Universal Lesson Plan Template – Curry Secondary Program

Lesson Topic/Lesson Length: Shared Reading with Focus

Name: Molly Heck
on “Inferences”/ 60 minutes
Content Area: English Language Arts Grade Level(s): Grade 8
Class Context:
The context is an eighth grade Language Arts classroom during Third Block at Burley Middle School.
The class is composed of twenty-five students: ten females and fifteen males. The students have just
begun reading our first class novel, The Outsiders. The students are generally motivated to participate in
class discussions, group work, and individual reflection on the text.

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.

Students have just begun a new unit on “Coming of Age.” So, we are beginning our first class novel, The
Outsiders by S.E. Hinton. As students are beginning a new text, it will be valuable for them to learn a
reading strategy to help them comprehend the text as they read. Additionally, in order to hook students
into reading and build their reading capacity, the selected strategy is a shared reading activity. This will
provide students with the opportunity to hear the text as it is read aloud, and follow along.

Before the shared reading strategy, students will learn how to make inferences while reading. Inference
making will then be modeled in the actual shared reading time. After I have read the first pages of chapter
one to the students, they will have the opportunity to practice inference making on their own. This will
take the form of a reading workshop, in which students have 20 minutes to read on their own and journal
inferences that they make as they go. Then, they will break into groups and have the opportunity to
discuss what they learned.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

VSOL Reading 8.5

The student will read and analyze a variety of fictional texts, narrative nonfiction, and
poetry.

m) Use reading strategies to monitor comprehension throughout the reading process.

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

U1: Reading strategies are valuable, as they help one comprehend a text.
K1: The process of making inferences while reading: “reading between the lines” by looking for
vocabulary, content, context, and clues in order to gain information from the text that is not explicit.
D1: Make inferences while reading.

Assessments: – How will you know if students have met/made progress towards the learning targets? Be sure these assessments are integrated
throughout the procedures and steps in the lesson outlined below.

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 Universal Lesson Plan Template – Curry Secondary Program

Diagnostic Formative Summative

Method of assessment: Method of assessment: Method of assessment:
Exit Card (Not actually given in
Description of assessment: Description of assessment:
10 minute timeframe)
Aligned with which Learning Target(s):
Description of assessment: Aligned with which Learning Target(s):
Criteria for assessment: Students will be asked to fill out
an exit card in which they will be Criteria for assessment:
How data will be used:
asked to reflect upon their How data will be used:
experience with the shared
reading activity. They will also
be asked to identify two
inferences that they made while
following along with the shared
reading activity.

Aligned with which Learning Target(s):

U1 and K1

Criteria for assessment:

Students will be assessed for their
ability to identify two inferences
that they made from the text that
was read aloud in the shared
reading activity.

How data will be used:

The data will be used to
determine if students were able to
make inferences during the
activity. If they are not able to
express the inferences that they
made, a future shared reading
would be implemented, as well
and student-led shared readings,
in which they practice making
inferences themselves as they
read.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.

Copies of The Outsiders by S.E. Hinton

Beginning Room Set Up: -How is the room set up when the students enter? Is there anything written on the board or projected on the screen? Are
their handouts, books, etc. that are laid out for students to pick up as they enter?

As students enter the room, they will find their journals placed on their desks. The Elmo will be projected
onto the whiteboard. Their desks are arranged in two large “E” shapes that face the whiteboard at the front
of the room.

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 Universal Lesson Plan Template – Curry Secondary Program

Proactive Planning for Learning Differences: – What planned supports have you included to make the content accessible for all learners (i.e.,
groups of students and/or specific students) and to build upon learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps
outlined below.

Each student will receive their own copy of The Outsiders in order for them to follow along with the
shared reading of the text. As I read aloud, the book will be placed under an Elmo to project an image of
what/ where I am reading in the book. This will additionally help students visualize and follow along as I
make inferences and pause while reading.

Procedures/Steps in the Lesson: -- May follow a specific model (i.e., Direct Instruction, Jigsaw) or be more open-ended. Be sure to think about
what students will be doing during each step, in addition to what you are doing. Scripting and/or estimated time frames may or may not be included, but the
plan should be clear and explicit enough that another person would be able to teach from it.

Step 1: Activate prior Knowledge/ Introduction (4 minutes)

Before diving into the shared reading, I will briefly describe the key concepts of “inferencing” and “shared
reading.”

“Hello class. Today we will begin reading our new class novel, The Outsiders by S.E. Hinton. We will do
a shared reading activity to start, in order to help our reading comprehension of the text. Last week, we
learned about how to envision while reading a short story, and now we will learn another useful tool to
help your reading comprehension and understanding a novel. For this shared reading, I will read aloud
from the first chapter of the book and you will follow along with your copies of the text. I will stop
throughout the read-aloud and make inferences about what is happening in the story. Who knows what it
means to make inferences?”

Student responds

“Yes, making inferences is a great way to help us understand what we are reading. Making inferences is
reading between the lines of the text about information that is not explicitly stated. To do this, we can
look at vocabulary, content, context, and clues within the text.
“Now that we know what we are doing and how to make inferences, let’s begin!”

Step 2: Shared Reading with Focus on Inferences (20 minutes)

I will start at the beginning of the novel and read a few pages. *For the sake of saving space, I will only include
quotes from the text below, which showcase where I will pause in the reading.

WHEN I STEPPED OUT into the bright sunlight from the darkness of the movie
house, I had only two things on my mind: Paul Newman and a ride home (Hinton, 3).

“These first lines are engaging, and give me a lot of information about what is going on in the story. The
tone of the novel seems to be a little uneasy, as we know that the narrator has some things on his mind.
We know that he needs a ride home and is alone. Also, the narrator mentions Paul Newman, a movie star
in the 50s and 60s. So, I am guessing that this novel is set during this time period.”

but I am a greaser and most of my neighborhood rarely bothers to get a haircut. Besides, I look better

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 Universal Lesson Plan Template – Curry Secondary Program

with long hair (Hinton, 3).

“Okay this is interesting. The narrator uses the word “greaser” to describe himself. Because he is talking a
lot about hair and how long his hair is, it seems that the term greaser has something to do with their hair.
Also, the narrator mentions that most people in his neighborhood have the same style haircut. I wonder if
the term greaser can be applied to people who live in the same neighborhood as him as well.”

And nobody in our gang digs movies and books the way I do. For a while there, I thought I was the only
person in the world that did. So I loned it (Hinton, 3).

“Hm. The narrator describes how he thinks that he is the only one that he knows with interests such as
reading and watching movies. This makes me think that he feels a little bit like an outsider. This makes
sense, as the title of the book is called The Outsiders. I wonder if he likes spending time alone, or if he is
lonely.”

But then, Darry's gone through a lot in his twenty years, grown up too fast. Sodapop'll never grow up at
all. I don't know which way's the best. I'll find out one of these days (Hinton, 3).

“Okay, so we are getting more information about the narrator. We know that he has two brothers: Darry
and Sodapop. He seems to be close with his family, but does not always get along with Darry. Also, the
narrator mentions that Darry has gone through a lot and he is only twenty years old, but is already taking
on the role of being an adult. I am also very intrigued by the narrator’s last statement. He wonders if it is
better to grow up or stay young. He is gong to try and figure this out. I wonder if the story is going to be
about growing up.”

We get jumped by the Socs. I'm not sure how you spell it, but it's the abbreviation for the Socials, the jet
set, the West-side rich kids. It's like the term "greaser," which is used to class all us boys on the East Side
(Hinton, 4).

“Now, the narrator gives us more information about the town that he ives in, and the different social
classes. The town is divided into two main groups, the Socs and the Greasers. The Socs are wealthy, and
the Greasers do not have a lot of money. Also, we know that there is tension between the two groups. The
Socs like to jump the Greasers. This means that they like to fight them. I can see now why the narrator
would be worried that he does not have a ride home. Also, take a look at how “Soc” is capitalized. In the
beginning lines of the book, the narrator does not capitalize the term “greaser.” I think that this may be
saying that the narrator does not think that the greasers are as important as the Socs.”

We're almost as close as brothers; when you grow up in a tight-knit neighborhood

like ours you get to know each other real well (Hinton,4).

“Okay, so now the narrator tells us about how close he is with the people in his “gang.” His friends are
very important to him, and are almost like brothers. We just read that the narrator lost his parent’s in a car
crash, and it seems like his friends are serving as his extended family.”

I had seen Johnny after four Socs got hold of him, and it wasn't pretty. Johnny was scared of his own
shadow after that. Johnny was sixteen then (Hinton, 5).

“So I am guessing that Johnny is a member of his friend gang. Also, the narrator tells us that the Socs beat

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 Universal Lesson Plan Template – Curry Secondary Program

up Johnny very badly and left him terrified. The tension between the two groups definitely does not seem
to be a positive aspect of their lives. It seems to leave them scared and worried about what is going to
happen next. Also, the Socs seem to be the ones initiating the fights.”

Step 3: Reading Workshop (20 minutes)

“Alright, I am going to stop here. Now that I have modeled how to make inferences while reading, it is
your turn to practice. For the next twenty minutes, you will finish reading chapter one of the book. While
you read, I want you to jot down inferences that you make about the book while reading. Also, write
down any questions or unfamiliar words that you come across while reading. You can write these in your
journals.”

*Students read in Reading Workshop

Step 4: Partner Discussion of Chapter 1 (10 minutes)

“Great work, everyone. Now that you have had time to read and reflect, it is time to move into our next
activity. For this activity, you will get with an elbow partner and share what inferences you made while
reading. Also share any questions that came up and discuss these with one another. For this discussion, I
would like you to focus your thinking on the characters, the conflict that arises, and the setting. Also,
share about how this reading strategy has influenced your reading comprehension. You have ten minutes
to discuss and share your ideas.”

*Students discuss the reading with elbow partners.

Step 5: Exit Card (5 minutes)

“Awesome discussion and great work today, class. It seems like this strategy helped you make
connections with the text and read between the lines. In the last five minutes of class, I am going to give
you all an Exit Card (Appendix 1.2) that asks you to reflect upon your experience with the shared reading
activity. You will also identify two inferences that you made while following along with the shared
reading activity or reading on your own.”

* Pass out Exit Cards

Materials Appendix (if appropriate):-Please include the slides, images, links to texts, handouts, etc. that are used in this lesson. They should be
“Student Ready”

1.1 The Outsiders by S.E. Hinton

1.2 Exit Cards