Teacher Candidate: Kiera Burnett

Date: September 15th, 2016

Grade: 4th
Unit/Subject: Reading/Narratives
Instructional Plan Title/Focus: Respecting Chrysanthemum: Narrative Sequencing and Retelling
---------------------------------------------------------------------------------------------------------------------------------Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose
In this lesson, students are practicing inference skills with specific evidence and collaboration in a
group. They previously covered collaboration expectations and have been practicing identifying story
elements such as characters, settings, and themes. The continuation in this lesson will prepare them for
future lessons where they will use inferences with text evidence to make predictions. This learning will
be achieved through shared reading and a story outline with guided questions followed by a wholegroup discussion.
b. State/National Learning Standards
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.SL.4.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
c. Content Objectives
1. SWBAT use text evidence to support inferences. (CCSS.ELA-LITERACY.RI.4.1)

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2. SWBAT prepare for a class discussion. (CCSS.ELA-LITERACY.SL.4.1.A)

Language Objectives
3. SWBAT define the terms inference. (CCSS.ELA-LITERACY.RI.4.1)
d. Previous Learning Experiences
Students will be familiar with narrative texts and have practiced identifying text elements and key
events. They have also been instructed in note taking strategies and learned how to work
collaboratively. Students have also learned how to use text evidence to justify their answer to concrete
questions, but not ones that involve inferences.
e. Planning for Student Learning Needs

- For my ELL and Special needs students, figurative language is typically more difficult to
understand, so they will work in partners looking at the illustrations that accompany the text. Visual
representations will help with the inferences.

- To ensure that reading level does not affect the students ability to participate in this activity, the
story will be read aloud to students prior to the writing activity. To accommodate students who
struggle to write, oral expression will be built in to this activity.

- Finally, to help my autistic students who struggle with participating in group conversations, during
independent work time we will identify their ideas and positive ways they can contribute during the
discussion, giving them a time and space to speak.

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f.

Assessment Strategies
Content Objectives

Assessment Strategies

SWBAT use text evidence to support

Formal: After reading the book, students will be asked to

map the story and make inferences about how
Chrysanthemum was feeling at various stages of the story.
With each inference, students will be asked to list
supporting evidence and the corresponding page
numbers. These story maps will be collected and assessed
based on the evidence students provide. Written feedback
will be provided.

inferences.

Informal: During the class discussion, I will ask students

to share their inferences. Using questioning strategies, I
will assess the students abilities to justify their answers
with text evidence. Notes will be recorded and oral
feedback will be given immediately.
SWBAT prepare for a class discussion.

Informal: During the class discussion, I will take note of

who is participating in the discussion and contributing
useful information.
Formal: I will collect papers following this activity and
assess the completeness of the story map and the quality
of student notes. I will specifically be looking for
comprehensible paraphrasing of the story and page
numbers for easy reference.

Language Objectives
SWBAT define the terms infer.

Assessment Strategies
Informal: While introducing the inference note sheet, I
will facilitate a discussion with students on the definition
of infer. I will have this discussion in a think-pair share
set-up and use eavesdropping to monitor individual
understanding.

g. Student Voice:
K-12 students will:

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Student-based evidence

Description of how students will

to be collected

reflect on their learning

1. Explain student learning

Exit Slip

Students will answer the following

targets and what is required

posted questions on an exit slip:

to meet them (including why

1. What are we learning?

they are important to learn).

2. Why is it important to learn this?

2. Monitor their own learning

Self-check

After a few minutes of independent

progress toward the learning

work, I will bring the class back

targets using the tools

together whole group to discuss their

provided (checklists, rubrics,

first inference. Following a discussion

etc.).

of possible inferences and the

justification, I will ask them to give
themselves a 1, 2, or 3 on the top of
their paper based on how strong they
believe their inference and justification
is.

3. Explain how to access

Exit Slip

Students will answer the following

resources and additional

posted questions on an exit slip:

support when needed (and

3. What is one question you still

how/why those resources will

help them).

have?
4. What resources could you use to
answer this question?

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h. Grouping of Students for Instruction

1. Students will be in whole group during the reading of the text and the introductory lesson on
inferring, with occasional partner discussions. These partner discussions will follow a think-pairshare format so that students may discuss their ideas in partners before sharing them with the class,
allowing them to build confidence.
2. Students will work individually to analyze the story and create a map of events, allowing me to
assess individual understanding of the inference process. During this independent work, there will
be a brief whole group self check so that students can monitor their own understanding.
3. To complete this lesson, we will engage in a whole-group discussion of the story and our inferences
so that students may share ideas and realize the various reasonable inferences individuals can make
from the same information.
Section 2: Instruction and Engaging Students in Learning
a. Introduction

- Today we are going to read one of my favorite stories about a mouse named Chrysanthemum. I like
this book because it talks about respecting others and what happens when feelings get hurt. I think all of
us can relate to how Chrysanthemum feels in the story! We are always going to practice making
inferences. When we infer, we find the secret message that the author didnt write, but they want us to
understand. Lets see if we can find out what Kevin Henkes REALLY means.
b. Questions
1. What makes a good inference? (Evaluation)
2. What clues are most important for helping us understand her feelings? (Analysis)
3. How do these details support your inference? (Synthesis)
4. How did the pictures help you make your inference? (Analysis)

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5. How closely do you think your inference matches what Kevin Henkes was trying to write?
(Evaluation)
c. Learning Activities

Learning Steps and Activities

Supporting Theories/Principles

Today we are going to read one of my favorite

Here we explain to students the purpose of inferring

stories about a mouse named Chrysanthemum. I like

and how it will help them with comprehension. This

this book because it talks about respecting others and

serves as a focus for students as it tells them what

what happens when feelings get hurt. I think all of us

they are supposed to be learning. When reading

can relate to how Chrysanthemum feels in the story!

through the book the first time, I will do so without

We are always going to practice making inferences.

interruptions so students can better follow and

When we infer, we find the secret message that the

comprehend the story.

author didnt write, but they want us to understand.

Lets see if we can find out what Kevin Henkes
REALLY means.
Read the book.

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When reading the story, there were a lot of moments

Here, I introduce students to the process of inferring

where we know exactly how Chrysanthemum feels

using text evidence. Following the gradual release of

even though Kevin Henkes doesn't specifically tell us.

responsibility model, I begin by modeling through a

Lets make some inferences about how

think-aloud so that they can see the inference process

Chrysanthemum feels about her name before she

and then solicit I solicit student help.

starts school.
Walk students through the first few pages of the
book, recording what other characters do/say,
what Chrysanthemum does/says, and what
inferences we could make about how she is feeling.

Allow students to go back to their desks and

I continue the gradual release of responsibility by

complete the worksheet using the book and the

allowing students to work independently with my

poster as a resource. I will circulate and provide

help. During this time I will use questioning strategies

assistance as needed.

to monitor understanding and redirect thinking. The

worksheet students are completing follows Vygotskys
principle of scaffolding. Students are guided through
the inference process with the worksheet so that in the
future they may be able to make inferences
independently.

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After a few minutes of independent work, pause

By allowing students to complete this self-check,

students for a whole group discussion.

students are refocusing on learning targets,

Now that you have had a chance to practice

monitoring their own understanding, and allowing me

inferring on your own, lets see what you came up

to see how they are doing. This all applies to the

with.

principles of student voice. During this time, I will

Reread the section where Henkes describes

also use formative assessment in the mode of

Chrysanthemums walk to school on the first day.

eavesdropping and personal communication to

Call on student volunteers to share their inferences evaluate student understanding and redirect when
and connected text evidence.

necessary. I will do this personal communication

I think you guys are getting the hang of inferring. I

using the following questions:

want you to take a second to do a self-check. On the

1. What makes a good inference?

top of your paper you are going to write a 1, 2, or 3.

2. What clues are most important for helping us

One means I really dont know what we are doing and

understand her feelings?

3 means I have this down. It isnt a grade, its just so I

3. How do these details support your inference?

know how you are doing.

4. How did the pictures help you make your

Continue to circulate and ask students questions to

monitor understanding and extend learning.

inference?
5. How closely do you think your inference
matches what Kevin Henkes was trying to
write?

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Bring students back together to share their

By discussing ideas as a class, students have the

inferences and make a class poster from the ideas.

ability to continue monitoring their own learning and

When students share their inference, require them

clarify grey areas. Additionally, my own observations

to justify their answer with text evidence. I will

will serve as a second form of formative assessment.

record my own observations of students during

this discussion.
I will have a paper heart that we crumple or

For English language learners, it is important to have

smooth out with each character comment/action.

concrete or visual representations to facilitate

While we read, we made inferences to find out how

comprehension. This also serves as a lesson on

Chrysanthemum was really feeling. Good work

respect and kindness for the classroom.

detectives!
d. Closure
Upon completing the worksheet and class discussion, students will be asked to complete an exit slip as
a reflection of their progress. I will write four questions on the board for students to answer on a loose
sheer of paper. These questions help students focus in on the learning targets and areas of improvement.
The questions are:
1. What are we learning?
2. Why is it important to learn this?

4. What resources could you use to

answer this question?

3. What is one question you still have?

e. Independent Practice
Students will be encouraged to use this strategy in their own reading, at school and at home.
Additionally, they could make inferences while reading with guardians and in everyday situations.
Guardians could help students recognize that this is not solely a reading skill.
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f.

Instructional Materials, Resources, and Technology

- Story Map Worksheets

- Chrysanthemum by Kevin Henkes

- Story Map Poster

- Markers

g. Acknowledgements
English Language Arts Standards Reading: Informational Text Grade 4. (n.d.). Retrieved September 16,
2016.
Henkes, K. (1991). Chrysanthemum. New York: Greenwillow Books.

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