Learning Goal(s) (Content Standard)

Students will be able to inference from images and songs without textual descriptions, and will be able to explain the reasoning that led to the inference.

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

NETS-T #3 - Model Digital Age Work and Learning: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

NETS-S #1 - Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes d. Identify trends and forecast possibilities

Instructional Objectives

Students will be able to answer basic questions about context in images and songs. o Students will be able to explain their reasoning for each answer.

Students will differentiate between inferences, observations, and predictions.

Assessment (Criteria/Look Fors)

Have students participate in the SmartBoard lesson (inference strip and inferencing from image/audio slides)

Be sure to integrate discussion throughout the lesson to evaluate understanding of each concept.

Materials Time (Total & Specific) Instruction Procedures Introduction Demonstration Participation Practice

SmartBoard

~30min total

Introduce the idea of inferences and predictions (using the SmartBoard slides). o Go over the Ps of Prediction (Prior knowledge, Patterns in text, Pictures, Proving) o Discuss differences between predictions and inferences

Practice making inferences using inference slides o Captions Have students come up and choose a slide to answer at random o Images o Songs Encourage organized discussion Be sure to DISCOURAGE negative stereotypes! Encourage organized discussion

Eventually work towards students asking the questions AND answering them. o What is going on in this image/song? How can we apply what we already know about ___ to the image/song?)

Questions

Do pictures and sound help us make inferences? How? What kinds of signals can the artist put into an image/song for his/her audience?

Academic Language Focus Closure

Inference, observation, prediction

Do the students think this lesson was important? Why or why not? o How can we use inferencing in everyday life? Guess the end of a movie/book What sort of weather are we expecting? What mood is someone in?

Student Accommodations

The visuals give students chance to perform at their own ability level Audio samples also give students chance to stay at a comfortable level Plan ahead for any students with visual disabilities

Self Reflection

Did the students catch on right away or struggle with something? o o What was it? Why? How could I avoid it in the future?

Did I use simple enough language to explain the concepts? Were the visuals and audio the appropriate level of difficultness? Did I reinforce the differences between inferences, observations, and predictions enough?

Could I have led the students through the lesson less? o Could they have taken a more active role in their learning?

LONG FORM LESSON PLAN TEMPLATE

Name: Kerry Seiberlich Date: 10/11/13 Grade(s): 4th

Content Area(s) Literacy/Reading