Grade 3 - FMCS Miss.

Leys

Inferring - Class 1: Writing Captions 60 mins Writing

Comics

PROGRAM OF STUDY OUTCOMES

● 1.1 - connect prior knowledge and personal experiences with new ideas and
information in oral, print and other media texts
● 1.2 - ask for the ideas and observations of others to explore and clarify personal
understanding
● 2.2 - make inferences about a character’s actions or feelings

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Identify and infer what is happening in one picture.
2. Describe what they are inferring from a picture.
3. Analyse a picture and take main ideas out of it.

MATERIALS AND EQUIPMENT

● Smartboard
● Pictures for Captions
● Writing Captions Booklet

PREPARATION AND LOGISTICAL CONSIDERATIONS

● Have Booklet printed off before class
● Look at website contest beforehand
● Have pictures loaded and ready to show the class

PROCEDURE
Introduction Time

● Remind students that we have been inferring while we are reading for 3 min
the past few weeks before the break.
● Ask: Does anyone remember what it means to infer something?
○ To take information that the book or picture is giving you,
without actually telling us, we can gather new information.
 Body Time

Review on 1. Explain that we can infer in any situation, it does not 5 min
Inferring just have to be when we are reading a book or looking
at pictures in a book.
2. Explain that I am going to show the class one picture
and we need to infer what is happening in the picture.
There is no text telling us the situation around the
picture. All of the information about the text is
something we must gather ourselves.
3. Explain that when we infer from a picture or a text we
may not always be correct. Instead we are inferring
what we ‘think’ is happening in the picture.

Introducing 1. Explain that I am going to display a picture up on the 22 min

Captions smartboard. The goal is to infer what is happening in
the picture and write a short caption summarizing what
is going on in the picture.
a. Ask if they remember what summarizing means.
2. Display the first picture that we will be inferring on the
board. Explain that I am going to do the first one, so I
need them all to listen to my thought process.
a. During the first picture I am going to think out
loud so the students can hear my thought
process before I write a captions for it.
b. I will do two examples for them to see how to do
it.
3. After I have written captions for the two before, I will
now allow them to help me write a caption for a few
more pictures.
4. Display the next picture and ask students what they
think is happening in the picture. Write down students
ideas on the side before creating a caption for the
photo.
5. Take students ideas and create a caption, ask the
students if the caption is something that they agree
with before moving on to the next photo.
6. For one of the photos near the end of the ‘shared’
portion allow a student to create the caption for the
photo and check with the class to see if they agree.

Writing 1. Explain to the class that I have short booklet with more 20 min
Captions pictures that we need to write captions for. However
Booklet this time you are going to be doing it by yourself.
 2. There is room on the side of the pictures to write down
their ideas first before writing the caption.
3. Hand out the booklets for the class to work on. Check
in on a few students more frequently as they may
need more help.
a. The EA will work specifically with a certain table
as they will need more help with writing out their
thoughts

Conclusion Time

● Once students have completed the booklet I will move them to the 10 mins
carpet to talk about what they wrote. Some of the answers will be
different and I want to give them a chance to share what they thought

Assessment
● Class Discussion: to learn students prior knowledge, see what they understand,
answer any questions they have
● Writing Captions: after following the I do, we do, you do format, students will be able
to see how to write a caption, how to assist and help create a caption and then
create their own captions for picture using their own thoughts.
● Sharing Writing: Allows students to share with the class all of the work that they
complete and allows me to see how they understand the concept for inferring.