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Reading Comprehension: Making Inferences through Animated Text on Brush Ninja Lesson Plan

Learning Objective

Students will be able to make inferences by analyzing animated text on Brush Ninja.


  • Computers or tablets with internet access
  • Projector or smartboard for class presentation
  • Brush Ninja website
  • Printable worksheet with questions (provided by teacher)


  1. Introduction: Begin the lesson by asking students what they know about making inferences. Write down their answers on the board. Then, explain that making inferences means using clues from a text to figure out something that is not directly stated.
  2. Transition: Tell students that today, they will be practicing making inferences through animated text on Brush Ninja.
  3. Demonstration: Display an example of an animated text created using Brush Ninja on the projector or smartboard. Show how different elements of the animation can reveal information and convey emotions. Pause at certain points and ask students to make inferences based on what they see.
  4. Guided Practice: In pairs, have students create their own short animations on Brush Ninja using provided prompts, such as “a person lost in a forest” or “a cat chasing a mouse”. Have them include elements of the story that require inference to understand fully.
  5. Independent Practice: Give each student a printable worksheet with questions about an animation created by you or one of their classmates earlier. Students must watch the animation and answer questions about characters’ feelings, motivations, and actions based solely on what they see.


Assessment will be based on completed worksheets where students demonstrate their ability to make accurate inferences based solely on visual cues.


As an extension activity, have students create longer animations that tell a complete story and require multiple inferences to understand.

How to animate with Brush Ninja

This video teaches the basics of using Brush Ninja

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Note: The lessons are written with the assumption that teachers will be using them as a starting point, and will be adapting them to suit the needs of their students and curriculum.

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