Lesson Plan: Inferences (Day 2) Chocolate Unit Teacher’s name



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Lesson Plan: Inferences (Day 2) - Chocolate Unit



Teacher’s name

Amy Coles

Date to be taught

4/28/2011

Class

3rd-4th grade

Volunteers expected

Liz –Working with Middle Level students, Jeff –Helping me with Lower Level students

Supplies needed

Inferences Definition Poster, Large Good Readers Sheet, “Smart” Poem by Shel Silverstein, One Storyworks per every other students, One Justin Beiber Sheet per student, One magnifying glass per student

Objectives

The students will be able to:

Identify when they are making an inference

Define inferences

Discuss the behaviors of a “Good Reader”

Apply the skill of inferences using poetry, and various readings

Distinguish between Fact and Inference



Opener

Silent Writing Prompt Time needed: 5 min

Write about the best birthday party you have ever had


Process

Activity 1: Inferences Poem: “Smart” Poem by Shel Silverstein Time needed: 5 min

Learning Style addressed: word smart

-Teacher will read the poem “Smart” by Shel Silverstein and asked the students to read between the lines (infer) about what is REALLY happening



Activity 2: Define Inferences and Good Reading Time needed: 5 min

Learning Style addressed: word smart, individual smart, art smart

Activity 3: The Great Fix-It Fiasco Time needed: 15 min

Learning Style addressed: word smart, art smart, group smart

-Teacher will read out loud the story The Great Fix-It Fiasco pausing at different intervals to remind the students of good reading skills. They will also stop mid-story to ask students to make inferences/predictions about the ending. Finally, the students will suggest context clues that helped the students infer what would happen.



Activity 4: Justin Beiber Article Time needed: 15 min

Learning Style addressed: word smart, group smart

-Students work in small groups to complete their sheets distinguishing between fact and inferences



Assessment

Mini-Quiz Time needed: 5 min









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