Lesson Plan Guide

Name: _Caley Petty______________________ Grade and Topic: Fourth Grade: English Language
Lesson Date: 10/07/2019 Length of Lesson: 60 minutes

CENTRAL FOCUS:
 The central focus of this learning segment is to infer the meaning of a passage using clues to
justify the inferences made.
 The requisite skills are understanding context clues and identifying evidence in a text.

STANDARDS ADDRESSED:
4.RL.KID.1 Refer to details and examples in a text when explaining what the text says explicitly;
refer to details and examples in a text when drawing inferences from the text.
LESSON OBJECTIVE(S):
 TSW generate inferences from evidence in the text with 80% accuracy.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE ASSESSMENTS:

 In this lesson, there is no summative assessment; however, the teacher will use a formative
assessment that consist of checking for the students understanding of inferencing. The teacher
will also observe the students’ partner discussions and provide feedback to probe further thinking
or to refine thinking. The teacher will be looking to see if the students are able to draw
conclusions based on the context of the text. The students will also complete the exit ticket on a
sticky note that has the students reflect on their learning and how well they had learned it.
 The assessment will demonstrate that students can make an inference based on the reading of a
passage.

MATERIALS:
 Inferencing PowerPoint
 Detective Journal
 Name tags for different roles
 Differentiated passages
 Sticky notes
 Highlighter
 Pencil
 Brown paper bag
 Shoe
 Crime scene supplies

BACKGROUND and RATIONALE:

 The key concept that will be developed during this learning segment is inferencing by using the
clues in a passage.
 Language function: infer
 Academic language: evidence, justify, infer
 Discourse: The students will work together to infer what happened in each crime scene. Students
will also read and discuss the passage together to increase comprehension before answering the
questions.
 In subsequent lessons, the students will identify the theme of a story.
  In this lesson, I will meet the needs of my auditory learners by having students read the text aloud
in their group. I will meet the needs of my visual learners by using a graphic organizer. I will
meet the needs of my bodily-kinesthetic learners by having the students circulate the room when
examining the crime scenes.
 The students will be able to collaborate with their group to share ideas which appeals to the
students’ interests. The students will also be role playing which appeals to their interests.

PROCEDURES AND TIMELINE:

Introduction: TTW model thinking on how to inference with the shoe that is in the brown bag. Students
will use a sticky note to write what they think it is based on my description. (5 minutes)
o Describes the object and thinking I use to generate an inference. Suggest strategies of
what it is not as well.
o How did you reach your inference? What was the clue that gave it away?
Procedures:
 TSW discuss in a group talking about when we have used inferencing before in class.
o When have we inferenced before?
o How can we use inferencing in our everyday lives?
 TTW model how to make an inference when going to a station and how to use the graphic
organizer. The student will then model what to do during the stations. (5 minutes)
o What evidence is at the scene?
o What do I know about the evidence?
o What could have happened?
o Justify your inference with the clues provided.
 TSW select roles for each member of their group. TSW circulate each scene for 3 minutes each.
The students will use their roles to collaborate in each station. (10 minutes)
o What evidence is at the scene?
o What do I know about the evidence?
o What could have happened?
o Justify your inference with the clues provided.
 TSW share what their conclusions are for each station, justifying how they reached that answer.
(3 minutes)
o What inference did you make for station 1? 2? And 3?
 As a group, students will read the passage “The Coverup” out loud. The students will work
together to highlight the important information in the passage. (7 minutes)
o What is this story mostly about?
 The students will answer question one and question two with their group. Students will work
independently to answer questions 3-5. If a student finishes early, they will begin a new passage
to inference. (15 minutes)
o What is the gist of the first three paragraphs?
o Are there any words that are unfamiliar?
 Students will share their answers with their group and add or take away information. (5 minutes)
o Should I add anything to my answer?
 Students will share with the class what their answers are. (5 minutes)
o Should I add anything to my answer?
Closure: On a sticky note, students will write one thing that they have learned from the lesson. They will
write if they feel like they learned it, need more practice, or are very confused. (5 minutes)
o What did you learn from the lesson today?
o How well do you think you have mastered the lesson?
ASSESSMENT EVIDENCE:
 In this lesson, there is no summative assessment; however, the teacher will use a formative
assessment that consist of checking for the students understanding when the students answer the
inferencing questions about the passage. The teacher will also observe the students partner
discussions and provide feedback to probe further thinking or to refine thinking. The teacher will
be looking to see if the students are able to create logical inferences based on information they
already know and clues in the text. The students will also complete the exit ticket on a sticky note
to have students reflect on their learning and how well they mastered inferencing.

MODIFICATIONS:
 Students have differentiated texts based on Lexile levels to scaffold and challenge their reading
abilities.