M6U1A3

Summary

This engaging lesson introduces the concept of inference through the analysis of a painting, encouraging students to utilize clues and background knowledge to draw conclusions. The instructor illustrates the process through a series of interactive scenarios, including a story about Mary Ellen the dog and a silent movie clip. Students are tasked with forming inferences using evidence and reflection, including applying these skills to historical events like the arrival of Spaniards in the Americas. The lesson emphasizes the significance of inference as a transferable skill across various subjects and everyday situations.

Highlights

• Analyzing paintings helps students learn about inference through visual clues 🎨.
• Experiential scenarios, like understanding Mary Ellen is a dog, aid in grasping concepts 🐶.
• Team-based activities encourage collaboration and validation using evidence 👫👍.
• Using inference in historical contexts, such as the Spaniards' arrival, deepens understanding of perspectives ⏳🌎.
• Inference is a versatile skill, usable in many subjects and daily decision-making 🚀🌟.

Key Takeaways

• Inference isn't just for text! You can infer from images, sounds, and more 🎨🔍.
• Using clues and your own knowledge can make stories and histories come alive 📚⚡.
• Inference helps in understanding deeper meanings, essential in literature, history, and even daily life 💡📜.
• Practice makes perfect; applying inference in different scenarios helps solidify this valuable skill 💪🧠.
• Inferences need evidence; without it, they're just guesses! Make sure to support your conclusions 🔎📖.

Overview

In this intriguing lesson, students embark on a journey of discovery about the art of inferencing. The class begins by analyzing a painting, encouraging students to look beyond the obvious and make educated guesses based on contextual clues and personal knowledge. This approach underscores how inference is not just a tool for reading text but can be applied to various forms of content, from art to real-life scenarios.

The lesson is crafted with interactive storytelling and relatable examples, such as deducing that Mary Ellen is a dog through her actions. The use of silence in a short film further stimulates students to make inferences, emphasizing how visual and situational cues are pivotal in understanding context without explicit narration.

As the class progresses, students work in groups to apply inference skills to historical topics like the interaction between Spaniards and Aboriginal people. This reinforces the practical application of inference in academics and highlights its importance as a transferable skill critical for interpreting text, historical events, and scenarios in everyday life.

Chapters

• 00:00 - 01:30: Introduction and Do Now Activity The chapter titled 'Introduction and Do Now Activity' begins with a directive during a class session, accompanied by background music. Students are asked to spend the next two minutes completing a 'do now' activity, which involves inferring information from an image. They are instructed to carry out this task on a blank piece of paper and in the designated section of their binder.
• 01:30 - 04:00: Student Sharing and Inferring The chapter focuses on the dynamics of student interaction and inference during an exercise involving a painting. Students are encouraged to observe and articulate their thoughts on what they see and what makes them think that way. With guidance, they write down their observations, and the session encourages volunteering and sharing insights among peers, fostering a collaborative learning environment.
• 04:00 - 09:00: Inference Explanation The chapter titled 'Inference Explanation' revolves around the observation of certain behaviors. The speaker, Val, notes that both men and perhaps others are actively participating in a task. The phrase 'I'm going to call a few more people' suggests an ongoing event or task where more participants are needed or expected to join. The specific details on what the task entails are not provided, but the focus is on the inclusive and collaborative effort being made.
• 09:00 - 15:00: Inference Exercise and Examples The chapter discusses an event that appears to be a family gathering taking place during the day, possibly a holiday celebration involving a meal such as lunch or breakfast. The involvement of many family members suggests it is a significant occasion, indicated by the visual imagery and ambience of daylight. The mention of a painter and a reference to 'Ian' provide a setting or context, perhaps related to art or a specific individual named Ian.
• 15:00 - 22:00: Team Activity: Inferencing Practice The chapter titled 'Team Activity: Inferencing Practice' focuses on teaching the concept of inference. The instructor uses the example of walking into a room drenched in water to illustrate how an inference can be made—that it was raining outside. The lesson emphasizes that inference is not limited to texts or research but can be applied to everyday situations. Students are encouraged to write this understanding in their notes.
• 22:00 - 26:00: Group Presentation and Discussion The chapter titled 'Group Presentation and Discussion' revolves around the concept of using background knowledge and contextual clues to make inferences. It discusses the process of understanding an image where a family appears to be making tamales, emphasizing the role of personal experience and prior knowledge in interpreting such scenes. The conversation highlights the importance of inference in understanding visual materials, especially when one might not be familiar with all the elements involved, such as a tamale in this case. The discussion is aimed at enhancing understanding and analytical skills through collective insights during group interactions.
• 26:00 - 30:00: Conclusion and Class Activity The chapter focuses on teaching students how to draw inferences from texts, whether they are research or literary. This skill involves 'reading between the lines' to grasp deeper meanings from the information provided. By the end of the class, students are expected to be able to make inferences using both evidence and their background knowledge.
• 30:00 - 35:00: Closing Remarks and Next Steps The chapter provides a wrap-up of the learning module, focusing on applying inferencing skills to the graphic organizer related to the arrival of the Spaniards. It emphasizes understanding the Aboriginal perspective as well as that of the Spaniards. The importance of learning how to infer and its practical applications are highlighted, encouraging group discussions among students to further explore these concepts.

M6U1A3 Transcription

• 00:00 - 00:30 [Music] you have a little over two more minutes to finish your do now on a blank piece of paper and your do now section of your binder you are answering the questions infer what is going on here meaning the image the
• 00:30 - 01:00 picture that we're looking at the painting what do you see that makes you think that and what else do you notice you're writing that down I will give you one more minute would that work yes all right so who would like to volunteer to share what they wrote um
• 01:00 - 01:30 okay so those like tamali okay Val I notic that the men are also helping that the men are also helping good I'm going to call a few more people s
• 01:30 - 02:00 so it it seems like they're they're doing maybe like a lunch or breakfast because it's daylight goodiday okay so perhaps it's a holiday because a lot of the family is involved painter okay called R it is from the Ian
• 02:00 - 02:30 American Museum and it was painted in 1990 okay and the reason why I'm showing you this is because sometimes or maybe you've heard about the term inference in other classes and you think it's just reserved for texts or research okay but you can infer on almost anything what happens if I walked in the door and I was drenched in water what would you infer that it was raining outside okay so I want write this in your notes when
• 02:30 - 03:00 you use Clues okay like the ones you just mentioned right that the whole family was involved that they were making something that looks like tamales if youve never seen a tamale before would you know that that's a probably not okay but that was part of your background knowledge you use schs from image and your own background knowledge to figure out what was going on in the picture and that is an inference okay I'm moving on yes so when
• 03:00 - 03:30 you're looking at inferences within text be that research text or literary text and you're drawing these conclusions this is sometimes called reading between the lines meaning that you are grasping a deeper meaning of what you are reading from the available information that you have so by the end of today's class I hope that you will be able to make an inference using evidence and background
• 03:30 - 04:00 knowledge lastly you are going to apply what you've learned about inferencing to the gra the last or final part of the in of the graphic organizer you've been working on about the arrival of the Spaniards right the point of view of the Aboriginal people and the spard so why is it important to know how to infer why are we spending time in this class to learn about this and the mechanics of it talk at your tables or with your next door neighbor for a minute
• 04:00 - 04:30 why you think it's let's bring our attention back so who heard something really interesting that maybe a partner or someone at your group said that you would like to share yes oh you said that in use it like every day in in your life and it can help you with arguments okay use it every day and it can help you with arguments
• 04:30 - 05:00 go so like maybe like to know what's going on before you get idea okay okay so start thinking about what could be in order to understand things a little bit better good Mar I think that in this class mostly we're learning about the past and there's not much like written records about everything that has happened so maybe it's important to to inference because you can like for example what
• 05:00 - 05:30 we're doing the graphic organizer we don't know exactly what they were thinking but because of the story that we've heard we can have an idea of what they're thinking so that's like inferencing we're drawing conclusions from the information that does exist the reason why it's important to know how to infert is because this is a transferable skill meaning you can use it in more than one class not just here today for the graphic organizer that you're doing p in studies okay you are using it for literary pieces in narratives in
• 05:30 - 06:00 um plays in movies in pictures to grasp a deeper understanding of what you're looking at reading or watching for example did you notice that there's a last CER of painting in the wall on the wall okay so what does that tell me about this family that they're Christian good okay so those are the types of things things that you can infer from evidence
• 06:00 - 06:30 and your background knowledge someone who maybe didn't know what the Last Supper looked like maybe you couldn't have drawn that inference but a lot of you did know what it was and hence you were able to infer that they were Christian or Catholic what is the difference between an inference or a guess an INF educated gu take PRI knowledge and guess
• 06:30 - 07:00 okay so for example a guest could be educated you could you could make an educated guess but it's not usually evidencebased okay an inference on the other hand uses evidence to arrive at a conclusion meaning I can site remember we've been working on citations you can cite information evidence quote maybe if it's a narrative it's a novel you can cite a part of the story to support your
• 07:00 - 07:30 inference right your conclusion basically you could think about it as an inference is the sum of an Evidence the information available that you can point out okay it can't just be something that you're thinking that might be true it needs to be something that you can point out and background information something that you already know and could recall for example thing you just recall what the Last Supper means right that brings you to a conclusion or an assumption that is
• 07:30 - 08:00 your inference check in how clear are you on what makes up an inference thumbs up thumbs down how clear are you what makes the previous slide this one the rest of you so I want to do a little example or I'm going to model this okay I am going to think out loud so you can follow my train of thinking you will know I will
• 08:00 - 08:30 ask questions out loud but I'm just asking myself okay they are not meant for you to answer them just so you can follow my train of thought okay Mary Ellen sniffed the air she smelled the scent of her best friend Bobby she jumped up excitedly and ran towards the front door she knew Bobby would arrive any minute you stop okay and she could barely contain herself her tail fter and faster finally Bobby right
• 08:30 - 09:00 she jumped on him and gave him a big kiss so who is mar ell remember you need evidence okay how do I know that you need to be able to explain using your evidence so here's the evidence that you can point to sniff the air smelt the scent of her best friend waged her tail faster and faster and jumped on him so this is the evidence that I have these verbs these
• 09:00 - 09:30 phrases from my background knowledge what I know about my human friends and my dog Bruno is that this behavior is more similar to what Bruno would do more so than what any of my human well maybe S no I'm joking all like it's more something like it sounds more like something Bruno would do more so than my human friends but I am concluding or from my background knowledge of what Bruno and my human friends would do I can infer that Mar Ellen is a dog and
• 09:30 - 10:00 Bobby is her own how do I know because the text tells me that she did these things and those are not things that humans usually do okay those are more related to what a dog would do that's how I'm explain this part how do you know now that I've modeled that for you you are going to infirm okay we are going to get in teams six teams of four okay and then I'm going to give you
• 10:00 - 10:30 some examples of text from which you're going to draw inferences from the questions that they give you okay and each team will receive inference and worksheets you are not allowed to open them until I tell you to and then students will work as a team to complete all of the the worksheet filling in the answers so you're not just answering who Mar in is for example just the answer you're explaining why so you need to give your evidence and your back knowledge right Bruno yes all right
• 10:30 - 11:00 when you're done all members of the group Must Stand Up and Dance the jiggle jiggle to show the 1 team has completed the worksheet remember it I don't remember anything okay do you know the flaws this one that one we all know by the way I had that originally the FL but then I was like that was like updated they'll probably know this one better but no the the floss we can all do the floss when the group is done that will be the winning group and they will
• 11:00 - 11:30 get chocolate's next class all right so don't look at them just yet team of four are we ready get set infer you need to explain why meaning F your evidence and your background knowledge that helps you arrive at that conclusion
• 11:30 - 12:00 [Music] [Music] no
• 12:00 - 12:30 you [Music] [Music] need remember you're sling your and how do you know
• 12:30 - 13:00 that you all have explanations the [Applause] whole when you're all done you do the Dan the whole to do the
• 13:00 - 13:30 [Music] dance you all have to do the dance there we go all right okay we have a winner great okay so good job team we are I'm giving you a few more minutes so everyone can finish remember you are signing your evidence and how you know that like I did with the mar Ellen example are we all done yes okay please return to your
• 13:30 - 14:00 seats so I'm going to have one representative come up to the front and present the one of your entrances the best one okay you can come from the winning team the sunshine filtered gently through the pine needles and Cool Breeze GL through the branches iy continued walking her feet crunching over pine cones pine needles and dry leaves as they made their way as she made her way along the narrow Dusty
• 14:00 - 14:30 track okay so what is the question where is iy how do you know okay explain that to us iy I think that I is in a forest I know this because they give us clues in a paragraph like dirt Trail and Chip which you would pretty much only see in the place good okay excellent um one more part sorry who's next okay it was when col heard the sound of are C that was his signal that
• 14:30 - 15:00 it was time to get up he quickly dressed on his way out the door he pulled on a pair of money boots outside the SL of sweet hay fill air he whistled at his sprinkled handfuls of grein and corn across the ground then he grabbed an empty bucket and smelted himself as he thought about the fresh milk that would soon fill it so what's the question where does K live and he lives in a farm because of the rooster the muddy boots he has the milk he's going to get with the bucket and the sweet Hast not and the PN well
• 15:00 - 15:30 those are your evidences from the text okay what's your back arm information um what do you know like that's your own knowledge of things that you would find in a farm more so than maybe in the city or you would you wouldn't find like sweet hay in the city and a rooster probably wouldn't be you okay good job every round of [Applause] applause good job all right can I throw
• 15:30 - 16:00 it away uh you can recycle it can I recycle it yes recycle but not I don't want everyone to recyc at the same time keep them and then you can at seats okay so I want you to think about these two questions we've practiced inferencing I you think of the following questions okay and answer them in your
• 16:00 - 16:30 notebooks right now okay I'm going to give you 2 minutes and a half to answer these in your notebook how can we make instances in different subject areas or might how might things be useful in your different classes in other in other courses that you all right so I want you now to discuss at your tables okay either one of the two
• 16:30 - 17:00 questions we're going to share our ideas after okay discuss at your tables we have 1 minute go [Music] discuss okay
• 17:00 - 17:30 so questions how can we make inferences in different subject areas or how might they be useful in other courses or classes Ryan what you can answer any of the two questions that you just discussed me I would like to answer the second one okay and I say how might the they be useful in your other classes and they can be useful by allowing us to have an idea of what we are learning what relates to what we're learn
• 17:30 - 18:00 okay Mar okay so also answering the second question we can make instances in different subjects areas and depending on the class you can assume more about the topic and putting into your basic common sense that can help you um advance in certain areas and make this topic much easier for to learn about and as Ryan said you can relate different topics to what you're learning to come to come up with like a bigger and deer confusion you can bring information that
• 18:00 - 18:30 becomes background knowledge from your other classes into an inference in another class okay to make an inference I just want to question you when where you use the word assumption okay so an assumption is different right an assumption is when you assume something you arrive at a conclusion without much evidence or without much of an educate making an educated guess right when you're assuming something about someone maybe or something without knowing this
• 18:30 - 19:00 is the opposite you know something or you have information that allows you to go into a deeper understanding so for example let's say Finn learned about the Last Supper in art history okay that knowledge became background knowledge that when he saw this picture from a Mexican artist okay or from if it have been from artist from any part of the world and there's the Last Supper on the wall he knows that this is Christian okay it's a
• 19:00 - 19:30 religious painting so most likely this family F that is is Catholic or Christian right they believe in Christ Sophie oh right yes we two sophies question a little bit Lou I'm going to answer the second question I can Like Us in English because
• 19:30 - 20:00 books good I'm glad you mentioned that Sophie so she mentioned that you could use it in English to get a deeper understanding of the story and what's going on or maybe even understand the characters better excellent we're going to watch a short picture clip has anyone seen it before lifted no okay so we're going to watch it and as we do you're not just going to watch it passively you are going to write down
• 20:00 - 20:30 one inference from what you see about the plock okay in your notes so remember you need to list one piece of evidence that you can point to okay that is real and tangible so maybe a scene something a character did evidence and your background knowledge who arrive at that entrance are we clear jul what are we doing
• 20:30 - 21:00 watch that we see okay you don't have to take just notes in general you're just writing down one inference that you can arrive at and you were citing or writing down the evidence that the background information what are you making an inference about the plot the plot in the story line so you should written or I'm going to give you a little bit more time to write down the inference that you made one inference but there was a lot going
• 21:00 - 21:30 on okay so just one inference right I see you're done what did you write okay okay and how do you know that what is the the the your background knowledge so like when you get the driver Li they always like do something next you
• 21:30 - 22:00 [Music] super so you iner that he's taking some sort of test and the bigger one was assessing him how did he do not so great okay let's do a little review discussion of what we've learned I'm turning on the lights R away hi you're going to be the first one why don't authors this quick movie short clip that we watched did it have any voice any
• 22:00 - 22:30 text any words no but did you understand what was going on because there was there were many clues in there so why do authors just say exactly what they mean why are some things meant for us to read between the lines make to make us think yeah it's more fun to just like if they tell you everything like uh he's thinking about blah blah blah and it's just weird like you just say like
• 22:30 - 23:00 in the movie like yeah he's going to die that's not that's like why should you like see it if you know what's going to happen Okay so we missed the story part okay because they're trying to make you um think of what how what you think happened compared to other people because other people can think different okay so cross different perspectives and also is it the best writing showing rather than telling we
• 23:00 - 23:30 know that right how do inferences help us understand the story I think we've sort of talked about this with this example okay so if Doo hadn't make the inference that the alien the smaller alien was probably getting tested but he would he have understood the plot line no not really right so they really help us to know what's going on and perhaps
• 23:30 - 24:00 why why do we need to site evidence when we make an inance talk to your next door partner discuss go why do we need to sight evidence good so I heard from your conversations that unless we use evidence a guess it's no longer an inference if
• 24:00 - 24:30 it doesn't have evidence that you can point to or site okay it turns into perhaps an assumption or an educated or not guess right so in order to be an inference it needs to have evidence last one this one's a little more Nuance can we make and I want to know your opinion can we make an inference if we don't have background knowledge about the topic yes yes why because if you are
• 24:30 - 25:00 reading if you have never if you have never celebrated your birthday but I'm talking about oh the example that you did for the game if you never celebrate your birthday but you read this and you say like yeah I'm turning 11 years old and I have a cake and bl BL you know so maybe it might make it a little bit harder um relating to what do said
• 25:00 - 25:30 about his example of the driver's test for example like we haven't taken a driver's license test yet so we don't know exactly what it is like but like when our when our parents drive and like they tell us their stories of when they took their license test seen it in a movie exactly if we seen it in movies or like even some older friends drive and you you have not been through that but you know how other people have been through it so maybe you might have backround knowledge even if it's not
• 25:30 - 26:00 from a firsthand source that you've experienced it directly so for example if I didn't have a dog it might have taken me a little bit longer to infer that Mary was a dog or maybe if I've never seen a dog or I've never had a dog right maybe it might take me a little bit more time so going back to our first why is it important to know how to refer I want you to write it on your nobbl sorry in your binders okay why is it important to know how to iner you are writing your answer in your sheet that I
• 26:00 - 26:30 will be collecting at the end of the class okay all right so as you finish writing that okay it's your turn to infer now on what we've been learning in terms of the arrival of the Spaniards and their encounter with the Aboriginal groups that were already here in pan okay you've learned about those Aboriginal populations and their ways of living you've learned about the Spanish and their motivations to come to the isas or
• 26:30 - 27:00 to the Americans you are today I'm giving you with lons of class to finish okay the Spanish point of view and abigal point of view part of geographic organizer okay you have this part left and you are going to be thinking about the spaniard's actions right from both points of view and options from
• 27:00 - 27:30 both points of view and you are drawing instances using your research as evidence remember things that you can point out questions comments concerns get my yes anyone else questions comments concerns open good when
• 27:30 - 28:00 you get to worke