Lesson Plan : Making Inferences Within Literature

Teacher Name:
 M. I. Friedman
 Grade 9-10
 Literature Activities

 Making Inferences
 This lesson introduces the students to another habit of a proficient reader--making inferences.
 Aim: How do we use information in the text to make inferences? Outcomes: Students will learn how to examine textual information, and infer the deeper meaning of the words.
 Students will be able to infer information from the text of the book.
 Monster "Double Entry Journal" handout "Double Entry Journal Homework" handout "Inferences in Monster" chart "Inferences in Independent Reading" handout
 Independent Reading: 1. During their independent reading, ask the students to locate two images that help them understand their reading better. 2. Have the students place sticky notes next to the passages that help them visualize places and times. 3. Take the status of the clas as teh students read independently. Independent Reading Log: Have the students complete the "Double Entry Journal" handout.
 Word Study: 1. Write the target word on the board: -menacing, menace (p. 142) 2. Ask the students to copy the words into their vocabulary section of their notebooks. Read-Aloud/Think-Aloud: 1. Ask one or two students to retell the events in the Monster passage read previously. 2. Read aloud pp. 137 - 145. 2. Pause to define the target word in context. 3. Pause to model the reading habit of inferring. Explain that a god reader maeks inferences when they read. The reader thinks, "I am going to make an educated guess about the meaning of something in the book based on what the words say and other knowledge I have." Some sentence stems readers use to make inferences are I think, I believe, I predict. You may want to use the following stops: -Page 145, "I could see him from the window." Think aloud that you are getting the feeling that Steve wishes he could speak with his mom in a place where they could be alone. Classroom Discussion: 1. Begin the classroom discussion by encouraging the students to refer to the text as a basis for their comments. 2. Ask the following questions: -What inferences did you make as I read this section? Talk to a friend about some things you are wondering about. -From what I read today, what do you think about Steve's guilt or innocence? What specific detail lead you to think this? -Is there anything that Steve writes in his journal that makes us question our own reaction to the details that lead us to think he is innocent? 3. Start a T-chart, labeling the left column "Inferences," and the right column "Evidence." Start the chart off with the inference made in the modeling. 4. Add one student inference to the chart.
 1. Distribute "Inferences in Independent Reading" handout. 2. Review the work done on the "Inferences in Monster" chart, and make sure the students understand what they are to do, as they complete the handout for their independent reading.
Checking For Understanding:
 Summation: Ask volunteers to share the inferences, and evidence, that they recorded from their independent reading. Homework: 30 minutes of sustained reading. Complete the "Double Entry Journal Homework" handout.
Teacher Reflections:

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