UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Tania PSMT Name: Mrs. Nadig

Sanchez-Aguilar

Lesson Plan Title: Reading Lesson Plan Topic: Inferences

Date: 02/03/22 Estimated Time: 35 mins

Grade Level: 4th Grade School Site: Tyrone Thompson

Elementary School

1. Standards: RI.4.1 - Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inference from the text.

2. Teaching Model: Direct Instruction

3. Objective(s):

- Students will become familiar with the components of inference.

- Students will demonstrate understanding of the text by making inferences when

reading.

- Students will make inferences based on background knowledge and clues from the

text.

4. Materials/Resources:

- Book: Two Bad Ants by Chris Van Allsburg

- Chromebooks

- Youtube Video: https://youtu.be/Vrbo50SRi2Q

- Digit copy of the book: Two Bad Ants

- Powerpoint of Inferring:

https://docs.google.com/presentation/d/1oAdapRu1g_L8n-YOK9ADCP3cM4Mm

IYE-HKglHXrO53g/edit?usp=sharing

5. Instructional Procedures:

- I will start by explaining to the students that today we will learn about inference

- Next I will provide a PowerPoint that gives details about inference

- Viewing the PowerPoint with the students and get an idea if the students

understand the material.

- Have the students pay attention and listen to the video called Two Bad Ants

- After the students finished listening to the video then each student will open their

Chromebooks and open a Google Docs.

- Students will have a digit copy of the book

- Students will use the evidence from the text and the illustrations to infer where the

ants are or what they are coming in contact with.

- The students have to find five inferences from the book.

- Finally, I have a few students share their answers with the whole class and

determine if their classmates agree with them or disagree.

a. Motivation/Engagement: The hook I would use to engage the students

would be by asking questions like “What does inference mean and how is it

used in our daily lives?” Students will use prior knowledge and ask their

classmates or chat with them about how they do use inference in their daily

lives. I will ask for examples that students have experienced in their lives.
 b. Activities or Learning Experiences: The activity will help the students by

ensuring they understood the lesson. Also, ensure that the students

understand how to find evidence from a book and apply it to their

assignment. Students will have to use prior knowledge to help engage them

and use the information they learn to understand inference and where the

evidence came from.

c. Closure: The lesson will end with students sharing their answers with their

classmates and going over the inference and evidence they used.

d. Extension: If there is still time remaining from the lesson then I will create

an exit ticket for the students to complete and have them turn it in at the end

of the lesson.

6. Accommodations/Modifications:

- The lesson could be modified by translating the worksheet and having a word

blank with the words from the book. Ensure that students have a good

understanding of the lesson. Teach the lesson at a slower pace and walk around the

classroom to see if any students need extra help.

7. Assessment and Evaluation of Learning:

- Formative: I will ask the students to draw a concept map to represent their

understanding of the topic lesson.

- Summative: After the students have completed and reviewed the lesson for a

couple of days then I will have the students take an inference quiz to see how

much they have learned.

 8. Homework Assignment: N/A

9. Reflection:

- Strengths: I think I did a good job teaching the students inferences and why we

use them. All of the students seem to understand the lesson and did well by giving

me examples. I was able to get everyone to participate in the lesson and everyone

seemed to enjoy the lesson.

- Concerns: I felt a bit concerned when the four students tried to talk over me

during the lesson but I was able to get them involved in the lesson. I also think I

could have done better with classroom management.

- Insight: After discussing with my mentor teacher, I saw that I could have asked

the students for three inferences instead of five. In my future lessons, I want to

work on classroom management. I want to make sure that I'm able to memorize

all the students' names.

No Opt-Out: This is a method that teachers use so students do not give up. It can be used on individual
students or a classroom as a whole.