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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