FRANKLIN COLLEGE

Education Department
Field School Lesson Plan

Subject Area: Language Arts Inference Grade Level: 3rd

Topic/Concept/Skill:

To introduce the topic of inference and provide opportunities for practice

Related Standard:

3.RL.2.1: Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

Background:

The students have little to no prior knowledge about inferencing. They do, however, know
how to use context clues and know how to draw upon their schemas about the subject.

Main Objective of Instruction:

In order to introduce the topic of inferencing and provide the students with practice
inferring, the students will be able to work collaboratively to infer the outcomes of various
scenarios from both images and text.

Teacher Materials/Resources:

Computer & Projector

Small Whiteboards & Markers
Mystery Folders & Worksheet
Drawing Conclusions Multiple-Choice Worksheets
Drawing Conclusions Practice (optional)
Blank Paper

Student Materials:

Pencil

Anticipatory Set (Introductory Approach):

The students and I will read through two What am I? riddles. The first riddle will be
solved as a whole. I will think aloud as I read the students and they will provide the final
answer (ice). I will read the second riddle aloud and ask the students to work together with
their tablemates in order to solve it. They will write their answer on a whiteboard and hold
it up for me to check (magic wand). After both of them have been solved, I will show the
students how we used clues from the text to solve the mystery.

Instructional Procedures (Whole Group):

1. We will work through the PowerPoint as a group.

2. The students will work with their tablemates to infer what is happening in various
situations. They will answer on a whiteboard.
3. The students will then work together to solve Mystery Folders. They mystery folders
have various images placed in them. They will look at pictures and infer what is
 happening. They will discuss what story the pictures are telling. They will then create
a title for that story and write it on the worksheet.
4. The students will complete as many folders as time allows. I would like each group to
finish at least two.

Provisions for Individual and/or Group Differences:

Since this is a new topic, we will only be doing whole and small group work. Individuals
with IEPs will be collaborating with other students. I will also monitor their progress and
make sure that they are understanding the topic. The students with IEPs will receive an
edited version of the homework (1 instead of 2 pages).

Closure:

The final two slides of the PowerPoint will serve as the closure. I will discuss with the
students why we sometimes reach different conclusions when we infer and what factors
play into that. Lastly, I will remind them of the formula used to infer.

Evaluation of Learning:

The evaluation of this lesson will be taken informally. I will monitor each student and
ensure that they are participating and learning. If quantitative evaluation is to be taken,
the Drawing Conclusions Practice sheets can be used.

Independent Practice:

For independent practice, the students will complete the two Drawing Conclusions,
multiple-choice worksheets. Students with IEPs will only receive 1 page.