TIME: 60 minutes
MATERIALS:
Inference cards (See Appendix A)
Chart for Emotions Exhibited
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will ask the students “Do you like mysteries?” Students will raise their hands if they like mysteries. She will tell the students “Most kids are pretty good at figuring them out. You are probably a pretty good detective. If you are a good detective, you can answer inference questions. Inference means reading all the clues and making your best guess! That’s all!” The teacher will inform the students that today’s lesson will involve being a good detective by using clues to make inferences.
ACTIVITY:
Teaching/Model: The teacher will read a scenario to the children from a poster page.
“Johniesha and Lanie were hot and sweaty as they sat outside the principal’s office. Dirt was on both of their faces, and they could hear their teacher’s voice as she told Mr. Rivault what had happened. Lanie frowned at Johniesha, and Johniesha returned the angry glare. As their teacher left Mr. Rivault’s office, the girls hung their heads so they wouldn’t have to look her in the eye.”
The teacher will ask the children to make an inference about what happened with the girls. She will ask why the girls hung their heads and did not want to look their teacher in the eye. The class will discuss emotions and how we show emotions. She will ask the students what kind of emotions the girls are displaying in the scene.
HOTS – What are emotions and what are some ways that people display emotions?
Guided Practice: The class will work together to solve inferences and use improvisational techniques to describe the scenarios. The teacher will show a poster paper of several inferences. She will act out a scene and ask for volunteers for the remaining scenarios. She will display emotions and draw them out on the poster. She will ask the students to be detectives by answering questions about the different scenes.
Independent Practice: The students will be paired up and asked to read an inference card (Appendix A). The duos will each read their scenario and act out the emotions read in their scene. The teacher will question the class after each group and put their thoughts on to a tally chart on the basis of emotions. After each group has completed his/her scene, the teacher will ask for the remaining children to give inferences about the scene and tell what kinds of emotions were displayed in the scene.
Closure: The class will practice additional inferences on cards and volunteers will act them out.
EVALUATION/ASSESSMENT:
The teacher will evaluate the students on the basis of the independent practice and group discussion. The students will also be evaluated on a written pre and post test.
ART CONTENT | CONCEPTS:
Social Living: The students have previously learned about fair treatment of others, spatial importance, and sharing. These skills will be used during this lesson.
Math: The students will use prior knowledge of tally marks to complete a chart in the guided practice.
GRADE
LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Reading: GLE 22c: Demonstrate understanding of information in texts using a variety of strategies, including making simple inferences about characters and events (ELA-7-E1)
Theatre: TH-CE-E1: Explore and express various emotions in interpersonal settings. (1, 5)
Theatre: TH-CE-E4: Create story lines for improvisation (2, 3, 4)
ELA-4-E2 Giving and following directions/procedures
D-CE-E1 Use kinesthetic awareness, proper use of space and the ability to move safely (1, 2, 5)
MODIFICATION | ACCOMODATIONS:
Activities include methods for kinesthetic, visual, and traditional learners.
Special needs students will be paired with a higher achieving student for the group’s independent practice activity.
TEACHER'S REFLECTION:
Beginning this course, I most anticipated this lesson plan. My class, though not intellectually blessed, is highly inventive and creative. My expectations were perhaps too high.
I have done a small amount of theatrical and movement exercises with them. We mostly did contained mocking motions and specific ideas. Therefore, when this lesson plan was being prepared, I decided to do something that allowed the children to use more creativity.
The bulk of the lesson was productive. The children were successful in accomplishing my objectives. However, the children got completely carried away for the actual independent practice portion.
I think that this lesson plan would be ideal with an older group using more complex inferences. My class of first graders, however, did not respond well. They were extremely excited and overly zealous which made for more waiting time than acting time.
I do intend to use this again next year with some minor adjustments. I would like to alter my independent practice to allow for less freedom and more work by each group.
RESOURCES:
http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcinf1.htm --- Content information
TO DOWNLOAD PRE-POST TEST FOR THIS LESSON, PLEASE CLICK HERE
GALLERY
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