Lesson Plan
[10 votes]
- Kinesthetic Learner
- Visual Learner
- Auditory Learner
- Technology Integration
Inference Lesson Plan
Use graphics to infer an author's meaning
Grade Level: 6-12
Concept: Use graphics to infer an author’s meaning
Estimated Duration: 50 minutes
Objectives
Students will be able to:
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infer implicit meaning in a graphic
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identify explicit meaning in a graphic
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evaluate the effectiveness of information found in maps, charts, tables, graphs, diagrams, cutaways, and overlays
Materials
Chart paper
Markers
Newspaper article with three relevant graphics
*Photographic images printed on transparencies (Optional)
*Graphics can be downloaded from your local newspaper’s website. (Optional)
Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
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Varying academic levels: uses groups of varying academic levels; groups use graphics that are challenging to their level -
Visual learners: incorporates graphics to use for comprehension and analysis -
Auditory learners: encourages small group discussion and analysis -
Kinesthetic learners: engages students in using chart paper to record information and present to class
Key Vocabulary
Facts
Graphics
Infer
Omit
Opinions
Procedures
Warm Up
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Tell students that today’s lesson theme is “Nothing is as it seems.”
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Review how to identify facts and opinions. Explain that even though facts are true statements, they are not always the whole truth. Give the following example: a parent drove by a school, saw a teacher throwing her students out the window, and called the local news. On the evening news, it was reported, “Teacher caught throwing students out school window.” Sounds terrible, right? Is this a fact? Yes. But, with even more facts, your opinion of the incident could change. Ask students what facts that may have been left out could change their opinion. For example, a different evening new program reported, “Teacher saves students from fire by throwing them out school window.”
Direct Instruction
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Place a transparency of a graphic on the overhead. Write the following key questions on the board and discuss them as a class (in reference to the graphic).
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What information in the graphic is directly stated?
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What can we infer from this information?
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What are some facts that could have been omitted from the graphic that could change what we infer?
Practice
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Place students in groups of three or fours students, based on academic ability. Give each group a transparency of a graphic that is challenging to their ability level.
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Give each group a piece of chart paper and a marker. Groups are to analyze the graphic by answering on the chart paper the three key questions written on the board.
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Each group presents its findings by placing the transparency on the overhead for the rest of the class to see and by discussing the findings written on the chart paper.
Assessment
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Homework: Give each student a newspaper article with three relevant graphics. Students are to choose the one graphic they find most effective for the article and write a response identifying their choice and their reasons for choosing it.
Closure
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Applied Learning: remind students that the next time they see a graphic in their science book, their social studies book, the newspaper, or on the Internet, remember, “Nothing is as it seems!”
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