ED 345 Calvin College Lesson Planning Form

Teacher:
Lauren Newhuis
Plastic Purse inferring

Date: 10/6/15

Subject/ Topic/ Theme: Lillys Purple

I. Objectives
What is the main focus of this lesson?
The purpose of this lesson is to provide the framework for students to make inferences in a story.
How does this lesson tie in to a unit plan? (If applicable.)
This is a continuation of our Kevin Henkes author study
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
- Explain how specific images contribute to and clarify a text (RI.2.7)
- Know and apply grade level phonics (2.RF.3)
- Participate in collaborative conversation (2.SL.1)
- Follow agreed-upon rules for discussion (2.SL.1a)
- Ask for clarification and further explanation about the topics and texts under discussion (2.SL.1c)
- Infer pieces of a text based off of pictures and language used
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Formative: students ideas, answers based off of Lilly

Summative: students written and drawn responses
Universal Design for Learning Networks/Domains (see UDL Guidelines)
STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Writing
Speaking
Drawing

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
- Enjoyment of book
- Hook: whats in Miss.
Newhuis bag?
- Sitting in carpet area and
then sitting at desk

Options for Language/Symbols

Defining the word inference

Options for Expression

Speaking, writing, drawing

Options for Comprehension

Background knowledge on Miss. Newhuis
Big idea of inferences

Options for Executive Function

I do, we do, you do

Options for Sustaining Effort &

Persistence
What is expected of the students
increases
Options for Self Regulation

RECOGNITION
Multiple Means of Representation
Options for Perception
Pictures, seeing the words, and listening

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Lillys Purple Plastic Purse

Paper that says, I infer that Mr. Slinger
White board
Markers
Document Camera
Items for Miss. Newhuis bag

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent

Carpet area open and desks in normal arrangement

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Students sitting at carpet area.
Read the story Lillys Purple Plastic Purse to the students.
Be sure to use expression, make eye contact, and keep engagement

Define inferences:
I can make inferences Background knowledge + clues = inference

*An inference is not a wild crazy guess

Play Whats in My Teachers Bag An pulled idea from Hollie Griffiths Kevin
Henkes Author Study
What is in Miss. Newhuis Bag? And more importantly What does it all mean?
- Pull out items out of my bag and let students make inferences about me.
Keys: Miss. Newhuis drives a car
Granola bar: Miss. Newhuis didnt eat breakfast?
Planner: Miss Newhuis likes to be organized
Lotion: Miss. Newhuis skin is dry
Glasses: Miss. Newhuis needs glasses
Record students ideas on the write board
Just like you used the clues in my bag to infer things about me, authors do the same
things in books. Authors dont always tell us everything. We have to use what we
know and the clues that the author gives to come up with our own understanding
Practice on Inferences:
Pull out the book Lillys Purple Plastic Purse again.
I want to read you something from the story and I want you to make inferences
about it. Lilly loved pointy pencils. What do you infer about Lilly? Let students give
answers. Lilly likes to write
You can infer by looking at pictures too! Show the pictures on document camera of
Lilly looking upset when Mr. Slinger took away her purse. Based off of these pictures,
how does Lilly feel?
I want you to be listening to some things about Lillys teacher, Mr. Slinger. When I
send you back to your seat, I want you to grab a paper This paper says, I infer
that Mr. Slinger Here you will write something about Mr. Slinger that the author
didnt tell us, but that you infer about him. You can infer by either listening to things
about Mr. Slinger, or by looking at the picture I will show on the document camera of
him.
Make sure students are clear on directions before they return to their seats. They
are to make inferences by looking at the picture or listening to things about Mr.
Slinger.
Students return to their seats, grabbing a paper as they go. Remind students that on
their paper, they can write one thing that they infer about Mr. Slinger. You may also
draw what you infer, but I would like writing.
Open
-

Closure

to page 3: Read about Mr. Slinger

He wore artistic shirts
He wore glasses on a chain around his neck
He wore a different colored tie for each day of the week
Instead of greetings
ECT.

For the closure, have students share their inferences about Mr. Slinger with the
class.
Probe students, why did you make this inference about Mr. Slinger?
Collect papers

Your reflection on the lesson including ideas for improvement for next time: