Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Elise Lubben

Grade & Subject Area: 7th Grade English

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Making Inferences

MN/CC State Standard(s) I.C.4. Make inferences and draw conclusions based on
- direct quote from MN standards explicit and implied information from texts.
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Identify the important connected parts of a text that allude to something.
- derived from standard,
- communicates general goal

Learning Target for this Lesson Students will be able to read a passage and make inferences about the
- concisely says what students will be text.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Inferences, conclusion, passage.
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. General academic vocabulary ex: Guess, assume, think-pair-share.
(words used in school across many
subject areas) c. Sentence Frame ex: I can conclude that this story is about ______
c. Syntax Sentence Frame: Example
because ________
sentence that students can use
to accomplish target
d. Point in lesson where students will d. In Lesson Part 2 Assessment (below), students will be asked to explain
be given opportunity to use X to a partner using at least 2 of the following words…
Academic Vocabulary (Note: It
is important that this appear in What can you conclude about this story?
TPA videotape segments What is happening in this story? How do you know?

Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Students with reading accommodations will be supplied with a note sheet
that goes along with the presentation. The note sheet will be fill in the
blank.
Ex. An __________ is a conclusion reached on the basis of evidence and
reasoning.
During times when students are discussing with one another, a visual timer
will be displayed to show them how much time they have left.

Resources & materials needed Ex: handout on X, Graphic organizer on Z, McGraw Hill textbook chapter 4, pp. 48-52.

Worksheet

Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
PowerPoint
Modified note sheet
Activity description / teacher does Students do
“Today we will be working on making Listen quietly to the
inferences. Does anyone know what an teacher.
inference is? (pause) Believe it or not, we all
make them hundreds of times a day.” When instructed, talk
with a partner about the
For example, have you ever received a topic at an appropriate
confusing text message like this one? voice level.
“This show is literally making me DIE!! I’m
literally going to explode!””
Turn and talk with your partner. How do you
think the texter feels about the show? (Set 2-
minute visual timer.
(When students answer that the person likes
the show, continue prompting.)
“What about this text makes you think that?”
Explain to the students that they just
successfully made an inference.
Prompt for students to assess their grasp on the Put their thumbs
concept of inferencing. “If you understand what up/down.
an inference is, put your thumb up. If you need
more time or not quite there yet, put your thumb
down.
The teacher will lead students through a Students will take notes
PowerPoint about inferencing. on the PowerPoint.
First, the PowerPoint will walk through If they have questions,
important definitions. Then, the teacher will walk students will be
through two examples, outlining their thought encouraged to ask
process as they make the inferences. them.
Teacher will do another thumb assessment.
Put their thumbs
“Who feels ready to try this on your own?” up/down.
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
The teacher will display one passage on the
screen at a time. Students will be instructed to Students will engage in
Think-Pair-Share. a Think-Pair-Share
activity.
When the students are paired and talking
amongst themselves, the teacher will roam the If they have a question,
room and make sure they all have a firm they will ask the
understanding of the concept. teacher.
Example passage: Khiya walks into her house
and sees a cake on the table. Balloons and
presents fill the room. Her friends jump out from
behind the couch and yell “surprise!”
What can we infer about this story? How do you
know?
The teacher will conduct informal assessments
by listening in on conversations. Further, they Put their thumbs
will judge how often group answers were up/down.
correct/incorrect.
The teacher will then conduct another thumb
assessment and see if there are more thumbs
up than before.
The teacher will roam the room and answer any Students will be handed
questions that arise. a worksheet with 10
passages they must
If one passage seems to be stumping a lot of make an inference
people, the teacher will go over it with the class. about.
If they have a question,
they will ask the
teacher.
The answers will be discussed, and students
will be able to score themselves. It should be Put their thumbs
explicitly stated that their score is not graded. up/down.
After seeing their score, students will again be
asked to assess themselves on their thumbs.
After restating the learning target, the teacher Students will honestly
will hand out the exit ticket. fill out the exit ticket.
The students will be given an exit ticket for them
to rate their understanding from a 1-5. There
will also be a space to write what they feel they

Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
need the most help with.
Students will be asked to continue their work
with inferences.
Students who struggled in this lesson will
continue with shorter/easier passages, whereas
students who excelled will be given more
difficult tasks.