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Subject: Language

Level/Grade: Grade 3

Lesson Topic: Inferences about texts.

Date: December 19, 2014

B) Context


The students have been introduced to narrative texts. They understand that these
texts (narratives) are organized and structured with a beginning, middle and end.
This class in particular loves to discuss the lesson, though they may need help
staying on topic from time to time! To help facilitate discussion, allow for small
group discussion for about two minutes and then call for the attention of the entire
class to brainstorm answers together. In this class there are a few students that do
not wish to communicate their ideas orally. In order to allow for these students to
participate in the lesson, provide paper and pencils to the students so they have the
opportunity to write down their ideas. Students with exceptionalities are also able
to communicate their ideas with the EA in the class, instead of with their peers. In
this class there are students who cannot write, so speaking and communication is
done orally, there are also students who are unable to formulate full and complete
sentences on their own, they are allowed to scribe their answers or work one-on-
one with their EA.

2. CURRICULUM: Description

This lesson fits into the ministry guidelines because it is a language expectation. It
fits into the unit plans because it is a reading expectation, and the overall
expectation is that students are to be able to read and demonstrate an
understanding of a variety of literary, graphic, and informational texts, using a
range of strategies to construct meaning. The specific expectation is 1.5, which is
to make inferences about texts using stated and implied ideas from the texts as
evidence. There are a variety of texts chosen, and within this selection there are a
number of cultures, and genders represented, making this lesson culturally
significant to all learners. This lesson fits into the I.E.Ps of the students who have
a respective language. They might need the text read to them or presented in a
different language. Students with executive functioning might need the activity
scaffolded for them, as opposed to being given all the questions at one time they
would be given the questions one after the other.


Students might be using tablets (those students who wish to use speech to text
apps etc.)

Pencils and Paper

The story

The question sheet

Graphic Organizer


The first part of the lesson is getting their minds into work, the middle section of
the lesson is them actively engaged, and the end of the lesson is the part of the
lesson where students will consolidate their understanding.

C. Learning Expectations

That student will read a narrative text and demonstrate their understanding
of the text by asking and answering the four ‘W’ questions (who: is the main
character. Where: in the story taking place. When: is the story taking place. What:
is the conflict). They should be able to identify and inference understanding from
within the text.

D. Instructional Strategies for Teaching & Learning

1. Introductory Activity - The teacher is going remind the students (or ask the
students remind him/her) what the elements are of a narrative text

Looking for: Introduction, Middle and End

2. New challenge: Main/Middle Section – The teacher introduces the new story.
They model the thinking that they want the students to do (predictions, prior
knowledge about the picture) activating prior knowledge and taking evidence from
the text to support it.

Then the story is to be post on the smart board for the visual learners; as well she
is going to read it aloud. Stop as reading is taking place and ask students what they
believe is going to happen next.

Class discussion about the four ‘W’ questions. (Use smart board to circle ideas/
information in the text)

Hand out graphic organizer where students will answer these question on their

3. Summary/Concluding Section

Take it all up again. Go over the four ‘W’ questions again.

4. Application/Reaction

Learning will be demonstrated during the discussion after the teacher has read the
introduction. Demonstrated through student’s completion of the graphic organizer.
Demonstrated again when the graphic organizer is taken up.

E. Evaluation/Reflection Assessment Strategies

Learning will be demonstrated during the discussion after the teacher has read the
introduction. Demonstrated through student’s completion of the graphic organizer.
Demonstrated again when the graphic organizer is taken up.