Hand out the DBI folder and group participation Inference Poetry DBI (group work) -Highlight explicit details have kids go through the highlighted and annotated -Annotate the inferential details poems. poems derived from explicit details Inference” skits Assign kids to groups group participation “Emotion -Students will work together in groups to come up with Possibly give each group a skits that give enough a short skit that leaves a character with an emotion at different emotion they need information for the class to the end. The rest of the class has to which to portray in their skit make inferences “infer” emotion the character is conveying, and back up their class discussion with details” from the skit. “inference” “explicit Reflection (How will your CP allow students to express their new understandings related Culminating Projects to the EQ, act as a measure of Summative Assessment, and provide for real-world publication?) Project Description Sequence for Project Summative Assessment(s) Group anchor chart on process of moving from Review strategies for identifying completed anchor charts The culminating projects are “on the lines” to the lines” the line” details to that can be shared with the scaffolded so students will have the “between “on “between the lines” inferences class support of their peers for the initial students will then make anchor students will walk the walls anchor chart project. This project charts to show what they know to view other groups’ work should serve as a good review for all Students can refer back to items students will make positive students to solidify the process of used in unit activities. comments and ask clarifying understanding explicit details, asking questions questions, and forming inferences. The second project will require students to apply what they have on a Wire” thought bubbles as groups Show the short film to the class students will have thought “Birds learned to a new activity. They will have students get in groups and bubbles that fit logically need to work together, agree on come up with thought bubbles with the short film inferences, and be able to present for each students will work together their ideas in a clear way. students will put their thought cooperatively by giving The final project will be an individual bubbles up in front of the class input and using good assessment to check mastery. Each discuss as a class the similarities listening skills student will be turning in a and differences between group to show they understand the presentations process that leads up to inference.
Inference Poetry DBI (group work) -Highlight explicit details -Annotate the inferential details derived from explicit details Hand out the DBI folder and have kids go through the poems. group participation highlighted and annotated poems “Emotion Inference” skits -Students will work together in groups to come up with a short skit that leaves a character with an emotion at the end. The rest of the class has to “infer” which emotion the character is conveying, and back up their “inference” with “explicit details” from the skit. Assign kids to groups Possibly give each group a different emotion they need to portray in their skit group participation skits that give enough information for the class to make inferences class discussion Culminating Projects Reflection (How will your CP allow students to express their new understandings related to the EQ, act as a measure of Summative Assessment, and provide for real-world publication?) Project Description Sequence for Project Summative Assessment(s) Group anchor chart on process of moving from “on the lines” to “between the lines” Review strategies for identifying “on the line” details to “between the lines” inferences students will then make anchor charts to show what they know Students can refer back to items used in unit activities. completed anchor charts that can be shared with the class students will walk the walls to view other groups’ work students will make positive comments and ask clarifying questions The culminating projects are scaffolded so students will have the support of their peers for the initial anchor chart project. This project should serve as a good review for all students to solidify the process of understanding explicit details, asking questions, and forming inferences. The second project will require students to apply what they have learned to a new activity. They will need to work together, agree on inferences, and be able to present their ideas in a clear way. The final project will be an individual assessment to check mastery. Each student will be turning in a to show they understand the process that leads up to inference. “Birds on a Wire” thought bubbles as groups Show the short film to the class have students get in groups and come up with thought bubbles for each students will put their thought bubbles up in front of the class discuss as a class the similarities and differences between group presentations students will have thought bubbles that fit logically with the short film students will work together cooperatively by giving input and using good listening skills
-Questioning-Unit-Plan.docx