Lesson Plan of Making Inferences


Lesson Plan of Making Inferences

Grade V

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

  • Context: the parts of a written and spoken statement that follows 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.
Making Inferences
Making Inferences
  • Successful readers make guess based on what they read and what they already know.
  • Intensive reading means thorough 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 through experiences, observations and interactions with the surroundings.
  • While teaching the lesson, consult textbook at all steps wherein and whenever it is required.

Material / Resources

Writing board, chalk/marker, and textbook (select paragraphs from the textbook and prepare more activities as given in activity 2- sample inference activity)


  • Ask the student’s hat do they guess when 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: as;
  1. She was wearing a sweater.
  • Now if the question is: as;
  1. What season was it?
  • Now you can confidently say that it was winter because there is supporting evidence and your answer is not a guess.


Activity 1

  • Write some questions on the writing board to explain the concept of inference to the students and ask for the answers, as;
  • If a student got 100% on his work, what could you infer?
  1. He din`t do well.
  2. He got average marks.
  3. He got the highest marks.
  • She looked at the plate and frowned. Then she got up and left the table.
  1. She was not hungry.
  2. She din`t like the food
  3. 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 answer?
  • Tell them that the reason behind the selection of the answer is very important.

Activity 2

  • Write the following on the writing board or make a worksheet if possible. Ask them why they answered the question that way
  • Making inference (Sample Inference Sheet)

Sum up / Conclusion

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


  • 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.

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