1. TitleJan 24Jan 25Jan 26Jan 27Jan 28Standard/skill1.1.5.D1.2.5.D1.1.5.D1.2.5.D1.1.5.D1.2.5.D1.1.5.D1.1.5.D1.2.5.DAssessment A.Learning Obj.SWBAT make inferences based on the story context. SWBAT make inferences based on the story context.SWBAT make inferences based on the story context.SWBAT identify cause and effect based on the story context.SWBAT complete the assessment on inferences and cause and effect.Assessment Opt.AssessmentThe students will complete a pre-assessment worksheet on making inferences.The students will complete PB 94 on making inferences before whole group reading.To check for understanding the students will complete Challenge PB 94 on making inferences.Students will answer the open-ended question based on the story, “The School Story”.Students will complete the lesson assessment based on the story, “The School Story”.I will use the end of the week assessment to assess the student’s mastery of the focus skill and strategy.LinkIntroduce the skill, making inferences and ask the students what they know about it and how they can figure it out.To access their prior knowledge, about trust.On the board I will write and pose the following question to the students and have a brief discussion to begin the lesson.I will review what cause and effect are and ask for examples from the students. We will briefly review what making inferences, mean and cause and effect, prior to the student assessment. EducateI will introduce making inferences and tell the students that authors may not explain everything that is happening in a story. I will tell the students that to make inferences, readers make connections between information the author gives and what they already know, in order to make the inferences. Today we will review making inferences, and I will remind the students that authors do not always explain everything that is happening in a story. And that sometimes we must use information from the story and what we already know to make an inference. Today we will review making inferences, and I will remind the students that authors do not always explain everything that is happening in a story. And that sometimes we must use information from the story and what we already know to make an inference.Today, we will review cause and effect in fiction text. I will explain to the students that a cause may have more than one effect, and an effect may have more than one cause. I will tell them that the effect of one event may be the cause of another, linking the events in a Causal Chain. We will then reread pages 406 and 407 to see what the effects of Natalle’s going through the editing process with her mom? And, why Hannah finds Cassandras notes difficult to read?I will quickly review making inferences and cause and effect. Students will then take the skills assessment.Active LearningAs a whole class, we will discuss how they can use a character’s words and actions to help them make inferences about a character’s feelings. We will read about a student’s who trusts her teacher and values her opinion. Using a graphic organizer, the students will then reread the paragraph, focusing on details about Linda’s poem and work together to make an inference about how Ms. Small feels about Linda’s poem.Before beginning the story, “The School Story”, together we will look at the passage on page 94 and identify the inference by looking for clues about the character.In small groups, the students will then read the story, “The School Story”, to share and discuss inferences about the characters in the story. As a whole group, we will reread the first paragraph on page 413 and make an inference about how Tom Morton feels about a publication party for The Cheater. As guided practice, together will identify what the author says, what we already know, and finally what the inference is about how Natalie feels when the elevator door opens. The students will work in differentiated groups according to their academic levels as they write at least three inferences based on the short stories. They will use a graphic organizer to keep track of the inferences.The students will work in pairs to complete the cause-and effect diagram showing the chain of events that leads Hannah to decide that a publication party is a good idea. They will share their answers with their team mates to make sure that each understand the skill of cause and effect. Students will independently take the skills assessment.Differentiated LearningGuided Groups Students will work respectively in groups according to their academic levels.Focus: Making Inferences.Guided GroupsStudents will work respectively in groups according to their academic levels.Focus: Making Inferences.Guided GroupsStudents will work respectively in groups according to their academic levels.Focus: Making Inferences.Guided GroupsStudents will work respectively in groups according to their academic levels.Focus: Cause and EffectFocus: Skills assessment on making inferences and cause and effect. Reflect and ReviewWe will review and discuss what we learned about comparing and contrasting today. We will also discuss the main points of self-correcting and how it is useful.We will review and discuss what we learned about comparing and contrasting today. We will also discuss the main points of self-correcting and how it is usefulWe will review and discuss what we learned about comparing and contrasting today. We will also discuss the main points of self-correcting and how it is usefulWe will review and discuss what we learned about comparing and contrasting today. We will also discuss the main points of self-correcting and how it is usefulWe will review and discuss what we learned about comparing and contrasting today. We will also discuss the main points of self-correcting and how it is usefulNext StepsStudents will copy homework and then preview the coming story of the week.Students will copy homework and then discuss the story of the week.Students will copy homework and then review the story of the week.Students will copy homework and I will tell them of the skills test they will have tomorrow.Students will copy homework and share any concerns they had regarding the skills assessment. VocabularyTemptedInsightsEssenceIndicationProposedInstinctBaffledVocabulary worksheet Vocabulary worksheet Spelling Words with prefixes – im-, in-, ir-, il-Pre-TestHomelearning: Write words that were misspelled correctly 5 times. Study WordsHomelearning:Simple sentences on words 1 - 10Study WordsHomelearning:Compound sentences on words 11- 16.Study WordsHomelearning:Complex sentences using words 17 - 25Spelling Post-test.Grammarsubjective and objective case pronounsGrammar practice sheetGrammar practice workbook page 97<br />