Explicit or Inferred? (Bud, Not Buddy, Part I)

  • Fifth Grade
  • Reading, Social Studies
  • 90 minutes
  • Standards: RL.5.1
  • no ratings yet
September 28, 2015
by Krystal Douglas

In this lesson you will allow students to explore the inferences in the opening chapter of Bud, Not Buddy. Then they will have the opportunity to develop these skills further with high cognitive partner and individual activities.

Learning Objectives

Students will be able to distinguish between explicit information and an inference.

Download Lesson Plan

Lesson

Introduction (10 minutes)

  • Activate your students' background knowledge by beginning a conversation about the story Bud, Not Buddy and the 1930s.
  • Go over your learning target by clarifying what explicit information is and what an inference is. Give examples to clarify.
  • Make note of your discussion points on a piece of chart paper or the board.
  • Prepare for a read aloud of chapter one by first instructing students to pay attention to the pictures in their head as you read. Instruct them to write down what they see as you read, paying attention to details they write that weren't explicitly stated by the author, but inferred by the reader. Assure them that you will give examples.

Explicit Instruction/Teacher Modeling (30 minutes)

  • Begin your read aloud of chapter one by reading paragraph one of Bud, Not Buddy.
  • When you finish reading ask students to imagine the opening scene as you read it again. Read the paragraph again.
  • Ask students to quickly write or sketch in their journals what they are visualizing.
  • After a moment, have a few students share out for a whole group discussion.
  • Next, ask students to add their reasoning to the journal entry. You may help students think of their reasons by asking them what they think is going on and what words the author used to have them think of that.
  • After another moment have students turn and talk to their neighbor about what they added to their journal and what explicit evidence they have for their visualization. Also have them determine what part of their visualization is inferred.
  • Have a few student share out what their partner wrote.
  • Continue with the read aloud, instructing students to continue writing their thoughts and marking whether or not they are inferred.
  • As the read aloud ends, allow students to finalize their thinking in their journals.

Guided Practice/Interactive Modeling (15 minutes)

  • Have students work with a partner to complete the Story of a Stuffed Elephant worksheet.
  • Ask students to include proof in their reasoning.

Independent Working Time (20 minutes)

  • Instruct students to go right into independent reading as they finish their worksheets with their partners.
  • Instruct them to take notes in their journal as they read on important explicit information as well as inferences they make.
  • Towards the end of the time stop students and have them write one inference they have made and what explicit information they used to make that inference on a sticky note.
  • Collect the notes to assess the students after the lesson.

Extend

Differentiation

  • Enrichment: Allow advanced students to take notes of inferences they make in their independent reading books and the explicit information that lead them there and have them present it to the class.
  • Support: Pull small groups aside during silent reading time of students who did not meet the requirements and give them more practice.

Review

Assessment (10 minutes)

  • Assess the student's sticky notes.
  • Note whether or not they wrote an inference they made and recorded the explicit information that lead them to that inference.

Review and Closing (5 minutes)

  • Ask students to distinguish the differences between explicit information and an inference.

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