lesson preparation

LESSON PREPARATION

• Calculators• Note pages copies.• Copies of Numeric value chart for student binders• Print 10 copies of group participation rubric w

academic language• Oral Response Rubric

MAKING INFERENCESTypes of Inferences

Objectives 10:38• Students will make inferences from a

combination of text clues and previous knowledge.

• Students will explore types of inferences related to time (dates) and data.

Standard 2: Reading for all purposes

5 4 3 2 1 excellent effort, completed task

accurately encouraged others

to contribute Academic language

all time

completed each task correctly

good effort

Academic language most of time

average, barely

completed Errors Academic

language use is adequate

some effort somewhat off-

task not completed

in time Academic

language sometimes.

little or no effort

off-task mostly,

not completed in time

Very little Academic language

RUBRICSOral Response Using academic language = = 5 ptsActive Participation/Contribution/Effort (All Discussions): = 15ptsYou Do/Assessment = = 5 ptsExit Ticket = 5 ptsTOTAL = 30 pts

https://drive.google.com/file/d/0B_a8X6gXKHhDdF9GZDg2NTlVSlE/edit?usp=sharing

Review! CATEGORIZE THESE NUMERIC VALUES BY THEIR EQUIVALENTS. WATCH FOR PATTERNS!

4 min10:39–10:43

one-fifth .20.66 1:2

one out of two

two-thirds

one-half

20%

.50

50%

2/4

_2_3

_1_2

_1_5

_1_10

50¢_10_100

_66_100

_20_100

2:3

1:5one-tenth

.10

66¢

20¢

66%

10%_50_100

two out of four

5:10

.10 one-tenth10¢ 1/10 1:10

10:100one out of ten

10 percent10%

.20 one-fifth20¢ 1/5 2:10

1:5two out of ten

20 percent20%

.25(a)one-quarter

one-fourth

25¢ 1/425/100

1:425:100

one out of four

25 percent25%

.50 one-half 50¢ 1/21:22:4

5:10out of

50 percent50%

.75 three-fourths

75¢3/4 3:4

three out of four

75 percent75%

.33 one-third 33¢ 1/3 3:10three out of

ten

33 percent33%

.66 two-thirds 66¢ 2/3 2:3 two out of three

66 percent66%

10:43 – 10:45 2 min C

HEC

K

Major Inference Vocab – Choose 1 or 2 new words from below that you haven’t used previously. These are your words for today’s class/team discussions and for discussions in other classes. You will receive a score based on your use of academic language during your discussions. See rubric.


conclude deduce supposehypothesize speculate assume suggest surmise hint suspect reckon reason presume interpret imply suppose figure out insinuate guess imagine interpretdetermine infer “read between the lines”

10:45 – 10:46

TEXT + YOUR KNOWLEDGE + REASONING = A good inference!Listen while I model using inference from a photo. Then table Groups see what other subjective opinions you can surmise.

Question: What happened?I See:

I Say:

And So:

The basis of good reading is the ability to make inferences…but what does it mean to make an inference?INFERENCE: Connecting what is in the ___________to what is in your___________.

5 min10:45–10:50

Now, let’s try a sample passage:He walked through the door and the handed the woman a ticket. She ripped it in half. He weaved his way through the crowd to get as close to the front as possible. The lights dimmed down and people began to cheer.

Question: It Says I Say And So

What is happening?

4 min10:50–10:53








all time


good effort


average, barely




task not completed

in time Academic

language sometimes.

little or no effort

off-task mostly,





Major Inference TypesStandard 2: Reading for all purposes

• Predictions • Setting, Location, Event• Time, Data, Statistics (Numbers)• Emotions, Traits, Qualities of

Characters• Metaphors, Analogies• Categories

10:54

Time, Data, StatisticsStandard 2: Reading for all purposes

10:55

I DO: Watch and listen as I model an easy math trick that will help you to analyze inferred data.

We call this trick the Is/of/% TRIANGLECOPY IN YOUR NOTEBOOK AND COPY

ALL THE EXAMPLES WE GO OVER EACH DAY!!

What can we determine about Iraq from the following info? Watch AND COPY in notebook while I model how to use the is/of/% triangle.


TIME, DATA, STATISTICS

IRAQ: Fifty percent of Iraq’s 30 million population is under 19 years old. • Make 1 inference using the

data.• Make 1 inference about

Iraq’s people.

CIA FACTBOOK

10 min10:55–11:05

http://www.undp.org/content/iraq/en/home/countryinfo/

https://www.cia.gov/library/publications/the-world-factbook/geos/iz.html

Standard 2: Reading for all purposesTIME, DATA, STATISTICS

MEXICO: Population: 116,220,947 (July 2013 est.)Country comparison to the world: 12

Drinking water sourceimproved: urban: 97% of population rural: 91% of population total: 96% of population unimproved: urban: 3% of population rural: 9% of population total: 4% of population (2010 est.)

CIA WORLD FACTBOOK

What assumptions might we make about Mexico’s drinking source and population: From the data?

From personal experience?

10 min11:05–11:15

What would you like to know from the following info? Copy is/of/% in your notebook and work out your assumptions using the triangle.

MEXICO

https://www.cia.gov/library/publications/the-world-factbook/rankorder/2119rank.html?countryname=Mexico&countrycode=mx&regionCode=noa&rank=12#mx

https://www.cia.gov/library/publications/the-world-factbook/geos/iz.html

Puerto Ricans fleeing debt battle Tuesday 3 December


Michael A Fletcher for the Washington Post

Use your academic language in your discussions (see rubric).Use the information in the to help you make date-related inferences.

YOUR TURN! Groups!

A’s: Since 1996, the number of factory jobs in Puerto Rico has plummeted from 160,000 to 75,000.

TIME, DATA, STATISTICS

PARTNERS! Read the following article. Underline important information. What presumptions can you BOTH make 1) with data 2) about Puerto Rico’s situation?

5 min11:15–11:20

2013

DATE

B’s & C’s: Puerto Rico lost 54,000 residents – 1.5% of its population – between 2010 and 2012 alone. Since recession struck in 2006, the population has shrunk by more than 138,000 to 3.7 million, with the vast majority of the outflow headed to the mainland.

http://www.theguardian.com/world/2013/dec/03/puerto-rico-economy-debt-us-bailout



http://www.theguardian.com/profile/michael-a-fletcher

http://www.theguardian.com/profile/michael-a-fletcher









all time


good effort


average, barely




task not completed

in time Academic

language sometimes.

little or no effort

off-task mostly,




YOU DO / ASSESSMENT (10 pt)Standard 2: Reading for all purposes

• A’s: Under NAFTA, Mexico's trade with the United States and Canada has tripled. Exports have grown from $52 billion in 1994 to $161 billion today.

• B & C’s: However, employment in the maquiladora industry in Mexico, for 2013, is down 20 percent from its peak in October 2000, when 1.3 million workers were employed.

Students individually:1) What conclusion can you form using the data? (5pt)2) What can you surmise about the survivability of the

people employed in these industries? (5pt)

5 min11:20–11:25

http://en.wikipedia.org/wiki/Maquiladora

EXIT TICKET: 5 pts.5 min

11:25-11:30

Answer questions below on sticky note.1. Based on our objectives, what two types of

information do we use to make inferences?

2. ON a scale of 1 – 4 (4 highest) what score would you rate your performance today as a “team member” and why? 1 = poor

2 = fair/adequate 3 = above average 4 = excellent

3. What could I, the teacher, have added to the lesson today that would have helped you to understand inferences that imply time, data,

or statistics?

OR4. What part of the lesson did you like the best

and why?

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