Reading to Answer Inference and Opinion Questions for JSS 2

Class: JSS 2
Term: Third Term
Week: 6
Age: 13 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: Reading to Answer
Previous Lesson: Interpreting Speeches and Materials on Examination Malpractice
Topic: Reading
Subject Matter: Reading to answer questions: Reading and answering other types of questions that require conclusion to be drawn; to make projections; to elicit students’ opinion

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Explain what inference questions are.
• Identify questions that require drawing conclusions from a passage.
• Explain what projection questions are.
• Identify questions that require making projections based on a passage.
• Explain what opinion questions are.
• Identify questions that elicit personal opinions from a passage.
• Answer inference, projection, and opinion questions accurately.

Affective Domain

• Appreciate the importance of critical reading skills.
• Show interest in reading passages to understand implied meanings.

Psychomotor Domain

• Read passages effectively to identify clues for inference.
• Formulate reasoned projections and opinions based on textual evidence.

Reference Materials

The following resources were used in planning this lesson:

• 2014 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Selected contemporary passages (e.g., newspaper/magazine cuttings, excerpts from other subject areas or recommended textbooks)
• Whiteboard and markers
• Charts displaying examples of inference, projection, and opinion questions

Rationale for the Lesson

This lesson is important because it equips students with critical thinking skills beyond literal comprehension. Learning to draw conclusions, make projections, and express opinions from texts enhances their ability to understand complex ideas, evaluate information, and engage deeply with what they read, which are essential skills for academic success and everyday life.

Prerequisite/Previous Knowledge

Students have previous knowledge of basic reading comprehension, including answering direct questions about facts and details in a passage.

Lesson Content/Board Summary

Reading to Answer Inference and Opinion Questions

Understanding Inference Questions (Drawing Conclusions)

Inference questions require you to understand what the author suggests or implies, even if it’s not stated directly. You need to use clues from the text, combined with your own knowledge, to draw a logical conclusion.

To answer inference questions:

1. Read the passage carefully to grasp the main idea.
2. Look for specific words, phrases, or situations that hint at something unstated.
3. Use these clues to make an educated guess or conclusion.
4. Ensure your conclusion is supported by the text, not just your personal idea.

Understanding Projection Questions (Making Projections)

Projection questions ask you to predict what might happen next or what consequences might follow based on the information given in the passage. You use the current situation, characters’ actions, or trends described to foresee future events.

To answer projection questions:

1. Identify the current situation or problem presented in the passage.
2. Consider the characters’ motivations, past actions, or any patterns described.
3. Think about the logical next steps or outcomes based on the evidence.
4. Formulate a prediction that is reasonable and directly linked to the text.

Understanding Opinion Questions (Eliciting Students’ Opinion)

Opinion questions ask for your personal thoughts, feelings, or judgments about a topic, character, or event in the passage. While it’s your opinion, it should still be informed by and relevant to the text.

To answer opinion questions:

1. Understand the specific aspect of the passage the question is asking your opinion about.
2. Formulate your personal view or feeling.
3. Provide reasons or justifications for your opinion, drawing examples or points from the passage to support it.
4. Express your opinion clearly and respectfully.

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Group Work, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the students and reviews basic comprehension questions from a short, familiar passage. The teacher then introduces the lesson by explaining that sometimes questions require more than just finding facts directly in the text.

Pupils’ Activity: Students respond to the teacher’s greetings and answer review questions. They listen attentively to the introduction.

Learning Point: Introduction to advanced reading

Step 2: Explanation of Inference Questions

Time: 7 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher explains what inference questions are, using simple examples. The teacher provides a short passage and models how to draw a conclusion based on clues in the text, emphasizing “reading between the lines.”

Pupils’ Activity: Students listen to the explanation and observe the teacher’s demonstration. They ask questions for clarification.

Learning Point: Understanding inference questions

Step 3: Guided Practice (Inference)

Time: 7 minutes

Teaching Skill: Guided practice

Teacher’s Activity: The teacher provides another short passage and an inference question. The teacher guides students in small groups or pairs to identify clues and formulate a conclusion, offering support and feedback.

Pupils’ Activity: Students work in groups/pairs to answer the inference question, discussing clues and conclusions. They share their answers with the class.

Learning Point: Practising drawing conclusions

Step 4: Explanation of Projection Questions

Time: 7 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher explains what projection questions are, focusing on predicting future events based on the text. The teacher provides an example passage and models how to make a reasonable projection.

Pupils’ Activity: Students listen to the explanation and observe the teacher’s demonstration of making projections.

Learning Point: Understanding projection questions

Step 5: Guided Practice (Projection)

Time: 7 minutes

Teaching Skill: Guided practice

Teacher’s Activity: The teacher provides a passage and a projection question. Students are guided to discuss possible future outcomes based on the textual evidence.

Pupils’ Activity: Students work individually or in pairs to formulate projections and share their reasoning with the class.

Learning Point: Practising making projections

Step 6: Explanation of Opinion Questions

Time: 5 minutes

Teaching Skill: Explanation

Teacher’s Activity: The teacher explains that opinion questions ask for students’ personal views, which should be supported by the text. The teacher gives an example of an opinion question related to a passage.

Pupils’ Activity: Students listen and understand that their opinions should be justified by the text.

Learning Point: Understanding opinion questions

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is an inference question?
2. Give an example of a question that requires you to make a projection.
3. How do you support your answer to an opinion question?
4. Read a short passage and answer one inference, one projection, and one opinion question based on it.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of comprehension skills

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on inference, projection, and opinion questions into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the key points of the lesson, reminding students that critical reading involves looking beyond the obvious to draw conclusions, make predictions, and form informed opinions. The teacher encourages students to practice these skills in their everyday reading.

Pupils’ Activity: Students listen and ask any final questions. They acknowledge the importance of the skills learned.

Learning Point: Reinforcement of critical reading

Continuous Assessment/Further Study

Type: Homework

Instruction: Read the following passage carefully and answer the questions that follow in your notebook.

Passage:

The old woman sat by her window, watching the rain fall. Her small garden, usually vibrant with colourful flowers, was now a muddy mess. A broken fence post lay on the ground, and a few of her prized rose bushes were uprooted. She sighed, remembering the strong winds from the previous night. Her neighbour, Mr. Emeka, had promised to help her fix things after his shift at the factory. The sky was still grey, and thunder rumbled in the distance.

1. What can you infer about the old woman’s feelings based on her actions and observations?
2. What do you think will happen next in the story, considering the weather and Mr. Emeka’s promise?
3. Do you think Mr. Emeka is a good neighbour? Give reasons for your opinion based on the passage.

Lesson Keywords

• Inference – A conclusion reached on the basis of evidence and reasoning.
• Projection – An estimate or forecast of a future situation based on present data.
• Opinion – A personal view or judgment about something, not necessarily based on fact.
• Comprehension – The ability to understand something.
• Clues – Pieces of information that help solve a problem or mystery.

Differentiation

Support for struggling learners: Provide simpler passages with more obvious clues for inference and projection. Offer sentence starters for opinion questions. Work in smaller, guided groups with direct teacher support.

Extension for advanced learners: Challenge them with more complex passages requiring deeper analysis. Ask them to justify their inferences, projections, and opinions with multiple pieces of evidence from the text. Encourage them to create their own inference/projection/opinion questions for a given passage.

Suggested Lesson Videos

For further understanding of reading comprehension skills, search on YouTube for: JSS2 reading inference opinion questions