1. Topic-
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| Verify an inference by quoting accurately from the text. |
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2. Content-
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Quoting establishes honesty and accuracy in
nonfiction writing. It also allows the reader to find your spot in
the text so they can interpret
themselves to form their own opinion. Quoting shows respect for both
the author you have read and the readers of your comments.
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3. Goals: Aims/Outcomes-
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1.Verify an inference by quoting accurately from the text.
2.Do: Verify an inference by quoting accurately from the text.
3.Focus Question : Which of the author's exact words allow me to infer
my idea about the text? |
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4. Objectives-
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1.Identify key supportive words for an inference from text
2.Create an effective sentence stem to turn questions into statements.
3.- Use exact wording in quotes to support an inference |
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5. Materials and Aids-
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| Teacher created activity sheets from SI and Galileo |
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6. Procedures/Methods-
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A. Introduction-
SET:Quoting establishes honesty and accuracy in non-fiction writing.
It also allows the reader to
find your spot in the text so they can interpret themselves to form
their own opinion. Quoting shows
respect for both the author you have read and the readers of your
comments.
Today when you have a choice from the cafeteria, tell the server why
you want that item instead of the other item: e.g., "I'll have
that, please, because it looks fresher/sweeter/it's my favorite/etc."�
Teacher will follow up with them to see what you say. |
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B. Development-
Key definitions: vocabulary words above
Anchor chart:
1. Ask yourself, "What key words in the questions should I look
for in the text?"�
2. Look for subheadings or "key point"� questions in each paragraph
to narrow my search.
3. Ask yourself, "What evidence in this paragraph helps answer
the question?"�
4. Drop "question words"� to create a sentence stem or statement
about the answer.
5. Use the facts and exact wording in quotes from the text to support
your statement.
6. Support with more than one example when possible.
Simplify steps through scaffolding,
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C. Practice-
1.scaffolding strategy: Pre-make sentence stems, sheet protectors
Sample 2
Monitor & adjust & grouping
Check for Understanding :
Rally Coach
1. Read your answer to your partner.
2. After Think-Time tell your partner how they would have scored on
the rubric.
2.Check rubric
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D. Independent Practice-
1.Choose your own subject
2.Practice copies |
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E. Accommodations (Differentiated Instruction)-
Vocab: ELL Lesly, Israel, Bianca, Jaziel
Rally Coach for less intimidation
RTI/ILLP Enrique & Chantz stand; repeat back
Lo group: |
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F. Checking for understanding-
1.Evidence of Learning:
-Identifies answer and key supportive words in the text . Chantz points
to paragraph; Ariel
- Creates an effective sentence stem by turning questions into statements.
Uses exact wording in quotes at least once to support an inference.
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G. Closure-
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