USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Read

K5
Aloud

Group
Size:

Name: Shellee Thomas

Date of Lesson: 3-22-16

Inference
What Standards (national
or state) relate to this
lesson?

LAFS.K12.R.1.1
Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;cite
specifictextualevidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.

Essential Understanding
The students will be able to understand how to identify text clues and how we can use
them with our schema to make an inference.
The students will be able to identify what we need to make inferences.
Objectives- What are you
teaching?

Students need to take the text clues (pictures or words) and their schema to make their
own inference.

Rationale
We are teaching this to make the students better readers and to make them think
critically while reading. Inferring is also a great skill for students to have because this can
be used in real life situations.
Evaluation Plan- How will
you know students have
mastered your objectives?
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?

We will be using the class discussion as an evaluation plan. Throughout the discussion I
will be looking for student feedback through the students hand signals such as I agree
with you or I disagree and then I will call on students to explain their reasoning. This is
also a skill that will be followed up in guided reading.
Students have to know what text evidence is and how to explain why they think its
important evidence.
The students must have some schema built up, not a lot but they have to understand
how to relate things to real life situations.

USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Read
K5
Aloud
What misconceptions
might students have about
this content?

Group
Size:

Name: Shellee Thomas

Date of Lesson: 3-22-16

Students might get inference confused with making a guess. An inference has to be
much more supported by text evidence in order to make it worth pursuing whereas a
guess doesnt really have to be supported.
Lesson Implementation

Teaching Methods
This lesson will be taught directly through student led instruction. We will be talking and
discussing the clues we have to make an inference. The biggest role I want to have in this
lesson is reading the story and guiding discussion when the students get confused.
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be

11:45

Teacher:

12:15

Students:

Before: Before the lesson the class was at computer labs; which
gave me time to wreck the room. I put books on the floor, pencil
pouches mixed up, gold coins everywhere, three leaf clovers
throughout the room, a note on the board, and put green food dye
in the toilet and two sets of green footprints on the toilet seat. The
idea was that the students would come in and see what happened
to our room and use the clues to infer who couldve wrecked it.
The students will walk in the room and find everything that is out of
place in the classroom. We will immediately open up for discussion.
Who could have done this? Why do you think that? What are our
clues?
I will then ask a student to read the note on the board, which says
Follow the clues, A treasure youll find, Look for the rainbow, Use
your smart mind.

12:30

Students
& Teacher

Once the students make their inference about who wrecked the
room we will look for the rainbow, which also has the students next
clue. It is a note explaining why the culprit left and where they live.
(Ireland)
Once we find the book I will begin our read aloud Thats What

USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Read
K5
Aloud
Students
& Teacher

Group
Size:

collected during each

phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

12:50

What will you do if

a student struggles with the content?

Name: Shellee Thomas

Date of Lesson: 3-22-16

Leprechauns Do.
This book leads up for the students to infer that Leprechauns are
tricksters.

We will have an open discussion at the end of the session to discuss

how all of our clues from our classroom helped us infer that it was
leprechauns that wrecked our room. Then discuss how the text
clues and our schema from our past experience (the classroom) led
us to infer that leprechauns are tricksters.

This will be a reading skill we teach constantly throughout the year and something we
will target in guided reading groups with the students who really struggle with the
lessons.
What will you do if

a student masters the content quickly?

This student will have to explain how they came to their conclusion/inference; as well as
explaining where the got their text evidence.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students need to be able to infer things about the world. This will help them relate to
life.
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

USF Elementary Education Lesson Plan Template (S 2016)

Grade Level Being Taught: Subject/Content: Read
K5
Aloud

Group
Size:

Name: Shellee Thomas

Date of Lesson: 3-22-16

Through the use of scaffolding. I will ask my students questions such as why do you think
they would come to our classroom? I would also ask these students for evidence to
support their inferences.
How will you differentiate instruction for students who need additional
language support?
We will be using simple language and if there is any confusion I always encourage my
students to ask questions and we will open the floor up for discussion. This encourages
my students to be student teachers.
Accommodations (If
needed)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

No accommodations needed.
Gold coins
Three leaf clover cut outs
Promethium board
Paper rainbow
letter from a Leprechaun I handwrote a letter
Thats What Leprechauns Do
paint (green)
food dye (green)