LESSON PREPARATION

LESSON PREPARATION • Calculators • Note pages copies. • Copies of Numeric value chart for student binders • Print 10 copies of group participation rubric w academic language • Oral Response Rubric

MAKING INFERENCES Types of Inferences

Standard 2: Reading for all purposes Objectives 10:38 • Students will make inferences from a combination of text clues and previous knowledge. • Students will explore typesof inferences related to time (dates)and data. RUBRICS Oral Response Using academic language = = 5 pts Active Participation/Contribution/Effort (All Discussions): = 15pts You Do/Assessment = = 5 pts Exit Ticket = 5 pts TOTAL = 30 pts

4 min 10:39–10:43 Review! CATEGORIZE THESENUMERIC VALUES BY THEIR EQUIVALENTS. WATCH FOR PATTERNS! _66_ 100 _10_ 100 20% 50¢ 2/4 2:3 .10 .20 .50 one-fifth 66% one-half 1:2 two-thirds .66 two out of four 1:5 one out of two 66¢ one-tenth _50_ 100 _20_ 100 10% 20¢ 5:10 50%

10:43 – 10:45 2 min CHECK

Standard 2: Reading for all purposes 10:45 – 10:46 Major Inference Vocab – Choose 1 or 2 new words from below that you haven’t used previously. These are your words for today’s class/team discussions and for discussions in other classes. You will receive a score based on your use of academic language during your discussions. See rubric. concludededucesuppose hypothesize speculate assume suggestsurmise hint suspectreckonreasonpresumeinterpretimplysuppose figure out insinuateguessimagineinterpret determine infer “read between the lines”

5 min 10:45–10:50 TEXT + YOUR KNOWLEDGE + REASONING = A good inference!Listen while I model using inference from a photo. Then table Groups see what other subjective opinions you can surmise. The basis of good reading is the ability to make inferences…but what does it mean to make an inference? INFERENCE: • Connecting what is in the ___________to what is in your___________.

4 min 10:50–10:53 Now, let’s try a sample passage: He walked through the door and the handed the woman a ticket. She ripped it in half. He weaved his way through the crowd to get as close to the front as possible. The lights dimmed down and people began to cheer.

Standard 2: Reading for all purposes 10:54 Major Inference Types • Predictions  • Setting, Location, Event • Time, Data, Statistics (Numbers) • Emotions, Traits, Qualities of Characters • Metaphors, Analogies • Categories

10:55 Standard 2: Reading for all purposes Time, Data, Statistics I DO: Watch and listen as I model an easy math trick that will help you to analyze inferred data. We call this trick the Is/of/% TRIANGLE COPY IN YOUR NOTEBOOK AND COPY ALL THE EXAMPLES WE GO OVER EACH DAY!!

10 min 10:55–11:05 Standard 2: Reading for all purposes TIME, DATA, STATISTICS What can we determine about Iraq from the following info? Watch AND COPY in notebook while I model how to use the is/of/% triangle. CIA FACTBOOK

10 min 11:05–11:15 Standard 2: Reading for all purposes TIME, DATA, STATISTICS What would you like to know from the following info? Copy is/of/%  in your notebook and work out your assumptions using the triangle. MEXICO What assumptions might we make about Mexico’s drinking source and population: From the data? From personal experience? CIA WORLD FACTBOOK

Standard 2: Reading for all purposes 5 min 11:15–11:20 TIME, DATA, STATISTICS YOUR TURN! Groups! PARTNERS! Read the following article. Underline important information. What presumptionscan you BOTH make 1) with data 2) about Puerto Rico’s situation? Puerto Ricans fleeing debt battleTuesday 3 December 2013 Michael A Fletcherfor the Washington Post Use your academic languagein your discussions (see rubric). Use the information in the to help you make date-related inferences. DATE A’s: Since 1996, the number of factory jobs in Puerto Rico has plummeted from 160,000 to 75,000. B’s & C’s: Puerto Rico lost 54,000 residents – 1.5% of its population – between 2010 and 2012 alone. Since recession struck in 2006, the population has shrunk by more than 138,000 to 3.7 million, with the vast majority of the outflow headed to the mainland.

5 min 11:20–11:25 Standard 2: Reading for all purposes YOU DO / ASSESSMENT (10 pt) • A’s: Under NAFTA, Mexico's trade with the United States and Canada has tripled. Exports have grown from $52 billion in 1994 to $161 billion today. • B & C’s: However, employment in the maquiladora industry in Mexico, for 2013, is down 20 percent from its peak in October 2000, when 1.3 million workers were employed. • Students individually: • What conclusion can you form using the data? (5pt) • What can you surmise about the survivability of the people employed in these industries? (5pt)

5 min 11:25-11:30 EXIT TICKET: 5pts. Answer questions below on sticky note. Based on our objectives, what two types of information do we use to make inferences? ON a scale of 1 – 4 (4 highest) what score would you rate your performance today as a “team member” and why? 1 = poor 2 = fair/adequate 3 = above average 4 = excellent What could I, the teacher, have added to the lesson today that would have helped you to understand inferences that imply time, data, or statistics? OR 4. What part of the lesson did you like the best and why?

LESSON PREPARATION