# Lesson: Making Inferences

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### Lesson Objective

Students will make inferences about character actions using “It says, I say, and So” and explain the importance of making inferences when reading.

### Lesson Plan

Objective: Students will make inferences about character actions using “It says, I say, and So.”
Lesson Plan
Standard/Code/Name:
DO NOW (10 minutes): Write a short summary about what you read last night. Were you surprised by anything? Explain.
Opening (5 minutes):  We have learned throughout our reading experiences that at times authors will tell us information and sometimes authors will just show us. There are other times when authors leave us clues and expect us as good readers to put the clues together to help us understand what is happening in the story. To do this we have to make inferences. We are going to learn a new way of making inferences today using “IT SAYS, I SAY, and SO”.
Direct Instruction (I DO):
We have worked with inferences before but this time we will be focused on making inferences about our characters and their actions. We will be using an “It says, I say, and So” chart to help us organize out information.
v    “It says”is what the author puts in the text; we take this part directly from the story.
v    “I say” is my knowledge about what is going on in the story.
v    “and So” is when I both of thee things together.
o       Make an anchor chart to display this strategy up in the classroom.
·        For example: if the text says “there is a puddle on the sidewalk” and I know that puddles only come once it has started raining, my “and SO could be that it just rained outside.
·        It is important to note that we DON’T use inferences randomly; we use them when the author gives us some information but doesn’t tell us exactly what happened or doesn’t explain why something happened. As we read we are going to practice making inferences using an “It says, I say, and So” chart. (see attached file)
·        Model using the chart with the book.
·        Read Chapter 40, stop at 205 after it talks about Despereaux’s father.
 It Says… I Say… and So… Despereaux looked at his father and saw an old mouse whole fur was shot through with gray. How could that be? Father said he had been thinking of his son for all the time he was gone. His father sent him to his death in the dungeon.   People who worry a lot seem to look pretty gruesome to everyone else, because they don’t care about what they look like they tend to only concentrate on the person that is gone. Lester Tillings has been so concerned for his son after sending him to his death. It looks like he was full of regret for what he did.

Guided Practice (WE DO):
·        Keep reading in Chapter 40 and stop again on 208
·        Use the chart to come up with an inference about Despereaux. (do this with the class)
 It Says I Say and So ...he realized that he was a different mouse than he had been the last time he faced them [the Mouse Council]… Despereaux has been in many situations that other mice have never been in or gotten out of. He has changed due to meeting the Princess, being in the Dungeon, escaping the Dungeon, etc. Despereaux is all the better for being in these situations, but he is too motivated to save the Princess to try and change the stubborn mice.
·        Finish reading Chapter 40 with the class.
Independent Practice (YOU DO):
·        Have students read Chapter 41 on their own (or read with struggling students in small group) and have them complete and inference chart for this chapter (see attached file)
·        HINT: students may need help finding it: pg. 214 Why wouldn’t the king believe him?
Homework: see attached file

### Lesson Resources

 Lesson 13 It says   Classwork 1,874 Lesson 13 HMWK Inferences   Homework 1,526