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LESSON PLAN Lesson #2

Format and Cooperating Teacher Feedback Form


Name: Anna Murack Content Area: Language Arts Date: 10/10/18 Grade Level: 3rd-4th

 CCSS.ELA-LITERACY.RL.4.1
Goal(s): “Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.”

Planning:  This is the first lesson in a 3-lesson unit plan where students will be learning about
inferences as well as making their own. Prior to teaching this unit, I have learned that
there are 3 groups of students at varying levels of abilities when it comes to reading. The
lowest group performs at a 4th grade level, the second group performs at a 5th-6th grade
level, and the last group is performing at about a 7th-8th grade level. Therefore, this first
lesson of the unit will be whole group in order to model and set the foundation for
students on what inferences are and how to make them while using supporting evidence.
The remaining 2 lessons will involve a short recap of inferences in a whole group, but
then will break into 3 rotational groups according to their reading levels so that all
students will be met with level appropriate challenges, while simultaneously learning
about the same concept. Each group will meet with me for approximately 20 minutes in
the final 2 lesson plans of this unit.

Objective(s):  Students will demonstrate their understanding of inferences by volunteering their


: own inferences as a result of looking at images and texts.
 Students will work with a partner to read a series of short passages and make
inferences about them to share at the end as a whole group.

Informal: I will informally assess the students’ progress by listening to their volunteered
Assessment: answers when I ask them for their own inferences. I will also be giving time for them to
work with a partner on 2-3 short passages where they will need to identify inferences
with supporting evidence for each. They will be given questioning prompts below the
passages to get them thinking. We will come back as a class and share a few of the
partner work ideas for each passage. This will allow me to hear their inferences and
encourage/correct anything that is wrong.
Formal: Formal assessment will be completed on the 3rd and final day of the unit. Each
of the 3 separate groups will have individual, challenge appropriate
worksheets/assignments for them to complete when we meet during our 20-minute
rotations.

Materials Needed:

Anchor Chart
Material 1
Material 2
Projector
Worksheet with passages on it
Procedures:

(Include time allotments)


 Introduction (5-10 minutes) I will begin by showing the students my anchor chart and asking if any
of them know what inferences are? I will explain that this is something we do quite often without
even realizing it. It is something we already know how to do instinctively. Through this discussion I
will explain the different parts of my anchor chart.
 Steps for instruction: (15-20 minutes)
o After the introduction I will start by using the projector to display my example sentence that I
will use to make inferences. At this point I will write two different inferences with supporting
evidence that I was able to make after reading the sentence. I will underline the words infer,
think, and because to highlight the inference portion and the evidence portion of my
statements.
o Following my model example, I will then display a series of 5 different images and short
texts that they will volunteer their own inferences for. This will open the opportunity for
more group discussions on why their volunteered answers are or are not inferences. It will
also help them understand that there are many different inferences that can be made as long
as they have the two necessary components to make them. (The components being the
information they know or assume based off what they are given and the evidence from the
information to support why they believe their assumption).
o Partner Work (15-20 minutes):
 The students will be given 15-20 minutes to read through 2 short passages with a
partner. These passages will be followed up by questions to promote their thinking.
They will then be required to write down at least 2-3 inferences that they made for
each passage based on the questions.
o Whole Group Sharing (10 minutes)
 After the partner activity, we will come back together as a whole group to share a few
of the inferences we made after reading the passages. This will allow for errors to be
made as well as corrections in a supportive manner.

 Strategies for students requiring additional assistance:


o I will be walking around with students during their partner work to offer assistance where it
is needed. The main purpose of allowing them to work with a partner is so that they can help
one another and build off of each other’s thinking.
 Closure:
o The wrap up portion of the lesson will be when we share as a whole group. Once we are done
sharing several examples, I will announce that it is time to clean up their current work so that
we can move on to the next part of our schedule.

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