Lesson Plan Template

Name: Mayra Leyva Grade Level: 5th grade

Target Content/Lesson Topic: Reading- Comprehension Date: Fall 2020

Planning
Essential Question How can I use inferencing to comprehend a text?
What is the essential question that this What information would you need to support the inference?
lesson addresses? What is the core What can you conclude from this passage?
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards CCSS.ELA-LITERACY.RL.5.1- Quote accurately from a text when explaining what the text says explicitly and
Identify relevant grade level standards when drawing inferences from the text.
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives Students will be able to quote the text to accurately form an inference.
What should the students know or be
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be Students will be in a whole group for the majority of the lesson. Students will read and explore the new
divided into groups, if applicable comprehension strategy independently. Lastly, for the wrap up activity students will be in random groups to
(homogeneous, heterogenous, random / share the inference that they created using the information gathered during the lesson.
based on ability, interest, social
purposes, etc.)
Co-Teaching Strategy Co-Teaching Strategy
How did you collaborate with your co- n/a
teacher to plan, instruct, and assess
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 learning? What Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Content:
The teacher will model the strategy and explain in depth, questions the students should ask themselves as
they are reading. Then, students will be guided through the process of using the strategy as we read as a class.
The strategy will also be given a cheat sheet for their notebook as a resource so students can refer back.
Process:
Students are given generic questions to ask themselves to assist them in digging deeper with the text.
Product:
The students can use bullet points instead of paragraph form for students that have a language barrier and for
students that have trouble organizing their writing. Sentence frames are accessible to students on the visual
graphic organizer to help target possible answers and to provide structure.

Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Classroom environment:
Students will work independently to practice the strategy in which creates a quiet learning environment and I
can circulate the room to assist students when needed.
Assessment
The purpose of comprehension is to examine the point of view of the character of their choice. In order to
identify if the student is able to utilize the strategy text clue/ background knowledge addition, I will examine
the completion of their graphic organizer. Their graphic organizer will be evaluated using a rubric to
determine the student’s mastery and understanding of the comprehension strategy. This isn’t the objective of
the lesson; this strategy is more of a strategy to reach the objective.

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 Summative Assessment
How will students demonstrate mastery
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Describe the presentation of the overall
lesson.
Introduction and Connection to
Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
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The end project (summative assessment) will include everything they’ve collected after reading each chapter
into a final piece, a poster. The idea is for the students to follow one of the main characters in the book either,
Auggie, his parents together, his sister Via, Julian, Charlotte, or Jack Will. They will dive into the indirect
characterization of the character of their choice throughout the story.
The poster presentations will be what I will evaluate their individual mastery of the standard. They will need
to include quotes, traits, events, and actions they’ve collected throughout the chapters that corresponds to the
point of view of the character. They will also be evaluated on the overall presentation, the voice level, is the
poster cohesive and organized, and the students understanding of the topic presented.
Procedures (Teacher[s] will…, Students will…)
We are starting to read this book Wonder by R.J. Palacio. They have been introduced to the book and we’ve talked
about some background information that will help students get a better sense of the book. We’ve review
Treacher-Collins Syndrome and how Auggie the main character was born with this genetic disorder.
Introduction/ Prior knowledge
To begin, I will ask students what we know so far about the book. I will guide them along the lines of:
Main character: Auggie
He has Treacher-Collins Syndrome
He was born with this syndrome
Treacher-Collins Syndrome is a genetic disorder (deformities of the ears, eyes, cheekbones, and chin)
People with disabilities are human, just like us.
We should not single people with disabilities out, we need to consider things they go through on a
daily basis because of their disability.
“The purpose of today’s lesson is to learn a strategy called text clue/ background knowledge addition. This
inferencing strategy will help inform readers discover what is not directly stated in the text. We are going
practice inferencing!” Pose questions:
Have we heard of inferencing?
What do you know about inferencing?
When do we make inferences?
First, I will model the strategy, we will practice together as a class and then they will need to try it independently.
I will start by having students get out their books and have it open to “Ordinary”. They will have their inferencing
visual sheet in front of them with a pencil.
 ● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
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Text clue/ Background knowledge addition
There are three steps to this comprehension strategy. Since this is the first-time students will be working with this
strategy students will focus on the main character Auggie for the first couple of chapters (Ordinary- Driving). I
will first start by explicitly teaching the strategy by showing them a visual of the strategy, and posing questions to
ask themselves, and the purpose for the strategy. The slide will have the addition formula of the text clues plus,
background knowledge equals, an inference with visuals. Along with the purpose of the strategy. They will receive
a “cheap sheet” to glue into their notebooks. After the mini explicit explanation, I will model how this strategy is
going to work. I will conduct a read aloud and stop when I can appropriately add to the graphic organizer. I will
do this at least once for each box. I will be guiding students towards these three areas about the character Auggie.
I will go through the process in which they should ask themselves the following questions. If necessary, they can
use the sentence starter provided.
1. Text Clues: Notice clues about the character in the text
Sentence starter: It says …
Question to consider: What do you know about the character?
What details does the author give you?
2. Background knowledge: Combining the clues with what they already know about people like this
Sentence starter: I know …
Question to consider: What does this make you think of in your own life?
Explain how your connection helps you understand the character.
What ideas are you having?
3. Inference: Stating an idea about the character
Sentence starter: So, I think …
Question to consider: What ideas are you having?
That’s something the author told you. What do you think about it?
Remind students that although the first couple of times, it may take a while to create an inference and fill out
the graphic organizer, but soon this will be a process that can be done in their head.
I will read again as they follow along with their copy of the book. This time I will invite students to share out their
ideas of what to contribute to the graphic organizer. We will continue to read but this time I will stop and ask
students if they have something to add to the graphic organizer. After reading the chapter I will also ask students
if they have any additional information to add. After filling out the graphic organizer together, they will need to
create their own inference with the information we have gathered. They will need to read the next couple of
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 chapters (Paging Mr. Tushman - The Performance Space) and fill out the graphic organizer independently. Here
is there opportunity to choose the character they want to do their final project on. They can choose from Auggie,
his parents together, his sister Via, Julian, Charlotte, or Jack Will.

Reinforce what I am looking for during the reading and when they’ve finished reading. (written on board)
1. Complete the “Text clue/ Background knowledge addition” graphic organizer thoroughly.
2. Keep in mind what character you want to follow for the end project.
4. If there is extra time, preview chapter 3 ONE YOUR OWN.

Wrap-Up and Extension Lastly, we will regroup as a whole class again. I will divide the class into small groups so they can share out
This is where you have students talk what they had inference for our guided practice graphic organizer. I will explain the expectations during this
about their thinking and share strategies share time. Each student needs to share what they’ve written for an inference about the character, Auggie. I
with the whole class. It’s important to want you to explain why you’ve concluded that statement. Once everyone is done sharing, go back to your
name strategies and use academic assigned seats and continue working until time is up.
vocabulary here, extending the lesson to
broader ideas.
I will quickly review importance of the “text clue/ background knowledge addition” strategy which is… an
● Promote a community of
learners
inferencing strategy that will help inform readers discover what is not directly stated in the text to better
● Listen actively and probe understand the text.
thinking without evaluating or
telling them how you would do Closing statement- “text clue/ background knowledge addition” strategy is one of many strategies that we will
it. continue to practice helping us become better readers.”
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, Book Wonder by R.J. Palacio ON PDF
Equipment and Technology Graphic Organizer- text clue/ background knowledge addition ON MATERIALS DOCUMENT
Attach a copy of ALL materials the White board & Markers
teacher and students will use during the Lesson Slide- to explicitly teach strategy (this will also be printed as a cheap sheet for students to glue in their
lesson; e.g., handouts, questions to reading notebooks) ON MATERIALS DOCUMENT
answer, overheads, PowerPoint slides, Student reading notebooks & pencil
worksheets. List equipment or
technology that needs to be available.

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