Learning Objective: Students will make inferences based on information from, pictures, charts,
timelines, maps, and text.
Learning Target: I can make inferences based on information from pictures, charts, timelines, maps,
and text.
CCSS.ELA-LITERACY.RI.4.7 CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or Students will show that they have partially met
quantitatively (e.g., in charts, graphs, diagrams, this standard when they examine information
time lines, animations, or interactive elements on presented visually and quantitatively and record
Web pages) and explain how the information their inferences on their I Notice/I Wonder
contributes to an understanding of the text in graphic organizers, as well as on their Quick
which it appears. Check Exit Ticket. During this lesson, students
will not be required to explain how the
information helps us understand text, as the
lessons are scaffolded to work towards this skill.
This Social Studies-based content will be taught during Reading Workshop due to the
following four lessons in the unit having a focus on the building of background knowledge
through the reading strategies of locating explicit details and making inferences.
Grouping: Students will be placed in groups of four to five based on teachers prior knowledge
of their ability to work effectively with specific individuals, as well as students individual
academic and interpersonal strengths. Students who have been having a difficult time with
focus (RS, KH, DD, IA) and tend to be easily distracted with certain peers (KP, GO) will be
separated accordingly, in order to provide the best learning environment for all students.
Students who have exhibited strong leadership skills (RD, AT, KL, BY) have been placed in
each of these groups to help keep the group organized and on task.
Assessment: Students will be able to demonstrate their learning through multiple types of
formative assessment (graphic organizer and exit ticket).
Modeling: The teacher will model how to use the graphic organizer. Many of the students in
this classroom are visual learners and this strategy will help create clarity of expectations and
possibly reduce time spent correcting misunderstanding regarding directions. This will
especially benefit my ELL student (MA).
Modifications: ELL students (MA, BS) will be supplied with a modified version of the learning target
that includes graphics that will assist their comprehension of the academic vocabulary (inference).
Accommodations: Groups will be heterogeneous so that all students will benefit in different ways.
Lower performing students will and students who struggle with off-task behavior will be group with
higher performing students and students with strong academic work ethic so that deeper thinking and
positive behaviors will be modeled. High level students will benefit as they verbalize their thinking
with students who are struggling with lesson concepts. All students will benefit from the use of graphic
organizers as it will help organize and guide their thoughts, providing them with a visual of the process.
There will be an Ed Tech available to help with student questions and help the teacher monitor all
groups for on-task behavior.
Extensions: Due to the nature of the lesson, there will not be a need for extensions for students who
finish early, as all students will be working collaboratively on a timed schedule. An extension for the
whole group for this lesson would be to have each group collaborate in creating a fictional narrative on
a Google Doc to accompany Mystery Document #1, based on what their group had noticed and inferred
during the lesson.
Technology Integration:
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
Rationale: I created the lesson extension which promotes creativity and directly relates to their
learning. By allowing students to work collaboratively on a Google Doc, they will have a chance to
show deeper understanding as they use the explicit details from the Mystery Document, as well as the
inferences they made, to build a fictional narrative.
Document camera
I Notice/I Wonder charts (one per group; see content notes)
I Notice/I Wonder graphic organizers (one per student; one teacher copy for modeling)
Markers (one per group)
Quick Check Exit Ticket (one per student)
Mystery Documents 1-4 (one set of all four documents for each group)
Typed Directions for Group Work (one per group)
Create an enlarged version of I Notice/I Wonder graphic organizer on chart paper for each
group.
Remind students to record only what they see in the I Notice column on the graphic
organizer and to only record questions that directly relate to what they see on the documents in
the I Wonder column. Have students repeat the directions to you as a group to check for
understanding.
Each group will be given one of four mystery documents to examine. Let students know that
they have five minutes with each mystery document before the document rotates to the next
group.
Each student will record at least one I Notice statement on their I Notice/I Wonder graphic
organizer and a corresponding I Wonder statement.
After 20 minutes, each group should have had a chance to examine all four of the mystery
documents.
Ask students to take out the directions for the group I Notice/I Wonder chart and ask for one
student to read the directions aloud with their group.
Circulate through the room to check for understanding and on-task behavior. As students
discuss and record their thinking, you may want to ask questions to push students towards
deeper thinking or to notice more about the document. Be sure that students are recording only
what they see in the I Notice section (this will be used as t heir evidence later in the lesson) and
that their questions in the I Wonder section are directly related to what they noticed (these
questions may be used for inferring later in the lesson).
Have students join you at the rug and sit with their group members.
Post the completed I Notice/I Wonder group charts on the whiteboard in a cluster.
Have students briefly (2 minutes) look at the charts from other groups, asking them to try and
look for differences in what other groups noticed and wondered.
Allow members from Group 1 to orally share what they noticed about Mystery Document #1.
Ask groups 2, 3 and 4 to turn to each other and briefly discuss what was different between what
they noticed and what Group 1 shared, and call on groups to share.
Circle or underline different or new information that is shared from groups 2, 3, and 4 on the
charts.
This inquiry-based lesson is designed to pique students curiosity. Do not tell students that they will be
looking at documents about Colonial America. Students discover the topic as they infer about the
documents and build background knowledge through reading informational text.
Essential Knowledge:
3 (j) Knows how to help learners work productively and cooperatively with each other to achieve
learning goals.
Justification: Evidence of meeting this standard is shown by my attention to student groups based on
observations I have made regarding individual students abilities to work productively and
cooperatively with others. Knowledge of student relationship dynamics and the impact of those
dynamics on student learning helped me to make informed decisions on how to group students so that
the learning environment would support all students. Students who tend to be easily distracted or
off-task were grouped with students who are usually on task, in order to minimize distractions.
Performance:
8 (a) Uses appropriate strategies and resources to adapt instruction to the needs of individuals and
groups of learners.
Justification: Modeling, heterogeneous groups, use of graphic organizers, and collaborative work are
instructional strategies that I used during this lesson. Modeling and use of graphic organizers are
important strategies for visual learners, which includes most students. Heterogeneous groupings and
collaborative work offer a chance for all student to hear and see perspectives and other than their own.
Students will be able to see what other groups noticed about the mystery documents that they did not,
creating opportunities for new inferences.
Mystery Document #1
Mystery Document #2
1630 4,600
1650 50,400
1670 111,900
1690 210,400
1710 331,700
1730 629,400
1750 1,170,800
1770 2,148,100
Mystery Document #3
Mystery Document #4
Name:_________________ Date:__________
Inferring Based on Evidence Questionnaire
RecordoneIWonder
relatedtoMystery
Document#1:
Whosepopulationis
representedinthe
chartinMystery
Document#2?
Whatcouldbethetitle
ofthetimelinein
MysteryDocument#3?
RecordonemoreI
Wonderrelatedtoany
MysteryDocument,
notingonwhich
documentyourwonderis
based:
Fromwhatplaceand
timeisthemapin
MysteryDocument#4?
Name:_________________ Date:_______
I Notice/I Wonder Graphic Organizer
INotice... IWonder...
Mystery
Document#1
Mystery
Document#2
Mystery
Document#3
Mystery
Document#4
Name:_______________
Iinferthatourtopicis
Myevidenceis...
Name:__________________
Iinferthatourtopicis
Myevidenceis...
3. Silently examine the document and record what you notice and what makes you
wonder.
4. Select a recorder: someone who will write on the chart what everybody in the
group will share. (Dont record the same notice or wonder more than once.) Have
each person in your group share what they noticed and wondered.
5. Draw a line under your notices and wonders before receiving a new Mystery
Document. This way, you will be able to separate your thinking about the different
documents.
6. Repeat for each Mystery Document, selecting a new recorder each time so that
everybody has a turn.
Makinginferencesis
likebeingadetective!