Making Inferences

 

Lesson Plan of Making Inferences

Subject English

Grade VI, VII

Students` Learning Outcomes

•  Apply critical thinking to interact with text using intensive reading strategies (while reading) to:
•  Make some simple inferences using context of the text and prior knowledge.

Information for teachers

• Something you conclude based partly on evidence and partly your own experience. When you make an inference, you read something, add what you know to it and make a conclusion. Fundamentally, you ‘read between the lines’.
• Context: the parts of a written and spoken statement that follow a specific word or passage usually influencing its meaning or effect.
• Inference means a conclusion or judgment. It is taking what you know and making a guess.
• Successful readers make guesses based on what they read and what they already know.
• Intensive reading means through and in-depth reading of the text to fully explore and comprehend the meaning and gist (general idea) of the text.
• Prior knowledge of the students is what they have gathered though experiences, observation and interactions with the surroundings.
• While teaching the lesson, consult textbook, AV aids at all steps wherein, and whenever applicable.

 

Material/ Resources

Writing board, chalk/marker, textbook (selected paragraphs from the textbook and prepare more activities as given in Activity 2-Sample Inference Activity).

Introduction

• Ask the students what they guess, whenever they see dark clouds and windy weather. After they guess rain, tell them that it is an inference. An inference is always made on the basis of some evidence that you guess.
• Now relate that we can arrive at correct answers even if the answer is not directly given in the text.  Give the example: she was wearing a sweater.
• Now if the education is: what season was it? You can confidently say that it was winter because there is supporting evidence and your answer is not a guess.

Development

Activity-1

• Write some questions on the board to explain the concept of inference to the students and ask for the answers. For example:
•   If a student got 100% on his work, what could you infer?

1. He did`t do well.
2. He got average marks.
3. How he got the highest marks.
4. She looked at the plate and frowned.
5. She looked at the plate and frowned, and then she got up and left the table.
6. She was not hungry.
7. She did`t like the food
8. She wanted her friend to come and have food with her.(Correct options are in bold).

• Ask the students to tell the answer and also tell the reason behind this. Why did they select this big answer?
• Tell them that the reason behind this, why did they select this answer?
• Tell them that the reason behind the selection of the answer is very important/

Activity-2

 

• Write the following on the board or make a worksheet if possible ask them why they answered the question that way.

Directions: Read about Assad and his dad. Then write about what you think he and his dad will do. Assad woke up early on Sunday morning and looked outside the window. The weather was pleasant offer the rain they had lost last-night. His dad called Assad and said, ‘it is a perfect day. Let`s go out and don`t forget to bring your bat and ball”.. Assad picked up his bat and ball and the two left the house.

1.  Where do you think Assad and his dad were going?

Make a drawing of where you think Assad and his dad went? What did they do there?

Sum up/ Conclusion

• Conclude the lesson by asking examples of inference from the text.

Assessment

• Read the clues and write the correct answer.

Follow up

• Give them a text with some questions from the textbook. Ask them to infer the information and answer the questions with reasoning.