Name: Rebecca Marshall

Cohort: B1

Lesson Plan
Lesson Title: Making Inferences Grade: 3 Date: November 30, 2015
Subject/Strand: Language Arts Unit: Location: Andrew Hunter E.S. Time: 75 Minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring
understandings?)
Students will be introduced to how you to make inferences. The students will learn how to appropriately make inferences and when we
can make inferences (when looking at an image, when looking at features or from words).
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Oral Communication:
1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined
when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match
assessment
1.5 distinguish between stated and implied ideas in oral texts (e.g., distinguish between the actual words and the emphasis placed on them
by the speaker)
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able
to do, in language that students can readily understand.)
Today I will learn
What it means to make an inference

How to make a proper inference and communicate my inferences.

ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess
students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in
language that students can readily understand).
I can: explain what an inference is.
I can: explain the inferences that I make from an image, feature or word.
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Application

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy and Task for StudentsWhat are the students doing to show their
learning? e.g. turn and talk, role
play/individual, cooperative, etc.

Assessment Tool - Instrument used to assess task

and record learning e.g., rubric, checklist, observation
sheet, turn/talk, role play etc.

Written

Handout The teacher will give the students

a short story to read. Before reading the short
story, the teacher will ask what they think the
story will be able based on the cover of the
book. The students will then make a Venn
diagram about the book.

Observation Sheet/Anecdotal notes while the

students are working on their work sheet, the teacher
will be observing what they are doing and writing down
their comments and remarks on the observation sheet.

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CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* Learned what an adjective is.
* Worked on their recount sheets and added adjectives into their work.
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications
Learning Skills/Work Habits: responsibility, organization,

independent work, collaboration,

initiative,

self-regulation

Vocabulary (for word wall and/or to develop schema)

- Inferences
- Infer
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information
Technology (ICT) in your lesson plan where appropriate.
Markers/ pencil crayons
Worksheet for guided lesson
Graph paper
iPads/Laptops

Learning Environment (grouping; transitions; physical set up)

The students will initially be sitting on the carpet for the minds on/ beginning of hands on portion of the lesson
The students will then be instructed to their desks to work independently on their graphing task
Cross Curricular Links N/A
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher
could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 10 minutes
Emily will be conducting her lesson on Adjectives for the first
part of the lesson.
Once the students have gone and done their first set of Daily 5
rotations I will begin my lesson.
The teacher will begin with asking the students if they know
what an inference is.
Making inferences means to draw conclusions about
something, perhaps an image, a feature, or words.
The teacher will then pretend to cry the teacher will then
stop and ask what they infer.
The teacher will then make an angry face and then ask the
students what they infer.
The teacher will then explain to them that they are
INFERRING because they are guessing how I am feeling
based on what they see.
The teacher will then explain that they are taking what they
know, their background knowledge, and merging it with
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different clues that they are being given.

The teacher will then show them a picture on the hover cam
(on of those pictures where you can see two different things)
And ask the students to infer about what they are seeing.
- Due to some students seeing one thing and another
seeing something different, the students will be able to see
that everyone can infer differently.
The students will then be guided into their next Daily 5
rotation.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 45 minutes
Students will be in their daily 5 activities.
Daily 5
Choice
Word
Work/
Read to
Self/
Read to
someone/
work on
writing/
listen to
reading.

Guided
with the
Teacher

iPads
Seesaw

Computers

Guided with the Teacher:

The students will be working on reading a story regarding
how pioneers made their homes.
Once the students have read through the story, they will create
a Venn diagram that compares and contrasts pioneer homes to
homes today.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 20 minutes.
The consolidation part of this lesson will be a read aloud
of the book that the class has been reading together, The
One and Only Ivan.
Extension Activities/Next Steps (where will this lesson lead to next)
Making inferences continued.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

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The Teacher:

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