UNLV Student: JaryElly May PSMT Name: Fortin

Lesson Plan Title: Making an Inference Lesson Plan Topic: Inferences- TOAOI
Date: 2/28/19 Estimated Time: ~25-35 minutes
Grade Level: 4th School Site: Edwards E.S.

1. State Standards:
 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 Targets:
Knowledge:
o I know text contains explicit and implicit information.
o I know implicit information is not stated in the text, but draws upon my own
experiences and clues from the text that will help me draw a conclusion.
Reasoning:
o I can refer to explicit details from the text to explain and support my inference or
conclusion.
Lesson Purpose:
o Students will use a graphic organizer as a tool to support them in using evidence
from TOAOI and their background knowledge to make an inference about the
text.

2. Teaching Model:
 Direct Instruction- I do, we do, you do model
 Partner talk
 Individual writing
 Lemov
o #26 Exit ticket: End each class with an explicit assessment of your objective that
you can use to evaluate your (and your students’) success (pg. 190).
o #22 Board=Paper: Model and shape how students should take notes in order to
capture information you present (pg. 169).
o #18 Post-it: Display your lesson objective where everyone can see it and identify
your purpose (pg. 140).
o #16 Begin with the end: Progress from unit planning to lesson planning. Define
the objective, decide how you’ll assess it, and then choose appropriate lesson
activities (pg.132).
 Kagan-
o Timed-pair-share- partner discussion activities
o Rally robin- (picture activity) students are taking turns sharing what they see or
what they thinking is/going to happen in the picture.

3. Objective(s)
 SWBAT use details from “The One and Only Ivan” and personal experiences to support
their inferences.
 Academic goals:
o Students can use their own experiences to make an inference about the text.
 o Students can use details from the text to support their inference.
o Students successfully use a picture/text to complete the graphic organizer.
 Social goals:
o Students equally participate during partner discussions.
o Students display on-task behaviors.

4. Materials and Technology Resources:

 “The One and Only Ivan” (1/student)
 Interactive notebooks (1/student)
 “Making an Inference” chart glued into each student’s interactive notebook (2/student)
 Pictures (1/partner)
 Projector and smart board
 “Making an inference” poster
 Sticky notes

5. Instructional Procedures:
a. Motivation/Engagement: (4-5 min)
 Project picture onto smart board
 T: Look at this picture with your shoulder partner and tell them what you see and
what is happening in the picture.
 Students will begin sharing their inferences with a partner (~1 min)
 2-3 student pairs are asked to share their inference.
 T: We just used evidence from the picture and what we already know to make
an inference about what we see in the picture.
 Show “Making an Inference” poster (inference=what we figure out)
Objective: I can use details from “The One and Only Ivan” and my personal experiences to
support my inference.
b. Developmental Activities or Learning Experiences:
(15-20 min; appx. 5 min/ex; 10 min independent)
 2 students will help me distribute TOAOI books to each student
 Open to page 52. I will fill out the inference chart while thinking aloud for
students to hear my thought process. Students will help me write evidence from
the text to complete chart.
o “I noticed you were limping more than usual today. Is your leg bothering
you?” “Just a little,” Stella answers.
 Students return to their seats. Interactive notebooks will be on their tables.
 Open to page 35. Students will help me fill out my inference chart while they
record on their own pages.
o “Bob used to have three brothers and two sisters. Humans tossed them out
of a truck onto the freeway when they were a few weeks old. Bob rolled
into a ditch. The others did not.”
 Review an example of what an inference is not.
 Open to page 60-61. Read. Students will fill out next inference chart on their own.
o “I can hear her,” Stella says. “She’s crying for her mother.”
 c. Closure: (3-5 min)
 Students will share what they wrote with a partner.
 2-3 students will share what they wrote with the class.
 Question- Students respond on sticky note: How does making an inference help
you understand the text?

d. Extension:
 Students that have completed their inference chart will choose another quote to
make an inference from on pages 61 or 62.
o Pg. 61: Why does Stella hear the baby elephant and Ivan does not? Make
an inference using evidence from the text to support your answer.
o Pg. 62: What is Stella not hopeful for? Make an inference using evidence
from the text to support your answer.

6. Accommodations, Modifications, and Differentiations for Diverse Learners

 Sentence frames for picture inferences.
 Sentence frames for partner discussions.
 Providing visuals (picture at beginning of lesson, picture of a ditch)
 Amount of writing needed for “making an inference” chart- students who are
capable of writing continuously will be encouraged to write more. Students who
are struggling will be asked to share at least 2 things for each “puzzle piece” and
one inference in a complete sentence.
 Read chapters/quote needed for inference charts aloud using sounds/TPR for
additional support.
 Students who grasp the concept will be able to receive a challenge by choosing a
quote from a list that they would like to make an inference from.

7. Assessment and Evaluation of Learning

 Formative
 Responses on sticky notes serve as students’ understanding of inferences;
they are able to use details from the text and their personal experience.
 Students will have discussions with partners. Listening to their
conversations based on sentence frames will help me assess their
understanding of inferences and T will be able to see whether they are
capable of making inferences.
 Student responses for “making an inference” chart will allow me to see
which students are still struggling with making inferences and will help
me set instructional goals for the next reading of TOAOI.

 Summative
 Students will have a summative project about TOAOI. The information
from this chapter will be useful for their projects.
 Students will be required to make inferences in upcoming summative
assessments.
 SBAC- students will be required to demonstrate their understanding of
inferences.
8. Homework assignment:
 N/A- in class “Making an Inference” sheet.

9. Reflection:
 Strengths:
o The strengths of this lesson include being able to provide multiple ways for
students to make inferences than just one way. I believe it is important for
students to understand that they make inferences without even knowing it. The
students did a great job coming up with inferences on their own. Being one of the
few times this has been taught explicitly for a while, they did a great job and were
able to make great connections with the lesson. One of the students was able to
make a connection to a quote about a ditch because he said “I have a ditch in my
backyard.” I used this as an opportunity to tell him that he was able to have that
connection to the story.
 Concerns:
o The concern that I had after the lesson was allowing students to make inferences
about different things other than the book. I believe this is something that should
be done in a different lesson because I wanted them to focus on making inferences
about the book first. Another concern that I had after the lesson in general was
thinking that I did not give students enough opportunities to engage with each
other.
 Insights:
o I believe the introduction to the lesson was a great way to motivate students in the
lesson and help them understand that they were already making inferences. Using
clues from the photograph and their personal experiences, they were able to
understand what was happening without being told explicitly.
During this lesson, I also tried to incorporate differentiation, but I noticed that
most students were struggling and having difficulty making inferences. The
students that usually need a challenge with most lessons were having as much
trouble with inferences as other students. Making inferences is a difficult concept
for students, but I believe the scaffolding and graphic organizer they used allowed
them to see how each of their thoughts were connected to create an inference.