Name: Jonah Gallington LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

6 F. make inferences and use evidence to support Using Instructional level text students will create
understanding. educated inferences based on a story of what a
character is like or what will happen next.
Specific Measureable Attainable Relevant _Time
Grade: 4th Subject: ELAR

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
Inference
What skills must be taught: Vocabulary, Sight words, modeling, Frayer
Reading, analysis, Inference, text evidence Model.

Assessment: (C5)
Using Instructional level text students will create educated inferences based on a story of what things or activities a
character would or would not enjoy.

Strategies for Success: (C6) Element of Technology: (C6)

Similarities and Differences between images and text. PicMonkey to create their own character collage that
other students will make inferences of.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Images and Text Paper Copies

Laptops
Auditory – Individual Whiteboards
Reading Aloud
PicMonkey accounts
Kinesethic –
Manipulatives

Higher Order Questions to ask: (C6)

1. Who is a character that you can infer something about?

2. What to we use to evaluate an inference made?

3.
Can you recall when someone made an incorrect inference about you?

Hook: (C7) Closure: (C7)

Set up a physical scene in the classroom with props to Exit pass making an inference about what we are
have students infer what happened. discussing next class for English.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Begin lesson by explaining what an inference is by using the New York Times “What is going on in this Picture” and
modeling how you use context to make educated guesses or inferences about a person, place, or thing. Call on
students and reward asking questions and giving any kind of answer.

2. Student Activities / Guided Practice: (C6)

Teacher will display several photos and cartoons of different characters and people and ask for students to make an
inference about the subject. They will write their answer on a small personal white board and hold it up at the
same time for the teacher to see and check.

3. Independent Practice: (C6)

Teacher will then introduce the idea of using paragraphs to make inferences by painting a mental picture in our
heads and demonstrating part of a worksheet that the students will then finish individually.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Quantity: Take away a few of the work problems and Use of graphic organizers, before, during, and after the
focus on a single work problem inference. lesson.

Use of think-alouds to model behavior and desired

response, while also getting an informal assessment of
student comprehension.

Notes:
Name: Jonah Gallington
DELIVERY PLAN (C8)
OBJECTIVE: By the end of this lesson when looking at an image or short paragraph you will be able to make an
Rigor inference about the character or scene based on the given information in the image or paragraph.

OPENING:
Retrieval Students enter the classroom to find an area of the class roped off with police “Do Not Cross, Crime Scene”
tape. Inside of the taped off area is a glass display container with a single slice of chocolate cake on it an a
large chocolate handprint on the outside of it. There are several crumbs around the display case and a
small IOU for “1 large chocolate cake.”

TEACHER INPUT:
Relevance How do you know that someone stole the cake? What you did was make an inference!

MODEL:
Routing Using the New York Times “What is going on in this Picture?” Model how you use context clues to make an
inference and why it is important.

GUIDED PRACTICE:
Retaining / Rehearsing
Students will take out their whiteboards and work with the teacher to make inferences about special photos curated by
the teacher.

INDEPENDENT PRACTICE:
Students will be given two papers to read through paragraphs and make inferences about the character or the event that
is happening in the story.

CHECK FOR UNDERSTANDING:

Recognizing
While students make inferences about photos and writing their answers down on whiteboards the teacher will check each
students board for understanding.
ASSESSMENT:
Students will turn in one page of work for assessment and complete an exit ticket to check for comprehension and mastery
while looking for area to double down instruction in.

RESOURCES / MATERIALS:
Laptops, Whiteboards, paper copies.

CLOSURE:
Re-exposure
Students complete an exit ticket over what tomorrow’s class will be like and what should happen to the cake thief.