10/5/16

Subject/Topic: Reading-Independent Practice Inferencing Man Project

Standards:
CCSS.ELA-LITERACY.RL.5.1: Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Objectives:
SWBT: Use text evidence to infer character traits.
SWBT: Cite textual evidence to support inferences.
SWBT: Create Inference Man Project
Materials:
Independent Reading Book
Reading notebook
Character traits chart
Inferencing Man cardstock
Procedures:
Introduction:
Remind students about how last week we were reading Edward Tulane and how we were able to make
character trait inferences using our text evidence for support. Then remind students how we moved on to
making those character trait inferences in our independent books.
Body:
Ask students to open up their reading notebooks so that we can look over the character traits
they wrote down from their independent reading books. I will remind the students that they can also
reference the list of character traits in their reading notebooks to add any extra traits about the characters
in their independent books
I will also ask the students to take out their Character Traits can be inferred by analyzing
sheet, to remind us how we need to be phrasing our inferences when we write about them. Remind the
students that they should be aware of what character traits they think are present in their independent
books and should have a list of traits and what text evidence supports those character traits.
At this point I will present the whole Inference Man project to them. You need to have a
minimum of 4 pieces of character traits and supporting evidence that are approved by a teacher. Once a
teacher looks at your traits and evidence and think that theyre good to start the project, then you will
receive 1 piece of this card stock man. The project requirements are 4 character traits that you inferred,
and AT LEAST 4 pieces of Text Evidence, meaning 1 per trait. You will write your character trait BIG and
Bold and then your text evidence underneath of it. Don't forget all These traits are going to be labeling
the same character, which is why all the traits are on the ONE inferencing man cut-out.

I will let the students work on their projects, they can even talk to the partners at their table. I will
remind them that the noise level in the classroom needs to stay low but they can listen to their devices
while they are working on their project as long as they get their text evidence checked by teacher
before they start the final copy.
Closing:
I will be closing the lesson by asking if there are any questions about the project and then
answering them. I will be stopping for a 5-minute warning before the end of the period and asking a
student to remind me of everything they need done on their character man. They may not finish until the
next day and that is okay also. At 1 minute I will tell the kids to pack up and prepare for the next period.
Assessment:
Turning in the character man with 4 character traits and at least a single piece of text per trait is the
minimum requirement. This will assess that they understand how to infer a trait using text evidence and
that they can follow a guideline.
Management Issues, Transitions, and Differentiation:
Management: During this lesson I will circulate while students are reading and writing any extra
character traits to make sure that they are ready to begin the final draft of their projects. If any students
still seem to be lost I will continue my circulation and then pull those students for a small group at the
kidney table to help them develop their thoughts. If any students get done early then they will continue to
read their independent books & work on CAFE goals.
Transitions: I will give students timed warnings: when we start independent time so they know
how much time is left in the period, then when we are 5 minutes before switching classes, and again at 1
minute to finish their thoughts if they are working on their projects and begin packing up to go back to
their homeroom class.
Differentiation: For my kids who have trouble writing I will allow them to type their text evidence
on the computer. When a student needs more help figuring out how to structure their inferences I can give
them an organizer. If finding their evidence is a problem I can pull a small group to the back table and
work with them one-on-one while other students are working on their projects.

Self-Reflection and Evaluation of Lesson:

Drag this out into a couple days
One day of completing 4 inferences.
Next day checking all 6 & starting project
Last day finishing project & making more General inferences
TALK ABOUT DIFFERENCE BETWEEN FEELINGS v. TRAITS
Have them include quote & pg.# in text evidence