The following information should be included in the header of the lesson plan:

● Madi Robertson
● Mrs. Phillips, Plains Elementary School
● Reading, 11:50-1:35
● 2/25/21 - 3/2/21

Title/Type of Lesson: Drawing Inferences

Related Virginia Standard of Learning

4.5 The student will read and demonstrate comprehension of fictional texts, literary
nonfiction texts, and poetry.

a) Describe how the choice of language, setting, and characters contributes to

the development of plot.

b) Identify the theme(s).

c) Summarize events in the plot.

d) Identify genres.

e) Identify the narrator of a story and the speaker of a poem.

f) Identify the conflict and resolution.

g) Identify sensory words.

h) Draw conclusions/make inferences about text using the text as support.

i) Compare/contrast details in literary and informational nonfiction texts.

j) Identify cause and effect relationships.

k) Use reading strategies throughout the reading process to monitor

comprehension.

l) Read with fluency, accuracy, and meaningful expression.

Date: Key Vocab Before During After

2/25, 3/2 Inference: Making (11:50-12:30) Whole Group: (1:30-1:40)

(Thursday & an educated guess Inference Relay Interactive Read Wash hands
following using background Race: Students Aloud: Rosie’s
Tuesday) knowledge and will be divided Glasses (via Epic)
textual evidence to into two socially
draw and support a distanced teams. As this is a
conclusion that is Similar to the wordless picture
not explicitly game book, we will slowly
stated. ‘telephone,’ one go through each
student from page in order to
An observation is each team will have a discussion
like a fact, while an be given a secret about what
inference is like an word that they inferences can be
opinion must act out to drawn on each
the next person page.
More than one right in line. They may
answer for not speak! Each Observations will be
inferences person gets a discussed prior to
turn to act out drawing inferences.
Similar to a the word and the
prediction, but final person in On PearDeck
utilizing features line gets to students will have
from the text to guess the word. an opportunity to
come to that draw something
conclusion We will discuss positive or negative
whether this about their day to
activity was easy make a connection
/ difficult. Why? with Rosie. We will
What helped you look through them
to guess the as a class and draw
word? inferences to
determine whether
Introduce they think their
inferencing. classmate included
Much like in the a good thing or a
game, the word bad thing.
was not explicitly
stated and you
had to use body A:
language just
12:30-1:00 Group 1
like when
reading a text & 2 guided reading
and looking at groups, quick
context clues. review and role
You also have to assignment
use background 1:00-1:30 word
knowledge! An study
inference is
something that
the author B:
doesn’t tell you, 12:30-12:40 word
but shows you study
through pictures
and words. 12:40-1:10 Group 1
&2
1:10-1:30 Group 3
guided reading
groups, quick
review and role
assignment