1. Topic-
 Predictions and Inferences
2. Content-
 General Reading Processes -- Before, During and After Reading: Making Inferences and Predictions.
3. Goals: Aims/Outcomes-
 Students will differentiate between inferences and predictions.
4. Objectives-
 1. Students will be able to make predictions from a piece of text. 2. Students will be able to make inferences based off of a piece of text. 3. Students will be able to determine what makes inferences and predictions different.
5. Materials and Aids-
 SMART Board whiteboard
6. Procedures/Methods-

A. Introduction-

 1. Begin with a set of directions on the board that students can infer from. 2. Ask students what they thought the directions were preparing them for. 3. "How did you know that?"

B. Development-

 1. Explain to students that they were making an inference. 2. Define inference. 3. Have students read a short piece of text and predict what the main character will do next. 4. Define predict. 5. Point out the differences in the definitions for both.

C. Practice-

 1. Students will make an inference based off of a short piece of text. 2. Students will make predictions based off of a short piece of text. 3. Students will refer back to the text to prove/ disprove their predictions.

D. Independent Practice-

 1. Using the SMART Board, students will take turns making correct inferences based off of a piece of text. 2. Using the SMART Board software, and in groups, students will answer a series of questions about a piece of text regarding inferences and predictions.

E. Accommodations (Differentiated Instruction)-

 1. Students with visual disabilities will be able to sit closer to the board, if needed. 2. Students with physical disabilities can move closer to the board and work with students who will be able to aid them, if needed.

F. Checking for understanding-

 1. In their groups, students will be able to complete the series of questions about making inferences and predictions correctly.

G. Closure-

 1. Ask students to define both inference and prediction on a chart worksheet. 2. Students will trade with a partner and determine whether the definitions are adequate based off of the instructor's definitions on the board.
7. Evaluation-
 1. If students can answer all questions correctly in their groups. 2. If students can create adequate definitions for both inference and prediction.

This Lesson Plan is available at (www.teacherjet.com)