Grace Healey

Course: EDU329
Grade: 8
Topic: Inferences

Professor: David Sills

Date: April 7, 2015
Content Area: ELA

INSTRUCTIONAL OBJECTIVE (Lesson Objective*)

After reading the first two chapters of The Outsiders, students will develop at least three
inferences they have regarding the following chapters using the information and
characters they have been exposed to.
STANDARDS AND INDICATORS
ELA & Literacy Standard (CCS): Integration of Knowledge and Ideas
CCSS.ELA-LITERACY.RI.8.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
Indicator: This will be evident when students develop their inferences about the
following chapters.
MOTIVATION (Engaging the learner (s)*)
The teacher and students will role-play. During this lesson, the teacher will ask the
student if he/she has their notebook, homework and a pencil, while the student replies
no to all the questions. The other students will then be asked to make an inference on
what type of student their classmate is portraying.
MATERIALS

Text copy of The Outsiders by S.E Hinton

STRATEGIES (Learning Strategies*)

Direct Instruction: The teacher will provide the student with examples of inferences.
Group Instruction: The teacher will engage students during a group discussion by
allowing students to share their inferences with the class.
Cooperative Learning: Students will work in groups of three to create inferences for
specific characters from The Outsiders.
ADAPTATIONS (Exceptionality*)

The student who has speech and language delays will be able to write down their
inferences and have their group members incorporate their information into the
group work.

DIFFERENTIATION OF INSTRUCTION
Tier I: Students will develop inferences from the first two chapters of The Outsiders and
will be given two examples of possible inferences based on chapters 1 and 2 of The
Outsiders.
Tier II: Students will develop inferences based on chapters 1 and 2 of The Outsiders.
Tier III: Students will develop inferences based on chapters 1 and 2 of The Outsiders.
Students will then write down their justifications for their inferences using quotes from
the text as well as literary terms.
DEVELOPMENTAL PROCEDURES

Students will ask questions about the characters in the text. (Why did S.E Hinton
use this group of words? Why does Darry act so negatively towards Ponyboy?
Why do the Socs jump the Greasers? Why do most of the characters not have
parents? Why are many of the characters uneducated? Why does Johnny seem so
shy? )
Students will focus on literary devices used in the first two chapters. (Do the use
of colors to describe the characters have significance? What significance does
symbolism have? Is a tragedy foreshadowed in the first two chapters?)
Students will become aware of certain themes that are present in the first two
chapters. (What does the divide between the Socs and Greasers represent? Why
are there so many fights between the groups? Why do many of the characters
carry weapons? Why does it seem like only Ponyboy receives love from his
brother Sodapop?)
Students will present their group work to the class.
ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will create inferences about the following chapters and given specific characters,
in a group, and present them to the class.
INDEPENDENT PRACTICE
Following the lesson on inferences, each group will present their inferences while the
other groups will take down notes and compare the inferences of each group against their
own.
FOLLOW UP: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT

Direct Teacher Intervention: The teacher and student, will together, use a graphic
organizer to write down and organize information about the text and characters to
develop inferences.
Academic Enrichment: The students will write a one-page biography of a specific
character based on the inferences from their group work.

References
Guthrie, J. T. (1997). Reading engagement: motivating readers through integrated
instruction. Newark, Del.: International Reading Association.

Inferences . (2013, October 1). https://www.teachervision.com/skill-builder/readingcomprehension/48611.htm

Perles, K. (2012, February 14). Inference Activities: Fun Ways to Teach Inferences.
Bright Hub Education. http://www.brighthubeducation.com/lesson-plans-grades3-5/58029-inference-games-and-activities/