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Jessi Lee Covington

Core 3
April 22, 2016
1. Topic and Type: Gary Sotos short story Oranges, a lesson to
present new content.
2. Content Overview: Key concepts in this lesson include inference
and how it is used in a story. The concepts are:
1. Inference and its definition
2. Inference used in Oranges
3. How the author uses inference within a story to help
readers understand the message
3. SOLs: 7th Grade Class, English Language Arts
1. 7.3b The student will read to demonstrate
comprehension of a variety of fictional texts, narrative
fiction, and poetry by distinguishing between fact and
opinion, and between evidence and inference.
4. Instructional Objectives:
1. Students will understand that the use of inference within
the story can help the reader connect what is in the text to
what is in the mind (understanding).
2. Students will know inference is the ability to connect
what is in the text with what is in the mind to create
an educated guess (remembering).
3. Student will be able to identify and make connections
using inference when reading and analyzing Oranges
(analyzing/transferring).
5. Assessment Plan:
Objectives (UKDs)
1.

Assessments: Formative and


Summative
Formative: checking over the warm-up
with students by going over the
answers in discussion
Summative: grading the warm-ups at
the end of the class

2.

Formative: discussion of the story


and looking over students work
Summative: quiz after break
Formative: worksheets
demonstrating the change of inference
as the read learns more about the
story (closure)
Summative: quiz after break

3.

6. Materials:
1. Students need their warm-up sheet
2. Students need a copy of Oranges by Gary Soto
3. Computer with projector
4. Prepared PowerPoint for the warm-up
5. Students need a copy of the inference worksheets
7. Warm up:
1. Students will take out their warm-up sheet and copy the
questions on the board. They will be instructed to answer
the questions to the best of their abilities and to prepare to
share their answers once everyone is finished. These
questions will get the students thinking about inference
and the connections that they make every day.
8. Closure:
1. Students will be asked to complete a Somebody Wanted
But So Then (SWBST) worksheet at the end of the lesson in
order to show their used of inference using main details
from the short story.
9. Lesson and Body Sequence:
Time: 47 minutes
8 minutes

Teacher Actions
Instruct students to
take out their warmup sheets and copy
down the warm-up
questions on the
board. Students will
then be instructed to
answer the warm-up
questions and prepare
to share their

Student Actions
Students will take out
their warm-up sheets
and begin copying
and answering the
questions on the
board. Students will
them volunteer their
answers as the warmup is gone over and
discussed in class.

4 minutes

15 minutes

8 minutes

answers.
Instruct students to
put everything away
but a pencil. Then, the
teacher will pass out
the first worksheet in
which students will be
inferring about words
and phrases from the
story that are taken
out of context. They
will be instructed to
complete this
worksheet in partners.
The teacher will
instruct the partner
groups to complete
the worksheet as best
as they can. The
teacher will insure the
student that there is
no wrong answers
because they only
have snapshots of the
story.
After students have
finished the
worksheet, all of the
partner groups will
read their summary
sentences on their
worksheets. The
teacher will then lead
the class in a
discussion about what
they inferred from the
pieces of the story
they were given. How
did you come to a
conclusion for your
summary? What
made you chose to
out your version of
the story in that
order? How did you
determine what

Students will clear off


their desks of
everything but a
pencil. Students will
then receive their
worksheet and get
with a partner to
begin working on it.

Students will
complete the
worksheet with their
partner. They will use
what they know about
inference to complete
the worksheet as best
as they can.

Students will share


their summaries on
their worksheet and
give brief
explanations as to
how they developed
it. The students will
discuss the
assignment and
answer the teachers
guided questions.

8 minutes

4 minutes

10.

went in each box?


The teacher will pass
out the short story
Oranges, and a
student will read the
story aloud. After the
student has finished
reading, the teacher
will lead the class in a
discussion based on
how their inferences
took shape within the
story. What did your
inferences lead you
to believe about
this story? How did
they change? What
new aspects of the
story did you learn
about? If you were
given one or two
more details, would
your inferences
have changed? How
were you able to
make connections
based on your
inferences and the
rest of the story?
The teacher will pass
out SWBST
worksheets and will
instruct the students
to complete the
worksheet based on
the full story of
Oranges. This
worksheet will be
used as the students
formal assessment to
show how they
learned about
inference and how
they can apply it.
Diversity Plan:

Students will discuss


their new findings and
how their inferences
made connection to
the story once they
received the entire
text. The students will
participate in the
discussion by teacher
lead questions that
ask them to reflect on
their inferences.

Students will fill out


their SWBST
worksheet. On this
worksheet, they will
demonstrate how they
understand and can
apply inference in a
simple, structured
form.

Student Characteristic
ELL

Gifted
ADD/ADHD

Method/Strategy/Activity
Partner work, discussion, and
reading the story aloud will help
ELLs develop and understanding of
inference. Through discussion and
partner work, the student will not
be left to work on their own until
the final assignment when they will
have an understanding of
inference.
Challenged to give/create details
on their worksheets to show a
deeper understanding of inference.
Constant discussion and
partner work will keep the
student focused on the task at
hand so they will be able to
participate in the discussion.