Lesson plan of Inference

Objectives (5-10 minutes)

1. Understand the concept of inference and its importance in interpreting texts: Students should be able to define the term inference and understand how it is used to extract implicit information in a text.

2. Develop inference skills: Students should be able to apply the concept of inference to make logical and deductive connections, allowing for a broader and deeper understanding of texts.

3. Practice inference in different contexts: Students should be able to practice the inference skill in a variety of texts and situations, to strengthen their understanding and application of this skill.

Secondary objectives:

• Encourage critical reading: Through the practice of inference, students will also be able to develop critical reading skills, questioning and analyzing what is presented in the text.

• Develop logical thinking: Inference requires the ability to think logically and make connections, therefore this objective will also be worked on during the class.

Introduction (10-15 minutes)

1. Review of Previous Content: The teacher should start the class by reminding students about the concepts of reading and interpreting texts, emphasizing the importance of paying attention not only to what is explicit, but also to what can be inferred. In addition, it is important to briefly review some terms and concepts that will be used during the class, such as "implicit", "logical connection" and "deduction".

2. Problem Situations: To arouse students' interest, the teacher can present two problem situations that involve the inference skill. For example, a small text with incomplete information can be proposed, and students should infer what happened to reach that situation. Another possibility is to present a text with several clues and students should infer who the author is and what their intention was when writing that text.

3. Contextualization: The teacher should then explain the importance of inference in everyday life, citing examples of how this skill is used in different situations, from reading news and books to interpreting conversations and everyday situations. It is important to emphasize that inference is a fundamental skill for understanding the world around us.

4. Gaining Students' Attention: To make the subject more interesting, the teacher can share curiosities about inference. For example, they can mention that inference is a skill that human beings develop naturally from childhood, and that it is one of the characteristics that differentiates us from machines. Another curiosity is that the inference skill is essential for problem solving, as we often need to infer the solution from the available information.

5. Introduction to the Topic: After gaining the students' attention, the teacher should introduce the topic of the class: "Today we are going to learn about inference, a powerful skill that allows us to understand what is not explicit in texts. Through inference, we can make logical connections, deductions and understand the author's intention. We will start with a short video that will help us better understand what inference is and how it works."

This is the ideal time to introduce the content of the class, which can be an explanatory video about inference. The teacher should ensure that the students watch the video carefully and then start the discussion about the content.

Development (20-25 minutes)

1. Activity "Inference in the Mystery of the Lost Book":

   • Description: The teacher should divide the class into groups of up to 5 students. Each group will receive an envelope containing an excerpt from a mystery book. However, some parts of the text have been erased, leaving gaps in the story. The students' challenge will be to infer what has been erased, filling in the gaps with their own words.
   • Step by Step: The teacher should distribute the envelopes to each group, explain the rules of the activity and give the students time to read the text excerpt. Then, the students should discuss in their groups and write their inferences. At the end of the allotted time, each group should present their version of the text, explaining the inferences they have made. The teacher can then reveal the original excerpt from the book and discuss the differences between the groups' versions and the original text, highlighting the importance of inference and how it can vary from person to person.
   • Objective: This activity aims to promote the practice of inference in a playful and contextualized way, in addition to stimulating collaboration and group discussion.

2. Activity "Inference in Comic Strips":

   • Description: The teacher should select a comic strip with some dialogues and actions, but without speech bubbles. Each group will receive a copy of the story and will have to infer what the characters are saying or thinking, filling in the empty speech bubbles with their own words.
   • Step by Step: The teacher should distribute the comic strips to the groups, explain the rules of the activity and give the students time to observe the images and discuss in their groups. Then, the students should fill in the empty speech bubbles with their inferences. At the end of the allotted time, each group should present their version of the comic and discuss the inferences they have made. The teacher can then show the original version of the story and discuss the differences between the groups' versions and the original version, once again highlighting the importance of inference and how it can vary from person to person.
   • Objective: This activity aims to reinforce the practice of inference in a playful and visual way, in addition to stimulating students' imagination and creativity.

3. Activity "Inference Treasure Hunt":

   • Description: The teacher should prepare a series of clues that lead students to different parts of the school. Each clue should be a text with incomplete information, which the students will have to infer in order to find the next clue. The last clue will lead students to a "treasure" (which could be a symbolic prize, such as a "Master of Inference" certificate).
   • Step by Step: The teacher should divide the class into groups and explain the rules of the activity. Then, the groups will start following the clues, inferring the missing information to move on to the next clue. The teacher should circulate around the school to ensure that the groups are progressing correctly and to help if necessary. The first group to find the "treasure" will be the winner.
   • Objective: This activity aims to provide students with a practical and fun experience of how inference is used in everyday life, in addition to promoting collaboration and healthy competition among the groups.

Feedback (10-15 minutes)

1. Group Discussion (5-7 minutes):

   • Description: The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team during the activities "Inference in the Mystery of the Lost Book", "Inference in Comic Strips" and "Inference Treasure Hunt".
   • Step by Step: The teacher should ask each group to share their inferences, justifying their choices and explaining the reasoning behind them. While the groups are presenting, the other students should pay attention, as new ideas and perspectives may emerge. The teacher should encourage everyone to participate, asking questions to stimulate reflection and promote debate.
   • Objective: The objective of this stage is to consolidate learning, allowing students to see the different approaches and interpretations of the texts, and to understand how inference can vary from person to person.

2. Connection to Theory (2-3 minutes):

   • Description: After the group discussion, the teacher should make the connection between the practical activities and the theory presented at the beginning of the class.
   • Step by Step: The teacher should recall the concepts of inference and explain how they were applied during the activities. They can use examples of the groups' solutions to illustrate the theory in practice. The teacher should also reinforce the importance of inference in interpreting texts and in our daily lives.
   • Objective: The objective of this stage is to reinforce students' understanding of the concept of inference and how it is applied, allowing them to see the connection between theory and practice.

3. Individual Reflection (3-5 minutes):

   • Description: The teacher should propose that students reflect individually on what they have learned during the class.
   • Step by Step: The teacher should ask a series of questions to stimulate reflection, such as: "What was the most important concept you learned today?", "What questions have not yet been answered?" and "How could you apply what you have learned today in other situations?" Students should write down their answers on a piece of paper or in their notebooks. After the allotted time, the teacher can ask some students to share their reflections with the class, if they feel comfortable.
   • Objective: The objective of this stage is to promote self-reflection and metacognition, allowing students to evaluate their own learning and identify areas that need further study or practice. In addition, by thinking about how they could apply what they have learned, students will be reinforcing the concept of inference.

Conclusion (5-10 minutes)

1. Summary of Content (2-3 minutes):

   • Description: The teacher should end the class by making a brief summary of the concepts and skills covered.
   • Step by Step: The teacher should recall the definition of inference, the importance of paying attention to what is implicit in texts, and how inference helps us make logical connections and deductions. They should also reinforce the idea that inference is a skill that can vary from person to person, and that it is important to respect different interpretations.
   • Objective: The objective of this stage is to consolidate learning, reinforcing the main points of the class and ensuring that students have understood the concepts presented.

2. Connection between Theory, Practice and Applications (1-2 minutes):

   • Description: The teacher should explain how the class connected the theory, practice and applications of inference.
   • Step by Step: The teacher should highlight how the practical activities helped students apply the theory of inference in a playful and contextualized way. They should also reinforce the importance of inference in everyday life, citing examples of how this skill is used in different situations, from reading news and books to interpreting conversations and everyday situations.
   • Objective: The objective of this stage is to show students the relevance of what they have learned, encouraging them to apply inference in their daily activities and studies.

3. Supplementary Materials (1-2 minutes):

   • Description: The teacher should suggest supplementary materials for students who wish to deepen their knowledge on the subject.
   • Step by Step: The teacher can suggest books, articles, websites and videos that deal with the topic of inference in more depth. They should also indicate additional exercises and practices that students can do to improve their inference skills.
   • Objective: The objective of this stage is to provide students with the opportunity to learn more about the subject, if they are interested, and to practice inference independently.

4. Practical Applications (1-2 minutes):

   • Description: Finally, the teacher should emphasize the importance of inference in everyday life, highlighting some situations in which this skill is essential.
   • Step by Step: The teacher should give examples of how inference is used in different contexts, such as reading the news, interpreting social situations, solving problems, among others. They should also encourage students to observe and reflect on how they use inference in their own lives.
   • Objective: The objective of this stage is to reinforce the relevance of the subject by showing students that inference is not just an academic skill, but something they use and will continue to use in a variety of situations throughout their lives.