UH Lesson Plan Template

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your own.

First and Last Name Sophia Chen

Lesson Overview
Lesson Title Making Inferences from Literary Text
Lesson Description Students will be learning how to draw inferences and support their thoughts with evidence from
the text that they are reading during independent reading time.
Unit Title Literary Texts
Real world Students infer in their everyday life by observing other people’s behaviors and actions. They may
applications/ infer that their parent is tired if the parent is nodding off while talking to the student, or they may
connections infer that it will rain soon because the clouds are grey and stormy.
(6) Comprehension skills: listening, speaking, reading, writing, and thinking using
multiple texts. The student uses metacognitive skills to both develop and deepen
Content Area comprehension of increasingly complex texts. The student is expected to:
Standards
Alignment (F) make inferences and use evidence to support understanding;

Technology Include all technology TEKS that your Lesson targets.

Standards N/A
Alignment
Students will be able to make inferences from the literary texts that they are reading during
Objectives
independent reading time and provide text evidence and/or schema to support their inferences.
Grade Level 5th grade

One 45-minute block

10 minutes mini lesson

Estimated Time 20 minutes independent time
Needed for this
Lesson 5 minutes closure
5 minutes for post assessment

*5 minutes is for time that trickles over.

.

Resources/Materials/Tools
Inferencing
Terms/Vocabulary Evidence
Schema

Technology
resources
(hardware,
software, websites, Projector and computer: Used to project activities that the students will be doing during
Technology- independent practice on to the big screen using a PowerPoint.
Enhanced Lesson
Supports), and Nearpod for inferencing during partner work.
rationale for why
each is vital for
instruction:
 Poppy by Avi. This book is important because it will be what I am doing all my modeling and
guided practice with.
Non-Technology
resources and An anchor chart to explain inferencing and write down the examples from the book.
rationale for why Inference cards for partner time (provided by Ms. James)
each is vital for Students’ personal reading notebook for taking notes on the mini lesson and independent
instruction: practice.

Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management
This template is built A step-by-step description of the scope and Describe how each Cite specifically
on the traditional sequence of lesson activities, with estimated time on stage of the lesson will what resources
“Madeline Hunter” task noted in parentheses for each step. In other be managed, for this activity
type of lesson words, completely describe the flow of the lesson, including role of (non-technology
structure. The the content to be presented, and the strategies to teacher and learners and technology)
format can also be be used. The more detailed you make this (who is doing what at will be used, and
used with 5 E . . . or description, the more likelihood you will anticipate each point), location describe in
another lesson plan any challenges or teachable moments that might (e.g., classroom, detail how they
scheme . . .this is occur. Include actual words you will use and computer lab, will be used.
where you can questions you will ask students. Consider items such outside), and any Note who will be
customize to fit your as: parts of the lesson that might be difficult, and special using the tool
purpose. how you will know whether you can go on; how to considerations, such and in what
ensure that students completely understand as for differentiated ways. Note any
directions before releasing them to work instruction. safety
independently; and what students will do if they finish considerations
their work early. needed.

Focus/ The teacher will call A resource that

I will introduce Poppy to the class and tell them that
Anticipatory Set the students to come will be needed
today, a few days ago, we had learned about
(motivational hook) to the rug with their would be Poppy
literary analyses, which incorporated a bit of
inferences. I will tell them that today, we will be reading notebook. by Avi.
learning about inferencing. The students will sit on
the rug in front of the
I will have to tell them that we won’t be finishing the teacher so that they
book and will only be reading parts of it. can all see and hear
the teacher when she
is giving her lesson.
Make sure that the
students are all
paying attention and
sitting up.

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UH Student Teaching Handbook
 Content Input The students should Some things that
I will tell them what inferencing is and have them
(could include be listening to my I would need to
write down what inferencing means: “An idea or
content outline, reading and teach this
conclusion that is based off evidence and
presentation modeling. They portion would
reasoning.” I will tell them that they have been
format, questioning, should be trying to be Poppy, the
inferencing throughout their whole lives, though it
modeling, come to their own book that I am
may not have been based off their readings or they
examples) understanding of reading to the
may not have known. I will talk about an example
(When your classmate is participating more than what inferencing students and
usual or they seem to not stop smiling, you may means. They should anchor chart
make an inference that they are happy about also be writing down paper to write
something.) what I am writing on my notes on. I
their own notebook could also use
Next, I will tell them to draw a T-chart underneath so that they can refer the whiteboard
their definition of inference and on one side, they’ll to it when they are and dry erase
write “What the text says” and on the other side, they confused. marker to write
will write “what I infer”. I will also be drawing a T- down my notes
chart on the white board or anchor chart paper so instead.
that they can see what to do. I will be telling them
that although they can write things down now, they
can also just pay attention to the lesson and write it
down when they have time during independent
practice. The anchor chart will also be up on the wall
for them to reference back to when the lesson is
done.
While reading Poppy, I will occasionally stop and
write down some inferences that I may draw from
reading myself. I will model by thinking out loud and
writing my inference under the t-chart. The students
will write down what I write down in their own
notebooks so that they have something to reference
to for their individual practice. I will model two to
three inferences before transitioning into guided
practice.

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UH Student Teaching Handbook
 Guided Practice The students should I would still need
I will continue reading the book to the students, but
(identify students instead of thinking to myself and modeling, I will pull again be listening to the book Poppy
who failed to quotes and passages from the book and ask the my reading and to read to the
master lesson students what they think about them. The students will paying attention so class. Because
objectives) raise their hands and take turns talking about what that they can most of this part
they can infer from what I have read. If they are participate in the of the activity is
correct with their inferencing, I will ask them for the guided practice. The verbal, I do not
evidence that supports their thinking. I will repeat this students should raise need the anchor
one or two times to make sure that the students their hands when they chart or
understand what they are learning. want to contribute or whiteboard.
make an inference to
the passage that I
have read. The other
students will be
listening to the
student that is talking
so that they can
either help that
student make a
better inference or
reaffirm what they are
thinking in their own
heads. They do not
have to be writing this
down due to most of
the activity being
verbal.

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UH Student Teaching Handbook
 Independent The students should The materials
I will tell the students to return to their seats after I
Practice quickly and quietly used should be
give them instructions. I will instruct them to continue
(vertical expansions return to their seats the students’
writing in their reading notebook some inference
of lessons; re- and pull out their reading
entries with their own literary text this time. The
teaching and books that they are notebooks and
students will be writing 3 inferences in their notebook
enrichment) reading. They are the activity
on their own book. I will tell my small group to start
reading their book, and then I will walk around the expected to already materials (cards,
class to see if anyone needs any questions cleared have a book on their PowerPoint
up. I will then work with my small group. During that desk and should not slide). The
time, I will not be talking with the rest of the class and have to go to the students will also
will be focusing with the group. With the small group, bookshelf to grab be using
I will be working on reinforcing what we had just one. While they are Nearpod to do
learned in class. working on their their activity.
independent
An activity that the students will do is to break off with practice, I will be
a partner that was assigned to them (by color) and walking around to see
play with some of the inferencing cards as practice. if they have any
The students will read together a passage on a card questions or need any
and answer the question on it. Because there are help.
many groups and not as many cards, they will work
together on Nearpod first and then whoever finishes
the Nearpod activity can work with the inferencing When I am teaching
cards. a small group, I will be
working with the small
group on reinforcing
inference. The
students are not
allowed to come up
and ask me questions
and they should put
their question on a
sticky note to stick on
the cabinets so that I
can take a look at
them when I finish
with the small group.

For the other

activities, the students
should be actively
participating in the
activities without
being off task. They
should be using the
activity materials
solely for the activity.

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UH Student Teaching Handbook
 Closure I will give them a post assessment for them to take. It The teacher should The materials
will be the same as their pre-assessment, and I will be watching the needed are the
give them a short amount of time to complete it. students take the post assessment
After I collect their post assessments, I will close it by assessment. They and the
asking them about inferencing again. I will then ask should make sure that students’ clock
them to get with their clock partners to share one of time does not spill partner sheets.
their inferences with one another and bring the class over so that they
back together to share those that they liked. have time to discuss
and close. During the
discussion, the
*if we are short on time, after the post assessment, I teacher should be
can just ask them to share instead of getting together listening on the
with their clock buddies. students’
conversations to
check for their
understanding.
Afterwards, the
teacher should ask
questions about
inferencing to make
sure that the students
understand the
concept.
The students should
be taking the
assessment to the
best of their ability.
They should then be
sharing the inferences
they pulled from their
own book with their
clock partners. When
sharing with the
whole class, they
should be listening to
those that are
presenting.

Plans for Differentiated Instruction/Accommodations

I do not have any special education students in my classroom. However, if I did have Special
Education students, I would have the aide help support them depending on what they may
need support with. Of course, this does not mean the aide will be doing the work for them. The
Special Education
aide can help guide special education students to where they need to be. For example, if they
Students
have a visual disability, a student, aid, or I can orally read the questions to the students. I would get
materials such as printed notes for them with images to help guide them with the material. I can
also pull them aside for further instruction if needed.
For English Language Learners, I will have them work together with those that are more proficient
in the class. By having them pair up and work together, they can help one another learn.
English Language Because the other student may help teach the ELL, they will retain the information. ELLs will
Learners benefit because they are learning it from another person as well. It would be helpful for them for
me to write the notes in large print and explain the instructions and material carefully. If they
require repeating, I will repeat anything they need clearing up.

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UH Student Teaching Handbook
 I do not have any gifted and talented students in my classroom. However, if I did, I would have
them help out students that are struggling with the subject. If they are able to teach the students,
Gifted and Talented it would not only help those who may not understand but also they could reinforce their own
Students knowledge as well. They are also able to create inferences with a deeper understanding. They
could use inferences in the book club book that they are reading. They could also go further with
their inferences by coming up with more connections and text evidence.
Students who do not understand the material as quickly can be paired with someone who
understands the material well. The person who understands the material well cannot just simply
do the work for them, and they must work on the activities together. By pairing them up with
Other someone who knows the concepts, they may be able to learn from a different perspective how
the teacher taught. Eventually, if the students feel more comfortable, they may work away from
their helper.

Potential Challenges/Plan B
The main challenge that I may face is time. Because I am not experienced with breaking my time into allotted time
periods, I may spill over into independent practice. If this happens, I will have to wrap up closure quickly by having the
class share with me rather than to share with their clock partners.
If students are off task, I will have to redirect them pay attention. I should redirect them quickly without wasting any time
by gesturing to them or calling their name.

Assessment
A pre-assessment will be given a few days before the lesson. The same pre-assessment will be given as a post-
assessment. The assessment will have 4 questions; each one having an excerpt of a story. I will have them read the
excerpt, answer a multiple-choice question about inferencing. One of them will require them support their answer with
text evidence.

Notes and Credits*

There are many lesson plan ideas available, from other teachers, curriculum guides, and online. You are free to use
whatever information you find to inspire your lesson planning, provided:
1. You properly cite your sources;
2. You fit the information into this required lesson format, meaning you will need to add additional information to
complete the lesson; and
3. You modify the lesson to fit your objectives and student needs (You will almost never teach any lesson as is –
even those found in your teacher’s guides. You will always know best what the individual learners in your
classroom will respond to.)

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UH Student Teaching Handbook