Lesson Plan Template

Name: Carolyn Roselli Grade: 5th

Lesson Intro to Inferencing Date: 2020

Title:
GPS/GSE Standard(s):
ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text. ELAGSE5RI1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.

Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Students will be able to infer the setting of a text based on life experiences they can relate to.

Learning - Focus Strategies

Essential
Question(s) - How can we use our real life experiences to infer textual information?
1-3 BIG ideas! How
can these questions
be used to guide
your instruction?

Central - Be able to assume the plot and setting of the story based on schema and textual
Focus/Lesson
Objective(s) evidence.
Objectives are
measurable and - Create evidence from a text to infer.
aligned with the
standard.

Academic Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
Language scaffolding (support) depending on the needs of the students.)
What is the key - Reading/Writing
language demand?
Language Functions (Identify the purpose for which the language is being used, with
What Academic attention to goal and audience- the one verb from the standard; ex. demonstrates.)
Language will you
teach or develop? - Create
What is the key Language Vocabulary (Identify key words specific to the content area derived from
vocabulary and/or the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
settings, descriptions, dialogue, stage directions.)
symbols? What A. Inference
opportunities will
B. To Infer
you provide for
students to practice C. Predict
content D. Quote
language/vocabulary E. Cite
and develop fluency?
F. Evidence
Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)
 - Students need to be able to create inferences based on evidence from the text
that they gather.

Assessment/ Assessment Plan for IEP Goals (Before lesson, formative & summative):
Evaluation Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Every standard listed - Before: defining the word inference. Students will be asked to write on an index
above must be
assessed and card what they believe an inference is or some synonyms they assume with the
included. Formative
and summative word.
assessments should
be considered while - Formative: Inference WS
planning. Questions
to consider while - Summative: Reading/Writing unit test
planning:
How will students
exhibit an - Evidence of student progress and mastery (complete after lesson has been
understanding of the
lesson’s objectives? implemented): Collecting Worksheet to see if they understand how to inference
How will you
observe and/or based on the information the text offers. Closing  shows if they understand
provide feedback?
What evidence will how this can be used in a text to further comprehend.
you collect to
demonstrate
students’
understanding/maste
ry of the lesson’s
objective(s)?
Materials - Worksheet
What resources can - Flashcards
be used to engage - Projector
students?
- Google slides

Introduction to
Lesson/ - Hook: Students and teacher go over what the word inference means. Students
Activating
Thinking will write the word and what their idea of it is on an index card. They will be
How will you
introduce the lesson? given 2 minutes to write their definition and then have 2 mins to talk to their
What is the ‘hook’
for the lesson to tap table group. Once the four minutes is up the class will define inference together
into prior knowledge
and develop and how we could potentially use it while reading a text.
students’ interests?
This should tie - Introduction/focus: We focus back in and the students will be introduced to the
directly into the
lesson’s objective formal definition of inference and how it is used. I will explain to them that to
and standard.
***Use knowledge use inferencing effectively it is important that they realize that they must use
of students’
academic, social, knowledge that they may already know from everyday life. I will tell them this
and cultural
characteristics. because the author of a text will sometimes assume you know a setting or

assume you know what they are talking about or alluding to base on the readers’

experience with something. I will explain to them that not being able to infer the

plot or setting of a story can create laps in comprehension because sometimes

the author may assume knowledge that you need to create.

Body of Lesson/ - Body: teacher will go through the remainder of the power point. This will
Teaching Strategies
What will you have include one-two examples of how to inference a text. The teacher will model the
the students do after
you introduce the first one and talk out loud while she is doing this. This is to model to the
lesson to learn the
standards? students the thought process that goes into inferencing a text. Teacher then

models how to provide evidence from a text, and how to explain one’s own

schema and how one uses both of those things to ‘read between the lines’ of a

story. The teacher allows the students to practice inferencing with a small

worksheet. They can do this in groups. Teacher explains that they need to have

evidence from the text either underlined or written down when they make an

inference to prove its validity. Also, they need to be able to talk with other group

members to hear different points of view. Point out to them that they all come

from different walks of life and one might have a different experience than

another and therefore may have a better/different inference.

 Closure/
Summarizing - Closing: Teacher will explain how inferencing can be used in large texts as
Strategies:
How will the well. Class discussion on how this will increase comprehension. This will
students prove they
know and understand allow the students to take this strategy and use it in multiple ways for many
the standard(s)? How
will you review the different texts.
standards and close
the lesson?

Modifications/ Differentiation Category: Why does the student need modifications/accommodations?

Differentiations for More examples and different instructions on WS
Students’
Individual Needs
How will you Modification(s)/Accommodation(s):
modify or
differentiate the Teacher will walk around and provide more guidance on other inferencing tasks
experiences in your
rather than just the first few.
lesson to meet
students’ individual
needs? Rationale: Why is this modification/accommodation appropriate?
Students are more of dependent readers. They need that extra guidance and support to
really take an idea and conceptualize it.

***Credit for this template belongs to Tennessee State University and Columbus State University.