FOCUS QUESTION
EVALUATE
Read the paragraph below, then identify at least three explicit information and three implicit information, using the T-Chart below.
FOLLOW UP PRACTICE EXERCISES
ACTIVITY 5
ACTIVITY 6
🌟 LESSON PLAN OVERVIEW
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Strand: Listening & Speaking / Reading Comprehension
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Integrated Subject: Science (Physical Science - Light)
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Topic: Implicit and Explicit Information
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Duration: 1 hour
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Grade: 6
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Focus Question: “How does light behave?”
🎯 OBJECTIVES
By the end of the lesson, students should be able to:
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Listen and respond to implicit and explicit information from a text or discussion.
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Generate and answer questions based on implicit and explicit information received.
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Use scientific information about how light travels to make inferences and justify responses.
🔍 5E Model Breakdown
1. Engage (10 mins)
Activity: "What's in the Bag?"
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Show students a covered box with a flashlight inside.
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Shake it, switch it on and off (letting the light flicker faintly through holes), but don’t show what's inside.
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Ask: "What do you think is in the box?" and "What makes you think that?"
🗣 Prompt discussion around explicit clues (I saw light) and implicit clues (I inferred it's a flashlight because it flickered, made a sound, etc.)
✅ STEM Link: Relating observations (Science) to inferences and reasoning (Language Arts).
2. Explore (10 mins)
Activity: "Light Maze"
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Use flashlights and mirrors to create a simple maze of light beams on desks or the board.
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Let students explore how light reflects and travels in straight lines.
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Ask: “What did you see?” and “What does that tell you about light’s behavior?”
Students record:
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Explicit info: e.g., “Light bounced off the mirror.”
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Implicit info: e.g., “Light must travel in straight lines because it changed direction only when it hit the mirror.”
3. Explain (15 mins)
Activity: "Reading for Clues – The Light Story"
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Read a short science passage titled: “The Journey of a Light Ray” (Create a simple story of a ray of light bouncing off a mirror and passing through a glass window).
Discuss:
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What facts are directly stated (explicit)?
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What do you have to figure out or infer (implicit)?
📝 Model how to use question stems:
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Explicit: What does the passage say about…?
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Implicit: Why do you think…? What can we assume about…?
4. Elaborate (15 mins)
Activity: "Inference Detective STEM Challenge"
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In groups, give students a set of clues (mixed with explicit and implicit info) about light behavior (e.g., shadows forming, sunlight through glass, rainbow through prism).
Task:
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Solve a “light mystery”:
“A boy is standing in front of a window. There is a rainbow on the floor. What happened?” -
Students identify:
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What clues are explicit
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What they infer
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How light behavior helps solve the puzzle
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🧠 Encourage use of both scientific reasoning and language comprehension skills.
5. Evaluate (10 mins)
Three-Tier Differentiated Evaluation:
| Tier | Activity | Level |
|---|---|---|
| Tier 1 – Basic | Match explicit facts from a reading passage to given questions. (e.g., “What did the light do when it hit the mirror?”) | Below Grade Level |
| Tier 2 – Intermediate | Read a short paragraph and identify both explicit and implicit information. Answer mixed question types. | On Grade Level |
| Tier 3 – Advanced | Given a scenario (e.g., light entering a dark room), students generate their own inference-based questions and answer them. | Above Grade Level |
🧩 STEM Integration
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Science: Understanding properties of light (reflection, straight-line travel).
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Technology/Engineering: Using flashlights, mirrors, and possibly lenses or prisms.
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Mathematics: Spatial reasoning with angles/reflection.
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Literacy: Deep reading, comprehension, inference, and response using language structures.
🔄 Differentiation Strategies
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Visuals & Props: Light maze, flashlight demonstrations, illustrations for visual learners.
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Collaborative Groups: Pair struggling readers with stronger ones.
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Sentence Frames: Provide starters for implicit/explicit responses (e.g., “I can tell this because…”).
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Tiered Activities: See 3-tier evaluation for ability-based tasks.
📌 MATERIALS NEEDED
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Flashlights
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Mirrors
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Transparent/glass objects
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Reading passage: "The Journey of a Light Ray"
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Printed scenario cards
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Chart paper or worksheets
💡 HOMEWORK/EXTENSION
Students observe how light behaves at home (e.g., light through a window, shadow in the afternoon) and write a 2-paragraph reflection, highlighting one explicit and one implicit piece of information.
Materials
It was a bright morning when Ray, a tiny beam of sunlight, slipped through the small gap in the window. He stretched out quickly, moving in a straight line across the room. Suddenly, he hit the shiny surface of a mirror on the wall.
Without stopping, Ray bounced off the mirror and shot across the room in a new direction. He lit up a dark corner that had been hidden in shadow just moments before. On his journey, Ray passed through a clear glass vase filled with water. As he entered the water, something strange happened—he bent slightly and slowed down.
When Ray finally landed on the wall, he had spread into many colors like a rainbow. Though no one could see the full journey he took, the glowing wall told the story of how light behaves—bouncing, bending, and sometimes even breaking into color.
✅ Sample Questions (Use during class discussion):
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Explicit:
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What did Ray hit after he entered the room?
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What did Ray pass through after the mirror?
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Implicit:
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Why did Ray bend when he entered the vase of water?
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What can we tell about how light behaves in different materials?
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