Lesson Plan : Reading Between the Lines: Inferences

Teacher Name:
 Ms. McKinney
 Grade 11-12
 Literature Activities

 Reading with a purpose by practicing inferring information from pictures and text. Inferring is the process of drawing meaning from a text, picture, etc.
 Vocabulary: Infer Speculate Assume Difference between infer and imply-Communication consists of a message, a sender, and a receiver. The sender can imply, but the receiver can only infer. Difference between observation and inference. An observation is a factual statement made about what a person sees, hears, smells, reads, etc. An inference is an assumption made about something a person sees, hears, smells, reads, etc. in other words, an educated guess.
 Many times writers don't directly reveal information. Readers need to look beneath the surface of the written word or picture to infer by using clues to guess the writer's or artist's meaning. To show how readers can and should combine the words in a text with their own questions, speculations, assumptions, and experiences to create meaning. Doing this is “making an inference”. It’s reading between the lines to create rich understandings. Understanding what you read sometimes requires you to figure out information that is not directly stated which is inference. Many times more than one inference can be valid if a student can support it. So, it should be stressed that sometimes in inference there is no right or wrong answer as long as the assumptions can be supported.
 To read with the purpose of literal understanding and to use various techniques to infer deeper meaning which isn't implicitly stated.
 Overheads of terms, examples, and pictures.
  Reading is sort of like a recipe with two basic ingredients: Your thoughts (experiences, assumptions, questions, knowledge, etc.) and the meaning of the words on the page. Putting the two together creates comprehension. Read with a purpose. It helps you focus your thinking and understanding.
 Use practice excerpts and pictures to infer meaning. I will point out different types of clues to help infer meaning. Examples of clues could be objects, adjectives, pronouns, objects, etc.
 Use practice excerpts and pictures and let students point out clues on their own.
 Extra time if needed. Extended help and outside source use.
Checking For Understanding:
 I will give an excerpt and let them infer the meaning using the methods we practiced. Paragraph format.
 Summarize and reflect by having students volunteer their own words or phrases that could create a class definition of inference. These would then be written on poster board and hung in the classroom.
 How well and how often the student use inference in their reading. Class discussion and test questions will help me determine if progress is being made.

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