Reading Learning Plan for Grade IV: Distinguishing Between Facts and Inferences

Topic: Distinguishing Between Facts and Inferences Selection: Charlotte’s Web by E.B. White Grade Level: Grade 4 Timeframe: 3 days Learning Resources and Materials: pictures or picture books, text samples, overhead projector, graphic organizer templates, activity sheets
Objectives: At the end of the lesson, the students should be able to:        ·         determine the difference       between a fact and an inference       ·         distinguish between character traits that are explicitly called out in a story and character traits that they infer from a story      ·         distinguish between facts and inferences in informational texts				Assessment:        ·         Class discussion        ·         Practice Exercises, Quiz        ·         Practice Exercises, Quiz
Values Integration:      ·         Exercise rational thinking in making judgments.     ·         Exemplify empathy towards other people.				Assessment: ·         Motivation activity (Pre-reading) ·         Class Discussion (Post-reading)
Assumption(s):      ·          The students read Chapters XII-XV of Charlotte’s Web at home.        ·         The students have acquired the skills of making inferences and identifying facts prior to this lesson.
Development of Lesson
		What Teacher Will Do				What Students Will Do
Introduction DAY 1		BEFORE READING a. The teacher will show pictures of several literary characters the students are familiar with. b. The teacher will ask the students: “What can you say about the character? What made you say so? Did you base your verdict on what is openly said in the story or did you base your judgment on what you infer about the character’s action?” c. The teacher will ask the students about other literary characters they know and share the character’s traits and characteristics in class as well as the reasons that made them say so. d. Teacher will say: “In Charlotte’s Web, there are so many characters and each character have their distinctive characteristics or traits. These characteristics made them unique or different from any other characters in the story. These characteristics made them interesting and important in a story.”				Students will share their answers in class.
Vocabulary Development DAY 1		Unlocking of Difficulties a. The teacher will show pictures that depict the following vocabulary words. ·         acrobat ·         progress ·         tattered ·         sensational ·         versatile b. The teacher will ask the students to infer the meaning of the vocabulary words by looking at the details seen in the picture. c. The teacher will then give the dictionary meaning of the words for the class to find out if they were able to make a correct inference. d. The teacher will then ask the students to construct a sentence using the vocabulary words.				Students will write the definitions of the words in their handouts.
Methods/Procedures		DURING READING Teacher will ask the students to read Chapters XII-XV of the novel Charlotte’s Web at home. Teacher will also ask the students to take note of the following motive questions as they read the chapters. ·         Why is it important for the farm animals to look for words that best describe Wilbur? ·         Why did the animals, specifically Templeton, oblige to help look for words that could be written on Charlotte’s web? ·         What makes a web a miracle? ·         Why does Wilbur want Charlotte to go with him to the fair?
DAY 2			AFTER READING A. Teacher will ask the motive questions and discuss with  the class the following comprehension questions: ·         Why is it important for Wilbur to have true friends? ·         To what can you compare the summer season? What do you think it mean when the crickets sang “summer is over, summer is dying”? ·         What can you say about the characters’ actions towards Wilbur? B. Mini Lesson on Distinguishing Between Facts and Inferences a. Teacher will introduce the lesson by saying: ·   What makes a good story? We usually remember and enjoy stories that have lots of good action and good characters. Today we are going to think about characters in stories. What makes them who they are? What things about them help us to identify who they are? What traits made Wilbur, Wilbur and not Shiloh? ·   The teacher will show the class a character map and say: “One way to think about your favorite characters and to understand new characters in stories you are reading is to make a map of those characters.” ·   The teacher will ask the students to fill in the character map. She will ask the students to take a look at the character Wilbur. She will then ask the following questions: “What do we know about him? How did we learn these different things about this character? Which traits does the book describe directly? What about the rest of these traits on our list? If the story doesn't explicitly describe these character traits then how did we learn them? How did we figure these things out about the character from the information given to us in the story?” ·   The teacher will tell the students: “The traits that the book described directly or openly are called “factual traits”. The kinds of traits that the book doesn't tell us directly as facts, but that we figure out from a character's actions or speech, are called "inferred traits".” b. The teacher will then discuss facts and inferences with the class. c. The teacher will give another character map activity to the class featuring another character from the novel. Another activity focusing on distinguishing between facts and inferences in an informational text will follow.			Students will share their answers to the class. Students participate in the discussion. . The students will answer the activity sheets.
Assessment/ Evaluation DAY 3		Students will answer the quiz.
Closure	Teacher will ask:  “At the beginning chapters of the novel, what can we say about Templeton? Did he change as the story progresses? Did your opinion of his character changed as the story unfolds? Knowing that a character changes as the story unfolds, what values can we draw out of it?”				Students will share their answers to the class.