DATE: 13/6/19 DAILY NOTES:

DAY: Friday
TIMES CURRICULUM ASSESSMEN LEARNING EXPERIENCE RESOURCES
AND T
OBJECTIVES
1. Mat session (10 minutes)
9:30am Read an Use work  Go back over the PowerPoint. Reinforce vocabulary and the meaning
increasing samples to of inference as well as why we must make inferences as readers. PowerPoint
range of check off
different types criteria on 2. Shared Reading (10 minutes)
of texts by … the check list  Re-read “The Stray Dog” and tell students that throughout, you want
using text proc and assess them to think about the inferences they can make. Model think-alouds
essing what areas to show how you make inferences based on words and pictures. Stray Dog –
strategies, for students  Explain that when we were PREDICTING we looked at the clues and Marc Simont
example need help in guessed what would happen from what we could see. In today’s
9:35am inferring. (ACEL for the next activity, we will be doing the same thing except we will use what we
Y1679) lesson. know to think of what the author MEANT to show us based on the
elements included.
Make at least
two inferences 3. Independent Activity (25 minutes)
about a chosen  Model the activity before sending students off to complete it
character from themselves
9:45am “Stray Dog”  Students will go back to their desks and draw one the main Thought bubble
including the characters. Set a timer to tell students when they MUST stop drawing templates
event and (students such a K.S will spend the whole time perfecting their drawing
character’s otherwise)
feelings.  They will then draw a thought bubble above the characters and
suggest what the character would be thinking based off what they Characters
know and what is written. printed
 Give the OPTION for lower students to fill in the thought bubble of an
already printed character sheet
 Early finishers will use what they have practiced with inferring about
10:10am characters thoughts by writing out a conversation between two
characters
 If time allows, make a class visual representation of what the
characters are thinking. Have pictures on the PowerPoint and get
students to come up and tell you what kind of thoughts the characters
have.

10:20am 4. Conclusion (10 minutes)

  Back on the mat everyone will participate in an activity to see how
we infer in real life.
10:30am  Have a volunteer come up the front and whisper them a scenario to
act out. The children will infer from their facial expressions and body
language the feelings that the student up the front is expressing. E.g.
“Pretend you are eating something disgusting” and then “Pretend you
just opened the best present ever” or “pretend you are saying goodbye
to your best friend”