Inference iMovie

Authors: Brooke Lee, Jackie Snow, Emily Clements, and Nina Becerra Overall Goal for the Lesson: Introduce students to the basic concept of inference by having students create a visual representation of inferring. Description of classroom, grade level, and students: This will be made for a fourth grade class of 25 students in a general education classroom. Three students are identified as having special needs which include: one student with a hearing impairment, one student with ADHD, and one student with a learning disability. Student Objectives for the lesson: Given an example and instruction on inferring, students will be able to create a 30 second to 1 minute iMovie that illustrates the understanding of inferences by including specific clues that when combined with background knowledge convey a specific outcome. Length of Lesson: This lesson will take approximately one hour. Students will be provided additional time throughout the week to edit and complete. Schedule of Activities: 1. The teacher will play her example of a silent iMovie that will be created by the students by the end of the week. The teacher will pause the video periodically to ask questions and encourage students to make and support inferences. 2. Before the end of the movie the teacher will stop the clip and have students discuss with a partner what they predict the outcome will be based on their inferences. Then the class will watch the ending and discuss how important inferences can be in understanding literature. 3. Students will get into groups of three to write a short silent clip that conveys at least one opportunity for inferring. The teacher will walk around to groups and provide support as needed. 4. Students should begin filming their clips by the end of the lesson. Groups can continues editing and completing their clips throughout the week. 5. At the end of the week students will present their clips to the class. After the video is shown groups will explain to the class how their clues combined with prior knowledge or experience can lead to specific outcomes or assumptions. For example,

students would explain that in their clip of someone crying that means they are upset. PASS Content Standards Addressed: 2. Inferences and Interpretation a. Use prior knowledge and experience to make inferences and support them with information presented in text. b. Make interpretations and draw conclusions from fiction and nonfiction text beyond personal experience. c. Make inferences and draw conclusions about characters qualities and actions (i.e., based on knowledge of plot, setting, characters motives, characters appearances, and other characters responses to a character). *d. Participate in creative responses to text (i.e., art, drama, and oral presentation). PASS Instructional Technology Standards: 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. Assessments: The iMovies will be assessed by the clues provided in the video clip that suggest the understanding of the process of inferring. In addition, after the video is shown groups will explain to the class how their clues combined with prior knowledge or experience can lead to specific outcomes or assumptions. Accommodations: Three students are identified as having special needs which include: one student with a hearing impairment, one student with ADHD, and one student with a learning disability. For the student with ADHD will be accommodated by being assigned tasks that require more movement. For example, handing out video cameras. The interactive aspect of the lesson serves to accommodate a student with ADHD. For the student with a hearing impairment will be sat close to the teacher to be able to hear the class discussion and presentations.

For the student with a learning disability will be assigned to a group of students that works well with others and can assist the student if needed.

Materials Needed: Video camera Laptop or computer Editing software Projector or Smartboard