Grade: 4

Time: 45 minutes
Standard:
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Objective: Students will be able to use clues from the text and inferences they made to make
predictions about the stor.
Materials:
- The Miraculous Journey of Edward Tulane
- Chapter 24 Hand out
- Smart board
- Document Camera
Lesson Sequence:
- Lesson Introduction/ Anticipatory Set (Engagement):
Boys and girls, in reading, Ms. Litwin has been talking to you about different types of
questions. I want you to turn and talk to a partner about these two types of questions.
- Allow the students time to turn and talk and then have one student share
Yesterday, Ms. Litwin taught you a really cool way to remember what an inference is. I would
like us to all do that together.
- State Objective and Purpose:
I think that you guys did a great job remembering that. Today, we will be taking inferencing a
step further and using our inferences to make predictions.
Teach and Model:
Readers, I am going to read Chapter 23 to you aloud. I want to model for you what I
mean by using inferences to make predictions. On the smart board, I have charted my
thinking to help me.
Text Support: From the text, I know that Neal swung Edward by his feet and there was a loud
crack. I also know that when this happened, everything went black and Edward saw all the
people he loved and had wings.
Inference: I am inferring that Edward is broken because I know that Edward is made of china
and china is very delicate. I am inferring that Edward is dreaming because I know that he is a
toy bunny and that toy bunnies cannot walk by themselves or grow wings and fly.
Prediction: I predict that Edward broke into many pieces. I also predict that Bryce will pick up
the pieces and come up with a way to put him back together. I think this because Edward is the
only thing Bryce has left of Sarah Ruth and he doesnt want to lose that too.

 Readers, do you see how my text support and my inference support my predictions? Give me
a thumbs up or thumbs down if you understand.
I am going to read Chapter 23 to you. Lets listen and see if my prediction is correct.
- Read Chapter 23 to the students and stop occasionally to check comprehension and
explain unknown words
Readers, I want you to turn and talk to a friend about whether my prediction was correct or
not.
- Allow students time to turn and talk about my prediction
I think that my prediction was correct. Give me a thumbs up if you agree with me.
I used clues from the text to support my prediction. I thought that Bryce would come up with a
way to fix Edward.
Turn and talk to a neighbor about our new character who fixed Edward and what the price was
for fixing him.
- Lucius Clark; He would keep Edward and resell him
Readers, I am going to send you back to your seats with chapter 24. Before you go, I want you
to think about what we already know happened in the text then, using that knowledge I want you
to make a prediction about what will happen next. Turn and talk to your partner about your
prediction.
- Have students turn and talk
If you have any questions about what we just learned, I want you to stay on the carpet. If you
do not, I want you to go back to your seat with the worksheet for chapter 24 and complete it
- Show worksheet on document camera
o What I know from the book (text clues)
o What I know from my brain (inference)
o Prediction
When you have completed this, I would like you to read Chapter 24 and see if your prediction
was correct.
Send students back to their seat keeping any students who has a question about
the assignment on the carpet for further direction or instruction
Independent Practice:
While students are independently working on the OEQ, pull a small group of students that were
noted struggling during the mini lesson.
Closure:
At the end of the lesson, ask if any student would like to share what their prediction was and
whether or not that prediction was correct.
Assessment:
I will assess this lesson by giving students the opportunity to turn and talk to a partner. During
this, I will be able to hear students thinking and see which students are understanding the
concept.
During independent practice, I will pull a small group of struggling students and give them more
direct instruction for pulling out text support
I will be able to see if students were able to complete the worksheet correctly