Lit 101 Group Lesson Plan Final

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LESSON PLAN DATE: March 30, 2012 CLASS: 1 TOPIC: TIME: 9:30 to 10:30 a.m. DURATION: 1hour AGE RANGE: 8 – 9 years old An Introduction to Inference as a Comprehension Strategy for Deriving Meaning From Text SUBJECT: Comprehension OBJECTIVES:        Define what inference is Describe things one does to make inferences Participate actively in a class discussion on clues that lead to inferences Identify words or phrases in text that aid in leading to particular inferences Justify reasons for
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  1 LESSON PLANDATE: March 30, 2012 TIME: 9:30 to 10:30 a.m. DURATION: 1hour CLASS: 1 AGE RANGE: 8  –  9 years old TOPIC: An Introduction to Inference as a Comprehension Strategy for Deriving MeaningFrom Text  SUBJECT: Comprehension  OBJECTIVES:    Define what inference is    Describe things one does to make inferences    Participate actively in a class discussion on clues that lead to inferences    Identify words or phrases in text that aid in leading to particular inferences    Justify reasons for inferences made    Write responses to prompts on inferences based on a variety of texts/images/audio    Work co-operatively with group members to explain what inference means TEACHING STRATEGIES:    Dramatization Discovery    Viewing/Listening Discussion    Questioning Cooperative Grouping TECHNOLOGY/MATERIALS:    Detective Outfit (Trench coat, hat, magnifying glass, name badge)    A big book Umbrella/Raincoat    Computer and Multimedia Projector Highlighters of different colours    Index Cards with text and photos Listening Dock with headphones    Comprehension Passage Word Web    Busstop and bench Detective hats for each child  2 SET INDUCTION: After greeting pupils, the teacher will inform them that today’s lesson is about making inferences. She will question pupils to find out if they have ever heard the word “inference” before. If so, she will ask them to share what they know with the group.After pupils have had opportunities to respond, the teacher will inform them that she willlike for them to pay close attention to a few dramatizations, to aid in their understanding of whatit means to make an inference. *These dramatizations will be undertaken by other teacherswho constitute the teaching group as follows*   LEARNING ACTIVITIES/EXPERIENCES:   Scenario One: Using searching actions, dramatist says, “Here Kitty, Kitty, Kitty! Sally, where are you? Sally!?  Here Kitty, K  itty. Come and get some milk!”   The teacher will then tell pupils to share what they have learnt from the dramatization.Depen ding on pupils’ responses, she may use questioning to elicit responses from pupils. Forexamples: What was the dramatist doing? How do you know that? What evidence toldyou that? She will tell pupils that they have just made inferences, but that she wants them toobserve yet another scenario. Scenario Two: A lady is standing at a bus stop. Someone walks past and the lady reacts by sucking her teethloudly and rolling her eyes. As the individual continues on, the person at the bus stop continuesto glare at them. ( N. B. No vocalizations will be made)  The teacher will again ask pupils to react to the dramatization. Anticipating pupils’ responses,the teacher will question pupils in the following way: “How can you say (repeats what child said) if t he dramatist did not say so?” “What evidence led you to that conclusion?” Scenario Three:  Dramatist shouts , “Mummy, I’m going to the shop to come back!  He walks to the door, looksoutside, and then says   “Chaaa!!!” with disappointment on his face .    He turns around and  comes back inside. He puts on a raincoat, takes up an umbrella and then goes outside .Again, the teacher will question pupils. After pupils have responded, she will againinform them that they all made inferences about the scenarios. It is at this time, that the teacher will guide pupils in completing their word web. Pupils will write the word “infer” in the middle.  3 They will be asked to write the word class to which it belongs. They will be instructed to writewords which they believe may mean the same as infer.Pupils will also be guided to write some of the activities in which they engaged to makeinferences. Pupils will be encouraged to share their response with the group and allow theircolleagues to react to their comments. Teacher will try to elicit from pupils what it means tomake an inference.It is at this time that the teacher will tell pupils that she has a friend whose job requiresthem to make inferences often. She will tell pupils that she is going outside to bring him in. Atthis time, the teacher will quickly outfit in her detective ensemble and reenter the classroom. Shewill introduce herself to the pupils as READING DETECTIVE GILL. She will ask pupils to tellher what they think a reading detective does? She will engage pupils in conversation. She willinform pupils that Reading Detectives look for clues in books in the same way that they lookedfor clues when they made their inferences about the scenarios. Probing questions will be used toelicit from pupils why they think this is important when reading. P upils’ responses will beextended. It will be explained that this is because the writer does not always say certain thingsby writing them in words. Readers can get more meaning from things other than what the words say. We can get more meaning from pictures in books, punctuation marks, settings, characters’ behaviours and so on.Reading Detective Gill will illustrate these points by engaging pupils in activities. Thefirst of which is to use only the cover of a big book. She will ask pupils to tell her what they caninfer from the cover. She will ask pupils to cite what clues led them to their respectiveconclusions.After this activity, Reading Detective Gill will ask pupils if they want to be ReadingDetectives. Pupils will be allowed to pick Reading Detective hats and get into groups of notmore than four persons each. Reading Detective Gill will give each pupil a reading passage.Pupils will be guided through the passage using some of the detective methods to which theywere previously exposed e.g. using visual cues, drawing on prior knowledge etc. ReadingDetective Gill will engage pupils in discussing the passage , drawing pupils’ attention to words and their role in creating setting, showing emotions etc.Pupils will be instructed to read each question aloud. The questions will be undertaken asa group, with pupils responding orally, and using Standard English sentences. They will also beallowed opportunities to write their responses. During this session, pupils’ attention will be drawn to emboldened question words and phrases in questions and their functions in terms of thekinds of responses they should offer. For example, a question that asks “ Who ” must have a response that shows a person, and so on.After this activity is completed, pupils will be allowed to regroup and work at “ DetectiveHubs ” on a rotation basis; solving inference clues and completing Detective Pass Cards for each  4 clue completed. Pupils will be instructed to complete not more than five cards of their choicefrom each Detective Hub. ** The Detective Hubs are designed to reinforce making aninference from using clues from hubs titled: Listening Detective Hub, Reading DetectiveHub and Visual Detective Hub** Other members of the group will serve as Teaching Aids.  ASSESSMENT PROCEDURES: Students will individually complete responses to questions relating to the passage read. Pupilsstruggling with reading and, or writing, will be assisted by the Teaching Aids during this activity.They will also be assessed from their Detective Pass Card responses from each hub andcomprehension passage responses. CLOSURE: Each pupil will be encouraged to give a word or phrase that stands out from the lesson as it relates to the word “infer” or phrase “making an inference” . Pupils will be asked tocollaboratively formulate a definition of what it means to make an inference. The teacher will modify pupils’ definition as appropriate and recap key points from the lesson with pupils’ assistance.
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