Lesson 3: Literal and Inferred Meanings
Day:
Class: Year 4
Subject: English
Date:
Students #
Topic: Literal and Inferred Meanings
Have meanings changed over time?
Start:
Finish:
Time: 45min
Outcomes:
•Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and
linking ideas and analysing and evaluating texts. (ACELY1692)
•Discuss literary experiences with others, sharing responses and expressing a point of view. (ACELT1603)
Students Prior Knowledge and Understanding:
Learning Purposes:
•Examine literal and inferred meaning in Fairy Tales
•Use ICT as cognitive tools to recall story differences and
discuss changes in meanings over time
Student Evaluation:
•Participation in discussions
•Referencing prior learning; using tables and/or
accessing reflections to assist cognition
Preparation and Resources:
•Access to class website; computers, iPads, Interactive White Board
•Modern and Original/Classic versions of Cinderella, Snow White and Red Riding Hood
•Start a thread in online forum to discuss Literal and Inferred meaning
Timing: Learning Experiences:
•Introduction: Reflect on prior learning, specifically differences in the texts.
•Questions students for definition of literal and inferred meaning. Discuss and explain. Example; Tom had
to duck under the doorway (inferring that he is tall); Tom is very tall (literally)
•Check students understanding.
•Students to identify and discuss, in groups, the literal and inferred meanings in their two versions of the
Fairy Tales. Individuals should take notes throughout the discussion.
•Ask students to share with the class the literal and inferred meanings they identified in their text, and
whether or not the meanings have changed over time.
•Conclusion: Recap and highlight some of the stand out differences in meanings. Ask students; Have the
meanings changed over time? Why do you think the meanings would change over time? Reflect in online
forum thread.
Student Assessment/ Teacher Evaluation: