Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Grade: 1st Making Inferences Ali Haller

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS. ELA Literacy. SL1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.

CCSS. ELA Literacy. W1.8

With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs

The purpose of this lesson is to introduce the basic foundation of inferring: using background knowledge
and clues to make an inference. By placing an unknown object in a mystery box, students must use what
they know and their observations to come to a conclusion. This lesson teaches students the steps they
must take and the things they must consider when making an inference. The activity is engaging and will
prepare the students for making inferences with texts.

Students will make observations based on the look, sounds, and weight of the Mystery Box.
Students will compile all 4 clues by collaborating with classmates.
Students will predict what object they think is in the Mystery Box, using their clues and background
knowledge.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson
The three-column chart will be a guide to all three parts of assessment.

Before: Consider students initial guesses. Are they using what they observe to make guesses that are
appropriate/logical? Does their guess make sense? Assessment can take place during this initial class
discussion and while filling out the column First we think

During: Consider students responses when they are asked to explain their guess. Does their explanation
support their guess? Assess students while filling out the column Clues

After: Consider students final guess and if they are using their new knowledge to make educated guesses.
Does their new guess match the information we know from the clues? Assess students while filling out the
column Now we think
 Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
This lesson is expected to take 40 minutes.
1. To prepare, create a Mystery Box. Decorate any box to engage students (question marks,
wrapping paper, stars/dots, etc...) Put an object in the box that reminds you of family and
close the box. Create an anchor chart with three columns: First we think, Clues, Now we
think Finally, create 5 sets of 4 clue cards (number of sets depends on class size)
2. Before (10 minutes): Gather students to the carpet, Mystery Box in lap, to introduce
todays activity: Today, we have to solve a mystery! I put an object in the box. The object
is something that reminds me of my family. Whats in the box? Without opening the box
or looking inside, how can we solve this mystery?
3. Students will contribute suggestions, such as shake the box, listen for sounds, and feel the
weight.
4. I will pass around the box so that everyone can explore! Once everyone has had a turn, I
want to hear your ideas of what you think is in the mystery box.
5. Allow all students to hold the box in their hands and examine the box. Manage the class
by reminding students to wait their turn, keep their hands to themselves, and pass the
box along when they are finished.
6. Collect the box once every student has had a turn examining the box. Introduce the
three-column chart.
7. During (30 minutes): After holding the box, what do you think is inside? Record student
guesses under the first column First we think
8. With each student guess, ask the question What made you guess ____? or Why do you
think it is _____? and record their answer under the Clues column.
9. Pass out the Clue Worksheet. Randomly give each student one clue card.
10. There are 4 clues total. Your classmate may have a different clue than you have. Find all
4 clues and record them on your Clue Worksheet. Once you have all 4, come sit at the
carpet. Students need to find classmates with different clues to record all 4 clues.
11. Once students find and record all clues, gather at the carpet. As students share, place the
new clues under the Clues column.
12. Using all this new information, now what do we think is in the mystery box?
13. Record guesses under the column Now we think
14. After (10 minutes): Reveal the object in the Mystery Box! Explain why you chose that
object. Why does it remind me of family? To conclude, compare the object to answers
recorded in the Clues column and check to see if it matches.
15. End the lesson with a discussion on how we didnt know what was in the box, but we
used clues to make guesses! This will lead into the next lesson, where inferring is
introduced.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

I will prompt the students to make guesses as to what is in the box, giving little feedback since this section
of the lesson is simply about making observations.

I will encourage students to explain their guesses further with questions such as Why did you think
that?

I will listen to student ideas and record their answers on the anchor chart.

I will facilitate a final class discussion where the activity is summarized and prepare to introduce the word
infer.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students will make observations of the Mystery Box, based on its look, sounds, and weight.

Students will discuss their observations, leading them to predict what is in the box.

Students will communicate with others to receive clues that will guide them in guessing what is in the
Mystery Box.

Students will change their guesses now that they have new information.
 Resources and Materials
List of materials used in the planning of and during the instruction of the lesson

Decorated box

Object

Clue Worksheet

Clue Cards

Three-column chart

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning

Technology will not be used during this lesson. However, all of the writing could be done using iPads or
SmartBoards, if needed. The three-column chart could be completed on the SmartBoard and the Clue
Worksheet could be filled out by using Notability, Explain Everything, or Evernote.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

By recording information in a three-column chart, a visual representation of thinking is provided. Students

who struggle with learning or comprehending will see the information broken down into parts, making it
easier to absorb.
By providing clue cards to each student, they have a model of the sentence they are to record on their
Clue Worksheet. With first grade, writing is still very minimal. Having a model to look at and copy will be a
support for struggling students.
The Clue Worksheet provides a space to draw a picture, as well as write sentences. Students who may
have cultural/language differences can make connections more easily by images, rather than words.
 Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

Since this lesson is majority class discussions, I will keep students on task and engaged by prompting
questions when needed and giving reminders. Students should be familiar with classroom rules and
expectations, such as being respectful learners. This will be important during the time where students
explore the mystery box and during the time where they record the four clues. I will give positive feedback
that reinforces model behavior, such as I like how Lucy is waiting her turn to hold the mystery box

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

The lesson is formatted as class discussion, independent learning, and then class discussion. There will be
no early finishers. However, if students find their four clues very quickly, they are instructed to come to
the carpet. During this time, students are encouraged to work on their drawing at the bottom of the Clue
Worksheet. When completed, students can compare their thoughts to their peers around them, allowing
the students to see different perspectives.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

The entire unit will be based off of the strategies used during this lesson: background information and
clues leading to an inference. As the teacher, I will constantly be referring back to the Mystery Box as we
navigate inferring together. The three-column chart, along with the mystery box, will be kept in the room
for students to look back on.

If time allows, students can do their own Mystery Box! It will follow the same format; however, guesses
may not be recorded and clues will be given orally. This will be an opportunity for students to apply these
strategies multiple times and with a variety of topics.