Rose Blanche Lesson-READ

Grade Level/Subject: 5th grade Reading

Central Focus: Students will pay close attention to the images and context
of the story in order to make inferences while reading.

Essential Standard/Common Core Objective:

CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-Literacy.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).

Date submitted: 3/16/16

Date taught: 3/18/16

Daily Lesson Objective: Students will be able to follow along and make inferences with me, then will start making them
on their own as the story goes on. The students will fill out a worksheet describing three inferences they made using the
context and images in the story, Rose Blanche.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
Inference- students will be inferring possible outcomes throughout the
story.
Context- Students will use the context, or events in the story, to make
predictions about what might happen next.
Prior Knowledge: Students should have learned the definition of inferences before. They should also have some general
knowledge of the time period in the story (Holocaust).

Activity

1. Focus and Review

2. Statement of Objective
for Student

3. Teacher Input

Description of Activities and Setting

Everyone gather around the carpet! Today we are going to be reading a
historical fiction book together. We know that historical fiction means that it
takes place in an important time period. Just by looking at the cover, what
time period do you think this book might be about?
Good! You used the images on the cover to infer what the story might be
about. Who can tell me what it means to infer, or what an inference is?
As I read, I want you to pay close attention to the images and to what is
going on in the story and try to make some inferences. We will do some
together, but I want you to fill out this worksheet with three inferences you
come up with on your own.
Before we begin reading, lets learn some more about inferences. In a lot of
books, the author is able to get his or her point across without directly saying
what is going on. For example, if an author wrote her cheeks were
beginning to hurt we can infer that he means she has been smiling a lot.
Basically, inferences are a lot like the predictions you use in science, but have

Time

4. Guided Practice

5. Independent Practice

more to do with reading between the lines than making educated guesses.
Sometimes inferences can be tricky. There is not always one good answer;
sometimes the author leaves endings so that the reader can come up with
their own ending. In a version of Little Red Riding Hood that I read, it
ended by saying that the wolf bought the farm. The reader could take this
literally, meaning the wolf bought Reds familys property. It could also mean
that he is no longer alive, because that is an idiom which means someone has
died. Pay close attention as we are reading, and realize that there is not a set
answer for inferences. As long as you can back up your inference with
reasoning and detail from the story, it is a good inference.
Begin reading Rose Blanche.
p. 1 Can we tell what time period this story takes place in now from looking
at the picture?
p. 7 Why do you think the little boy is trying to escae? What do you think
will happen next?
p. 9 Can we infer as to where the trucks might be going?
p. 12 What do you notice about this picture? Now do you think you know
where the trucks are going?
p. 14 How does this picture make you feel?
p. 16-17 If Rose is taking so much food, why is she getting thinner? Think
about it as we keep reading.
p. 18 Does anyone know what the bright yellow stars they wore
represented?
p. 22 What do you notice about Roses appearance? How has she changed
throughout the story? You might want to infer on your paper as to why her
appearance might have changed so drastically? Also, pay attention to the
flower in her hand in this picture.
p. 23 What just happened? It says, soldiers saw the enemy everywhere
because it was hard to see. There was a shot This would be a good
inference to write down on your worksheet.
p. 24 These arent German soldiers. It says they spoke a different language.
Using what we know about WW2 and these images, can we make any
guesses as to where these soldiers might be from?
p. 26 Turn back to page 14. This is the same place. Think about how much
time might have passed.
p.28 Where have we seen this flower before?
Think about all of the things we just talked about in the book. A lot of times,
the author said things in the story without directly saying them. Choose 3
instances from this book which you had to infer what happened without the
author directly telling you, and write them on your worksheet.
Answer any questions students might have. Make sure they are working

independently.
Take up the worksheet the kids did writing 3 inferences on Rose Blanche. Students should
have gotten 2 out of 3 inferences correct to pass the standard. In order to get an inference
6. Assessment Methods of
correct, students should have backed up their answers with details from the text and
all objectives/skills:
explained his or her reasoning. If 30 percent or more of kids did not do well on the
assessment, I would reteach or teach it again in a small group.
I hope you all made some good inferences; I cant wait to read them! Not
only did we learn a lot about reading for inferences today; I think we also
learned a lot about that time period. Keep in mind that this book, though
7. Closure
very sad, was written in the perspective of someone outside of the camps.
That just goes to show you how awful that time period was, and how Hitler
affected not only the Jews in a negative way, but his whole country.
In order to get an inference correct, students must use logic and critical thinking. They
should also follow directions and put the situation in the box on the left and the inference
on the right.
3/3 correct: 20
8. Assessment Results of
2/3 correct: 7
all objectives/skills:
1/3 correct: 1
The majority of students did well with inferences, and were strong in their supporting
reasons.
The 8 out of 28 students who had some trouble with the assignment did not back up their
inferences correctly with events from the book.
Targeted Students Modifications/Accommodations:
Student/Small Group Modifications/Accommodations:
ELLs: This class contains a handful of ELLs, which makes it
difficult to allow the class to read to themselves. In order to
understand inferences, we are reading it all together as a
group. Thankfully, there are teaching assistants during this
class period to help those individuals with their writing
assignments.
Child with autism: This child is prone to arguments with other
students, and I have noticed him arguing quite a bit with the
teacher as well. I will politely remind him of his job as a
student, if he tries to tell other students what they should be
doing. I will also be very patient with his questions and try to
accommodate to his needs.

Materials/Technology: Rose Blanche by Roberto Innocenti, worksheets

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)

References: I created the worksheet on my own

Reflection on lesson: