L5+Sargent,+Elizabeth

**COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * **UNIVERSITY OF MAINE AT FARMINGTON**

**LESSON PLAN FORMAT**

**__Teacher’s Name__****:** Ms. Sargent **__Lesson #:__** 5 **__Facet:__** Perspective **__Grade Level__****:** Grades 9-10 **__Numbers of Days:__** 2-3 days **__Topic:__** Inferences

**__PART I:__** **__Objectives__** **Student will understand that** there is evidence that supports their inferences in //The Great Gatsby.// **Student will know** citation/textual evidence, inferences, citations, big ideas, developments, supporting inferences, and how to make an inference. **Student will be able to** analyze what an inference needs for textual evidence. **Product:** Diagram, Circle Plot Diagram

**__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Content Area: Reading, //The Great Gatsby// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Domain: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cluster: 1, 2, 3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:**Students will diagram and sort through the facts (textual evidence) that backs up their inferences and then create their own opinion of what that fact adds to the text through a Fact and Opinion organizer.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Assessments__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Pre-Assessment: (Lesson 1 only)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Formative (Assessment for Learning)__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I – checking for understanding during instruction** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section II – timely feedback for products (self, peer, teacher)** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Self-Assessment using checklist, feedback by students through writing prompt at end of class: 3-5 sentences, "What does an inference consist of?" Feedback by teacher on Circle Plot Diagram through a checklist that will be used after students pass in their Circle Plot Diagram to assess whether they have all the necessary components. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Summative (Assessment of Learning):__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will create a Circle Plot Diagram and inserting examples where inferences are shown, and how the inference is reinforced using textual examples. Students will be able to talk in groups about their inferences, and when they are moving around they will be able to interject when they are visiting another group and give helpful commentary.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Integration__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Technology:** Students will create a Circle Plot Diagram on the website to show what they came up with for inferences. They will also show how the inferences they made are reinforced using textual evidence from //The Great Gatsby.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Content Areas:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Writing:** Students will write out their ideas for inferences and then support them with textual evidence from //The Great Gatsby// in their Circle Plot Diagram.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Groupings__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section I - Graphic Organizer & Cooperative Learning used during instruction** <span class="style2" style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will sort through the facts (textual evidence) that backs up their inferences and then create their own opinion of what that fact adds to the text through a Fact and Opinion organizer. Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Section II – Groups and Roles for Product** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">To create a circle plot diagram students will be in partners. Partners will be chosen based on their familiarity with Circle Plot Diagrams. Students that are familiar will be paired with a student who isn't as familiar. Partners will work together to create their diagram. The student who isn't familiar with the diagram will be the student who is in charge of making the diagram online. The other student will be in charge of connecting both students inferences and grouping their evidence. Both students will need to work together when coming up with inferences and finding textual evidence.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Differentiated Instruction__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__MI Strategies__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal;** Students will be able to talk in groups about their inferences, and when they are moving around they will be able to interject when they are visiting another group and give helpful commentary. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical;** Recording evidence as well as being able to brainstorm using the Fact and Opinion worksheet will help logical learners. They will be able to work out inference ideas on paper and then talk about them and support their inferences in groups in a logical manner. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual;** Students will be making a Circle Plot Diagram and inserting examples where inferences are shown, and how the inference is reinforced using textual examples. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Bodily;** When doing the Round Robin Brainstorming activity students will have a chance to move around and listen in and interject on other groups discussions. All groups will have a chance to move around and listen in on another groups ideas. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal;** Students will be able to work in groups during the Round Robin Brainstorming activity to come up with inferences using group tactics, students take turns coming up with their own inferences and recording and making sure they are coming up with appropriate textual evidence as a group as well. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist;** To make their own observations students will get to observe what is happening around them. They will get to listen in on other groups answers to questions as well as be part of the discussion themselves. They will then get to incorporate any of their observational data into their own personal inferences.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Modifications/Accommodations__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)//** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Plan for accommodating absent students:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If a student should be absent for work, they should come see me immediately when they get back to school the next day. If they missed more than one day in a row, they should get in contact with me while they are gone and set up a plan to get the work done that they have missed. I will create a folder in advance for students that have scheduled absences. In the event that a students misses a class and in doing so misses classwork, I will collect the work that was done that day and put their name at the top of the paper. All the papers and assignments that were missed will be put in a folder for the student to work on that weekend. They will need to finish it and hand in all missed work the following Monday. Otherwise, they will receive a zero for anything they missed. Group work will have to be done in the students own time, they will need to get together with their assigned partner from their group and work with them after school or during a study hall period. Partners will be responsible for catching the students up on any details that were left out in class such as: group ideas, work done so far, etc. I will be there for help after school on Tuesdays and Thursdays, and students will be able to contact me through email at any time. If students are able to Skype into class while they are not at school then they should do so, this will let them not miss any group work. If they are able to do this I will email them any worksheets we are working on in class.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Extensions__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Type II technology:** Students will create a Circle Plot Diagram on the website to show what they came up with for inferences. They will also show how the inferences they made are reinforced using textual evidence from //The Great Gatsby.// The //Circle Plot Diagram// is an interactive graphic organizer for writing and analyzing stories with a circular plot structure. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Gifted Students:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Materials, Resources and Technology__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|http://www.readwritethink.org][|/files/resources/interactives][|/circle-plot/]- Circle Plot Diagram Website <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Fact and Opinion Worksheet- [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Paper <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Pencil <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Laptop

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Source for Lesson Plan and Research__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|http://www.readwritethink.org][|/files/resources/interactives][|/circle-plot/]- Circle Plot Diagram Website <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[| http://library.duke.edu/research/citing/]- Citing Sources Resource <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[]- Inference practice website <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Fact and Opinion Worksheet- []

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__PART II:__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Teaching and Learning Sequence__** **(Describe the teaching and learning process using all of the information from part I of the lesson plan)** //Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Day 1 Seating:** Students will be seated in clusters to start brainstorming inferences and what an inference is. After these group ideas are recorded, groups will break up into groups of three to work on the Fact and Opinion Worksheet. These groups of three will be chosen based on birthday. They will line up from January-December, and will be cut off in threes going down the line. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Day 2 Seating:** Students will be seated with their partner to work on their Circle Plot Diagram. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Day 1 Agenda (80 minutes):** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Day 2 Agenda (80 minutes):**
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Hook will be presented: Students will be posed the question "What is an inference?" and work in groups to come up with an answer. Groups will then report back and group ideas will be recorded for future use and displayed around the classroom for individual use. (20)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be grouped up for Fact and Opinion Worksheet. (5)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Go over Fact and Opinion worksheet and group thoughts and interjections. (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Go over students and teacher checklist. (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Introduction to Circle Plot Diagram and what is expected for final product. (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Break students up into partners. (10)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Start work on Diagram. (15)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will work on Diagram for most of class with their partners. (40)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">When they feel they are finished they will exchange diagrams with another group and go through the checklist to assess completion. (20)
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">After assessment students will make changes based on feedback and then hand in their final diagram. (20)

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will understand that there is evidence that supports their inferences in //The Great Gatsby.// Students will be able to see how their inferences could influence how they solve problems in the real world as scientists, psychologists and many others career paths. Making good inferences with good textual support to back up your findings helps future data collection, manipulation, and works on student judgement and common sense. CCSS: //Key Ideas and Details//**.** Students will be posed the question "What is an inference?" and work in groups to come up with an answer. Groups will then report back and group ideas will be recorded for future use and displayed around the classroom for individual use. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Where, Why, What, Hook Tailors:** //L////ogical, Verbal, Visual, Interpersonal, Naturalist//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will sort through the facts (textual evidence) that backs up their inferences and then create their own opinion of what that fact adds to the text through a Fact and Opinion organizer. Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called. Students will know citation/textual evidence, inferences, citations, big ideas, developments, supporting inferences, and how to make an inference.**See Content Notes.** To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. Self-Assessment using checklist, feedback by students through writing prompt at end of class: 3-5 sentences, "What does an inference consist of?" <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Equip, Explore, Rethink, Revise, Tailors:** //Verbal, Visual, Logical, Interpersonal, Naturalist//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will be able to analyze what an inference needs for textual evidence. We will cover this instruction by brainstorming inferences and why those inferences are valid in the hook. To create a circle plot diagram students will be in partners. Partners will be chosen based on their familiarity with Circle Plot Diagrams. Students that are familiar will be paired with a student who isn't as familiar. Partners will work together to create their diagram. The student who isn't familiar with the diagram will be the student who is in charge of making the diagram online. The other student will be in charge of connecting both students inferences and grouping their evidence. Both students will need to work together when coming up with inferences and finding textual evidence. Students will have the chance to revise their product after doing a peer-assessment checklist with another group before handing in their final diagram. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Explore, Experience, Revise, Refine, Tailors:** //Visual, Verbal, Logical, Naturalist, Interpersonal, Intrapersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Self-Assessment using checklist, feedback by students through writing prompt at end of class: 3-5 sentences, "What does an inference consist of?"**,** feedback by teacher on Circle Plot Diagram through a checklist. I will provide timely feedback to students through a checklist that goes over what they needed to have a passing diagram. We will go over what is expected of them in the diagram on the first day. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Student Checklist- Teacher Checklist- // <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Evaluate, Tailors:** //Visual, Verbal, Logical, Interpersonal//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Content Notes__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students will know citation/textual evidence, inferences, citations, big ideas, developments, supporting inferences, and how to make an inference. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Circular and cyclical plot stories are excellent resources for introducing student prediction strategies because of their repetitive nature. This repetition encourages students to predict events with more success. By introducing and supporting prediction strategies, teachers encourage students to "learn to construct a working interpretation of the story based on the clues they gather and to revise or refine this interpretation as they find new information in and generate new meaning from the unfolding text" (Moss, 67). <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Moss, Joy. 2002. //Literary Discussion in the Elementary School//. Urbana, IL: NCTE. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This resource will help students cite their sources correctly and in the correct format:[| http://library.duke.edu/research/citing/] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Inferences:** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">First, you have to know what one is. An inference is an assumption made based on specific evidence. Someone might say to you, "Nice hair," and you make the inference that the person is being rude and is really insulting you because it was said with a smirk. You infer the implied meaning – the meaning not said directly. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Inferences are made by doctors when they diagnose conditions, by FBI agents when they follow clues, by mechanics when they figure out what's wrong with your car. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">We infer things all the time. If someone flips us the bird, we might figure out that they're mad at us for some reason. If someone is pushing a stroller, we infer that the person is taking a baby for a walk. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**An inference is a guess, but it's an educated one**, and you can typically come to only one of a few possible conclusions. For instance, in the cases above, the person flipping the bird may have only been scratching their chin with their middle finger. The person pushing the stroller could have been wheeling around a decrepit dog. Most likely, though, the first guesses were correct. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">If students are having trouble finding inferences you can use this website as practice: []- Here are some of the questions they will be working with: > Inference: //The two-year-old probably did something gross to the food you were about to eat or has a cold and you could catch it. Something bad will happen to you if you eat it!// > Inference: //My neighbor is not very considerate since he didn't take his time writing the poem.// > Inference: //Students inference here.// > Inference: //Students inference here.//
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**I wouldn't eat** after that two-year-old if I were you.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**For Valentine’s Day**, my fantastic neighbor gave his wife a poem that took him about two seconds to write. Sheesh.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**A man ran** after a retreating bus, waving his briefcase frantically.
 * 1) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**If she died**, I wouldn’t go to her funeral.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Handouts__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Fact and Opinion Worksheet-// [] <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Student Checklist- // <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//Teacher Checklist- //

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**__Maine Standards for Initial Teacher Certification and Rationale__** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//__Learning Styles__//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Clipboard:** Students will be organizing their own diagrams on what they see as a plausible inference. They will go through sequential learning through participating in a brainstorming activity, a graphic organizer, and then working with their partner to show their learning through a technologically interactive product. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Microscope:** Students will be able to analyze the text to look for plausible inferences and then support any inference they draw from the text with evidence. They will be able to discuss their ideas with peers, as a class, and with their partner. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Puppy:** Students will be working in a comfortable environment by participating in supportive group and class discussions. Colleagues will be respectful of all ideas that are given. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Beach Ball:** Students will get to have a lot of personal freedom by coming up with their own inferences. They will be working with a partner to collaborate their ideas, and connect them to the textual support they come up with.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Rationale:** Students will have the chance to participate in an organized, sequential, analytical, comfortable lesson. They will be provided learning opportunities that support their logical and interpersonal learning in comfortable and organized ways.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Content Knowledge:** Students will know what is listed in the Content Notes above.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//MLR or CCSS://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Common Core State Standards <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Content Area: Reading, //The Great Gatsby// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Grade Level: Grade 9-10 <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Domain: Literature <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Standard: Key Ideas and Details <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Cluster: 1, 2, 3

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Facet://** //Perspective// <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Perspective://** Critical and insightful points of view: Students will create their own point of view and create their own inference based on discussion with peers. From their perspective along with their partners insight, they will create a circle plot diagram where they will support their inference with textual evidence from //The Great Gatsby.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be able to use their own viewpoint and their partners and cooperatively create a well rounded inference with textual support that shows what they have concluded from //The Great Gatsby.//

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//MI Strategies://** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Verbal;** Students will be able to talk in groups about their inferences, and when they are moving around they will be able to interject when they are visiting another group and give helpful commentary. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Logical;** Recording evidence as well as being able to brainstorm using the Fact and Opinion worksheet will help logical learners. They will be able to work out inference ideas on paper and then talk about them and support their inferences in groups in a logical manner. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Visual;** Students will be making a Circle Plot Diagram and inserting examples where inferences are shown, and how the inference is reinforced using textual examples. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Bodily;** When doing the Round Robin Brainstorming activity students will have a chance to move around and listen in and interject on other groups discussions. All groups will have a chance to move around and listen in on another groups ideas. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Interpersonal;** Students will be able to work in groups during the Round Robin Brainstorming activity to come up with inferences using group tactics, students take turns coming up with their own inferences and recording and making sure they are coming up with appropriate textual evidence as a group as well. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**Naturalist;** To make their own observations students will get to observe what is happening around them. They will get to listen in on other groups answers to questions as well as be part of the discussion themselves. They will then get to incorporate any of their observational data into their own personal inferences.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Type II Technology://** Students will create a Circle Plot Diagram on the website to show what they came up with for inferences. They will also show how the inferences they made are reinforced using textual evidence from //The Great Gatsby.// The //Circle Plot Diagram// is an interactive graphic organizer for writing and analyzing stories with a circular plot structure.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** Students will be able to use a variety of instructional strategies such as the Fact and Opinion worksheet, the round robin brainstorming activity, and brainstorming with their peers.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//** <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Formative://** To check for understanding, students will get an entrance/exit ticket at the start and end of some classes to assess where students are in the project and what they need help with. Self-Assessment using checklist, feedback by students through writing prompt at end of class: 3-5 sentences, "What does an inference consist of?" Feedback by teacher on Circle Plot Diagram through a checklist that will be used after students pass in their Circle Plot Diagram to assess whether they have all the necessary components. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Summative://** Students will create a Circle Plot Diagram and inserting examples where inferences are shown, and how the inference is reinforced using textual examples. Students will be able to talk in groups about their inferences, and when they are moving around they will be able to interject when they are visiting another group and give helpful commentary.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">**//Rationale://** //Students will be able to use a variety of checklists to assess their own and others groups diagrams. They will be able to revise their work before they turn it their final product. They will support their inferences with textual evidence.// || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> ||  || <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 110%;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
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