Lesson Plan Whitney Washington Title of the Lesson (descriptive): Why Couldnt They Just Say That?

: Interpreting Inferences Grade Level: 9th Objective: Given Sue Monk Kidds novel, The Secret Life of Bees, worksheets on the explanation what a narrative is, how to recognize one, how to create one, and a worksheet on what an inference is, students will be able to distinguish a narrative form of writing by encompassing all the elements in a 2-page work of their own, written from the perspective of a character other than Lily. Students will be able to extract inferences from the novel to build a solid foundation for the emotions and experiences of the character they chose. Three Essential Questions: a.) Is it possible to prove love for someone? b.) How heavy is the weight of the world? What would be the price or consequence? c.) Going beyond the literal, just what is so secret about of the life of bees? Learning Targets: a.) I can make solid inferences with textual evidence b.) I can use those inferences and used them to create an alternate character narrative through characterization. Common Core State Standards for English Language Arts Reading Standards for Literature Grade 9 Craft and Structure, Standard 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Writing Standards for Literature Grade 9 Text Types and Purposes, Standard 3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Production and Distribution of Writing, Standard 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Production and Distribution of Writing, Standard 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Language Standards for Literature Grade 9 Conventions of Standard English, Standard 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and Use, Standard 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Primary Domains: this assignment addresses the cognitive and affective domains. Cognitive: This assignment gets students thinking about the novel Affective: Students will be attempting to step into a characters shoes, trying to relate to what it must have felt like to be in that position Skill Level: Analysis This assignment challenges students to break the novel down into chunks, deciphering what the author is alluding to, versus what he or she actually said. Multiple Intelligence(s): Intrapersonal in the independent practice, interpersonal in the class example and the short partner discussion. Use of ESL/Technology: I will record myself teaching the lesson and giving the assignment so that my ELL students will have a spoken version, instead of it just being written on paper. I will always try to have a read-aloud version of the text, which will benefit not only my ELLs, but my students will troubles grasping and understanding written text. Developmental Context: Students will have to know and understand how to execute basic essay form, how to read and understand text.

Timing: I would place this assignment at the end of our reading. This ways, students have a solid grasp of the characters personality, the decisions they have made and the rationale behind them throughout the novel, as well as getting a holistic view of the plot in general. Resources & materials: The novel, The Secret Life of Bees by Sue Monk Kidd, a video-recorder (probably just my phone), an electronic read-along of the novel, a computer, paper, writing utensils, projector and two handouts one containing the explanatory of what a narrative is and some examples, and a guided note handout for the background information of narrating. Anticipatory Set Class will be opened with a bell ringer activity at the start of class: Whitney has trouble staying awake during the day. It is starting to affect her performance in her classes. What inferences can we make based on these statements about Whitney based on what we know about her? Explain. Students will get about seven minutes to jot down their ideas. After those minutes have passed, I will ask students to share and this is not optional so I will get a few responses. This will segue into the introduction of the lesson Key Concept I will emphasis the term inference, which is being able to read between the lines, picking up on cues that were not explicitly stated in the text. Inference and infer are very similar. Instructional Method(s) I will start the lesson with run-down of the writers workshop assignment that will be expected of them they are to write a narrative over a specific event in the novel, but from the perspective of a character other than Lily. Since the novel is written from the eyes of Lily, students will have to have a grasp on what inferences are and how to pick up on them in order to completely construct and understand the alternate characters personality. I will lead a brief whole class discussion of what an inference is and how to distinguish it through different characteristics. As we approach examples, I will have students chat for a minute or two with the person next to them about what makes the example an inference. The majority of the lesson will mostly resemble a lecture. Modeling We will read a sample of a short piece, making sure we notice and discuss every inference we find together what makes an inference, what information are we getting from it, and why we think it was even used in the first place.

Check for Understanding the best method for this would be to sample. I will have Popsicle sticks will my students names on them, making the question-answer element much more accurate and reliable. Guided Practice We will dissect a text together as a class. Independent Practice - After we look at the short piece of writing as a class, I will have students being an independent practice sample, given a small scenario to look at and take a few guesses as to what the text was saying beyond just the written. I will float around the room, just monitoring and being a resource. Closure What is an inference? What are some of the characteristics? What does an inference sound like? Look like? Assessment I will continuously challenge and reinforce student learning with questions, answers and examples in order to make sure students have grasped my opening objectives, or readjust those who may have fell behind.