In this lesson, students use text evidence and schema to create an inference. Students read informational text and practice inferring with varying levels of support.

Students will critically think and communicate; they will summarize a text to understand and make connections to other texts, themselves, and the world.

Students will interpret the tone of a poem, cite text evidence to justify their response, and research a synonym for the word they chose to expand their understanding of Tier 2 vocabulary.

After students watch a brief video introducing thesis statements, they will create a class thesis statement checklist, use a prompt to write a personal thesis, compare theirs to others in their group while working to craft and revise a group thesis to present to the class after participating in a Gallery Walk where they provide and incorporate revision suggestions. 

Students will explore vocabulary words from other content areas and apply their learning of word parts to find meaning.

Students will actively engage with poetry in a blend of collaborative and independent analysis of poetic devices and an author’s use of devices to communicate a deeper meaning. Students will use their analysis to infer the meaning of a variety of poems.

Students will be asked to use metacognition as they analyze a poem, make inferences, and draw conclusions about the overall meaning of a text.

Students will analyze one of four ways to incorporate grammar and syntax into their everyday language through the use of technological instruction. Once students have comprehended their grammatical type, they will practice among their peers to master and share the lesson (grammar rule) in a Jigsaw activity.

Students will actively read as a critical component; they will infer in expository text.

Students rotate to four posters which contain a single stanza from a common poem (“Digging” by Seamus Heaney), marking key literary elements (imagery, diction, figurative language) before rotating to explain the connotation of the words and phrases selected by the previous group. After text marking, students regroup to discuss the inferential connections between literary terms and their connotative meaning to theorize thematic meaning within the poem.

The class will review previous learning about how authors describe characters using speech, thoughts, effects on others, actions, and looks (STEAL). Students will make annotations on an excerpt using the STEAL strategy. We will talk them through making a guided inference. Students will complete a short-answer response on chart paper with evidence and inference for the focus question

Students will learn how to activate their curiosity and use questioning strategies to make complex inferences and connections across texts.

Students will use Social Studies Weekly newspaper to make inferences about historical events using schema and text evidence.

Students will determine the important parts of a story and recognize and compose an individual summary by using color-coordinated sticky notes and the Somebody, Wanted, But, So, Then (SWBST) strategy. Students will practice correctly identifying the parts of the SWBST strategy during a read-aloud. Students will work in groups and read a short story together, identify key components, and compose a written summary. Students will demonstrate their ability to recognize a good summary by writing two components of summarization on an exit ticket.

Students pretend to be detectives while being presented with various pictorial and textual clues that lead them to make an overall inference about what happened on Tuesday.

Students will make inferences about themes from the play, use textual evidence from the play to support their inferences using the CASE model, and will make a praise and criticism for peer answers.

Students work collaboratively using reading and comprehension skills to demonstrate their mastery of summarizing a text or piece of literature. 

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

Engaging in a crime scene investigation, students will collaboratively examine the evidence, make inferences about their observations, and write a detailed description of the crime. Students will then read an informational text about investigating a crime scene and answer inference questions.

This lesson is designed to teach students to make complex inferences, choose specific text evidence that strongly supports the inference, and develop a coherent explanation of how the evidence strongly supports the validity of the idea within the genre of poetry.

Texas Essential Knowledge and Skills (TEKS) Related to the Unit

Click below to learn about the TEKS related to this unit. 

Students will work independently and collaboratively to recognize the theme within a variety of texts. Students will create theme topics and theme statements from texts read.