EL Support Lesson
Making Inferences About Feelings
Students will be able to identify at least two different points of view in a story. Students will be able to explain how a character’s point of view shapes their understanding and stance.
Students will be able to make an inference with sentence structures using sentence frames.
- Tell students that today they will be learning some sentence structures and vocabulary that will help them make inferences about other people's (or characters') feelings.
- Explain that when we can recognise and infer how other people are feeling and why, then we can begin to understand their perspective.
- Clarify that PerspectiveIs a person's (or character's) point of view, or the way they see and experience things. In a fictional story, there may be multiple perspectives to consider. Explain that understanding the different perspectives in a story can help us understand it on a deeper level.
Building academic language
- Use vocabulary cards to introduce the definitions for the words "inference" and "perspective" and display the cards on the board for the remainder of the lesson.
- Tell students that they will be studying some vocabulary words that will help them label feelings. Show students the picture vocabulary cards for each of the feeling words ("angry," "annoyed," "disappointed," "excited," "guilty," "proud").
- Hand out the worksheet Making Inferences About Feelings.
- Model the activity in section one by drawing a picture for the first word, Angry. Then, instruct students to work with a partner to discuss and draw pictures for each of the remaining five feeling words. Invite a few students to show their drawings to the class.
- Review the instructions for section two and model the exercise by describing a time you felt angry. Tell students to discuss each feeling word with their partner and orally share their own experiences. Call on a few students to share their experiences for each feeling. Then, have students record their answers on their own worksheets.
- Guide the class through section three of the worksheet. Read each scenario aloud and, as a class, discuss the clues that suggest feelings. Allow students to pair-share throughout the class discussion. Then, work with the class to label each scenario with a feeling word.
- Explain that in order to understand a character's perspective in a story we need to understand their feelings. Tell students that they can use these words to describe some feelings characters may have in a story.
- Tell students that they will be studying sentence structures and phrases that will help them make inferences as they read.
- Explain that authors do not always tell how a character is feeling explicitly, so a reader must use clues to infer how a character is feeling in order to understand the character's perspective.
- Display the worksheet Sentence Stems for Making Inferences and review the sentence stems with the class.
- Direct students' attention to the picture of three children. Give them time to study the image, then instruct them to discuss it with a partner. As they discuss, tell students to use the prompts and sentence stems to make an inference about the characters in the picture.
- Call on non-volunteers to share the inferences they made about the picture. Remind students to use the sentence stems when they share their answers.
- Display the story at the bottom of the Making Inferences About Feelings worksheet. Read it aloud as students follow along on their own worksheets.
- Tell students to talk with their partner to make inferences about how each character was feeling in the story and why. Remind students to use the sentence stems and vocabulary words during their discussion.
- After students have talked, instruct them to complete the three sentence frames independently. Allow students to read their completed sentences to their partner or a small group. Then, call on non-volunteers to share their answers.
- Remind students that each of the characters in this story had a different perspective of the events.
Additional EL adaptations
- Complete a Frayer Model for the words InferenceAnd Perspective.
- Pre-teach additional vocabulary terms that students will see within texts during the lesson, like "gasped" and "groaned."
- Allow beginning ELs to use bilingual resources to define new words throughout the lesson.
- Strategically pair beginning ELs with more advanced ELs or students who speak the same home language.
- During the discourse level focus, challenge advanced ELs to write sentences using word banks as supports rather than sentence frames.
- Allow advanced ELs to utilize a glossary, thesaurus, and dictionary for help with unfamiliar words.
- Choose advanced ELs to share their ideas first in group and class discussions. Ask advanced ELs to add on, rephrase, or clarify what their peers say in class discussion.
- Have advanced ELs repeat instructions and key vocabulary while summarizing important information for the class.
Formative Assessment of Academic Language(5 minutes)
- Direct students' attention to the story at the bottom of the Sentence Stems for Making Inferences worksheet. Do a choral read-aloud with your students.
- Instruct students to use the provided sentence frame and the vocabulary they learned to make an inference about how Hui Yin felt in the story.
- Allow students to share their responses with a partner before calling on non-volunteers to share their inferences.
- Collect students' completed worksheet to check for understanding.
Review and closing(3 minutes)
- Remind students that the words they learned in this lesson are only a few of many feeling words.
- Have students form small groups of four. Hand out a sheet of paper to each group and have students brainstorm as many feeling words as they can, writing their ideas on their paper.
- Call on students to share the words they brainstormed. For each word that is shared, draw a quick picture on the board to go along with the word.
- Explain to students that they can use these and other feeling words when they make inferences about a character's point of view.