Warm Up #73 – March 21, 2017 Turn in your completed dictionary race handout to the drawer before class begins GET OUT YOUR NOTEBOOK AND GET READY TO WATCH A SHORT VIDEO! The speaker mentions that when a woman gives a reason for not wanting to date, she’s really saying WHAT? How much communication is nonverbal? How does this affect how we try to understand each other when we communicate? The speaker says “Even a beautiful woman doesn’t know what she wants until she sees it.” How can this relate to reading a text? Why didn’t the man at the end just walk up to the woman and give her the dog? What was the purpose of the way he returned her dog to her?

Objectives and EQs TLW apply knowledge of inferencing skills to media, visuals, and short texts using teacher modeling, class notes, partner activities, and graphic organizers. Essential Questions What is an “inference”? How do we come up with them? How does my personal experience impact my interpretation? How can I defend my interpretations using the text?

Inferencing Minilesson Refer to pages 1 and 2 of document “Inferencing Notes”

Making simple and complex inferences (page 3 of “Inferencing Notes”) It says… She has a black eye Her hair is messed up She has a bandage on her knee She is sitting outside the principal’s office I say… Kids usually get black eyes when they get into fights It looks like she has been beaten up And so… The girl is in trouble for getting into a fight at school

Inferencing Video Practice (page 4) As we watch the short video, Alma, we will stop and discuss the questions on your handout. For each question, we will use the chart to make simple and complex inferences Refer to page

Simple vs Complex inferences (page 5-8) With a partner, complete the simple inferences handout If you finish with that, complete the complex inferences handout