Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Grade: 1st Making Inferences Ali Haller

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.

CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and
feelings.

CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
The purpose of this lesson is to model for students how to infer without much text. The lesson
demonstrates how to use the same steps/equation they have been using throughout the unit and apply it
to books with many illustrations and few words.

Students will describe the difference between speech bubbles and thought bubbles.
Students will observe inferring with the book, Little Humans.
Students will write inferences in the form of speech/thoughts of the main character.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson
Before: I will assess students background knowledge on speech and thought bubbles before beginning the
lesson. This will be done by pulling up images of a speech and thought bubble and asking students to
review what they mean and an example.

During: The assessment will be done by observing students while they place sticky notes in their individual
packets of Little Humans. I will be looking for a sticky note on each page and the correct use of blue sticky
notes for thoughts and orange sticky notes for speech. This can be done with a quick glance.

After: I will assess student understanding through the class sticky notes placed on the SmartBoard and
through the discussion when 5-6 students share their thought process. I will be looking for a range of
blue/orange sticky notes, correct use of speech and thought bubbles, and if students are considering the
equation, BK + TC = I, during the activity.
 Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
This lesson is expected to take 45 minutes.
1. To prepare, compile individual packets for students. The packets will be a mini version of the
book, Little Humans.
2. Before (5 minutes): Gather students to the carpet. On SmartBoard, pull up 2 images: one speech
bubble and one thought bubble. Review with students what these bubbles mean and ask students
to provide examples. Clarify any misunderstandings. They will be using speech and thought
bubbles during todays activity.
3. During (30 minutes): So far, we have made inferences through the Mystery Box activity, read-
aloud, and the emotion activity! Today, we are going to read the book Little Humans. However,
there are few words in this book! It is almost ALL pictures. Sometimes we have to create the words
or thoughts for ourselves to understand the story. This is another way to make inferences!
4. Pass out individual packets of Little Humans. Model for the students what they will be doing as we
read the book.
5. Go to the first page and think aloud: I will use the same steps, Background Knowledge + Text
Clues, to make an Inference. I see a child holding a baseball glove. I think he might be going to play
baseball. Maybe he is about to say I like baseball! Which bubble would I use for someone
talking?
6. Write I like baseball! in a speech bubble on a sticky note. Stick it on the page next to the girl.
7. Pass out sticky notes (blue for thought bubbles and orange for speech bubbles) and continue to
flip through the book. Stop at each page and allow students to write down a speech or thought
bubble on every page.
8. After (10 minutes): On the SmartBoard, pull up one page of Little Humans. Instruct students to
turn to that page in their packet. They should have at least one sticky note on the page. Ask
students, a few at a time, to carefully stick their sticky note on the SmartBoard.
9. Who would like to share their sticky note and the steps they took to make that inference?
10. Have 5-6 students share, guiding them through the steps of background knowledge and text clues.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

I will guide students in a discussion on the difference of speech bubbles and thought bubbles.

I will provide students examples of speech and thought bubbles, if clarification is needed.

I will model for students how to use the equation, BK + TC = I, by thinking aloud through the book, Little
Humans.

I will model for students how to use the sticky notes appropriately during read aloud.

I will guide students through sharing their sticky notes, focusing on one image.
 Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students will identify a speech bubble versus a thought bubble.

Students will explain the difference between a speech bubble and thought bubble, describing the purpose
of each and giving an example.

Students will observe inferring with the book, Little Humans, through teacher modeling.

Students will write speech and thought bubbles on colored sticky notes that infer the events of the book.

Students will share one sticky note by placing it on the SmartBoard during the ending class activity.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Little Humans
Class set of mini books with all pages of Little Humans
8-10 blue sticky notes & 8-10 orange sticky notes
SmartBoard
o Slide with 2 images: speech bubble, thought bubble
o One blown-up image of page in Little Humans

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning
The SmartBoard will be used for the pre-assessment, where students are identifying and describing
speech/thought bubbles. I will write definitions and examples on the slide, so students can refer back to it
anytime during the lesson.
The SmartBoard will also be used for the ending activity, where students are placing their sticky notes on
the SmartBoard where an image in the book will be projected.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

I will be giving each student their own packet of the book. It will be the exact same illustrations as the
model book, so students can place their sticky notes in the exact spot where they want to represent an
inference. By providing students with their own copy, the lesson accommodates for students who may
need multi-modal methods of class material, students who require more time for comprehension,
students who need visual support, etc.

The blue and orange sticky notes are a visual support to distinguish difference of speech and thought
bubbles.

Since students are writing their own speech and thought bubbles, the lesson allows students to learn and
participate at their appropriate level.
 Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

During the ending activity, I will inform the class that I will be calling on quiet students to place their sticky
note on the SmartBoard. If a student is being disruptive during this time, I will wait until they are quiet to
call them to the SmartBoard.

Before allowing students to place their sticky note on the SmartBoard, I will remind students to be careful
and model how to appropriately place their sticky note (since it is a very expensive piece of technology)!

As always, I will manage the class by using positive feedback!

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

There will be no early finishers, as the lesson ends with 5-6 students sharing their sticky note and thought
process.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

This activity could be used smaller scale as a morning activity, a brain break, a brain-teaser, etc. I would
show students one image and have them place sticky notes on the image with their inference in a speech
or thought bubble.
Another possibility is using this activity as a show and tell type activity. Students bring in an image and
the class makes an inference in a speech or thought bubble. Three students could share per day.

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