Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Grade: 1st Making Inferences Ali Haller

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through
other media.

CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs

The purpose of this lesson is to create a solid foundation on inferring through modeling. Students should
connect what they did during the Mystery Box to what inferring they are observing during this lesson.
Students will need the knowledge gained so far to proceed with the unit:

The students will observe inferring through modeling of By My Brothers Side.

The students will make inferences using the equation BK + TC = I.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson

Before: I will review the Mystery Box activity. This review will be mostly a student-led discussion to assess
their understanding of the activity and their background knowledge going into todays lesson. Did they
understand the steps of the Mystery Box activity? Did they understand the purpose?

During: I will assess students by observing during Think, Pair, Share. Is there active discussion? Are they
understanding how the title and pictures are clues?

After: I will assess students on their written responses of their final inference. Did they complete all steps
in the equation? Does their response show evolution from background knowledge and clues to an
inference?
 Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
This lesson is expected to take 40-50 minutes.
1. To prepare for lesson, create an anchor chart with the equation BK + TC = I at the top, writing
beneath it Background Knowledge + Text Clues = Inference on the SmartBoard.
2. Before (5-10 minutes): Gather students at carpet. Review the Mystery Box activity. We learned
that background knowledge and clues can help us make educated guesses to find an answer!
3. During (20-30 minutes): Introduce the word infer/inferring, connecting back to the Mystery Box
activity.
4. Yesterday we did some inferring with a mystery game. We can use the same steps to infer as we
read! I am going to show you how I infer with the book By My Brothers Side.
5. Read the title again and show the students the cover of the book.
6. Look at the picture on the cover. Think about the title. What do you think this book will be about?
Think, pair, and share with a classmate around you.
7. Read aloud the book, stopping along the way to fill out the chart on the SmartBoard. Consider
background knowledge, text clues, and what inference that lead to.
8. After (5-10 minutes): When finished reading the book, ask the students to make a final inference
using the equation. Students should record their responses on a piece of paper that they will turn
in. Once all students have turned in their papers, have a discussion on how the book made them
feel and possible connections they have.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

I will introduce the lesson by connecting the term inferring back to the Mystery Box activity that the class
participated in the day before.

I will model how to infer, using the equation BK + TC = I, with the book By My Brothers Side.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students will connect their learning to the Mystery Box activity to make meaning of the word infer.
Students will participate in Think, Pair, Share to infer what By My Brothers Side is about based off the
cover and title of the book.
Students will observe inferring a text through modeling and the use of the BK + TC = I equation.
Students will record their inference after finishing By My Brothers Side, using the BK + TC = I equation.
 Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
SmartBoard anchor chart
By My Brothers Side book
Writers Notebook/paper

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning

I will use the SmartBoard to display the BK + TC = I anchor chart. I will record my answers on the
SmartBoard as I model inferring with the book, By My Brothers Side.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

There are not many opportunities for differentiation in this lesson, considering most of the lesson is
modeling.
However, I will repeat phrases or instruction for students who have a language barrier or students with
special needs that need instruction broken down.

I will increase rigor by asking students for a personal response after they make their final inference. This
may give me insight with their feelings on the book or more details on how they came to their conclusion.

I will model all steps of the inferring equation multiple times to give students many opportunities for
concrete understanding.
 Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

During the Think, Pair, Share, I will remind students to make smart choices on their partner. Students
should be familiar who they work well and dont work well with. If I notice students are getting off task
during this portion, I will ask them a question to redirect their conversation or ask the students to switch
partners.
I will continue to use positive feedback, as I mentioned in the previous lesson, by using language like
Marcus is doing a great job of sitting quietly and listening closely!

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

As I mentioned in the Accommodations box, early finishers can complete a personal response in addition
to their final inference. The personal response can include their thoughts during the book, their feelings
during the book, another inference they had, or anything they feel is relevant to the lesson.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

This lesson is setting the foundation for the rest of the unit. By modeling how to correctly infer through a
text, students are given a common knowledge to support them through the following activities. The next
lesson will be a follow-up, using the foundational skills for inferring learned in this lesson. Students will be
routinely reflecting on the Mystery Box activity and the modeling observed today.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

The read-aloud is meant to be a model/guide for students with little student participation. However,
if students are unengaged or if the class allows, I can open the discussion up to the students to give
their responses.
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