UH Lesson Plan Template

Note: Instructional suggestions for each section are provided in blue text. Delete all blue text and replace it with your
own.

First and Last

Gladys Cambray
Name

Lesson Overview
Lesson Title Inference Detectives
Lesson
Description
We will make inferences and use evidence to support understanding.

Unit Title Making Inferences

Real world
I will tell students that an inference is an educated guess. It is a conclusion you come to
applications/
based on your background knowledge, reasoning, and evidence from a text.
connections
4.6 F & G Comprehension skills: listening, speaking, reading, writing, and thinking
Content Area using multiple texts. The student uses metacognitive skills to both develop and
Standards deepen comprehension of increasingly complex texts. The student is expected to:
Alignment (F) make inferences and use evidence to support understanding. (G) evaluate
details read to determine key ideas.
Technology
Standards Hover Camera, Promethean Board, Making an Inference Worksheet
Alignment
The student will be able to make inferences and use evidence to support
Objectives
understanding.
4th grade - inferences are what we figure out based on an experience. Helping students
understand when information is implied, or not directly stated, will improve their skill in
Grade Level
drawing conclusions and making inferences. These skills will be needed for all sorts of school
assignments, including reading, science and social studies.
Estimated Time
Needed for this One 50-minute class period
Lesson

Resources/Materials/Tools
Inference - a conclusion reached on the basis of evidence and reasoning
Terms/Vocabular
y Supporting evidence - They clarify, illuminate, explain, describe, expand and
illustrate the main idea and are supporting details

Technology
resources
(hardware,
software,
websites, Hover Camera: I will use the camera to show my modeling.
Technology-
Enhanced Lesson Promethean Board: This is where the images from the hover camera are shown
Supports), and
rationale for why
each is vital for
instruction:
 ● Making an Inference Worksheet
○ I will use this to model how to make an inference.
● Making Inference Snowball Worksheet
Non-Technology ○ I will use this for guided teaching. Inferencing using supporting text
resources and evidence.
rationale for why ● What Can I Infer worksheet
each is vital for ○ I will use this for independent work, and I will assess students to
instruction: check for understanding.
● Sentence Strips
○ Students will use these in workstations
○ I will have these prepared prior to the lesson.

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 Lesson Procedures
Lesson Resource
Stage of Lesson Step-by-Step Lesson Sequence Management Management
This template is A step-by-step description of the scope and Describe how each Cite specifically
built on the sequence of lesson activities, with estimated time stage of the lesson what resources
traditional on task noted in parentheses for each step. In will be managed, for this activity
“Madeline Hunter” other words, completely describe the flow of the including role of (non-technology
type of lesson lesson, the content to be presented, and the teacher and learners and technology)
structure. The strategies to be used. The more detailed you make (who is doing what at will be used,
format can also be this description, the more likelihood you will each point), location and describe in
used with 5 E . . . anticipate any challenges or teachable moments (e.g., classroom, detail how they
or another lesson that might occur. Include actual words you will use computer lab, will be used.
plan scheme . . and questions you will ask students. Consider outside), and any Note who will be
.this is where you items such as: parts of the lesson that might be special using the tool
can customize to difficult, and how you will know whether you can considerations, such and in what
fit your purpose. go on; how to ensure that students completely as for differentiated ways. Note any
understand directions before releasing them to instruction. safety
work independently; and what students will do if considerations
they finish their work early. needed.

Focus/  I will say “When you come down to  I will be in  Studen

Anticipatory Set the carpet you will need something front of the ts will
(motivational to write on and a pencil. You will do room telling
hook) have
this quietly.” I will say “Girls, please the someth
come down to the floor quietly to students, ing to
your assigned seat”. Then I will say who are write
“Boys, please come down to the sitting at on at
floor quietly to your assigned seat” their desks, their
 After calling the students to the what we desk to
carpet, I will begin with telling the will be bring
students about what we were learning. to the
working on/learning about.  The carpet.
 I will say “Today I am going to model students
how to use evidence from a text to will sit in
make an inference to help your front of the
understanding. promethea
n board on
the carpet
(in their
assigned
seats) after
I have
dismissed
them.

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 Content Input ● I will present this as a whole group ● I will be ● I will
(could include discussion. standing in have
content outline, ● I will tell students that making an front of the Makin
presentation inference helps you understand what classroom, g
format,
questioning,
is happening based on evidence while Infere
modeling, from a text. students nces
examples) ● I will project the “Making Inferences” are on the works
worksheet onto the board and cover carpet heet
everything except the first passage listening. on my
about the sun. desk
● I will read the passage aloud. After ready
reading the passage, I will uncover to
the first question and read it. I will projec
ask the question aloud. I will model t and
my thinking and answer the question read
using supporting evidence. to the
● I will continue this process until all class.
four questions have been answered.
● After completing this, I will tell the
students, “I have just practiced
making inferences using supporting
evidence”.
Guided Practice ● I will say “Today we will focus on ● I will be  I will
(identify students making inferences and use evidence standing in have
who failed to to support our understanding”. front of the my
master lesson ● I will pass out the Snowball Inference classroom, copy of
objectives) Worksheet. I will have a copy to while the
project on the board. students snowba
● I will tell the students that they will are on the ll
now practice making inferences carpet picture
using the snowball picture. listening. and
● I will present the snowball picture. I ● I will be have it
will give them some time to look at standing in under
the picture and make their own front of the the
inferences. Then they will turn to class camera
their shoulder partner and share and presenting to
discuss what is happening. the project
● I will ask, “By raising your hand, snowball on the
who would like to share what's picture. board.
happening in the picture. Students ● I will listen
will share. to the
● I will model the first part of the student’s
worksheet. I will write down clues conversatio
that will help us make an inference. n during
● I will ask, “By raising your hand, who partner
can tell me what they know about sharing.
what is happening in the picture”. ● While
The students will help me fill out the students
rest of the worksheet. are sharing,
I will make
sure the
students
are still
listening
and
respecting
their
classmates.

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 Independent ● I will say “Now we will work together ● Students ● Each
Practice with our table groups.” will be stude
(vertical ● I will explain the workstation. “Each dismissed nt will
expansions of table will get 10 sentence strips. You to go back receiv
lessons; re-
teaching and
will read each sentence and make to desks, e
enrichment) your own inference. You will write while I What
your inference on the What Can I monitor. Can I
Infer worksheet. ● During Infer
● I will dismiss the girls to go back to Independen works
their desks to work on independent t work, I will heet.
work, then I will dismiss the boys. walk ● Each
● I will walk around and observe the around the table
student’s responses to gauge classroom group
understanding. and will
observe the have
student’s their
responses own
to gauge set of
understandi sente
ng nces.
● I will say “It is important to use ● I will stand
Closure
supporting evidence to make an in front of
inference. You should think about the class
what helped with your telling them
understanding.” the goal
● I will say “Today you practiced
making inferences. This is a valuable
skill that you will use in other
classes, such as science or math.
You may even make inferences in
your everyday life.”

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 Plans for Differentiated Instruction/Accommodations
Content Input and Guided Practice:

 Allow students to make inferences with a partner using

 Provide students with access to the text with support
 Provide pictures instead of a passage to practice making inferences
 Allow students to respond to the questions with a partner before sharing with
the whole class.
Independent Practice:
Special  Use inference picture cards instead of sentence strips with written text for
Education students to use to demonstrate their understanding of making inferences.
Students
 Provide students with sentence frames to use to make their inferences
(e.g., "I think that they are ____.").
 Assess students in a small group setting instead of a whole class setting.
Closure:
 Tell students specific examples of ways they might encounter inferences in
other classes instead of asking students to brainstorm examples.
 Assign students into pairs or small groups to share examples of inferences
that they have made outside of reading class
Content Input and Guided Practice:
● Beginner EL students:
- Allow students to make inferences with a partner using their home
language (L1).
- Provide students with access to the text in students' home language
(L1).
- Provide pictures instead of a passage to practice making inferences
from.

 Intermediate EL students - Allow students to respond to the questions with a

partner before sharing with the whole class.
Independent Practice:
● Beginner EL students:
- Use inference picture cards instead of sentence strips with written text
for students to use to demonstrate their understanding of making
inferences.
English
Language - Provide sentences strips with sentences written in students' home
Learners language (L1)

● Intermediate EL students:
- Provide students with sentence frames to use to make their inferences
(e.g., "I think that they are ____.").
- Assess students in a small group setting instead of a whole class setting.
Closure:
● Beginner EL students:
- Tell students specific examples of ways they might encounter
inferences in other classes instead of asking students to brainstorm
examples.

● Intermediate EL students:
- Assign students into pairs or small groups to share examples of
inferences that they have made outside of reading class.

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  I will encourage students to practice making inferences using a more challenging text
during Independent Work Tim
Gifted and  Challenge students to create inferences through a writing activity. For example:
Talented - Write about a windy morning without saying that it is windy.
Students - Write about a character who is very shy without saying that they are shy. Write
about a place that is very old without saying that it is old

Potential Challenges/Plan B
 If technology would not be working or we have some technical difficulties, I would have the white board as a plan B. 
 In the guided practice I have to ensure the pacing is manageable.
 If there is extra time, I will have ready My Book and practice understanding infographic elements. .

Assessment
By the students reading the sentences, they will have to use their knowledge and the information from
the sentences to make an inference. They will come up with their conclusion you come to based on
background knowledge, reasoning, and evidence from a text. Students will be able to make inferences
and use evidence to support understanding.

 Have students volunteer to pick a sentence strip and read the sentences aloud (e.g., "My palms are sweaty
and my stomach feels funny," "I hear lots of screaming and my hair goes crazy when I go upside down,"
and "This is so scary but so fun!").
 Tell the volunteer to call on a classmate to infer what the person is doing and/or where they are based on
the sentence strip description (e.g., riding a rollercoaster).
 Ask students to agree or disagree with their classmate’s answer by showing a thumbs up or a thumbs
down.
 Repeat this activity until all of the sentence strips have been read.
 Monitor students' responses to gauge understanding

Notes and Credits*

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 Content Input:

Making Inferences
Name:_________________________________________ Date:__________________

When you use clues and reasoning to figure out what is going on in a story, especially
something that is not explicitly stated, you are making an inference.

Example:
Scene: The bats flew from the barn and across the dim field of corn.
Inference: Bats usually come out at night, so it is probably night time.

Directions: Read the scenes below and use the clues to answer the questions that follow.

The sun shone brightly, warming the cool earth. Tiny worms poked their heads from the dirt, and
one tiny yellow crocus opened its petals. All around, dew sparkled, so that the grass resembled a
vast field of diamonds. The budding trees rustled gently in the light breeze, and birds sang
cheerfully high in their branches. A lone bee hummed lazily around the patch of lavender where
Winston had carelessly left his shoes the day before.

1. What time of day is it? a morning b afternoon c night

2. What season is it? a winter b spring c summer d fall

3. What is a crocus? a a bicycle b a ball c a flower d a tree

4. Who is Winston? a a dog b a bee c a child

Jeff wiped tears from his eyes as he pulled himself up to his feet. He brushed off his bruised
knees and checked his helmet for signs of damage. Seeing none, he pulled his bicycle from the
patch of thorns, and frowned at the deep scratches that marred its once shiny paint. Taking a
deep breath, he got back on the bicycle and cautiously rode in a circle to get his bearings. Finally,
he straightened up and rode off, with his feet firmly on his pedals and his face set
in determination.
1. What happened to Jeff? ________________________________________________________

2. What does the word marred mean? a removed b scarred c brightened

• Using context clues in the two stories above, determine the meaning of the homophones:

petal___________________________________________ pedal___________________________________________

• How do these two similar lines help set a different feeling for the two scenes described above?

patch of lavender______________________________________________________________________________________

patch of thorns_________________________________________________________________________________________
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Guided Practice:

Name: ____________________________ Date: ________________

Making
Inferences:
Look at the
picture. Use
what you
already know
about life,
then search
for clues in
the picture to
make an
inference
about what
might be
happening.

CLUES IN PICTURE + WHAT I KNOW = INFERENCE

1.  What time of year is it? How do you know? ____________________

_______________________________________________
2.  What are these kids doing? ______________________________

_______________________________________________
3.  What happened to the girl? How do you think she feels? ____________

_______________________________________________
©Kirsten Tulsian

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