DATE: 13/6/19 DAILY NOTES:

DAY: Thursday
TIMES CURRICULUM ASSESSMENT LEARNING EXPERIENCE RESOURCES
AND
OBJECTIVES

9:30am Read an Use work 1. Introduction (5 minutes)

increasing samples to - Revisit Inferencing PowerPoint to remind students of what it means to
range of check off infer as well as the difference between inferring and predicting. Magnifying
different types criteria on - Go through an image to prompt inferencing skills and warm up our glass prop
of texts by … the check list minds for inferring
using text proc and assess - Tell students we are going to look at a new book and we MUST put on
essing what areas our invisible detective coats in order to find clues in the book AND in
strategies, for students our own minds to make sense of what the author wants us to figure
example need help in out The Stray Dog
9:35am inferring. (ACEL for the next PowerPoint
Y1679) lesson. 2. Modelled/Shared Reading (10 minutes)
- Model read the text “The Stray Dog” by Marc Simont and tell
Make at least students that throughout, you want them to think about the
two inferences inferences they can make. After modelling for the first few pages,
about a chosen invite students to share their own inferences.
character from
9:45am “Stray Dog” 3. Group Character Inference (10 minutes)
including the - On each desk will be a picture of one of the characters stuck onto an Character
event and A3 poster. Similar to our predicting activity where we rotated around posters
character’s to make predictions about what would happen based on the cover,
feelings. we will make inferences about what kind of person/animal this
character is.

4. Independent Activity (25 minutes)

- Students will step into the shoes of one of the characters in the book Differentiated
and make inferences about what kind of person/animal they are. DEAR DIARY
10:10am They will write a diary/journal entry from the perspective of that templates
character including details about their feelings, thoughts and what
they think of the events taking place in the story.
- DIFFERENTIATION: I have made a template with sentence starters for
the weaker group and an open-ended template for other students.
- This activity will allow students to find clues in the text about the
character, and then use what they think (what the author has not
10:20am told us) to infer the kind of thing they would write in a diary.
- Have Kathi (EA) scribe Alena’s entry for her.
 5. Conclusion (10 minutes)
- Bring students work down to the mat and share the different clues
from the book and our meanings we made
- Together we will take down our inferences made about the different
characters
- By doing this, we reinforce that there are SO many different clues we
10:30am can find as well as different perspectives that change the meaning a
story has for us