Lesson Plan : Inferences "All Summer in a Day"

Teacher Name:
 Christine Whitney
Grade:
 Grade 6
Subject:
 Language Arts

Topic:
 Inferences and the influence of setting in a story
Content:
 Make inferences Make reasonable assertions about a text through accurate, supportive citations. Analyze the influence of setting on the problem and its resolution.
Goals:
 Students can use clues within a text to make inferences about characters, setting, and plot. Make meaningful predictions about the story.
Objectives:
 Given the story, "All Summer in a Day" by Ray Bradbury, the students will diagram a plot hill and name the setting, characters, conflicts, climax, and resolution. In addition, the students will compose journal responses to predict/make inferences regarding the story.
Materials:
 "All Summer in a Day" by Ray Bradbury Journals for each student. Introductory material, such as a worksheet or demonstration.
Introduction:
 Ask questions like: What if I walked in from outside carrying a wet umbrella, what would you guess the weather was like outside? Why? If I walked the class down to the lunchroom, what time do you think it might be? What made you guess that? Then define what it means to infer. Use their examples to highlight the clues and their inferences.
Development:
 While reading "All Summer in a Day," stop at key places where students will have an opportunity to make an inference. You can model the first one in a Think Aloud, then students can either share with a partner or write it down in their journal.
Practice:
 Construct a plot hill as a class. Have students volunteer to diagram the setting, characters, conflicts, climax, and resolution. Then pose questions that relate to the setting and its influence on the story and making inferences. Q: Why are the children so excited at the beginning of the story? Q: Based on what we know about Margot's character, what do you infer Margot will say or do when she is let out of the closet?
Accommodations:
 Define clearly that to infer means to make a guess based on clues from the story and from known information from their lives.
Checking For Understanding:
 The students' journals will show either a clear grasp or a progression of acquiring the concept of making inferences. Also, during the reading, student responses can show their comrehension. Give the students some wait time and see if more students come up with a response.
Closure:
 Use the plot hill questions as a reveiw. Answer any questions that students may have. Give the students the chance to answer each other's questions. Ask the students what does it mean to infer. Remind students that making inferences in an important reading component and authors, such as Ray Bradbury want their readers to utilize this skill when reading their work.
Evaluation:
 Evauate their answers to the plot hill questions and their journal entries. This can illustrate the process of learning inferences. Then give a quiz on inferences that have examples from the story and real life. This providees a snapshot for what they know.

Create New Lesson Plan Lesson Plan Center


Popular Areas: Bloom's Taxonomy Verbs | Lesson Planning Blocks | Lesson Forms Pack | Lesson Writing | Teacher Forum Chat