Jennifer+Cline+&+Mary+Nunnery

Content area : Literacy and Inferencing

Product: Students create a video presentation of a text they have read or written in which the viewer has to inference various aspects of the text. (Character Perspective, Setting, Author's Message, etc.)

Inquiry Question: What's not being said? Teaching children to infer information and details from a written text through the use of video and Voicethread in the classroom.

Web 2.0 tools : VoiceThread and Flip Video Texts can be assigned through reading groups or through a read aloud text read to them by the teacher.
 * Students could be put in groups and assigned to either use voicethread or the flip video

3-4 weeks for the entire unit

VoiceThread Images: Jennifer : Happy, Suprised, Scared Allison: Mad, Sad, Excited.

Week One: Introduction to Inferencing Teacher will show the book "No David!"by David Shannon to the class. Teacher will chart and record student response about what they feel is happening on each page. For this introdutory lesson the teacher needs to only record responses and not promote deeper discussion about the overal meaning of the book. This book will be revisited at the end of the unit as a culminating acitivity to gauge how student responses have grown through their understanding and mastery of inferencing skills.
 * Lesson one:** Students will view the voicethread [|"How do I feel?"] . This voicethread includes images and sounds that express different emotions. Students will discuss as a class what emotion they feel is being shown by what they see and hear on eage page of the voicethread.
 * Lesson two:** Introduction to Inferencing: In this lesson the teacher will explain the process of figuring out the different children's emotions is called inferecing. Inferencing is using clues that are given to you to figure out unknown information. This process can be used in everyday activities, but also can be used when reading books.
 * Lesson three(part one)**: Students will be put into groups of three and given a short scene to read. Each scene will involve the students reading and interacting to role play the scene. The overall meaning of what is happening in each scene must be inferred. During this part of the lesson student should only be expected to read through their scene with their group and practice actively role playing what is happening.
 * Lesson three (part two)**: Students in this part of the lesson will act out the scene they were given the day before and be videotaped by the teacher or another adult. Each group should be videotaped separately to not give away what is happening in each scene to the rest of the class. After all groups have been videotaped, each scence will be viewed by the whole class. Students (with the exception of the students in the performing group) will describe what they infer is happening in each scence based on the clues they see and hear.

Week Two: Practice and Application with Inferencing
 * Lesson one:** Students will play a game called "I'm packing my suitcase." Students will be put into small groups. Each student group will make a list of items that are inside their suitcase that would be used as clues for an activity they are doing or a place they are going. Others student groups will try to figure out where the first group is going or the activity they are doing based on the clues that are read. Activity or place words will not be allowed, students must infer the activity or location based on the item clues.
 * Lesson two:** Students will view a teacher created Voicethread that tells a story. After viewing and listening to the story, students will respond in writing by listing emotions, activities, events, or details they inferred from the story.
 * Lesson three:** Students will view the same story from the previous lesson or a more challengings story in Voicethread, based on the teacher's discretion, that requires them to inference different story elements. Students will respond to inferencingquestions given to them by the teacher by recording their voice on Voicethread.