Generic Lesson Plan Form

Subject: Reading Activity: Making inferences – Day 2 Setting: Boyer Classroom # of Students: 24

Statement of Objective: I can use clues from the story to make inferences about the deeper Accommodations
*Observable/Measurable (A, B, C, meaning of texts given a story and a graphic organizer with 100% accuracy.
D)
*GLCE/IEP
Materials:  Anchor chart
*Prepared and organized  Pencil
*Available for all  Inferences Chart (graphic organizer)
 Basil reading books
Opening: Recap yesterday’s lesson: Intro to inferences Seating students
*Gain attention/motivate Ask students: Who can tell me what we talked about yesterday? near the teacher
*Activate prior knowledge Review the lesson material together:
~link/relate; assess; prepare for  Making inferences means using clues to figure something out Uses appropriate
new that’s not directly stated in the text (refer to anchor chart) wait time
learning (e.g. vocabulary)  What do we use to make inferences? Clues from the story and our
*State goals/set purpose prior knowledge Restating and
~explain task: why, what, how, and reviewing previous
when content in clear
for strategies ways
*Clear directions
Presentation: Teacher: Providing visual
Teacher:  State today’s objective: aids when
*Variety of learning (T/S, S/S, S/T) Today we are going to use clues from our story Mulan in our purple presenting
*Organizational framework reading books to find the deeper meanings in the story using this information
~construct, clarify, and link worksheet with an inference graphic organizer!
concepts in a  Open up our purple reading books to page 58. Recognize and give
meaningful context  Review table talk expectations. credit for student’s
*Present visually, verbally,  Take a minute to talk at your tables about what happened in this oral participation
kinesthetically, story we read last week. in class
real world (e.g. LESH)  Share out until thoroughly reviewed the story.
*Model and think aloud to make Give appropriate
visible Students: wait time
~language practices/processes Students will have their eyes on me and be engaged and listening when I
~learning strategies and am teaching. Check for
adaptations (how, Students will talk at their tables and participate evenly (i.e.., not one person understanding
when and why) dominating conversation, all speaking openly and freely).
~organization, relationships, and Different
clues participation
*Transfer of control strategies/ways to
~students explain, justify, clarify, participate in the
etc. class
*Clear directions
*Check for understanding
~appropriate feedback: praise,
prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
Students:
*Participation
~overt and active
~instructional dialogue, think
aloud,
explain, justify, evaluate, etc.
 Generic Lesson Plan Form

Guided Practice: Teacher: Repeating

*Activity related to So today we are going to use this worksheet as a graphic organizer to make directions to the
presentation/objectives our inferences. student after they
*Active student participation  Review what a graphic organizer is have been given to
~provide rationale for assignment  Discuss how to use this graphic organizer and how it will help us the class
~multi-sensory and real world when making inferences
~instructional dialogue Recognize and give
*Transfer of control Pass out papers. credit for student’s
~students explain, justify, clarify, oral participation
think Model number 1 together. in class
aloud
*Check for understanding Have students do number 2 together at their tables. Share out when they
~ensure high success rate are completed. Wait time
~appropriate feedback: praise,
prompt, Have students do number 3 on their own (I will review this worksheet as a Different
probe/question (in ZPD) formative assessment of how students are doing with this content). participation
Individual Practice: strategies/ways to
~assess/error drill As students are working, I will wander the room and be available to help participate in the
~monitor and adjust instruction students as they need it (shown by raising their hands, or stopping me class
*Management/monitoring when they are talking in their tables and I am walking by, etc.)
~scan, circulate, assess, support,
praise Students:
Students will have their eyes on me and be focused and engaged when I am
teaching/talking.
Students will talk at their tables and participate evenly and help each other
out.
Students will raise their hands if they have questions and work in groups
and alone to finish this inference worksheet.
Closing: Review the importance of inferences in reading Give students extra
*Adequate time  Comprehension strategy on our CAFÉ board wait time
*Students summarize content and  Helps us become better readers and find the deeper meaning in
accomplishments texts Recognize and give
*Assess/identify new goals Have students turn in their papers. credit for student’s
*Link to future learning oral participation
in class

Reflection:

*Anchor Chart