Did You Just Say What I Thought You Said?

Making Inferences

Purpose:

The purpose of this mini-lesson is to help students learn to make inferences.� Students will learn exactly what an inference is, and how to �read between the lines.�� They will even learn to create their own scenarios using inference.

Objectives:

Goal 1 � The learner will use language to express individual perspectives drawn from personal or related experience.

����������� 1.03 Interact appropriately in group settings by:

� Listening attentively

� Contributing relevant comments connecting personal experiences to content.

Goal 2 � The learner will explore and analyze information from a variety of sources.

����������� 2.01 Explore informational materials that are read, heard and/or viewed by:

� Making connections to related topics/information

� Drawing Inferences

Goal 4 � The learner will use critical thinking skills and create criteria to evaluate text and multimedia.

����������� 4.01 Determine the purpose of the author or creator by:

� Exploring any bias, apparent of hidden messages, emotional factors, or propaganda techniques.

� Identifying and exploring the underlying assumptions of the author

4.02 Develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:

� Drawing conclusions based on evidence, reasons, or relevant information.

Materials:

Overhead projector

Transparency of inferences worksheet

Time Required: 20 minutes

Five minutes to introduce inferences

Five minutes to look at examples from inferences worksheet

Five minutes for students to write their own scenario

Five minutes to share work

Script:

�Today we are going to learn how to make inferences.� First of all, does anyone know what an inference is?�� (Wait for students to respond.)� Well, inferences are a little difficult to explain.� Has someone ever tried to tell you something without coming right out and saying it?� If so, you had to infer what he or she was telling you.� Has anyone heard the phrase �reading between the lines?�� (Wait for student responses.) �That�s what you do when you make an inference, you �read between the lines.�� Let me give you an example.� Tyler, ask me what is wrong.�� (Tyler says, �What�s wrong?�� �Nothing.�� (Say this with a mad look on your face!!)� �Now, is something wrong?�� (The class will say YES.)� �How could you tell?�� (They will give you several different responses:� tone of voice, body language�)� �Congratulations!� You just made an inference.� Did I come out and tell you something was wrong with me?�� (The class will say NO.)� �But you could just tell, couldn�t you?� Now we are going to make some more inferences.�� (Put transparency on the overhead.)�� �Samantha, would you read #1?�� (Student reads the passage.)� �What can you infer about what the author is saying?�� (Students will answer.)� �Did the author come right out and tell you that?�� (The class will say NO.)� �No, you inferred it.�� (Repeat the process for each passage on the transparency.)� �Now that we have looked at a few examples, I want you to write your own scenario where the reader will have to infer what you are saying.� So, get out your paper and pencil.� Remember, don�t come right out and tell the reader what you are saying, let them infer it!�� (Give them five minutes to do this.)� �Is everyone finished?� Good.� Now let�s hear some examples and see if we can make inferences.� Who would like to read their passage?�� (Student reads passage.)� �Can some infer what Amy is trying to say?�� (Students respond.)� �Good.�� (Let other students read their passages.)