Name: Matthew McCluskey Program: Elementary Education Course: EDU450

Lesson Topic/Title: Making Inferences Based on Explicit Details in Text and Pictures

Lesson Date: 4/5/17 Lesson Length: 50 minutes Grade/Age: 4th-5th Grade

Learning Objectives (Targets):

Learning Objective: Students will identify examples of explicit information in both text and visual
formats.

Learning Target: I can identify explicit information in both pictures and text and make inferences
based on that information.

Learning Objective: Students will interpret information presented in a visual and explain how the
information contributed to an understanding of a related text.

Learning Target: I can explain the meaning of information in a picture and describe how the
information helps me understand a related text.

Content Standards: Content Standards Alignment & Justification:

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.RI.4.7
Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on
Web pages) and explain how the information
contributes to an understanding of the text in
which it appears.
CCSS.ELA-LITERACY.RI.4.1
While I read aloud from Blood On the River:
Jamestown, 1607, students will write down
explicit details that they hear during the reading in
their journals. Students will choose one of the
details or examples of explicit information they
have written down and share it orally with the
class.
CCSS.ELA-LITERACY.RI.4.7
Students will examine pictures of events and
people from the time period of Colonial America
and respond to a prompt asking them to use their
background knowledge and evidence from the
picture to make an inference about what is
depicted. Citing three pieces of evidence, students
will show how the information contributed to their
understanding of picture.
Assessment: Assessment (Data & Student Feedback):

Observation (teacher circulating through
the room during work)
Written response to pictures of events and
people from Colonial America (prompt)
Exit ticket (Google Forms)
Students will be observed throughout the lesson
by the teacher to make sure they are understanding
the difference between explicit and inferred
information in the pictures. If students are not
understanding the difference between explicit and
inferred information during the lesson, the teacher
will sit with them and ask them guiding questions,
referring back to the previous lesson and their
work with understanding inference and the
definitions of infer and explicit.
Teacher will use the written response and exit
ticket to examine whether the students were able
to find the explicit information in the
informational text and whether they are able to
make reasonable inferences from the explicit
information. The written response will be scored
by rubric (1-4). Both the Exit Ticket and the
written response will receive written feedback that
will be given to students before the next class
period.

Instructional Strategies to Differentiate Whole Class Instruction:

Grouping: Students will be placed in partner groups for reading.

Technology: Students will be able to show their learning by answering a question on inference
on an Exit ticket on a Google Form document.

Questions: Students will respond to oral questions to show understanding. In whole group
discussion, answering questions orally allows all students to hear peer knowledge of the
content. Auditory learners benefit from being able to hear their peers explain what they
understand. The teacher can formatively assess student understanding of the content being
taught, address misconceptions, and choose appropriate adjustments to the teaching and
learning sequence as needed.
Modifications: The informational text will be modified for different reading levels. My ELL student,
MA, and my below basic level reader, MH, will be given the modified version of the text that will
contain the same content but with less complex vocabulary.

Accommodations: Student will receive notes from the teacher that detail important information about
Colonial America that relate to the questions from the pre-assessment. MA and MH will receive
materials that are more appropriate for their reading level with the more complex vocabulary
exchanged for more appropriates terms, to increase comprehension. The text will be read orally during
partner groups. RS will have access to a Chromebook for his written response to increase motivation
and on-ask behavior.

Extensions: Students will have the choice of writing a narrative from the point of view of one of the
people in the pictures we viewed or writing a story that tries to connect all four pictures.

Materials and Resources for Lesson Plan Development:

Vocabulary: explicit, inference

Clipboards (one per student)
Post-Its (one per student)
Reading journals (one per student)
Pictures of events and people from the era of Colonial America
Blood On the River: Jamestown, 1607 (teacher copy)
Notes on important themes, events, effects, people, and the time period compiled by the teacher
(one per students)
Exit Ticket (one per student)

Teaching & Learning Sequence:

Open (2 minutes) (rug)

Review the learning targets for todays lesson with the students.
Review the important vocabulary for the mini-unit: explicit and inference.

Active Engagement - Part I (15 minutes) (rug)

Read the next chapter of the historical fiction book Blood On the River: Jamestown, 1607. As
you read, have students write down examples of explicit details from the text in their writing
journals.
Ask students to raise their hand when they notice an explicit detail they think is important to
the story. Stop after every couple paragraphs and allow several students to share. Students will
choose one explicit detail and write it on a Post-It that they can add to the whiteboard as you
read.
 Alert students when you are close to finishing the chapter so that they get their Post-Its up
before you finish.
When you finish the chapter, read the details students have placed on the board. Ask students
to make an inference about all the details you have just read.
Using your background knowledge and these details, what inference can you make?
Address any misconceptions or confusion about explicit details or inferences.

Active Engagement - Part II (20 minutes) (tables)

Take students on a gallery walk around the classroom.

Ask students to think about which picture interests them most as you observe the visuals.
Let students know that like during the previous lesson, they will be trying to notice details.
Refer to these details as explicit each time and tell students that explicit details are the evidence
for the inferences we make.
Inform students that they will be choosing the picture that interests them most and writing
about it in response to a prompt.
Tell students to stand by the picture of their choice. It is okay if many students select the same
one, but encourage students to be different.
Pass out the response prompt and clipboards to each student.
Encourage students to try the extension to exceed the standard if there is time.
Walk around to the different clusters of students and have them explain what details they are
seeing and what inferences they are making. If students have written an inference and dont
have evidence written down, ask them to reread the directions and then have them tell you what
about the picture helped them to come to that conclusion.

Share (10 minutes) (standing)

Have students read their responses orally to their reading partner, asking students to think about
whether their partners inference is reasonable based on the explicit evidence taken from the
visual.
Look for 3-4 exemplars from student work to share. Try to get one for each picture. Have the
students whose work was selected share.

Close (5 minutes)

Review the learning targets and ask students to self-assess their progress using two thumbs up
for exceeds, one for meets, sideways for partially meets, and down for does not meet.
Exit ticket is assigned on Google Classroom. Give students 3-4 minutes to complete their
response.
Collect the written work.
Content Knowledge Notes:

Focus on the difference between explicit and inferred information and how the two support one
another. Readers need explicit information in order to infer; they then can use additional
explicit information to confirm what they infer.

Common Core Teacher Standards (CCTS) Alignment & Justification:

Standard #3 Learning Environments

The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self motivation.

3(o) Values the role of learners in promoting each others learning and recognizes the importance of
peer relationships in establishing a climate of learning.

Justification:
Evidence of valuing the role of learners in promoting each others learning will be shown when
students are involved in whole group and partner group situations during the lesson. Students will be
sharing their thoughts. Evidence of recognizing the importance of peer relationships in establishing a
climate of learning will be shown by the teacher having pre-planned partner groups, using previous
knowledge of working relationships, to maximize mentoring and efficient work, while avoiding
typically highly distracted pairings.

Standard #6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to document learner progress, and to guide the teachers on-going planning and instruction.

6(r) Takes responsibility for aligning instruction and assessment with learning goals.

Justification:

I have shown evidence of meeting this standard by aligning the instruction and assessment directly with
the learning goals for the lesson. Throughout the entire lesson, instruction will be formatively assessed
refer to explicit and inferred information in informational text, record, it and show their understanding
of the difference. They will also have a chance to share their understanding with . Using observation
during role-play, demonstration of models,

Reflection: 11 out of 17 students met LG2 and 6 of 17 partially met. Students really seemed to enjoy
working in groups and they have mostly demonstrated on-task behavior. The use of visuals as a
primary instructional strategy has made the lessons more accessible for my ELL students and lower
level readers as they are participating more than ever in discussions and group work, as compared to
discussions that are based on text-only