Developmental Lesson Plan

Teacher Candidate: Shannon Robicheau

Date: 2/11/2022 Group Size: Whole group and small group (4 groups of 5)

Allotted Time: 45 minutes Grade Level: 4th

Subject or Topic: drawing conclusions and making inferences .

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…

- Connect new clues to their background knowledge.

- Think logically using the clues and schema in order to make an inference.
- Identify what the difference is between implicit and explicit information.

Assessment Approaches: Evidence:

1. Crime scene investigation!: The

students will be provided a sheet with
four different sections that are split off
into implicit and explicit columns.
1. The students will walk around to each
of the four crime scenes and act as
investigators who are making
inferences on what is happening. They
will write their explicit and implicit
information in each of the four
sections in order to show their
thinking.

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.Explicit
information: Information that is directly given within text.
- Implicit information: Information that we know even though it is not directly
stated,we can infer the meaning.

Content/Facts:
- Inference is 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.
- Explicit information is information that is found within a text or image. These would
be the “clues” that support your inference.
- Implicit information in information that we know even though it is not directly stated
or given. This would be the schema that is paired with the explicit information in order
to make an inference.

Introduction/Activating/Launch Strategies:

- The teacher will start the lesson by reading one last story by Mo Willems: I Love My
New Toy!.
- The teacher will stop at points of the story that feel natural to the conversation.
● The students will now start to inference on their own without the help of an
anchor chart. The teacher can support their thinking with questions.
● The students will be able to turn and talk about their ideas before sharing it as a
class.
 - The teacher will read to the end of the story and have the students give a thumbs up or
down if they are confident with their inferencing skills. Most of the students should be
showing some confidence in their skills by this point in the unit.
- When the students show confidence in their work, she will move on to the main portion
of the lesson.

Development/Teaching Approaches

- The teacher will tell the students that they will be doing a fun inferencing activity to
show their knowledge.
- The teacher points out that there will be four points in the room that have different
articles of clothing. These areas will be marked off to look like a crime scene.
- The teacher will also split the class into 4 groups of 5, so that there will only be one
group at the crime scene.
- The teacher will also pass out graphic organizers and clipboards for the students to fill
out as they go to each scene.
● The organizer will have them write down the explicit and implicit information
that they find which will be combined to make an inference.
● The teacher will not inform the students that these specific scenes are based on
the four seasons, but rather tell them that they are all connected by the same
theme.
- Once the students understand the goals for the lesson and do not have any questions,
they will then be able to start their investigations at one scene.
● The teacher will go around to each of the groups and monitor their progress.
The teacher can also provide the students with different questions in order to
push their thinking further.
● The students will be given about 35 minutes in total, so about 8 minutes per
station.
- Once the students have finished the investigations and gone to all four crime scenes
within the room, they may come back together as a class and share their findings.
- The other students will be able to agree or disagree and share their own ideas until we
find an overall common answer.
- The teacher will also guide the students through natural conversations by using
prompts such as:
● “I see that some friends might not agree with the inference that you have made,
can you talk about the implicit and explicit information that you found in order
to support your findings?”
● “Who had a different idea/inference for this crime scene?”
- Once all of the groups have had the chance to share their findings, the teacher will then
reveal the big secret.
 ● “After looking at each of the crime scenes, I will tell you that there is an overall
theme or pattern that is connecting all of these scenes together. I want you to
think about it for a minute, and brainstorm about what you think it might be.
- As the students are doing this, the teacher will pass out lined paper for the students to
write on.

Closure/Summarizing Strategies:

- The teacher will then announce that they will be writing a reflection on what they think
the theme/pattern of the scenes are using their information that they have gathered.
- She will go over the directions with the students so that they are all on the same track
and have an equal understanding of what has to be completed.
- The teacher will then give them about ten minutes to complete the assessment.
● The students must have at least four sentences in the RACE format.
● The students must also explain their reasoning using their information that they
have gathered during the investigation in order to support their findings and
show their work.
- Once the students have passed in their tests, the teacher will also check in with the
students on their understanding.
● “After this week, who is confident with their inferencing skills? You can give a
thumbs up if you’re confident, thumbs down if you are not, or one in the middle
if you're in the middle with your understanding. ”
- The students will be given time to show their thinking for the teacher to assess.
- The teacher will mark any of the students who are not confident with inferencing so
that she can conference with them individually to try and support them further.
- The teacher will then close the final lesson for the unit.

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:

- I Love My New Toy! By Mo Willems

- (Winter)
● Boots
● A winter coat
● Pants
● Sweater
- (Fall)
 ● Long sleeve shirt
● Jeans
● Regular shoes
● A scarf
- (Spring)
● Short sleeve shirt
● Jeans
● Regular shoes

- (Summer)
● Shorts
● Sun glasses
● Short sleeve shirt
● Flip flops
● Bathing suit
- Painters tape
- Crime scene organizer sheets
- Clipboards

Black team Red Team

Reflective Response:

Report of Student Learning Target/Objectives Proficiency Levels

 The students showed great amounts of proficiency within their work during today’s

lesson. 24% of the students received a perfect score, 18% received a 5/6 , 35% received a

4/4.5/6 , and 16% received a 3.5 or lower. With these different scores, I am still pretty

optimistic and happy with how the students are meeting the objective. Looking at all of the

groups as they collaborated at each of the stations, I could see the tools that they have learned

become second nature within their conversations. The proficiency with these skills has been

met. Looking at the data, I could see that more of the 3.5 and lower grades mostly come from

the red team. This finding will be discussed further in the additional reflection section. Even

with the differences in scores, the work and the discussion that was seen today really showed

an improvement and overall growth in the process of drawing conclusions and making

inferences. I am pleased with where they are standing currently.

Remediation Plan (if applicable)

There is no remediation plan applicable for this lesson.

Additional reflection/thoughts

I felt that this lesson was such a success today. The students loved the hands on and

immersive activity that topped off all of their hard work from this week. I felt that this was the

perfect opportunity for them to show off their skills, and I am so pleased with how it came out. I

was even proud of the time management and the ability to stay on schedule. The only thing that I

found really interesting was the 3.5 and below grades that were seen within the red team. This

team is academically strong, but I have noticed that they are not really abstract thinkers. They are

afraid to think outside of the box in fear of being wrong. This will be a further discussion later

on, since thoughts and activities like these are crucial when it comes to being independent and

professional brainstormers. Besides that, I am so happy with how this unit turned out. I feel that I
was learning right along with my students, and I love to see myself become more confident and

fun as a teacher.

Resources: