Themes in Hamlet
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.
Who Is the Culprit?
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.
Inferring with Dr. Seuss
Students will work collaboratively in groups as they practice their inferring skills using children’s literature books.
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.
A Reader’s Survival Guide: Connecting and Synthesizing Ideas in Nonfiction Texts
This lesson is designed to teach students to synthesize and make connections between ideas within a text and with previous texts students have read.
Main Idea
Students will identify supporting details and the main idea in a passage.
How Authors Develop Complex Yet Believable Characters in Drama by Contrasting Characters
The students will identify characteristics of characters from Shakespeare's Romeo and Juliet, explain why the characters are foils to each other, and use text evidence to support their understanding.
Did You Get the "Text" Message?
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.
Reading Between the Lines
In this lesson, students will expand their critical thinking skills by making inferences found in a short film and listening to a literary fictional text on tablets. Working collaboratively in groups, students will create anchor charts to demonstrate their understanding of making inferences and present their detailed anchor charts to their classmates.
Linguistic Roots and Affixes (English 8 Reading)
You will be able to recognize linguistic roots and affixes to use in determining the meanings of academic English words and in other content areas.
Intelligible Inferences
Students will work in cooperative learning groups that foster empathy to make inferences from pictures and text. They will discuss the differences between inferences made from pictures and inferences made from text.
Students working on poster
Inference in the Real World: Using Clues to Identify Key Details
Students will actively read as a critical component; they will infer in expository text.
Inferring Through Imagery and Figurative Language
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.
Making an Inference
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
Analyzing Online Sources for Credibility
The students will analyze online sources for credibility and reliability while respecting others opinions through collaboration.
It’s All in the Details
This lesson demonstrates a small group intervention that scaffolds instruction of main idea for native English or Spanish speaking students. This lesson is scripted in both languages.
Denotation and Connotation (English I Reading)
You will be able to distinguish between the denotative (dictionary) meaning of a word and its connotative (emotions or associations that are implied rather than literal) meaning.
Sound Effects, Poetic Elements, and Analysis, Oh My! Visualizing the Text to Gain Meaning Out of Poetry
Students will be asked to use metacognition as they analyze a poem, make inferences, and draw conclusions about the overall meaning of a text.
Empowered by the Evidence: Making Inferences with Confidence
A mini-lesson on how to select the best text evidence to support an inference or draw a conclusion is presented. Teachers use the think-aloud method to model how to use a checklist in order to identify the strongest support provided in the text. Students are then asked to work with a group to discuss and support a given conclusion drawn from a self-chosen text. They are encouraged to use the checklist to ensure the best evidence is identified
TSLP—0–SE—Leadership—L2—Matching Instruction to Needs
The goal of the Texas State Literacy Plan (TSLP) is to ensure that every Texas child is strategically prepared for the literacy demands of college or career by high school graduation.
TSLP—6–12—Assessment—A1—Literacy Assessment Plan
The goal of the Texas State Literacy Plan (TSLP) is to ensure that every Texas child is strategically prepared for the literacy demands of college or career by high school graduation.