USING PERSONALS TO MAKE INFERENCES ABOUT A CHARACTER
PURPOSE: In this engaging activity, students will imagine that they are taking personal ads for a classroom partner. They will make their decisions based on inferences that they make from the text they receive. This activity allows students to build upon their existing literacies to help them develop new literacies. They must draw on their own understanding of nonacademic texts to help them develop strategies they can apply to reading literature. One kind of nonacademic text that really makes a person infer about someone’s character is the personal ad. This activity uses texts that mimic personal ads to provide students the opportunity to make inferences about a person’s character qualities based on evidence from the text and their background knowledge. Students will then fill out their own personal ad sheet with their information, minus their name, and students will have an opportunity to see who they would pick as their partners from those personal ads. They may be surprised and choose people they never would have dreamed of choosing before. As a fun way to end the activity I have included silly looking pictures of the partners so that can see what the person they chose looks like. Good to get a laugh for the end of the lesson.
GOAL: Students will infer the qualities of five different classroom partners by reading their personal ad, ranking the person they would like the most to the person they would like the least. They will then defend their choice using personal experiences and information from the text against.
MATERIALS: Rating School Partner Ad Sheet
Personal School Partner Ad Sheet
Partner Ranking Matrix
Smart Board/Chart Paper
The three inference cues cut out into individual strips
COMMON CORE STANDARDS:
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.