Core 3
April 22, 2016
1. Topic and Type: Gary Sotos short story Oranges, a lesson to
present new content.
2. Content Overview: Key concepts in this lesson include inference
and how it is used in a story. The concepts are:
1. Inference and its definition
2. Inference used in Oranges
3. How the author uses inference within a story to help
readers understand the message
3. SOLs: 7th Grade Class, English Language Arts
1. 7.3b The student will read to demonstrate
comprehension of a variety of fictional texts, narrative
fiction, and poetry by distinguishing between fact and
opinion, and between evidence and inference.
4. Instructional Objectives:
1. Students will understand that the use of inference within
the story can help the reader connect what is in the text to
what is in the mind (understanding).
2. Students will know inference is the ability to connect
what is in the text with what is in the mind to create
an educated guess (remembering).
3. Student will be able to identify and make connections
using inference when reading and analyzing Oranges
(analyzing/transferring).
5. Assessment Plan:
Objectives (UKDs)
1.
2.
3.
6. Materials:
1. Students need their warm-up sheet
2. Students need a copy of Oranges by Gary Soto
3. Computer with projector
4. Prepared PowerPoint for the warm-up
5. Students need a copy of the inference worksheets
7. Warm up:
1. Students will take out their warm-up sheet and copy the
questions on the board. They will be instructed to answer
the questions to the best of their abilities and to prepare to
share their answers once everyone is finished. These
questions will get the students thinking about inference
and the connections that they make every day.
8. Closure:
1. Students will be asked to complete a Somebody Wanted
But So Then (SWBST) worksheet at the end of the lesson in
order to show their used of inference using main details
from the short story.
9. Lesson and Body Sequence:
Time: 47 minutes
8 minutes
Teacher Actions
Instruct students to
take out their warmup sheets and copy
down the warm-up
questions on the
board. Students will
then be instructed to
answer the warm-up
questions and prepare
to share their
Student Actions
Students will take out
their warm-up sheets
and begin copying
and answering the
questions on the
board. Students will
them volunteer their
answers as the warmup is gone over and
discussed in class.
4 minutes
15 minutes
8 minutes
answers.
Instruct students to
put everything away
but a pencil. Then, the
teacher will pass out
the first worksheet in
which students will be
inferring about words
and phrases from the
story that are taken
out of context. They
will be instructed to
complete this
worksheet in partners.
The teacher will
instruct the partner
groups to complete
the worksheet as best
as they can. The
teacher will insure the
student that there is
no wrong answers
because they only
have snapshots of the
story.
After students have
finished the
worksheet, all of the
partner groups will
read their summary
sentences on their
worksheets. The
teacher will then lead
the class in a
discussion about what
they inferred from the
pieces of the story
they were given. How
did you come to a
conclusion for your
summary? What
made you chose to
out your version of
the story in that
order? How did you
determine what
Students will
complete the
worksheet with their
partner. They will use
what they know about
inference to complete
the worksheet as best
as they can.
8 minutes
4 minutes
10.
Student Characteristic
ELL
Gifted
ADD/ADHD
Method/Strategy/Activity
Partner work, discussion, and
reading the story aloud will help
ELLs develop and understanding of
inference. Through discussion and
partner work, the student will not
be left to work on their own until
the final assignment when they will
have an understanding of
inference.
Challenged to give/create details
on their worksheets to show a
deeper understanding of inference.
Constant discussion and
partner work will keep the
student focused on the task at
hand so they will be able to
participate in the discussion.