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Task 1 Lesson Segments

The document provides details about a 3-part lesson on making inferences. In the first part, students are introduced to inferences and practice identifying emotions based on facial expressions. The second part has students examine materials in bags and make inferences about where they were purchased. In the final part, students read two texts and answer questions by making inferences based on evidence and prior knowledge. The goal is for students to understand inferences and apply the skill to speaking, listening, reading and collaborating with peers.

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157 views7 pages

Task 1 Lesson Segments

The document provides details about a 3-part lesson on making inferences. In the first part, students are introduced to inferences and practice identifying emotions based on facial expressions. The second part has students examine materials in bags and make inferences about where they were purchased. In the final part, students read two texts and answer questions by making inferences based on evidence and prior knowledge. The goal is for students to understand inferences and apply the skill to speaking, listening, reading and collaborating with peers.

Uploaded by

api-287349702
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Title: Inferences and Emotions Introduction to Making Inferences

State Standard(s):

CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.6
Speak in complete sentences when appropriate to task and situation in order
to provide requested detail or clarification.

Central Focus:

The central focus of this lesson segment is to introduce the concept of


making inferences. The students will be using their knowledge on how to tell
what emotions are being evoked based upon what they see in the lesson.
They will be exposed to the concept of making inferences in their daily life,
which will then lead the students into making inference while reading
different texts.

Learning Objective:

Students will learn the definition of an inference and how it can be applied
while speaking, listening, and reading.

Academic Language:

Function: analyzing facial expressions and interpreting what emotion is being


displayed
Demand: responding to prompts on the PowerPoint as to what emotion is
being displayed and their reasons behind their answers based upon the
teachers questions

Instructional Resources:

Inferences And Emotions PowerPoint (created by teacher)


Computer with SmartBOARD display
Wi-Fi Connection

Instruction Inquiry
Teacher does
Introduction
Teacher will introduce the activity
by posting the PowerPoint on the
screen. The teacher will ask

Students do
Students will give their definitions
of what an inference is and will
give examples of how they can
infer in different situations.

students what the definition of an


inference is and if the students
can think of any examples.
Activate Prior Knowledge
Teacher will briefly discuss how
emotions can be determined
based upon facial expressions,
body language, and tone. Teacher
will demonstrate examples to
students.
Mini-Lesson
Teacher will present slides of the
PowerPoint and ask students what
emotion they believe is being
shown.
After student participation is
sufficient for the slide, teacher will
reveal the next slide, revealing the
answer to what emotion is
displayed.
Teacher will repeat these steps 5
times.
Practice
The last slide of the PowerPoint
gives a general definition of
inferences and how they are used
in multiple ways.
Teacher will ask students for
examples about inferences and
emotions.
Closing
Teacher will review the idea about
how inferences can be made
about how other people are
feelings based upon their facial
expressions.
Teacher will answer any other
additional questions.

Students will respond to teachers


example of emotions displayed by
raising their hand and making a
guess.

Student will look at the eyes of


the picture shown in the
PowerPoint and infer what
emotion is being shown.
Students will provide their reasons
behind their responses.
Students may comment on the
revealed answers and offer their
opinions/connections made
between emotions as needed.

Students will give examples about


inferences in the classroom.
Students will present emotions
and students will respond what
clues as given that help them
identify the emotion.

Students will ask questions and


respond as needed.

Title: Whats in the Bag? Applying Inference Knowledge


State Standard(s)

CCSS.ELA-Literacy.W.3.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
CCSS.ELA-Literacy.W.3.4
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.

Central Focus

The central focus of the second lesson segment is to introduce the students
to make inferences in a situation. The students will be examining different
materials and making inferences based upon the evidence presented and
their background knowledge. They will also be discussing their responses
within small groups and determining what the best answer would be and why.

Learning Objective

Students will be able to make inferences on where the materials came from
based upon the evidence and their background knowledge in small groups.

Academic Language

Function: examining what materials are presented in the inference bags and
determining what stores the materials came from
Demand: students will be writing their answers on the response sheet and
will be collaborating within their respective groups

Instructional Resources

Inferences and Emotions PowerPoint from Lesson Segment 1


Computer with SMARTBoard connection
Wi-Fi
Spaces for groups to separate and examine materials in inference bags

Instruction Inquiry
Teacher does
Introduction
Teacher will present the
PowerPoint from Lesson Segment
1 to review the prior activity and
what inferences are and how they

Students do
Students will give responses to
what an inference is and provide
examples from the previous
lesson about emotions and
inferences.

are used.
Activate Prior Knowledge
Teacher will emphasize the
importance of having background
knowledge and evidence in order
to make an accurate inference.
Teacher will give an example
scenario and have students
respond with an inference.
Mini-Lesson
Teacher will split up the students
into groups of 4. The teacher will
present the directions of the
activity:
Each group will receive the
Whats in the Bag? worksheet to
fill out.
The teacher will give each group
an unmarked bag with materials
inside.
Students must write down what
materials are included in the bag
and where they think the
materials were bought from and
provide their answers on the
paper.
After each group is visited with
their bag, the teacher will rotate
the bags, giving each group a
different bag.
This process will be repeated until
all groups have received all 4 bags
and finished their inference
worksheets.
Practice
The teacher will call the class
together and go over each bag as
a whole.
The teacher will provide the
correct answer as to where each
bag was bought from.
Closing
The teacher will ask what each
group thought as they were

Students will give definitions of


how evidence and background
knowledge are used in the
classroom in different content
areas.
Students will give examples of
making inferences in the
classroom.
Students will split into their
respective groups.
Students will fill out the Whats in
the Bag? worksheets with all
group member names.
Students will open each bag and
examine the materials inside.
Students will collaborate in their
groups to talk about where they
believe the materials came from.
Students will come to a conclusion
about where the materials came
from and write their answers
down.
Students will repeat this process
for all 4 bags.

Students will come together as a


class and go over each bag,
providing their answers and the

determining where each bag from.

evidence that supports them.

Title: Inferences and Reading Putting it all Together


State Standard(s):
CCSS.ELA-Literacy.SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in


groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally
Central Focus:

The focus of this final lesson segment is to put all of the students knowledge
about inferences into literacy. The students will be examining two different
texts and responding to questions based upon the inferences they make.

Learning Objective:

Students will be able to make inferences after understanding different texts.


Students will respond to questions based upon the inferences they make
using the evidence and background knowledge.

Academic Language

Function: teachers will be presenting the information visually and orally


reading the texts aloud
Demand: students will be analyzing text and providing answers orally based
upon the inferences they make

Instructional Resources:

Inference Examples displayed visually


Computer with SMARTboard connection
Wi-Fi

Instruction Inquiry:
Teacher does
Introduction
Teacher will introduce lesson by
reviewing over prior 2 lesson
segments. Teacher will also give
basic definition of making an
inference and will ask students

Students do
Students will respond that it is
important to have evidence and
background knowledge when
making an inference.
Students may predict about how
to make inference while reading.

about what is needed to give an


inference.
Activate Prior Knowledge
Teacher will talk about reading
between the lines while reading
texts.
Teacher will discuss the
importance of looking for
evidence and how to visualize text
while reading to help make
accurate inferences.
Mini-Lesson
Teacher will present inference
examples on the SMART board for
all students to see.
Teacher will read each inference
examples and ask the questions.
Practice
Teacher will ask students the
questions and to provide their
reasons as well.
Teacher will call on students
and/or check for deeper
understanding by providing
connections to students
throughout the examples.
Closing
Teacher will conclude lesson by
reviewing how to use inferences
while reading to better understand
text.
If there are any questions by
students, teacher will answer
accordingly.

Students can give their opinions


on how to visualize text while
reading and how it helps them
better understand.
Students might also talk about
other ways to help better
understand text and to predict
what will happen next.

Students will follow along as the


teacher reads the examples aloud.

Students will answer the questions


and will provide their reasons
behind it whether it is background
knowledge or evidence from the
text.
Students will elaborate on their
reasons and provide as much
detail as possible.

Students may ask any questions


about inferring or provide
additional examples involving
inferences.

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