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Direct Instruction Lesson Plan Template

Grade Level/Subject: Fifth Essential Standard/Common Core Objective: Central Focus: Inferences and how to come up with one.

CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Daily Lesson Objective: Students will make inferences using the phrase “I infer this because.” 21st Century Skills:

Date submitted:

Date taught:

Academic Language Demand (Language Function and Vocabulary):  Infer  Inference Language function: Content specific vocabulary

Prior Knowledge:


Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Activity 1. Focus and Review 2. Statement of Objective for Student

Description of Activities and Setting Does anybody know what infer means? Does anybody know what an inference is? Today we are learning how to infer. After our lesson you will be about to infer on your own by looking for clues, using what you know, and asking yourself questions. You will learn to infer by using the statement “I infer this because….” Good readers are like detectives because they are always looking out for clues so they can infer something. Today we will be looking at a Nearpod(application on the iPad) about inferences. I will go over the PowerPoint and we will do some examples of inferring.  Slide one: Cover page  Slide two: What is an inference? An inference is an idea you come up with based on prior knowledge and evidence. When you make an inference you will read something, come up with what you know about it, and then draw a conclusion. Basically, you are putting two and two together  Slide three: graphics about how to make an inference: Use what you know and look for clues or anything the author said  Slide four: Do you know that you are inferring everyday? When you settle an argument, make predictions, compare, and evaluate.  Slide five: How do we make inferences? Look for clues. Feelings, and explanations as well as ask yourself questions.  Slide six: Inference chart  Slide seven: make an inference

Time 2 mins

2 mins

3. Teacher Input

15 mins

  

Slide eight: inferring with pictures Slide nine, ten, eleven, and twelve are big picture that the students will infer about. First they will think on their own and then we will discuss as a class what we all can infer from the picture (think alouds) Slide thirteen: Infer from a poem

4. Guided Practice

15 mins

The students will do the worksheet on their own. If they are having trouble they can ask a partner or me. When they are finished we will go over this as a class so they can have the right answers and go back over it. I anticipate that the students will get at least 3 of the 5 questions right. 5. Independent Practice 10 mins

6. Assessment Methods of all objectives/skills: 7. Closure 8. Assessment Results of all objectives/skills:

The students will read what I wrote on the smart board and infer what they think will happen. The students will write two to three sentences and draw a picture. Mastery: Includes sentences and picture that makes sense. Partial Mastery: Includes picture OR sentence. Remediation: does not make sense. What did we learn today about inferring? How will it help you become a better reader? Will you notice more things when you are reading now?

2 mins

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: - ELL students will be paired up with a bilingual student that can translate if need be - Students that are above grade level with take on another assignment if finished early - I will speak very loud for the students that cannot hear.

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.) -the


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Reflection on lesson: