Susan Guan

The Short Form Lesson Planner

Content Area: English Language Arts Making Inferences
Lesson Length: ___60___ minutes
Content Standards:
CCSS.ELA-Literacy.RL.4.1 - Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
Learning Objective/Goal:
Students will create inferences by using their background knowledge and evidence from the text to draw
the inferences.
The Lesson Plan
Introduction (10 minutes)
Whats In My Bag activity
- Begin the lesson by telling students that you have a bag with items inside. Tell students that they
will infer what I did this weekend based on the items and clues that are in the bag.
- Present activity chart to students and fill in each section as a class.
- Show students each item and have student pair share with their rug partner what background
knowledge or experiences they have about the item and what inferences they can make.
- Discuss the background knowledge, experiences, and inferences as a class and chart down student
responses.
Body (45 minutes)
Inference Chart
- Tell students that we are going to practice making inferences today.
- Present the Inference Chart and review with students that an inference is made from background
knowledge/experience and evidence.
- Present the sentence frame for each section and explain to students that they can use these
sentence frames to guide their inference and explanation.
Making Inferences Nearpod
- Tell students that they are now going to go onto their chrome books, go onto the Nearpod website
and enter the session code.
- Write session code on board.
- Once all students have logged into the session, tell students that we are going to make inferences
about different informational texts. Show students the first reading text. Tell class to read the text
quietly. Then ask for a volunteer to read the text to the class. Now show students a question for
students to draw an inference on. Guide students through the process of making an inference by
asking students what background knowledge or experiences students may have and what
inference they can make to answer the question.
- Model how to write the inference and explanation for the inference using the sentence frames on
the inference chart. Give students time to write their inferences and explanation for the question.
- Present the second question to the students. Ask students to think about what inferences students
can make to answer the question. Tell students to share their inferences and explanations to their
A/B partners. Call on students to share their inferences. Use questioning to ask students what

background knowledge/experiences and evidence they used to support their inference. Give
students time to create and type their responses/explanation towards the question.
Present second text to students. Have students read the text and develop an inference and
explanation for the questions that follow the text.
Monitor students as they write their explanations and inferences.
After students have finished, share some student responses to the class and ask the class to
identify the inference, the background knowledge/experience, and evidence within the student
responses.

Closure (5 minutes)
- Tell students to share one thing that they learned about making inferences with their table groups.
- After, students will share what they learned with the class.