pictures and share “inferences” that can be made Read Journey by Aaron Becker as a class use an anchor chart to make explicit observations (single color, document pages) and ask questions Use another color on the same anchor chart to make inferences based on the explicit observations students should be making observations, talking with partner groups, and offering and opinions to class discussion Show short film, “Take Me Home” (3 MIN) Tell students their job is to just make observations during the video…what do they see and what do they wonder? use a note catcher as a class Brainstorm a list of observations Brainstorm a list of questions. Brainstorm a list of inferences based on explicit details list students should be making observations, talking with partner groups, and offering ideas and opinions to class discussion students will be completing a note-catcher with observations, questions and inferences. Show short film, “Stray” (5 MIN) -What connections can we make between “Stray” and “Take Me Home”? Tell students their job is to just make observations during the video…what do they see and what do they wonder? Use a note catcher for partners to make observations explicit and inferential details. Brainstorm a list of observations Brainstorm a list of questions. Brainstorm a list of inferences based on explicit details list students should be making observations, talking with partner groups, and offering ideas and opinions to class discussion students will be completing a note-catcher with observations, questions and inferences.
Inference Poetry DBI (group work) -Highlight explicit details -Annotate the inferential details derived from explicit details Hand out the DBI folder and have kids go through the poems. group participation highlighted and annotated poems “Emotion Inference” skits -Students will work together in groups to come up with a short skit that leaves a character with an emotion at the end. The rest of the class has to “infer” which emotion the character is conveying, and back up their “inference” with “explicit details” from the skit. Assign kids to groups Possibly give each group a different emotion they need to portray in their skit group participation skits that give enough information for the class to make inferences class discussion Culminating Projects Reflection (How will your CP allow students to express their new understandings related to the EQ, act as a measure of Summative Assessment, and provide for real-world publication?) Project Description Sequence for Project Summative Assessment(s) Group anchor chart on process of moving from “on the lines” to “between the lines” Review strategies for identifying “on the line” details to “between the lines” inferences students will then make anchor charts to show what they know Students can refer back to items used in unit activities. completed anchor charts that can be shared with the class students will walk the walls to view other groups’ work students will make positive comments and ask clarifying questions The culminating projects are scaffolded so students will have the support of their peers for the initial anchor chart project. This project should serve as a good review for all students to solidify the process of understanding explicit details, asking questions, and forming inferences. The second project will require students to apply what they have learned to a new activity. They will need to work together, agree on inferences, and be able to present their ideas in a clear way. The final project will be an individual assessment to check mastery. Each student will be turning in a to show they understand the process that leads up to inference. “Birds on a Wire” thought bubbles as groups Show the short film to the class have students get in groups and come up with thought bubbles for each students will put their thought bubbles up in front of the class discuss as a class the similarities and differences between group presentations students will have thought bubbles that fit logically with the short film students will work together cooperatively by giving input and using good listening skills