Program 547
Pop the Pdf in your computer And let Coach B and the Mind Giants Do the Teaching for you!
This is a Whole Brain Teaching Five Step Lesson on the word inference for K-12 students. Step 1: Question: What is an inference? Step 2: Answer with gesture: An inference uses what you know to try to prove what you don't know. Step 3: Expand: give examples of inferences. Step 4: Test: Use the Quick Test to assess student understanding of inference. Step 5: Write: Students apply what they have learned, building toward a five paragraph essay employing inferences.
To complete this lesson, students will need to know: Class-Yes Hands and Eyes Mirror Words The Scoreboard Teach-Okay Information about these techniques and the 5 Step Lesson Plan may be found in webcasts available at WholeBrainTeaching.com.
During the lesson, the Scoreboard will be used. Place a Scoreboard on your board and mark the points as they come up... or, for extreme fun, go to the Apple Itunes store and download the Whole Brain Teaching Scoreboard app.
The lesson takes place at Whole Brain College... begin by getting your students excited about taking a college course from me, Coach B. All you have to do is read my speeches to your class. Important point: When you see brackets [like this]... don't read the brackets to your kids, just follow their instructions. [nod your head] Power to the Teachers! Chris "Coach B" Biffle
The following sample slides contain pointers about how to use this program in class. The lesson you will show your kids begins at slide 14.
Hands and eyes! We are going to have a very exciting day today in Whole Brain College! Sample Oh, so exciting! Make a full turn to your neighbor, use big gestures, and repeat what I said over and over! [clap, clap] teach! You will read the speeches by Coach B.
Hands and eyes! We are going to have a very exciting day today in Whole Brain College! Sample Oh, so exciting! Make a full turn to your neighbor, use big gestures, and repeat what I said over and over! [clap, clap] teach! When there are several speech bubbles, pause between each one, or repeat it, until you have your students' attention.
Hands and eyes! We are going to have a very exciting day today in Whole Brain College! Sample Oh, so exciting! Make a full turn to your neighbor, use big gestures, and repeat what I said over and over! [clap, clap] teach! To make your performance engaging, emphasize the words in bold face.
Mirror words! Sample Our question is, "What is an inference?" Our answer is "An inference uses what you know, to try to prove what you don't know!" [With two hands make a gesture as if you are moving something in the air from your left... what you know... to your right... what you don't know.] I'll say our answer again, "An inference uses what you know, to try to prove what you don't know." [Repeat the gesture as you say the answer.] Make a full turn to your neighbor, use my gestures, and repeat the answer "An inference uses what you know to try to prove what you don't know" over and over! [clap, clap] teach! When you are using Mirror Words, speak slowly, using only 3-7 words at a time, so that your students have time to repeat what you say. Use whatever gestures you wish... but move your hands!
Mirror words! Sample Our question is, "What is an inference?" Our answer is "An inference uses what you know, to try to prove what you don't know!" [With two hands make a gesture as if you are moving something in the air from your left... what you know... to your right... what you don't know.] I'll say our answer again, "An inference uses what you know, to try to prove what you don't know." [Repeat the gesture as you say the answer.] Make a full turn to your neighbor, use my gestures, and repeat the answer "An inference uses what you know to try to prove what you don't know" over and over! [clap, clap] teach! Remember, don't read the sections in [ ]. These directions show you what you should be doing... not saying!
Not fast enough, Mighty Groan! When you see a Scoreboard slide like this one, make the appropriate mark on your own Scoreboard in class. Student response to your marks should be quick and sharp... have students practice rapid Mighty Groans and Mighty Oh Yeahs.
Now you're ready! The lesson on inference begins with the next slide. Remember... weave the Golden Thread of fun through everything you teach!
Welcome! I'm Coach B, your college professor. Rub your hands together and tell your neighbor... "Oh Sweet Momma, I'm gonna love going to Coach B Whole Brain College!"
Class, class!
Not fast enough, Mighty Groan!
Not loud enough, Mighty Groan!
Great job! Mighty Oh yeah!
Super! Mighty Oh yeah!
Class, class!
Hands and eyes! We are going to have a very exciting day today in Whole Brain College! Oh, so exciting! Make a full turn to your neighbor, use big gestures, and repeat what I said over and over! [clap, clap] teach!
Class, class!
Hands and eyes! We're going to answer a big, important question. The question is, "What is an inference?" "What is an inference?" Make a full turn to your neighbor, use big gestures, and repeat the big, important question over and over!
Classity class!!
Not loud enough, Mighty Groan!
Super! Mighty Oh yeah!
Class-a-doodle do!
Mirror words! Our question is, "What is an inference?" Our answer is "An inference uses what you know, to try to prove what you don't know!" [With two hands make a gesture as if you are moving something in the air from your left... what you know... to your right... what you don't know.] I'll say our answer again, "An inference uses what you know, to try to prove what you don't know." [Repeat the gesture as you say the answer.] Make a full turn to your neighbor, use my gestures, and repeat the answer "An inference uses what you know to try to prove what you don't know" over and over! [clap, clap] teach!
Class Ka-Blooey!
Hands and Eyes! Let's go over that again! [Speak slowly.] Our question is, "What is an inference?" Our answer is "An inference uses what you know, to try to prove what you don't know!" [Make the inference gesture.] I'll say our answer again, "An inference uses what you know, to try to prove what you don't know." [Repeat the gesture as you say the answer.] Make a full turn to your neighbor, use big gestures, and repeat the answer over and over! [clap, clap] teach!
Class-Arooney Booney!
Mirror words! Now, let's try an example of an inference. I see a dog that looks friendly. That's what I know. [Make the first part of the inference gesture.] My inference is that the dog won't bite me. That's what I don't know... because I haven't petted him yet! [Make the second part of the inference gesture.] Make a full turn to your neighbor, use my gestures, and repeat my example about the clouds and the rain I said over and over! [clap, clap] teach!
Class, class!
Mirror words! Let's do that again. I see a dog that looks friendly. That's what I know. [Make the first part of the inference gesture.] My inference is that it will not bite me. That's what I don't know. That's what I'm trying to prove based on his looks! [Make the second part of the inference gesture.] Make a full turn to your neighbor, use my gestures, and repeat my example of the clouds and the rain over and over!
Classity class!!
What I know What I'm trying to prove! inference The dog won't bite me. The dog looks friendly. [Explain the diagram above.] Make a full turn to your neighbor, use big gestures, and explain this diagram just like I did over and over [clap, clap] teach!
Class-a-doodle do!
Mirror words! Here's another example I see a donut covered with frosting. That's what I know. [Make the first part of the inference gesture.] My inference is that it will taste good. That's what I don't know. I haven't actually taken a bite. [Make the second part of the inference gesture.] Make a full turn to your neighbor, use big gestures, and repeat the cake example over and over! [clap, clap] teach!
Class-a-ding-ding!
What I know What I'm trying to prove! inference The donut will taste good. I see a donut covered with frosting. [Explain the diagram above.] Make a full turn to your neighbor, use big gestures, and explain this diagram just like I did over and over. [clap, clap] teach!
Class-a-zingy-dingy!
Mirror words! Here's another example. I see a smiling family going on vacation. That's what I know. [Make the first part of the inference gesture.] My inference is that they are going to have a good time. That's what I don't know, what am trying to prove. [Make the second part of the inference gesture.] Make a full turn to your neighbor, use big gestures, and repeat what I said over and over! [clap, clap] teach!
Class-a-roo!
What I know What I'm trying to prove! inference They are going to have a good time. I see a smiling family going on vacation. [Explain the diagram above.] Make a full turn to your neighbor, use big gestures, and explain this diagram over and over. [clap, clap] teach!
Oh my class!
Mirror words! Here's another example. Batman finds his Batmobile is out of gas. That's what he knows. [Make the first part of the inference gesture.] His inference is that someone was driving it without his permission! That's what he's trying to prove. [Make the second part of the inference gesture.] Make a full turn to your neighbor, use big inference gestures, and repeat what I said about Batman over and over! [clap, clap]
Class! Class! Class! Class!
What Batman knows What he's trying to prove! Batmobile out of gas inference Someone drove the Batmobile without his permission. Make a full turn to your neighbor, use big gestures, and explain this diagram over and over [clap, clap] teach!
Classssssss!
What I know. What I'm trying to prove! inference Now, it's your turn to make some inferences! Make a full turn to your neighbor, use big inference gestures, and fill in the blue and green blanks as many times as you can! [clap, clap] teach!
Classy Classy!
What I know is. My inference is. Now complete these sentences! Begin with something you know about sports, video games, cell phones, texting, school, your friends, family, vacations, TV, movies, music... anything! Then try to prove something with your inference. Make a full turn to your neighbor, use big inference gestures, and fill in the blue and green blanks as many times as you can! [clap, clap]
Class-a-ring-a-ding-ding!
Hands and Eyes! When you're making an inference, you should always try to support it up with a "because," with a reason to back up what you're proving. [clap, clap] teach! Make a full turn to your neighbor, use big gestures, and repeat what I said about because over and over! [clap, clap] teach!
Class! Class! Class! Class! Class! Class!
Mirror words! Whenever you say "because" [clap your hands] you should clap your hands because [clap your hands] that is a very important word. Make a full turn to your neighbor, use big gestures, and repeat what I said about clapping your hands over and over! [clap, clap]
Itsey Class!
Mirror words! Clapping your hands with because [clap your hands] is called the Because [clap your hands] Clapper! Make a full turn to your neighbor, use big gestures, and repeat what I said about the Because Clapper over and over! [clap, clap]
Itsey Bitsey Class!
What I know is the dog looks friendly. My inference is he will not bite me because he is also wagging his tail. [Read the sentences above using the Because Clapper.] Make a full turn to your neighbor, use big gestures, and explain what is on the board over and over!
Class-ka-jing-jing!
What I know is the donut is covered with frosting. My inference is it will taste good because frosting tastes yummy! [Read the sentences above using the Because Clapper.] Make a full turn to your neighbor, use big gestures and the Because Clapper. Explain what is on the board over and over! [clap, clap] Teach!
Oh my sweet class!
Hands! Hands! Hands and Eyes! Here is a very important point! The more information you can add after your because [clap] the stronger your inference! I'll say that again. Huge Point! The more information you can add after your because [clap], the stronger your inference! Make a full turn to your neighbor, use big gestures, and repeat what I said about the Because Clapper over and over! [clap, clap]
Oh my wonderful class!
What I know is the dog looks friendly. My inference is he will not bite me because he is also wagging his tail, he is just a puppy and other kids are petting him. [Read the sentences above.] Make a full turn to your neighbor, use big gestures, and explain what is on the board over and over! [clap, clap] Teach!
Oh my fantastic class!
What I know is the donut is covered with frosting. My inference is it will taste good because frosting tastes yummy, the donut smells delicious and my mother made it! [Read the sentences above.] Here's another example of lots of information that makes the inference stronger! Make a full turn to your neighbor, use big gestures, and explain what is on the board over and over! [clap, clap] Teach!
Oh my delightful class!
What I know is a smiling family is going on vacation. My inference is they will have a good time because they always treat each other nicely, they have plenty of time a they are going to Disneyland! [Read the sentences above.] Here's a third example of lots of information that makes the inference stronger! Make a full turn to your neighbor, use big gestures, and explain what is on the board over and over! [clap, clap] Teach!
Oh my amazing class!
What Batman knows is there is no gas in the Batmoblie. His inference is that someone drove it without his permission because he always keeps the tank full so he can chase criminals, there is no gas leak under the car and there is a cowboy hat on the driver's seat that doesn't belong to him. [Read the sentences above.] Here's an example of lots of information that makes the inference stronger! Make a full turn to your neighbor, use big gestures, and explain what is on the board over and over! [clap, clap] Teach!
Oh my wacky class!
What I know is there are dark clouds. My inference is it will rain because. Now, you try it! Make a full turn to your neighbor, use big gestures, and fill in the blanks. Use lots of information after your because! [clap, clap] teach!
Oh my outrageous class!
What I know is lots of people are buying the new video game, "Dragon-o-Mania!" My inference is I will have fun playing it because. Make a full turn to your neighbor, use big gestures, and fill in the blanks. Use lots of information after your because! [clap, clap] teach!
Oh my superific class!
What I know is all the kids complain about the new soccer coach. My inference is I will not like the coach because. Make a full turn to your neighbor, use big gestures, and fill in the blanks. Use lots of information after your because! [clap, clap] teach!
Oh my stupendous, superific, outrageous, wacky class!
What I know is. My inference is because. See if you can do this one on your own! You can talk about sports, TV, video games, your friends, family, school, skateboards, surfing, music, bands, parties... anything! Make a full turn to your neighbor, use big gestures, and fill in the blue, green and red blanks as many times as you can! Use lots of information after your because! [clap, clap] teach!
Hands and eyes! Next, we're going to have a Quick Test, abbreviated QT. When I say QT, you say QT and cover your eyes. Make a full turn to your neighbor, use big gestures, and repeat what I said over and over! [clap, clap] teach!
Oh my stupendous, superific, outrageous, wacky, adorable, cutey class!
When your eyes are covered, I'll say some sentences. If the sentence is true, give me a thumbs up. If the sentence is false, give me a thumbs down. If you're not sure, waggle your thumb up and down. Make a full turn to your neighbor, use big gestures, and repeat what I said over and over! [clap, clap] teach!
Class ba-jinga!
Q.T.! 1. When you make an inference, you start with what you don't know. 2. In an inference you prove what you do know with what you don't know. 3. In an inference, you start with what you know. 4. In an inference you are using what you do know, to try to prove what you do know. 5. In an inference you are using what you do know, to try to prove something else you know. 6. In an inference, you are using what you do know, to try to prove something you don't know. 7. When you use because you are adding a reason to back up what you do know. 8. When you use because you are adding a reason to support what you are trying to prove.
Oh my lovely class!
Now, we're going to do something even harder. Some inferences are strong and some inferences are weak. Strong inferences convince you and weak inferences don't convince you. This time, when we play QT, give me a thumbs up if you think the inference is strong and a thumbs down if you think the inference is weak. Also... I'll be using different forms of the word inference, like infer and inferring! Oh, my goodness!
Q.T.! You see muddy footprints on the carpet; you infer that someone was walking in the mud. You see slice of cake is missing; you infer that the dog ate it. You smell smoke in the kitchen; you start inferring that leaves are burning outside. John got a bad grade on his math test; he infers that he should study more. You get a bad grade on a math test; you start inferring that the teacher is terrible. Your cat scratches your uncle; you infer she is sick. The doorbell rings; you infer that someone is pushing it. If a character in a story is mean in the first chapter, you infer that the character will be mean in the last chapter. There is a mystery in the first chapter of a book; you infer it will be solved by the end.
From here forward, your dear teacher will insert the class-yes, hands and yes, mirror words and scoreboard... however she or he wishes!
What I know is John gives away his toys. My inference is he is trying to make friends. My inference is correct because he gives toys to popular kids who don't like him. Before you start writing here are some more examples of inferences.
What I know is it was really cold last night. My inference is the water in the pool will be too cold for swimming. My inference is correct because the last time it was this cold, I nearly froze when I tried to swim. Another example of an inference.
What I know is I have been lying to my parents about not playing video games. My inference is they are going to take away my IPad when the find out. My inference is correct because that's what they did last time when the found out. Here's another example.
What I know is. My inference is. My inference is correct because. With your neighbor, you try it! Orally fill in these blanks as many times as you can! Think about books, sports, your friends, your school, TV, movies, video games... anything!
Now, here's a tougher challenge. Can you come up with two reasons to back up your inference??? That's called a Double Whammy! Here are some examples of Double Whammies! Oh no! Two reasons!!! Double Whammies!
What I know is the clouds are dark. My inference is it will rain. There are two reasons I believe this is true. First, the clouds were dark yesterday and it rained. Second, the weatherman said rain was coming. Could you make a Double Whammy like this one?
What I know is the previews to the Ninja Clowns movie are exciting. My inference is the Ninja Clowns movie will be good. There are two reasons I believe this is true. First, the last Ninja Clowns movie was great. Second, the Ninja Clowns video game based on this movie was really fun. How about this Double Whammy?
What I know is we are playing a soccer team with a good record. My inference is it will be hard to win. There are two reasons I believe this is true. First, our team has never played soccer. Second, their team is supposed to be 10 year olds but some of the kids have beards. Get your neighbor pumped up about trying a Double Whammy!
What I know is. My inference is. There are two reasons I believe this is true. First,. Second,. Now, it's time to write! You get to try some Double Whammies!!! You've got to come up with two reasons to support your inference! Complete the blanks above and pay special attention to the blue, green blanks, the Double Whammies! If you finish early, start a new paragraph! There are a few
What I know is. My inference is. There are three reasons I believe this is true. First,. Second,. Third,. Oh no! A Triple Whammy!!! Write for as long as your teacher wishes. Complete the blanks above and pay special attention to the blue, green, and red blanks, the Triple Whammies! You'll need three reasons to support your inference. If you finish early, start a new paragraph!
What I know is. My inference is. There are three reasons I believe this is true. First,. Add another sentence about the blue reason. Second,. Add another sentence about the green reason. Third,. Add another sentence about the red reason. Ay yi, yi! Triple Whammies with detail adders! Write for as long as your teacher wishes. Complete the blanks above and pay special attention to the blue, green, and red blanks, the Triple Whammies! You'll need three reasons to support your inference. If you finish early, start a new paragraph!
What I know is. My inference is. There are three reasons I believe this is true. First,. Second,. Third,. Add a paragraph with at least three sentences about the blue reason. Add a paragraph with at least three sentences about the green reason. Add a paragraph with at least three sentences about the red reason. Add a concluding paragraph summing up what you have said. Mention the blue, green and red reason. Ai yi, yi! With earth shaking, crazy volcano fireworks! A Triple Whammy essay!!
What is an inference? Now, orally or in writing, whatever your teacher chooses, answer this question. Use lots of examples!!! Then you have finished a course at Whole Brain College!!!
On the next page is a Power Pix, a picture your teacher will put on the wall to help you remember all you've learned about inference!
Question: What is an inference? Answer: An inference uses what you know to try to prove what you don't know. What I know What I'm trying to prove! inference The dog The dog looks friendly. won't bite me. Inference Gesture: Use both hands to move something in the air from your right, what you know, to your left side, what you don't know.
Now, with a big turn and giant gestures tell your neighbors everything you ve learned about inferences, strong ones and weak ones, Because Clapper gloves, Whammies, EVERYTHING!
Coming Next Week! Soon!!! WBT Common Core: What is evidence? Explore WBT s Highly Colorful, Zingy and Zany Lesson for this all important Common Core topic! Just pop the pdf in your computer and let Coach B do the teaching!!!
Email ChrisBiffle@WholeBrainTeaching.com
Teacher Suggestions Now that your kids have finished the Whole Brain College Inference course, they're ready to use in class what they have learned. Whenever you want them to employ "inference," ask, "What do you know [about this book, this problem, this experiment, this observation]?" After their reply, "Ask what can you infer... and please employ a Because Clapper!" They should reply to each question with a complete sentence answer. Thus, in answer to the first question, they would reply, "What I know..." In answer to the second question, they would reply, "What I can infer is... because [clap]..." When they have mastered this pattern, then you can ask a more complex question, "What do you know about x and what an you infer?" If you have questions or comments, post them on our forum at WholeBrainTeaching.com. Power to the Teachers! Coach B
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