Independent Practice - Making Inferences with Quotes
Lesson 9 of 10
Objective: SWBAT independently quote accurately from a text when making inferences
Today is a continuation of yesterday's lesson. Yesterday I explicitly modeled and taught how to make an inference and scholars had the opportunity to practice this skill with a concrete example. Today, the focus is on practicing inferencing and using quotes to support the inference.
To begin the lesson, I ask scholars to review their notes & bookmarks from yesterday and identify the components of a strong response. This helps remind scholars what we learned yesterday and gears them up for the lesson today. When scholars review, they read and think about the notes and bookmark.
Scholars review for 1 minute, share at table groups for 30 minute, and then we do a choral response for 1 minute. In a choral response, I say "What is the first step of creating a strong response?" Then, scholars respond together (this is what makes it choral). This is a very fast way of reviewing a procedure.
We do a close reading of chapter 7 (see guided practice section of Building a FIRM foundation for a description). I do cloze readings to enhance engagement and to make sure that scholars (particularly my ELL scholars) have an opportunity to say words correctly outloud.
Again, the idea of the lesson today is to keep the teaching strategy short. We want to give scholars the opportunity to practice as much as possible today. I quickly model how to answer the first implicit question of the foldable:
1. Why did McNab continue to throw pitches at Maniac?
I do a think aloud where I use the strategy of connecting clues from the text to what I know about feelings and emotions to answer the question. For example, a think aloud might sound like, "McNab continues to throw pitches as Maniac and Maniac continues to hit them! This is surprising to everyone because in the text it says no one could believe that Maniac hit a home run off of McNab. If I were McNab I'd feel pretty annoyed if some little kid came into town and hit my pitches! I bet McNab feels pretty frustrated, even threatened by Maniac. I bet he continues to throw those pitches because he is trying to strike Maniac out!"
I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Today, scholars will complete a foldable (Foldable How to) answering implicit questions from Maniac Macgee (chapters 8-9 ).
Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies). Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to support answers to implicit questions in the text with quotes from books that is on each group's highest instructional level. Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group). Then we discuss answers and find quotes that are related to those inferences.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
This is the same closing as yesterday, but it is one that we did not get to due to extended cue set and teaching strategy.
Today in closure, scholars find a quote that best describes John McNab. This helps some scholars who are still struggling with the idea of what a quote is - some scholars think it is actually dialogue in the text. This is a super quick way to evaluate if scholars know what a quote is and how to find a relevant quote. I collect the closure as a formative grade today because it is day 2 in the lesson and I want to see the extent to which scholars mastered this skill before GAME Day tomorrow. If scholars have a tough time today, I will re-teach instead of testing them tomorrow.