Teacher Education Lesson Plan Template

Teacher Candidate: Riley Winningham Date and Time of Lesson: February 14, 2013 School: Matthews Elementary School Subject/Grade Level: English Language Arts/ 3rd grade Description of Lesson: When being read a text the students will be able to listen carefully and pick out information that leads them to come up with inferences that could be accurate. Lesson Title: Drawing Inferences through a text Curriculum Standards Addressed:
National Standard(s): CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers.

SC Curriculum Standard(s): Standard 3-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. SC Academic Indicator(s): 3-2.2 Analyze informational texts to draw conclusions and make inferences.

Cross Curricular Connections: African American History, Civil Right,

Segregation

Instructional Objective(s) Criteria:

Antecedent: When read a text Behavior: Students will make inferences Content: . in a narrative text (Boycott Blues by Andrea Davis Pinkney) Degree: with 90% accuracy SC Academic Indicator: 3-2.2

Assessment(s) of the Objectives: The students will be assessed by their class participation on a check off list. Their journals will be taken up to make sure that they have a thorough understanding of inferences. We will also remind them about using this strategy while they are reading independently and question them about their reading. Materials/Resources: Pencil, journal, white board, marker, copy of Boycott
Blues

Prerequisites (Prior Knowledge): Socially the students need to be able to

collaborate and share ideas with their peers. They need to understand how to take turns sharing and to actively listen to the responses of their peers. Cognitively the students need to understand how to get information from the text and to make reasonable inferences. They also need to be able to explain their reasoning behind making that inference. Physically the students need to know how to stay seated during and lesson and to actively listen. They also need to know how to raise their hands to share their ideas with the class. Emotionally the students need to be able to share their responses without getting upset with each other. They need to know how to disagree in an agreeable fashion. The students also have basic background knowledge on making inferences. This lesson will be a review and maintenance

activity for making inferences.

References: Pinkney, A. (2008). Boycott blues. New York: Greenwillow Books. Procedures:
1) Introduce the text: a. Today we will be reading a book titled Boycott Blues by Andrea Pinkney. b. I will ask the students Looking at the cover what do you think this story will be about? Why? c. Then I will ask How do you think the people in this story feel? Why? 2) Provide and anchor activity: a. I will ask the students to Tell your partner about a time that you have walked somewhere really far? b. Now take out your English folder and draw in your notebook a picture of where you walked to? (I will give them about five minutes to sketch their drawing. c. I will ask them How did you feel after you had walked that long journey? Why? 3) Explain the Strategy: a. As we read the story today, I want you to think about what you know about the characters and think about what they would do next. b. As we read the story, we will take a few breaks and have a whole class discussion about the way the characters are acting and what we predict or infer will come next. c. We will stop on pages 5, 6, 14, 18, and 27. (on green sticky notes in the book) 4) Model the strategy using the gradual release of responsibility a. I will read until page 5 and then stop. I will tell the students that since all of the white people had seat on the bus we will put that in the center of our web on the board because that is what we will be making our inferences about. Then I will make inferences and put those on the outside of our web. I could infer that the one person left standing would just stand there because Ive had to do that on the bus before when all the seats were full. Then I will put the person may stand on the web. I could also infer that she would share her seat with another person because I see people share seats on buses a lot. I will write she will share a seat on the web. I could also infer that she will ask Rosa to move because the story is about Rosa and the text says that Jim Crow was struttin around so it sound like something bad may happen. I would write on the web that Rosa will be asked to give up her seat. b. I will read to the next sticky note on page 6 and ask the students to infer about what Rosa did when the police officer asked her to move. What do you think Rosa may have said or did when the police officer asked her to move from her seat? Why?(I will write this topic in the center of the web) I will ask for three or four volunteers to share by raising their hands. (I will write these suggestions on the outside of the web as long as they are reasonable and supported) i. She may get up because she does not want to get in trouble with the police officer. ii. She may move over and try to share the seat with the woman because she is tired and does not want to stand, but does not want to get in trouble either. iii. She may say no because she is tired and it is not fair for her to have to stand because she had to pay to get on the bus.

c. I will read to the next sticky note on page 14 and we will develop ideas together about how long the boycott has been going on. What can we infer about the way the people in the boycott are feeling? Why? (I will write this topic in the center of our web) I will ask for a few more volunteers to share out. (I will write these suggestions on the outside of the web as long as they are reasonable and supported) i. They may be feeling tired because they have been walking for one hundred days. ii. They may be mad because nothing has changed and they have been walking for a hundred days. iii. They may be happy because they have not given in and rode the bus yet. d. I will read to the next sticky note on page 18 and we will develop ideas as partners about What can we infer about the people in this story who have been walking for over 180 days? Why? (I will write this in the center of our web). I will tell the students turn to your partner and talk to them about what you can infer about these people and why? I will give the students a minute or two to discuss and will then call on three pairs to share. (I will write these on the outside of the web as long as they are reasonable and supported) i. They are determined because they keep walking even when it is hot. ii. They are strong because they never give up even when they are tired. iii. They are willing to fight for what they want because they are never giving up. e. I will read to the next sticky note and ask them to think about what we can infer that the people will do now since the segregation laws have been struck down (I will write this in the center of the web). I will tell the students to record the web in you notebooks under your drawings and write a few inferences you can make. I will then ask for a few more volunteers to share whole class. i. They may still not ride the bus because they do not like the way they were treated on the bus. ii. They may ride the bus now because the segregation laws have been lifted. If the students become unfocused due to the length of the book I will wrap up by completing the page that I am on. I will then ask the students to infer how the book might end based on what we have read so far. Accommodations: Students who have visual and audio impairments will be allowed to sit in the front of the room. Students who are English language learners will be given a copy of the book to follow along with. They may also be allowed to work with a language coach before hand to introduce the book to them.