Teacher Education Lesson Plan Template

Teacher: Kelsie Weyer Date: Wednesday 2/21/18

Title of Lesson: Unspoken Cooperating Teacher: Mrs. Rickman

Core Components
Subject, Content Area, or Topic
Language Arts: making inferences and drawing conclusions
Social Studies: Civil war
Student Population
Homeroom: 23 general education students (14 girls, 9 boys)
Switch class: 21 general education students (11 girls, 10 boys)
Learning Objectives
Student will be able to make inferences and draw conclusions from a picture book.
Student will be able to relate inferences to knowledge of the Civil War.
Virginia Essential Knowledge and Skills (SOL)
LA 5.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and
poetry. a) Describe the relationship between text and previously read materials. i) Draw conclusions and
make inferences from text. k) Make, confirm, or revise predictions.
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War
by a) identifying the events and differences between northern and southern states that divided Virginians
and led to secession, war, and the creation of West Virginia;
VDOE Technology Standards
Thinking Skills, Problem Solving, and Decision Making
C/T 3-5.8 Practice reasoning skills when gathering and evaluating data.
C/T 3-5.9 Use models and simulations to understand complex systems and processes. A. Understand the
use of simulations in learning. • Enhance understanding of concepts and skills by explaining how a
simulation differs from and is similar to real life. B. Use simulations to understand complex concepts. •
Enhance understanding of concepts and skills by using simulations.
Technology Communication Tools
C/T 3-5.10 Communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning
situations.
English Language Proficiency Standards (ELPS)
4-5.1 An ELL can construct meaning from oral presentations and literary and informational text through
grade appropriate listening, reading, and viewing.
4-5.2 An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and
analyses, responding to peer, audience, or reader comments and questions.
4-5.3 An ELL can speak and write about grade appropriate complex literary and informational texts and
topics
4-5.4 An ELL can construct grade appropriate oral and written claims and support them with reasoning and
evidence.
Materials/Resources
44 copies of inference/conclusion worksheet, uploaded flags on smart board, bag, union flag, copy of
Unspoken
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU WANT FOR YOUR
STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
Process Components
(min.)
*Anticipatory Set
TW display flags of the North and South, along with the American flag, on the smart board.
SW table talk similarities and differences.

*State the Objectives (grade-level terms)

I can use my knowledge of the Civil War to make inferences and draw conclusions while reading,
Unspoken.

*Modeling
TW present feely bag to class.
“Are there any descriptions you can make about what might be in this bag?”
SW ask questions to gain more knowledge about unknown object.
TW ask students to draw a conclusion about what they think the object might be.
SW guess what they believe the object is.
TW show students what the item is. (union flag)
“Does this look like the flag we have hanging in the classroom?” no
“We have not always had a flag with 13 stripes and 50 stars.”
TW discuss inference vs. conclusion.
“When I held up the bag and you described what you think you could about the unknown
object, what is that called?” inference
“When you guessed what the object was, what is that called?” conclusion

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Check for Understanding
Thumbs up agree/thumbs down disagree

*Instructional Input or Procedure

TW introduce book, Unspoken.
“This is a picture book. How are you going to know what is going on without words or text?”
“This will involve making inferences and drawing conclusions.”
*Guided Practice
TW read book to class.
Men on horses “What do you notice in this picture? Discuss with a partner.” Confederate flag
Mom and girl at farm “What is going on in the story?” men left for war, women left- “Similar to
which war?” American Revolution
Eye in corn “Go ahead, discuss what you see.” Eye in corn, “who is it?”
Girl w/ lantern “Where do you think she is going?” back to barn
Food “What is the girl doing?” feeding person who is hiding “Do you think her parents know?”
Wanted sign “What do you think these men are here for?” looking for fugitive
Girl return “What do you think she is going to find?” person missing
End of story “Discuss some conclusions you can draw from the end of this story.” slave was
captured, slave moved on to another house on the Underground Railroad
*Independent Practice
SW complete inference and conclusion worksheet during independent work time.
*listed under independent work.
Assessment
Inference and conclusion worksheet (LA curriculum, unit 5, p. 186)

*Closure
TW discuss plan for independent work.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Integrating language arts and social studies
Visual- picture book
Verbal processors- discuss with partner/table (table talk, think-pair-share)
“feely bag” peak interest and engagement
Graphic organizer for thought process in making inferences and drawing conclusions
Remediation through individualized instruction during small group after assessing their independent work
for more practice with those struggling with inferences and conclusions (main idea, inference, and
supporting detail sort)
Classroom Management Issues (optional)
3.2.1.0 for class attention
Silent mode

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
Students LOVED the feely bag. Have student be record keeper on the board of clues the class has received
to avoid the same question being asked multiple times.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015