Developmental Lesson Plan

Teacher Candidate: Shannon Robicheau

Date: 2/7/2022 Group Size: Whole group Allotted Time: 45 minutes Grade Level: 4th

Subject or Topic: Identifying clues within a text or image to make an inference.

Common Core/PA Standard(s):

- Standard - CC.1.3.4.B: Cite relevant details from text to support what the text says
explicitly and make inferences.

Learning Targets/Objectives:

The students will be able to…

- Identify key details from a text that can be used as “clues”.
- Connect new clues to their background knowledge.

Assessment Approaches: Evidence:

1. “What’s in my bag?” inferencing
activity: The teacher will take an item
out of her bag for the students to look
at. The teacher will write their
inferences on an anchor chart as they
go through the activity.
2. “What's in my bag?” Inference exit
ticket: The teacher will lay out two
more items for the students to look at.
They will also be given a sheet for
them to fill out that goes along with
the items.
1. The students must look at the item that
was pulled out of the teacher’s bag and
make inferences about her based on
that item. The students will share their
ideas as a small group and then once
again as a class. They will share their
ideas with the teacher who will then
write it down on an anchor chart.
2. The students will be shown two more
items that have come from the
teacher’s bag. They will also have an
inference sheet that will be collected
and used for assessment. They must
draw the items that they see, and write
down clues, what they know, and their
inference on the teacher based on
those items.

Assessment Scale: (see chart below)

3- Proficient
2- Acceptable

1- Limited

0- Incomplete

Subject Matter/Content:

Prerequisites:

- Listen to and comprehend text that is on grade level.

- Reflect on personal experiences and understanding of certain ideas.
- Collaborate with others in order to brainstorm or find solutions to a problem.

Key Vocabulary:

- Schema: Schema is a reader's background knowledge. It is all the information a person

knows – the people you know, the places you have been, the experiences you have had,
the books you have read.
- Inferencing: Using observation and background to reach a logical conclusion.
- Identify: Establish or indicate who or what (someone or something) is.

Content/Facts:

- Inference as any step in logic that allows someone to reach a conclusion based on
evidence or reasoning. It's an informed assumption and is similar to a conclusion or a
deduction.
- Schema is background knowledge or personal experiences that a person has on a
certain topic. This can be used to fill in the blanks that occur within a story.

Introduction/Activating/Launching Strategies

- The teacher will start by having the students come to the reading area to listen to a
story.
- The teacher will tell the students that she will read the story, but no one is able to share
their ideas.
- The teacher will then read the story to the students. She will monitor to make sure that
the students are on track and engaged with the book. She will redirect when needed.
- Once the teacher has finished the story, she will then connect it to what they will be
learning.
● “Did you have any questions while I read the story?”, “ Did you know why he
dressed up as a clown?”, “How did you know he was a clown?”
● “These are all great ways to think about things when we read a story.
Sometimes a story won’t give us all the details we need in order to make a clear
 conclusion, so we need to draw conclusions on our own. This reading strategy
is called inference.”
- The teacher will tell the students that this is a reading strategy which helps us become
better readers. The teacher can also discuss past reading strategies that have been used
in order to make a connection.
● “Today we are going to be working on a new reading strategy called
inferencing. Similar to other reading strategies such as predicting and
summarizing, inferencing is a method of reading a story that helps us become
better readers. This specific reading strategy helps us take clues that are found
within a story and pair it with what we already know in order to infer what is
happening within a story.
- Once the teacher has introduced the topic, she will then start the lesson by bringing out
the graphic organizer that will be used for the lesson.

Development/Teaching Approaches

- The teacher will pass out sheets that have a graphic organizer that is split into three
sections: what is found, what I know, and what I can infer.
● “ Looking at our list here, we can see that the process of inferencing can be
split up into three points. The first part is ‘what we found’. This is when we find
information or clues from the text or pictures when a book is not telling us
exactly what is going on within a story. This will be paired with our schema, or
what we already know, in order to make an inference.”
- The teacher will help the students understand the thought process of inferencing by
grabbing a bag and telling the students that she has brought her favorite snack with her.
- She will then pull out a Reese’s cup and show the students.
● “So today I wanted to bring my favorite snack. What have we seen so far?”
- The students will then write something along the lines of “she brought candy” or “she
packed a Reese’s cup”.
- The students will be able to turn and talk about their findings for a minute before
turning back as a class and sharing.
● “seeing what I pulled out of the bag, what information has been given to you?”
- The students should be able to identify that candy was in the bag. If they are having a
hard time identifying this portion of the organizer, the teacher will redirect.
- Once the students are on the right track, they can then write in their answers in the
“what I see” section.
- The teacher will then move on to the next portion of the organizer: “what I know”.
● “Now that we have identified the candy that was in my bag, now we need to
think about what we already know about this specific type of candy. Turn and
talk to your partners and discuss what you already know.”
- The students will be able to turn and talk to their partners and think about what they
already know. Some things that should be said are “this candy has chocolate in it”, “this
candy has peanut butter in it”, or “this type of candy is sweet”.
 - The teacher will bring the students back as a class and discuss their ideas. Once the
students are on the right track, they may write down their answers in the “what I know”
section.
● “Looking back at our organizer, we have found two of the clues which will
help us make an inference. We see that there was candy in my bag, and that the
candy is sweet with peanut butter in it. Now that we’ve found these two things,
what can you infer about me?”
- The students will be given the chance to turn and talk to their partners about their
inference. They will be given 3 minutes to do so.
- The teacher will then bring the students back together and go over their inferences. The
students should have something around the lines of “Miss Robicheau likes sweet
things” or “Miss Robicheau likes peanut butter.”
- If the students are not on track with this thinking, the teacher will redirect them with
questions to support their thinking when needed.
-

Closure/Summarizing Strategies:
-
Accommodations/Differentiation:
Follow all IEPs

- If Levi M. . gets overwhelmed during the lesson, he will be given extra time during
WIN if needed to go over the material one-on-one.
- Due to Mabel K. having a 504 plan, time will be allowed for redirection and teaching
in proximity in order for her to stay on task.

Materials/Resources:

- My Friend is Sad by Mo Williams

- What's in the bag assessment sheet
- What’s in Miss Robicheau’s bag anchor chart
- Reeses cup
- Starbucks cup
- Keys
- Cat toy
- Flyers t-shirt
- Volleyball t-shirt
 Black team Red team

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

As shown in the chart above, an overwhelming majority of students met the objectives of

the lesson and showed a great amount of proficiency within their work. With only three

students on the black team getting a 2/3 on their work as well as three on the red, it shows that

the majority, 81% to be exact, of the students had a perfect score of 3/3. This is a great

percentage of students for the first lesson that introduces this topic. Besides the great statistics,

there are three students that stand out to me on the red team that have received a 1/3 on their

work. These students have shown scores that are below acceptable in the past, and it is mostly

due to a lack of effort. This will be discussed privately.

Along with these scores, it was also shown through group discussion that the students

were getting a handle on understanding the main objectives of the unit. Collaboration within

groups was acceptable and did not show any need for remediation. This supports my thinking
 that the students are proficient with the objectives even if they do not show it through their

grade. Sage C. for example received a 2/3 on her work, but was one of the students who was on

task and participating in whole & small group discussions. This effort to participate and show

her understanding has made me confident that she is proficient in her understanding. This is

also seen with the three students that received a 1/3 on their work. Even though their scores are

low, the participation in whole group and small group discussion showed me that they had a

grasp on the material.

Remediation Plan (if applicable)

No remediation plan is applicable for this lesson since all of the students showed
proficiency within their work and met the objectives for the day.

Additional reflection/thoughts
I really enjoyed how this lesson went for both of the classes. I felt that they were engaged

throughout the whole lesson, and worked well when it came to whole & small group discussions.

The only thing that I would want to try and implement in the future is an accountability chart.

This chart will be used to show which students are participating, and which students are falling

behind. This will be a visual aid for students to hold themselves accountable and try to

participate more in whole group discussion. I think this would really help me out. Overall, I am

really happy with how this lesson turned out, and I can’t wait to see how this connects to

tomorrow’s lesson.
Resources:
Link:
https://docs.google.com/presentation/d/1EkWocRYd3Ft_nUjBqQLDeU3IocV3YCeTpm0tMKnw2
Ao/edit?usp=sharing