Metroplex Center Lesson Plan Template for Formal Observations

Intern/Resident: Albamar Seguinot

Date: February 26, 2019
Subject: Reading
Grade Level: 4th grade
Projected Length of the Lesson: 45 minutes
Learning Objective
Outcomes/Objectives:
Students will be able to identify fiction and nonfiction texts.
Students will be able to make inferences on fiction and nonfiction texts.

TEKS:
110.6.b. 7(A): Students will describe personal connections to a variety of sources, including self-selected
texts.
110.6.b. 7(C ): Students will use text to support an appropriate response.
110.6.b. 8(A): Students will infer basic themes supported by text evidence.

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)

I will know students have mastered the objective based on whether they can identify fiction and non-fiction texts. Also,
they will make inferences about the texts presented and promote textual evidence.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)

Students will observe real life pictures and make inferences based on what they see. Also, They will observe
STAAR stem questions so they can identify inferencing questions on the test.

Interdisciplinary Connections
- Science
112.15.b. 10(A): Students will explore how structures and functions enable organisms to survive in their
environment.
ELPS

(c. 1A)
(c. 1D)
(c. 2A)
(c. 2G)
(c. 3D)
(c. 3E)
(c. 3G)
(c. 4H)

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Class Information
-24 students at risk
-3 SPED students and 2 MTA
-English and Spanish test takers are grouped together
-4 Quest students

Assessment Plans

Assessing prior knowledge before the lesson:

Students will make predictions on what the texts will be about.

Assessing understanding during the lesson:

Students will share with their partners what they have been learning about inferencing and why it is
important.

Assessing mastering after the lesson:

Students will answer questions through edpuzzle.com and turn in STAAR stem questions for teacher to
review.

Technologies and Other Materials /Resources

- Book “For the love of Autumn” by Patricia Polacco
- Magazine “National Geographic Explorer: Living Colors
- Slide show about Inferencing
- Edpuzzle.com

Academic Vocabulary
-Inferencing –schema -prediction – camouflage -countershading -environment
Lesson Procedures/Learning Activities:
Introductory Activity/Opening: Read aloud to build suspense. Read “For the love of Autumn” and remind
them how Mr. Surber has showed them some Patricia Polacco books.

Information Giving: Slide show presentation teaching and reinforcing inferencing skills

Modeling/Providing Examples:
-Teacher will start by showing a slide show about inferencing and will share a resource for students that has
general information. Students will also look at inferencing questions that might come up on the STAAR, so
they know how to recognize them.

Guided Practice:

-Students will work on an activity along with the teacher where they will point out the evidence plus the
schema will equal an inference using a educational magazine.

Higher Level Questions/Thinking Opportunities (List at least two questions):

-The book says autumn tipped over trash, pulled laundry out of basket, wrestled with packing paper, pounced
on bubble paper. How would you describe autumn?
-What do you think happens to Autumn?
-How do animals stay safe from predators?

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Independent Practice:

-Students will watch a video in edpuzzle.com and will answer questions about the video independently

Closure/Culmination Procedure (Summary of what was learned):

-review read aloud
-Finish stories with questions.
-Review what they have learned about inferencing.

Instructional Strategies for High Student Engagement:

-Students will answer questions about a video on edpuzzle.com while the teacher monitors. These questions
will pop up as the video plays.

Differentiation
Students will be sitting in groups with different levels of comprehension and will be able to share and listen to
each other’s answers. Students will also be able to translate as necessary to classmates that might not
understand.

Anticipated Student Difficulties or Misunderstandings:

-Students might not use evidence to justify their inferences.
- Students might not recognize the differences between genres.
Assessment Criteria for Success:
The teacher will read responses made through edpuzzle.com and grade according to the inferences made and
right answers.