Lesson: Logical Inferencing

7634 Views
21 Favorites

Lesson Objective

Objective: Students will be able to understand characters’ actions by making inferences and then determining if that inference was the most logical answer given the facts at hand.

Lesson Plan

State Standard:  . 3.LT-U.2.

Standard Name: Identify the main ideas in a story and use story details and prior knowledge to understand ideas that are not directly stated in the text.

Objective: Students will be able to understand characters’ actions by making inferences and then determining if that inference was the most logical answer given the facts at hand.

Do-Now:  Makes sense, makes no sense:  call on a student to display or explain an action.  Ask another student to state a makes sense inference for the action and  doesn’t make sense inference for the action.  The makes sense reason is the most logical answer, we know this based on information that we already know about the person demonstrating the action.    Students can also be grouped into three’s and you can have someone do the action and someone state the make sense and doesn’t make sense inference and then have the class determine which one is which, either the makes sense inference of the doesn’t make sense inference.

Opening: Yesterday we talked and learned about inferencing.  We began our instruction with learning about the importance of inferring and how to make inferences.  We then made inferences together as a class based on actions in the book we read aloud as well as on our own.  Today we are going to look back over those inferences and self evaluate the inferences by asking ourselves the question, “ is this the most likely explanation for the facts that I have read”.

Guided Practice:  Now let’s go over together the inferences we made based on our stories yesterday and evaluate them to see if they were the most likely explanation.  I will go over these and put a happy face or a sad face if they were good inferences.  Go through making them abcd answers and circling the best one.  Model this for the students.  Have students do this in partners or small groups.

Independent Practice: today you are going to go back over the list of inferences you made using your reading selection.  You are going to create three more inferences for each inference you made.  One of your inferences is going to be the Most likely explanation.  You are going to create your own quiz on inferences for one of your students to use they will have to read your story and then make a decision on your most likely inference.

Closing:  What is the importance of choosing the most likely explanation?  How do you think this connects with really taking time to understand what you are reading?

Quiz: Pair off students with the same reading levels to take each other’s quizzes or you can have students take their own quiz and grade or comment on whether you agreed or disagreed of them choosing the most likely explanation.

Lesson Resources

 http://www.amazon.com/Miss-Maggie-Cynthia-Rylant/dp/0525440488%3FSubscriptionId%3DAKIAJ2PCDIRRY6BU4NFA%26tag%3Durbaeducexch-20%2 7634 http://www.amazon.com/Smoky-Night-Eve-Bunting/dp/0152018840%3FSubscriptionId%3DAKIAJ2PCDIRRY6BU4NFA%26tag%3Durbaeducexch-20%26li 7634 http://www.amazon.com/FIREBOAT-Heroic-Adventures-Harvey-Globe-Horn/dp/0399239537%3FSubscriptionId%3DAKIAJ2PCDIRRY6BU4NFA%26tag%3 7634 Birth of a Mighty River Passage Inferncing 2,811