The document provides instruction for a 4th grade lesson on drawing inferences from short stories. Students will read a story called "The First Town Meeting" and highlight inferences made from character descriptions and actions. They are asked questions about specific character details and how they reveal characters' opinions of each other. The lesson aims to teach students how authors do not always explicitly state what characters think or feel and how readers must infer themes from details in the story, including how government decisions can influence the lives of people in the community.

1. Grade 4, Unit 1, Mini-Lesson 13 (15-20
min.)
Short Read 2

2. OBJECTIVES
I will be able to:
Draw inferences from the text.
Describe a character based on details in the text.
Draw on previous knowledge to explore a story’s
theme.

3. Authors do not always explain what a character is
thinking or feeling. Instead, they describe a character’s
appearance, actions, and words, and readers must draw
inferences from these details. In addition, authors
might have a theme or message that is unstated, but
that can also be inferred from details in a story.
Why do you think an author might not explain what a
character thinks or feels? Why do you think an author
might not want to state a story’s theme or message?

4. Let’s read the first four
paragraphs of “The First Town
Meeting.” As I read, follow along.
After each paragraph we will stop
to consider details about each
character.

5. Now it’s your to reread the rest of the
story and look for inferences. When
you spot an inference, highlight it
using a pink highlighter. Then write
the inference in the margin.
(display next slide before starting)

6. As you read, think about these questions:
What detail about Mary is at the beginning of
paragraph 6? What does it reveal about her?
What does it reveal about her opinion of Wilmer.
What does it mean that Ben and Wilmer are
silent in paragraph 12?

7. Why do readers need to draw inferences about
characters? Would stories be as good if authors always
told you everything? Why or why not?
How is this story a good example of the way
government can influence people’s lives? Who is the
government in this story? Whose lives are they
influencing?
What do you think is the author’s message in this story
about how government influences people’s lives?

8. Write a summary of what you
think is the author’s message
about how government influences
people’s lives.

9. Please refer to your Journal Entry
Planner as you draft your
narrative.