reflection: |

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