Lesson Plan

Candidate:
Subject:ELA
Grade level(s): 5
Kimberly Gonzales
Standard: CCSS. ELA. LITERACY.CCRA.R.1.
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing to support conclusions drawn from the text.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students are learning to draw inferences from a poem. They will practice writing inferences while creating
a poem in a group setting. They will also practice making logical inferences of other groups poems,
while also providing support for these ideas. (Concept)
II. LEARNING OUTCOME (Objective):
Given a diamond poem template, students will apply their knowledge of logical inferences by writing their
own diamond poem and also inferring the theme of a given poem with support of their conclusions with at
least 4 out of 5 inferences correct on a diamond poem worksheet.
DOK/Cognitive Rigor Level:
DOK Level 2
Students are applying their knowledge of inference to come to conclusions, while showing support from
the text.
Language Demands:
Speaking, listening, negotiating ideas within a group setting, using subject-specific vocabulary (inference,
schema, supporting claims)
III. CURRICULUM CONNECTION: Students have previously been working on unpacking poetry.
The diamond poem will be a comfortable transition into drawing inferences, leading them into their
upcoming assigned novel, Frindle.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Teacher enters room acting very tired (yawning, stretching, and rubbing eyes). She asks students how they
are doing. Then she asks the students How do you think Im doing today? Teacher will ask if the student
is just guessing, or if they are using clues from prior knowledge (schema) to conclude that she is tired.
Teacher will encourage the students to back up their claims about how she is feeling with proof. Teacher
will then take on different personas using props (hats, aprons, etc.) and students will infer things about the
teacher and her surroundings, supporting their claims with evidence from teachers behavior/appearance.
Purpose:
Students need to make inferences while reading in order to fully understand the text. They will use
these inferences to predict upcoming events and predict conclusions. They will also learn the
importance of supporting their ideas with proof from their schema and/or proof from textual content.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

1. Describe inferences
Teacher: explains how making inferences is different than just guessing. When do we use
inferences in everyday life? In school/classroom settings?
Student Response: pair share their ideas
2. Using clues to make inferences
Teacher: reads a set of clues one by one
Student response: show thumbs up if they think they know what the teacher is inferring
3. Supporting claims
Teacher: explains that inferences need to have proof. Tell me WHY you are making that inference?
Student response: raise hands and support their inferences
4. Diamond Poems
Teacher: introduces Diamond Poem format by reviewing parts of speech
Student response: give choral response to parts of speech questions.
5. Teacher demonstrates
Teacher: reads a sample diamond poem
Student response: raise hands and infer with support from text.
C. APPLICATION ACTIVITY (Practice and/or Reflection): (Guided practice)
Students will get into groups and create their own diamond poem, using a diamond poem template for a
given subject. Students will then present their poems aloud to the class. After each poem is read, other
groups will discuss the poem and make logical inferences as to what the subject of that poem is. They will
record their inferences along with 2 supporting claims from the text on their worksheets. Each group will
have a turn to read aloud and the class will infer about each groups poem. After all groups have gone, we
the class inferences and supporting claims.
D. MATERIALS & RESOURCES: Inference clue cards, diamond poem sample, diamond poem
template worksheet.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative (During Lesson):
Teacher will check for understanding by listening to pair share ideas, walking around and monitoring
group work, asking for thumbs up as a signal for understanding, and asking questions to ensure that
students are making connections.
Summative (at the end of the lesson): The class will share the correct answers and the inferences along
with their supporting claims. Teacher will check for understanding by listening to the supporting claims.
If each group can back up their claims, their inference is valid.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS:
Lower level learners and ELL students will be integrated into groups with high level learners.
VII. HOMEWORK (if appropriate):
n/a

Lesson Plan Analysis

What did the teacher need to know?
Subject matter

Students

Cite examples of TPEs addressed:

TPE 2 - Monitoring student learning during instruction
TPE 5 Student engagement
TPE 9 Instructional planning
TPE 10 Instructional time
TPE 11 Social environment

Effective instruction