EDC274 Mini-Lesson Plan Template

Name: Kristin Ingram Pima Course: EDC274 Instructor: Dr. Eagleton

Subject: ELA Topic: Quoting From the Text Grade Level: 5 Duration: 10 minutes
When Drawing Inferences
List of Materials, Handouts, Rubrics, and other Docs:
- Inference Task Cards

Purpose (kid-friendly): This lesson will help me become a better reader and writer, because I will be able to make stronger
inferences by backing them up with quotes from the text.

Components Description of Plan

Content Standard
Choose ONE AZCCR standard and type RI.5.1: Quote accurately from a text when explaining what the
it out along with the number
text says explicitly and when drawing inferences from the text.

Learning Objective Blooms Level: Application

Choose ONE level of complexity
from Blooms Revised Taxonomy
Write ONE objective that is ONE
simple sentence with ONE carefully
chosen verb
1-2 Anticipatory Set
mins
A quick "hook" to grab the
student's attention
Activates prior knowledge of
the objective
Requires active participation
from ALL learners
Students MUST engage with
the OBJECTIVE
1-3 Teaching-Input/Modeling
mins
Provides information and
vocabulary in multiple
modalities
Teacher models how to do
the Active Involvement
Objective: SWBAT quote from the text when making inferences.
Kid-Friendly Version: I can quote from the text to back up my inference.
Teacher will (TW):
1. TW first tell the students a
quick riddle by writing a
sequence of clues on the
board (see Appendix 1)
2. TW explain to the students that
we just made inferences. TW
ask students to discuss at their
tables what an inference is.
3. TW explain that an inference is
even stronger when you are
able to back it up with a quote
from the text like the students
just did in their group.
4. TW review the objective with
the students.
Teacher will:
1. TW will first have the students
review the definitions of
inference, text evidence and
quotes by sharing with a
partner.
2. TW pull up the first Inference
Task card on the projector
(Appendix 2). TW read the task
card aloud and ask the
students to write down their
answer to the first question
(What did Katie clean up?) on
their white boards.
3. TW write on the board, Katie
Students will (SW):
1. SW will individually think about
the answer to the riddle without
telling a neighbor when the
teacher has gotten to the last
clue, the students will discuss
their answers with their table
groups and each talk about
one reason why they decided
on their answer
2. SW discuss at their tables what
an inference is.
3. SW engage with the objective
by saying it chorally with the
teacher.
Students will:
1. SW review the definitions with
a partner and refer to the word
wall if they need a reminder.
2. SW answer the first question
on the whiteboards.
3. SW answer the second
question on the white boards.
4. SW share their text evidence
and quotes with each other
after the teacher writes down a
couple examples on the board.
5. SW give a fist to 5 to show
their understanding on the task
cards.

5-8
mins
Active Involvement
Describes highly engaging
strategies
Includes various checks for
understanding
1-2 Closure
mins
ALL students must engage in
brief closure activity to
cement learning and
optimize transfer.
Students MUST re-engage
with OBJECTIVE
EDC274 Mini-Lesson Plan Template
cleaned up eggs based on
students responses. TW
emphasize how important the
how do you know is and ask
the students to write this on
their
whiteboards.
4. TW continue the sentence on
the board in different variations
based on student responses
- Katie cleaned up eggs
because the author says,
breakfast wasnt ruined after
all.
- Katie cleaned up eggs
because the author says,
Katie pulled out the carton,
after something fell and went
splat and I know eggs come in
cartons.
- Etc.
5. TW let students know that they
will now practice their
inferences by working on three
more task cards. TW remind
students that the strongest
inferences are backed up by
quotes and text evidence, just
like our examples.
6. TW ask for a fist to five to
gauge students understanding
on the task cards.
Teacher will: Students will:
1. TW hand out the next three 1. SW individually complete the
task cards to each student and next three task cards on the
they will have 6 minutes to back of the cards. They will
complete them. make sure to answer both
2. TW circulate and assist questions using text evidence
students. and quote and can refer to the
3. TW have the students get into board if they have difficulties.
groups of three after 6 minutes 2. SW get into groups of three
and each student will each and they will each have about
present one task card to their 30 seconds to present to their
group while explaining their group one of the three task
quotes and text evidence. cards and describe their quotes
that backed up their
inferences.
Students will:
1. SW write on a notecard in their own words why they think it is important to
use quotes when making inferences.
2. SW engage by also rewriting the objective on their notecard and ranking
their understanding of the objective from a 0-5.

Connections
Explain connections & include page
numbers from Linders work, Daily 5,
Math Daily 3, writing samples, etc.
Please check assignment prompt for
specifics.
Appendices (insert materials/links/screenshots below):
Appendix 1:
Appendix 2:
EDC274 Mini-Lesson Plan Template
One connection of my mini lesson to the daily 5 is the check-ins (p. 50). A check in
is used after the teaching-input/modeling with a fist to five, as well as in the closure
on their notecards where students rank their understanding of the objective. I think
they also must take responsibility and have accountability in their active
involvement, because they must present their findings to their group members. I
hope this lesson also instills a sense of urgency in the students as well, as the
purpose shows that they will be able to become better readers and writers by doing
this.
EDC274 Mini-Lesson Plan Template