MAKING INFERENCESTypes of Inferences

INFERNCESRELATED TO

SETTING

Objectives • Students will make inferences from a combination

of text clues and previous knowledge. • Students will learn types of inferences related to

setting: (occasion, time, location) and apply this new knowledge while they practice composing (writing) original descriptions that include inferences.

• Students will learn difference between literal and figurative language.

Standard 2: Reading for all purposes 10:38-10:42

Copy 3 min Use shorthand!

Let’s make sure we understand the objectives. 1 min.

Review! What is an inference?

Major Inference TypesStandard 2: Reading for all purposes

• Predictions • Setting, Location, Time, Event,

Situation• Time, Data, Statistics (Numbers)• Emotions, Traits, Qualities• Metaphors, Analogies• Categories • Cause-Effect• Problem-Solution• Action

10:48-10:49

Major Inference Terms – choose a new academic term for infer to use in responses during today’s discussions (this class and other classes).

Standard 2: Reading for all purposes

conclude deduce supposehypothesize speculate assume suggest surmise hint suspect reckon reason presume interpret imply suppose figure out insinuate guess imagine

“read between the lines”

10:49-10:50

Setting: Location, Time, EventI DO:

Standard 2: Reading for all purposes

“When the porch light burned out, the darkness was total—until dawn, that is.”

Let’s use our sentence frames/inference words:Where does this take place?

I suppose it takes place at a house. When might this be taking place?

It really depends on if it’s literally happening as stated or just some figurative (deep or symbolic) way of expressing something.

• Write down these terms and their meanings in your vocab section of mini-notebook.

literal = as stated figurative = symbolic, (figure it out, like picture clues)

Hmmm….

That’s actually a good question!

10:50-10:55

7

Setting: Location, Time, EventI DO:

Standard 2: Reading for all purposes

“When the porch light burned out, the darkness was total—until dawn, that is.”

Let’s use our sentence frames/inference words:

When might this be taking place?

• If I interpret this exactly as it is stated (literally), it could mean that it is taking place sometime during the night until morning.

• If I interpret this figuratively (“figuratively speaking”) –

light could symbolize hope/goodness or a solution, and total darkness could symbolize some turmoil/challenge or evil that may seem difficult until the light appears (Meaning….the solution has brought light/hope to the difficult challenge.)

10:55-11:00

Objectives • Students will learn types of inferences related to

setting: (occasion, time, location) and apply this new knowledge while they practice composing (writing) original descriptions that include inferences.

• Students will learn difference between literal and figurative language.

• Students will make inferences from a combination of text clues and previous knowledge.

Standard 2: Reading for all purposes 11:00-11:01

9

Shall we play a game?!!4 min.

Standard 2: Reading for all purposes

NowLet’s try a few

riddle inferences! #1, 2, 8, 11, 12

Don’t forget to use your sentence frames/inference vocab in your responses!

I conclude that it’s a / the ________________

11:01-11:05

PARTNERS, YOUR TURN!With your right shoulder partner:1. Choose a tradition, setting, or event related to your

own country or culture.2. Compose a 1 – 2 sentence description of it using

only clues/hints without revealing what/where/when it is. Paint a picture of it in writing!

3. Pass your descriptive passage to team on your right. They’ll make inferences about it.

4. Report on how effective/ineffective were team’s clues. Which clues helped you to guess correctly. What background knowledge did you have that also helped you figure it out?

Standard 2: Reading for all purposes

NOTE: If partners are from different countries/ cultures, in 30 seconds or fewer, decide from whose culture you will write about. The partner whose culture was chosen must explain/describe a setting to the other partner in many details so each can help write the description.

11:05-11:06

NOTE:

Standard 2: Reading for all purposesGROUP RUBRIC

• This activity will be graded ON THE SPOT.• You will receive a score (Group Participation Rubric)

based on: 1) How well you follow directions2) How regularly all members use inference vocab in

discussions.3) Active contributions to group discussions and

participation 4) Effectiveness of your clues without giving away the

answer.5) How effectively your team reported on the questions

below:

Report out – 2 random teams (don’t know who’s being called) 1) How effective or ineffective were the other team’s clues. 2) Which clues helped you to guess correctly.3) What background knowledge did you have that also helped you figure

it out?

Criteria 4 3 2 1 0FollowingDirections All time Most time Sometime Very little None

Vocab consistency All time Most time Sometime Very little None

Active Contribution & participation All time Most time Sometime Very little None

EffectivenessInferences All Most Some Few None

Report Out – How many & how well questions answered

3/3Excellent

2/3Above Avg.

2/3Adequate

1/3Poorly

0/3Very Poorly

PARTNERS, YOUR TURN!Standard 2: Reading for all purposes

• This activity will be graded ON THE SPOT.• You will receive a score (Group Participation Rubric) based on:

1) how well you follow directions, especially in using inference vocab. 2) active contribution /participation 3) effectiveness of your clues without giving away the answer.

NOTE:

When guessing a team’s description, part of your rubric score will include how consistently you use your inference vocab!

Directions: With your right shoulder partner:1. Choose a tradition, setting, or event related to your own country

or culture.2. Compose a 1 – 2 sentence description of it using only

clues/hints without revealing what/where/when it is. Paint a picture of it!

3. Pass your descriptive passage to the team on your right. They’ll make inferences about it.

4. Report out – 2 random teams (don’t know who’s being called) 1) How effective/ineffective were team’s clues. 2) Which clues helped you to guess correctly. 3) What background knowledge did you have that also helped you figure it out?

11:06-11:18 5 min to compose 2 min to guess 2 min to answer questions 3 min Report out

Objectives • Students will learn types of inferences related to

setting: (occasion, time, location) and apply this new knowledge while they practice composing (writing) original descriptions that include inferences.

• Students will learn difference between literal and figurative language.

• Students will make inferences from a combination of text clues and previous knowledge.

Standard 2: Reading for all purposes 11:00-11:0111:18-11:19

PRACTICE11:19-11:23

Let’s use our sentence frames/inference vocab in our written responses:

I assume the occasion is ________, because __________I presume ____________________I suspect _____________________

On a half-sheet of paper, in 1 – 2 sentences, explain which of the inferences (a – d) can be made about the following passages. Tell which text clues and background knowledge helped you to make these inferences?

Strategies for Better Reading

a) time, season, weatherb) location c) occasion

Rubin made a mental checklist: Do laundry. Go to supermarket and get groceries. Clean house. Fix hallway light. Change the bed sheets in guest room. Wrap presents. His parents were coming in the morning and he didn't know how he would get everything done.

EXIT TICKET: 10 pts.11:23-11:30

Answer questions below on sticky note.

1. Based on our objectives, what two types of information do we use to make inferences?

2. What is the difference between a literal description of something and a figurative description?

3.What could I, the teacher, have added to the lesson today that would have helped you to better understand inferences that imply setting.

OR4.What part of the lesson did you like the best

and why?

ASSESSMENT:11:21-11:26

Let’s use our sentence frames/inference vocab in our written responses: I assume ________________I presume ________________I suspect _________________

Rubin made a mental checklist: Do laundry. Go to supermarket and get groceries. Clean house. Fix hallway light. Change the bed sheets in guest room. Wrap presents. His parents were coming in the morning and he didn't know how he would get everything done.

On a half-sheet of paper, explain what inferences can be made about the following 2 passages:

a) time, season, weatherb) location c) event

d) situation

Strategies for Better Reading

#2_ (5 min)