Lesson Plan 1: Comprehension: Making Inferences

Grade 5 Length of Lesson: 30-45min.

Desired Results
State Content Standard(s):
• 5.RL.2.1. Quote accurately from a text when explaining what a text says explicitly and when drawing
inferences from the text.
Central Focus: Essential Question(s):
The central focus for this learning segment will be • Why is it important to make inferences? How does
comprehension. Students will understand how to this help you?
analyze the text in order to gain meaning or make • How did visualizing help you understand the
sense of the text. photographs?
• Big Idea: Students will be focusing on making • How does the title of the poster help you make an
inferences by using text clues, pictures, and inference?
author’s purpose or meaning

Student objectives (outcomes):

Students will be able to:
• Make inferences about pictures
• Identify clues that support the inferences
• Visualize actions and feelings based on pictures
Assessment Evidence
Performance Task(s): Other Evidence:
• Students will “turn and talk” with a partner • Pre-assessments and summative assessments are
and discuss their inferences and evidence. based on CANVAS tests produced by the
• Students will write their visualizations on corporation. These tests are given before and after
index cards and then as a class we will learning a new essential skill
combine our visualizations do demonstrate • I will conduct informal- formative assessments
what could have caused the emotions in the throughout this lesson by assessing student’s
photographs. understanding of inferences from my questions
during their “turn to talk”
• I will conduct a formal assessment from the students
visualizations written on their index cards (collected
as artifact/ evidence)
Learning Plan
Learning Activities:
• This is the core of lesson plan that lists and briefly describes:
o The students will be using a series of photographs and short scenarios to visualize and make
inferences about different situations. They will have partner and whole group discussions about
their inferences and visualizations. The students will also create artifacts (index cards) describing
their visualizations.
o I will be introducing the comprehensions strategy making inferences, as well as discussing the
metacognitive strategy visualizing throughout the mini lesson (found in the Benchmark teaching
guide in Unit 3, pages 2-4). I will be modeling what these two strategies look like when used in
unison by using the teaching technique “think aloud.” After the mini lesson I will create an anchor
chart that breaks down the language demands of the lesson segment (vocabulary: inference,
prediction, visualizing, implied, analyze and questioning), and process of making an inference
(Step 1: evidence/ clues, Step 2: schema/ personal knowledge, Step 3: creating an inference).
After the lesson I will be moving around the room asking students questions that will deepen their
understanding (questions can be found in Benchmark teaching guide as well), this allows the me
to address any misconceptions the students may have. I will also be assisting any students that
are struggling.
o I will use the pre-assessment from CANVAS to identify where students are in their general
understanding of making inferences (must be printed from the MCCSC Canvas website). I will
ask for verbal confirmation of students understanding throughout the mini lesson and small group
time. I will use a formal formative assessment at the end of the lesson (visualization index cards)
 to review student’s current comprehension.
o This lesson draws on students’ previous knowledge by encouraging students to make
connections. By making connections students are more invested in what they are learning and
they are using their prior knowledge to make meaning out of what they are learning.
Resources and Materials:
• Photograph poster and written scenarios are all included in the Benchmark Literacy Common Core
teaching guide (Unit 3, Pages 2-4) (Instructional Material 1.2)
• iPADs (for documenting anchor chart)
• Anchor Chart (Instructional Material 1.1)
• Index Cards (Assessment/ Student Artifact 1.1)
• IEP accommodations (graphic organizer/ Information card (Student Artifact 1.2) )
Required Accommodations/Modifications:
• There are four students with IEP’s in the classroom. Every student with an IEP is allowed to use
shortened statements when filling out assessments as long as they can prove their knowledge of the
content area. These students will only be required to describe their visualizations (although will be
encouraged to write them). These students will also receive a graphic organizer if needed and a card
detailing ways to make inferences.
Additional Modifications for Individual Students:
• By allowing students to work in partners the students who are struggling or above grade level can work
at their own pace. As a class we will share all visualizations and make a chart of ideas. By sharing all
students’ work, students can create deeper understanding. By documenting the anchor chart on their
iPADs students can have a reference to refer to in the future.
Extending the Lesson
• I can extend this lesson by providing more photographs and scenarios and asking students to infer and
visualize what is happening in the photographs and scenarios. This would allow students to create
deeper understanding and use their skills in broader context areas.
nd
Adapted from Understanding by Design, Expanded 2 Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and
Curriculum Development.

Anchor Chart Instructional Material 1.1

  

 
Instructional Material 1.2

Student Artifact 1.1 (Example of a Index Card)