Clinical Lesson Plan Reading (integrating Social Studies)

Tierra Davis
March 22nd, 2017

Subject: Central Focus:

Reading and Social Studies / 5th Grade Main Idea, Inferences, Context Clues,
Women in History
Essential Standard/Common Core Objective:

5.H.2.3 Compare the changing roles of women and minorities on

American society from the Pre-Colonial era through
Reconstruction.
Date submitted:
RL.5.1 Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences. April 12th, 2017

RL.5.2 Determine a theme of a story, drama, or poem from details

in the text, including how characters in a story or drama respond Date taught:
to challenges or how the speaker in a poem reflects upon a topic;
summarize the text. March 22nd, 2017

RL.5.4 Determine the meaning of words and phrases as they are

used in a text, including figurative language such as metaphors
and similes.

Daily Lesson Objective:

Students will be able to independently use reading strategies (such as main idea,
inferencing, context clues) to correctly answer questions about vital women in history
with 83% accuracy (20 out of 24).

21st Century Skills: Academic

Language
Teamwork, Collaboration and Communication, Social Responsibility Function/Vocabula
and Ethics, and Global and Cultural Awareness ry:

o Compare
o Quote
o Determine

Prior Knowledge:

Students should have prior knowledge of:

o Meaning and use of synonyms (brief knowledge of antonyms)

o Assessing the meaning of the text
 Activity Description

Teacher will ask students to independently remember the

lesson from the day before. During this lesson students were
taught how to use context clues to decipher the meaning of
words and how to determine the main idea of the text.
Students will turn and talk to the students at their table
about the strategies taught the day before. Teacher will
quickly walk around the room, listening to students
responses. Next, teacher will pull the class back to together
and ask the class:

Have you been reading a book, and a question popped into

your head about what you were reading? But you continue to
1. Focus and Review reading, your question was never really answered.

Well today we are going to learn about a strategy that you

can you use in order answers question when the answer is
not explicitly stated in the book. This strategy is call drawing
inferences. You draw inferences based on evidence found in
text.

Inferencing (in reading) is the process of reaching a

conclusion based on evidence and reasoning found in the
text. When students have a question that cannot be
answered by simply reading text, they can draw inferences
based textual evidence and reasoning skills.

Teacher will write the following phrase on the board for

students to read and reflect upon: I will be able to
effectively use various reading strategies such as main idea,
context clues, and inferencing to learn about important
women in history.
2. Statement of Objective
for Student
At the beginning of the lesson teacher will ask class to read
this statement aloud together so the students collectively
are aware of what they will be able to do at the end of this
lesson. Teacher should be sure to ask students at the end of
the lesson if they believe they met the class goal.

3. Teacher Input
Teacher will use the modeling strategy during this portion of
the lesson in order to demonstrate to students how the
strategy learned in the Focus and Review should be used.
Teacher will pull up this short biography about Malala
Yousafzai. Teacher will read the biography aloud to students
as they follow along on their Chromebooks (or projector).
After reading the mini biography, teacher will ask students
what inferences we can draw about Malala Yousafzai and her
 life based on evidence given in the text.

http://www.timeforkids.com/news/malala-yousafzai/133566

After reading that short biography about Malala Yousafzai, I

think I can draw some inferences, or read between the lines,
about her and her life.

Teacher will reread part of the biography. The text reads:

Taliban members follow an extreme version of Islam. They
believe girls should not go to school. For several months,
Malalas school and hundreds of others in the district of Swat
were closed. Malala spoke publicly about her desire to go to
school.
HmmI wonder how Malala felt about the Talibans belief
that girls should not be able to go to school? Well after
reading this I dont see anywhere in the text that directly
answers my question but I do see some details that could
help me read between the lines and draw an inference about
how she may have felt. Well, based on the phrase Malala
spoke publicly about her desire to go to school I can infer
that Malala did not agree at all with the Talibans belief and
that she did not give up hope about going back to school
even though they closed schools in her district

Additional Questions to ask in order to pull in previously

learning reading strategies:

What is the main idea of this biography?

Are there any word we do not know the meaning of?
How can we use context clues to determine the meaning?

4. Guided Practice
Now it is your turn to show that you can read between the
lines and make inferences about any text given to you.

With a partner, I would like for you to open the link that I
have sent you on your Chromebooks:

http://reading.ecb.org/student/inferring/

This link will take students to the Into the Book site that will
allow them to further learn about making inferences and
actually put the skill to practice. Students will be given the
option to select different genres to make inferences on. After
each student clicks Try it Yourself, teacher will direct
students to choose the text message option. Teacher will
follow each step with students on the projector.

Teacher will go through one example of an inference that can

 be made based on the text message image. With your
partner, you will pull out a sheet of paper and write down the
inferences that you can make based off of the text messages
that you can see. Once you have written these down, you
will then through the site and see they made the same
inferences.

Teacher will allow 10-15 minutes for students to draw

inferences. After the pairs finish, they will be asked to share
with the class all of the inferences they made on the Doc-
cam.

Teacher will first engage students by asking students to

Name some important women in history or of today, as well
as the contribution they have made.

Students will be completing Women in History Centers

packets at 5 different stations set up around the room.
Teacher will distribute one packet to each student as they
will be completing the packets for themselves. Each station
will be focusing on a different woman in history. The poster
at each station will have a picture of the women, their name,
their birth and death date, and a text that will go along the
station.

Station One - Susan B. Anthony (Short Biography)

At this station students will be focusing on context clues.
5. Independent Practice
Station Two Rosa Parks (Poem)
At this station students will be focusing on main idea and
textual evidence.

Station Three Anne Frank (2 Diary Entries)

At this station students will be focusing on tone.

Station Four Harriet Tubman (Poem)

At this station students will be focusing main idea and
opinion.

Station Five Amelia Earheart

At this station students will be focusing on inferencing and
reading between the lines.

Student will complete this and turn it in for grading.

6. Assessment Methods of Formative:

all objectives/skills: During Guided Practice, teacher will walk around the
classroom observing and asking probing questions to the
students to figure out their skill level with the inferencing
 strategy. The questions asked will serve as a formative
assessment to the teacher.

Questions that teacher should be asking students will vary

depending on the word that they are trying to decipher.
Sample questions should include:

o What inference can be made?

o What evidence did you base that inference on?
o What questions can you ask after reading the text?
o Is the answer to your question found in the text?

Summative:
Students must properly fill out their Women in History
Centers packet given in the Independent Practice section of
this lesson. Students who independently use reading
strategies (such as main idea, inferencing, context clues) to
correctly answer questions about vital women in history at
least 20 or more times (83% accuracy) will have
demonstrated proficiency and met or exceeded the
objective. Students who independently use reading
strategies to correctly answer questions about vital women
in history at least 19 or less times have not met the
objective.

At this time, teacher will summarize the main ideas in order

to wrap up the lesson and to help students organize the
information given into a meaningful context in their minds.

Today we spent a great deal of time learning about what it

means to make inferences. This strategy can be used at any
time while reading or to answer questions that you may have
about the text that are not stated in the text. It is important
7. Closure
to know how to make inferences because you do not want to
finish a book with all of these unanswered questions while if
you just read between the lines you can answer them.

Teacher will also ask one student to reread the Statement of

Objective for Students aloud to the class. Teacher will ask
the question if everyone feel as though they have met the
objective. Based on the class response, further instruction
can be provided in another lesson.

8. Assessment Results of
all objectives/skills
Targeted Students
Modifications/Accommodations:
For English Language Learners, those
students could listen or read a version
of the text that comes in both English
and Spanish. These students will also
need the teacher to repeat the
directions multiple times. Teacher
should try to explain the directions in
different ways for students who need
modifications. For struggling students,
they will not write as many inferences
in the Guided Practice portion.
Materials/Technology:
For this lesson, you will need: paper, writing utensil, Doc-cam, projector, access to
Malala biography, access to Into the Book, and Women in History Centers
packets for each student.
Out of 19 total students in class during
this lesson, 2 students did not meet or
exceed the lessons objective. Thus,
89.5% of the class achieved mastery as
outlined in the criteria. Of the 10.5% of
students who did not meet the
objective, each of the students
struggled with determining the main
idea of the text and using the context
clues strategy to accurately answer the
questions at the station. This would
mean that the error that these students
made were in using the plug-in method
for context clues and simply
determining main idea. The strengths
that the class exhibited overall with this
lesson was accurately using the
strategies that they were taught to
answer questions that align with
different reading concepts.
Student/Small Group
Modifications/Accommodations:
For those students who are auditory
learners, those students will be
permitted to listen to the audio version
of the text, if there are resources for
this. Also, when going from center to
center, teacher can instruct that
students read the text aloud as well as
the questions aloud so that the auditory
learners needs are met.