This lesson was intended to be delivered in a face-to-face classroom environment.  Due to the COVID-19 pandemic of 2020, this lesson has been modified from its original design to be executed in a virtual setting.

This virtual lesson was designed to prepare students to communicate familiar topics in the presentational writing mode in the target language.  Students will act as a college advisor and respond to a prospective student’s email regarding housing options.  Students will then peer evaluate each other’s writing and provide meaningful feedback using a rubric.

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

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 read a pre-Civil War speech and write author’s purpose statements using the argumentative verbs explain, urge, convince, and encourage.

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 collaborate in small groups to discuss their peers’ poetry and assess the poetry according to the student-created rubric. The rubric assesses students’ ability to make meaningful connections to the poetic devices in their poetry. Through collaboration, they are building a culture of receptiveness among their peers.

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.

Students will identify supporting details and the main idea in a passage.

Students collaborate and critically-think to analyze resources from informational texts of various disciplines and unlock a breakout box. Once the box is unlocked, students receive a final text to summarize.

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.

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.

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.

Students will make inferences about the author’s purpose after reading paired passages involving the same subject.

Students will evaluate a set of inferences to determine if they are valid or invalid and use text evidence to support their stance. The lesson incorporates best practices for English learners (ELs) and at-risk students such as the use of graphic organizers, anchor charts, and cooperative learning.