This doc presents an example of an intermediate-level learning plan modeled after Modern Teacher templates.  It covers 17th-century writer Jonathan Swift's "A Modest Proposal" and teaches students how to make inferences and how to recognize different kinds of satire.  Students are asked to use correct MLA parenthetical documentation to write an essay discussing Swift's message by analyzing his use of satirical devices.  This plan provides some student choice while still being pretty directive about what the students have to complete and understand to be successful.Funding for this Playlist provided by the NCDPI Digital Learning Initiative Grant.

This example of an Intermediate learning plan provides clear structure while offering the student a little bit of choice in learning activities and ways to show knowledge.  The plan concerns Jonathan Swift's "A Modest Proposal" and asks students to make inferences, recognize different types of satire, and write argumentatively while using correctly-cited material in their own writing.  Funding for this Learning Plan provided by the NCDPI Digital Learning Initiative Grant.

This resource includes one poem, with an accompanying link to the poem being read aloud, and nine text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS.

This issue of the free online magazine, Beyond Penguins and Polar Bears, explore how to use fossils and artifacts (scientific clues) to learn about the polar regions' past. Targeted literacy skills include making inferences, and using context clues to define new vocabulary.

This article highlights children's literature about fossils, dinosaurs, archaeology, and paleontology for use in the elementary classroom.

Created By: Hillary Brady, Digital Public Library of America - Time Period: The Development of the Industrial United States (1870-1900) - Subjects: US History; Native Americans - Remixed By: Nicole Cockey - The writing task described here can be used as a diagnostic to assess students' inferential and narrative writing skills. Teachers should asses students' ability to drawing inferences based on what the primary sources explicity show and say. Teachers are also assessing students' narrative techniques, include establishing point of view or perspective, sequencing events coherently, vivid use of language language, and resolution. As a diagnostic, this writing activity should be performed on demand after students have had sufficient time to examine and analyze the primary sources.See "Text Set Exploring Identity, Culture, Agency through Boarding Schools" for more details.

This article describes the processes of making inferences and using context clues to define unknown words. Links to web sites and articles provide background knowledge and instruction for teachers and students.

Students will be able to identify literary elements in a poem and make inferences based on text evidence.