DEPARTMENT OF EDUCATION AND TEACHER DEVELOPMENT

CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING: ______

ED 478: ADVANCED SUPERVISED TEACHING: ___x___
ED 467: INTERN TEACHING: ______

Candidate: Date:
Mercedes Mendoza 5/14/21
Content Area: Grade Level:
ELA 6th grade
Subject Matter:
Inference and Citing textual
Lesson Content Description:
Reptiles

Instructional Strategies/Method of Delivery:

modeling, student self-assessment, mastery level
Common Core Standard:
CCSS.ELA.LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

ELD Standard:

ELD.PI.6.2
Reading/viewing closely
a. Explain ideas, phenomena, processes, and text relationships (e.g.
compare/contrast, cause/effect, problem/solution) based on close reading of a
variety of grade-level texts and viewing of multimedia, with substantial support.
Common Core Lesson Objective:

By the end of the lesson, students will be able to make inferences and use details to
support their answers.

Assessment:
Formative:

The teacher will check in with the students by asking for verbal feedback. Students
will answer questions on Nearpod.
Summative:

STAR Test

Lesson/Assessment Modifications:
ELL: Teachers will model language and have vocabulary cards available to display
for students. Partners with the teacher and peers for language support .

Special Needs: Students will have extra support from the teacher. A Timer will be
displayed when students are working on their own. Display materials on a projector
large enough for students to see. Music cues for independent work. Give students
half the amount of problems to complete.

Technology: Describe the types of technology you will be utilizing in your lesson to
create and enhance instruction. If no technology is used, please explain why.
● Nearpod: supports visuals and and interactive interface for lesson
● Projector & smartboard: shows worksheet
● music app: transitional cue

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success

● Teacher will give students a quick overview of the lesson and read the
essential question. The Teacher will assess students’ prior knowledge of
inference by using Nearpod.
● Teacher will give the students the nearpod code for students to access the
Inference nearpod. Students will match vocabulary terms and fill in the
blanks.

(10-15min)

June 2014

LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

Re-state Common Core Content Standard and Objective: Must tie into Assessment

Determine whether a number is a solution of an equation.

● Teacher will read the objective and then choose a student to read the
objective by randomly picking a clip.
 ● Teacher will give the student ACES worksheet. The worksheet will be
interactive and the teacher will go over what ACE means.
○ A: answer and restate the question
○ C: cite evidence or use details to support your answer
○ E: Explain citation or details used to support answer
● Students will guide students to glue the ACE cards in their interactive journal.
● The teacher will have students take out their Standard Plus and turn to page
89. Teacher will have students read the story first then the teacher will
choose students to read.
● After reading, the teacher will ask students to turn to page 93 where the
teacher will go over the questions from the story.
● Teacher will go over the first example problem with the students choosing
how to use the ACE strategy and modeling how to correctly answer the
question. Also, demonstrating how to highlight important information that
will be assisting them in their response.

Technology used to create and enhance the introduction to this lesson: projector
Nearpod

EL: teacher language modeling

Special Needs Adaptations:
(20 min)

THROUGH

Step-by-Step Modeling/Presentation of the Objective

Technology used to create and enhance modeling examples: smartboard

EL:
Special Needs Adaptations:

Step-by-Step Guided/Structured Practice of the Objective: Gradual Release

of Instruction

● Students will then assist the teacher in answering the next four questions
using the ACE strategy.
● The Teacher will choose by asking for volunteers and choosing randomly by
using clips with their names.
● Teacher will check that students are highlighting and correctly writing down
where they found the important information.

Technology used to create and enhance Guided Practice examples: projector,

Nearpod,

EL: Students will have an ACE strategy worksheet and sentence frame.
 Special Needs Adaptations: Display a timer for students to see. Play music to give
students a transitional cue to start working independently. Extra teacher support.

Checking for Understanding/Formative Assessment of Each Student’s

Performance/Closure of Instruction

Technology used to create and enhance Checking for Understanding: verbal

responses,

EL:
Special Needs Adaptations:
(30min)

BEYOND

Independent Practice/Summative Assessment of Each Student’s

Performance

● The teacher will hand out the information text “A Cool Idea” for students to
work on their own.
● Teacher will direct the student back to Nearpod.
● Teacher will go over the question and have the student number the
paragraphs. They will then complete the questions on Nearpod.

Final Closure of Lesson: Recap on the inference and ACE strategy.

Technology used to create and enhance Independent Practice: Nearpod

EL: Students will have an ACE strategy worksheet and sentence frame.
Special Needs Adaptations: timer and music for transitional cue
(20min)

June 2014