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Inferences Mini Lesson - Rules

1. The document describes an inferencing mini-lesson plan for 5th grade students on Cynthia Lord's novel "Rules". 2. The lesson teaches students to identify information that is implied but not explicitly stated in the text by using clues provided by the author and drawing from their own experiences. 3. Students practice this skill by analyzing passages from "Rules" and explaining the feelings or emotions they infer characters are experiencing based on details and events described. The lesson scaffolds independent practice by reducing teacher support.

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384 views3 pages

Inferences Mini Lesson - Rules

1. The document describes an inferencing mini-lesson plan for 5th grade students on Cynthia Lord's novel "Rules". 2. The lesson teaches students to identify information that is implied but not explicitly stated in the text by using clues provided by the author and drawing from their own experiences. 3. Students practice this skill by analyzing passages from "Rules" and explaining the feelings or emotions they infer characters are experiencing based on details and events described. The lesson scaffolds independent practice by reducing teacher support.

Uploaded by

api-272902100
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Amber Patko

ELD 308
Inferencing Mini-Lesson: Rules by Cynthia Lord
Grade: 5th
Common Core Standard: Reading Standards for Literature K-5, Key
ideas and details, 1
Grade 5: 1. Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from the
text.
Objective: By the end of this lesson, students will be able to identify
information that the author does not explicitly say, but is known
because students read between the lines; and explain how they figured
it out.
Materials: Rules by Cynthia Lord, and short passages from the story
to be displayed on the overhead projector
Procedure:
1. Lesson Introduction/Objective and Purpose:
o For the past couple of classes, we have been reading
Rules by Cynthia Lord. Today we will continue reading, but
before we do I want to teach you all a new strategy.
Sometimes the author of a story plants meanings or
messages into their story without directly saying it, and it
is up to us to decipher what the author is trying to say.
This is called reading between the lines. Thumbs up if
you have heard this term before. Good. Another word for
that is inferencing. Today I will be teaching you how to
make inferences, and use this strategy while you are
reading, and then you will have some time to practice it!
Pay close attention to how I use the authors clues along
with what I know to figure out what the author is saying.
2. Teach and Model:
o Im going to show you how I figure out the meaning of a
sentence when it is not explicitly stated in the story with an
example from this passage:
Page 3: David shrieks, Five oclock! Shh! I scan
the yards around us to see if anyone heard, and my
stomach flipsMy hands tremble, trying to zip my
backpack.
o In this passage the author is implying something about a
feeling or emotion. I know this even though the author

does not say this directly. I am able to figure this out


because I can put myself in Catherines shoes, and think
about how I would feel if I was in her position. I ask myself,
How would I feel if my younger brother screamed for no
reason, and then saw that there were other people around
that probably heard? I would probably be embarrassed,
and nervous that other people will stop and stare at my
brother and me. This is likely what Catherine is feeling too.
So to figure out what the author is trying to say, I use the
clues the author gives (see if anyone heard, my
stomach flips, my hands tremble), but I also think about
my experiences and how I might feel as well. Using my
experiences, I make a prediction about what the author
might mean.
3. Guided Practice (Example 1: Extensive Teacher Help):
Provide another example, and allow the students to help this
time, while still taking the lead.
o Page 23: As she reads, I think how useful a cloak that
made me invisible would be right now. If I had one, Id
throw it over my head and run out the door and across
the parking lot and the street, all the way through the
waterfront park to the wharf, and board the first boat I
saw going somewhere, anywhere.
Remember, this passage happens right after Catherine gets
yelled at for drawing Jason in the waiting room of the clinic.
Lets look at this example as a class. In this passage, the
author is implying something about how Catherine is feeling.
How do we figure out what the author wants us to think about
Catherines current emotions? Are there any clues the author
gives? Yes, she says Catherine wants an invisibility cloak she
could use to run away from the situation she is in. Now we
need to think about our experiences, and how we might feel if
we were in the same situation in order to figure out how
Catherine might feel. Have you ever wanted to be invisible in
order to escape a situation? And how did you feel when this
happened? A lot of us felt embarrassed. So because from
what we experienced, we are embarrassed when we want to
become invisible and run away, we know that Catherine is
probably feeling embarrassed as well.
Example 2: Less Teacher Help:
Were going to try another example, and this time you guys
will do most of the workI will ask questions to help guide
you, but you will have to think hard! Dont forget: first look
for the clues that the author is giving, then think about what
you know and your experience, and finally use these things to
make a prediction about what the author is trying to say.

o Page 32: I lean forward, looking between the front


seats, until I see the driveway next door, a long strip of
rain-black tar, empty. I fall back against my seat.
In this passage, the author does not tell you what Catherine
is feelingshe assumes you will figure it out on your own.
How do we figure this out? What clues does the author give?
Have you ever experienced anything similar to what Catherine
is experiencing? How did you feel in this situation? Since that
is how you felt, what do you predict are the feelings Catherine
is experiencing?
4. Independent Practice (No Teacher Help):
Alright, now were going to look at one more example, but
this time you guys will do everything on your own. Read the
last paragraph of page 146 in Rules, where Catherine is
getting ready to go for a walk with Jason. The author does not
come right out and tell us how Catherine is feeling, but she
leaves some clues that can help us figure it out. Look for the
clues, and use your experiences as well to decide what the
author is trying to say. Remember to be aware of what you
are thinking while using this strategy, so you can share how
you figured out your answer.
5. Assessment (How will you know the lesson has been
successful?):
After reading or listening to a passage or story, children
should be able to explain what the author is implying but is
not directly saying, and they should be able to explain their
process for figuring it out.

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