Winona State TPA-Referenced Lesson Plan
Teacher Candidate Name: Alexis Wash
Grade & Subject Area:4th
ELA
Date for Planned Lesson: Feb 3 2020
Personal Goal: What lesson delivery skills do you want to improve?
Classroom management, student behavior/participation, using my teacher voice.
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Inference Detectives
MN/CC State Standard(s)
- direct quote from MN standards 5.1.1.1
documents Quote accurately from a text when explaining what the text says explicitly and when
- if only focusing on one part of a drawing inferences from the text
given standard, underline the part
being focused upon
Central Focus
- derived from standard, To make inferences from a given text.
- communicates general goal
Learning Target for this Lesson
- concisely says what students will be SWBAT
able to know and do Draw inferences from a nonfiction text
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Inference, quote.
a . Domain-specific Acad vocabulary
b. General Academic vocabulary b. General academic vocabulary: Explain, accurate, knowledge, create.
(words used in school across
many subject areas)
c. Syntax Sentence Frame: Example “I infer that…”
sentence that students can use bubble thought posted on the right whiteboard
to accomplish target d) In Phase 2 and 3, students will be able to orally state “I infer that…”
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Students who are in need of modification/extra support will accomplish the stated
a. Identify how some form of target by
additional support will be -Getting the non-fiction text read to them by a partner and orally explain their
provided for some aspect of the inference to the teacher.
lesson for given student(s) -The teacher will support the student by transcribing their inference on the
- visual, graphic, interactive worksheet.
- reduced text, rewritten text, fill-in
the blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials needed Projector, SMARTboard, Making Inferences copy, Making Inferences: Courageous
Leaders Part 1, Steph Curry: Superstar handout, PowerPoint.
Lesson Part Activity description / teacher does Students do
Phase 1
State Target & Activate Prior A) I will be able to draw inferences from a nonfiction Read the learning target as a
Knowledge text. class
a) Post the learning target
statement and indicate whether
the teacher or student(s) will B) “Today we are going to practice making
read it aloud inferences. Does anybody know what an Answer:
b) Engage students in activity to inference is?” (Making an educated guess,
elicit / build prior background - thinking ahead.)
knowledge “Right! An inference is when we use our
background knowledge and text details to come
up with a conclusion.”
Use the read aloud book, Sweet Home Alaska,
as a background knowledge builder. Teacher
will use the book and retell how I made an
inference about what the book was going to
be about from the cover and the title.
“Last week we started to read Sweet Home Alaska.
I talked about the cover and how there was a girl
holding a pumpkin. I also noticed the title of the
story said Alaska.”
“I know from my background knowledge and
experience that books tend to have what the
story is about as the cover. I also know that
book titles often give a little bit away what the
story is going to be about. From my background
knowledge and the text details I see, I can infer
what the story is going to be about.”
Phase 1 Assessment I will assess students’ understanding of inferences Self assess their
Explain the plan to capture data by asking them to give a thumbs up or thumbs understanding
from this phase of the lesson down. Up means they understand, down means
they need further explanation.
Phase 2 Teacher Input / Inquiry Teacher will pull up Making Inferences activity
- Explain procedures and read the directions and example
- Demonstration the task
- Teacher think aloud “Let's practice making inferences. Do I have a Volunteer and read the short
volunteer to read this passage?” passage.
“Great! Now lets answer the questions. What time
of the day is? Hmm… Well it says the sun shone
brightly- so it’s not night. It also says that the sun
was warming the cool earth… Well the earth cools Shout out or nod
down at night when the sun is down so the sun (Agree or disagre
must just be coming up. If the sun us just coming Thumbs up agree
up then it is the morning. Agreed?” Thumbs down disagree
“What season is it? Well it talks about bees
humming, grass and trees. I don't hear bees in the
winter and trees are not budding in the fall. Since
the trees are budding, i know that is during the
Spring when plants are starting to come back to
life.”
“What is a crocus? Well it says petals and I know
that flowers have petals so it must mean flower.”
“Who is Winston? Well you all know that I have a
turtle names Winston but I can guarantee that this
is not the same Winston. It says that Winston left
his shoes and we all know bees and dogs don't
wear shoes so it must be a child.”
“Did you notice how I used the text to infer? Do you
notice that the text did not directly say that it was
Spring, the morning, or that Winston was a child?
That is what it looks like to infer. Now let's do one
together.”
Nod their heads yes or no
Phase 2 Assessment “Do I have a volunteer to read the next passage Volunteer and read the short
Explain the plan to check for about Jeff?” passage.
understanding of steps /
procedures demonstrated in “Great! So now what I want you to do is with your Turn and talk with their T&T
this phase turn and talk partner, answer these two questions. partner (Student sitting across
What happened to Jeff and what does ‘marred’ from him/her)
mean?”
Teacher will roam during the turn and talk to listen
and check for understanding. Answer
Call and Response (Jeff got hurt, Jeff fell off his
bike, Jeff fell.)
“Im looking for a volunteer who can answer #1 and (Removed because it ruined
whose partner can answer #2” the paint)
Teacher will not complete the last of the page
about homophones and similar lines.
Phase 3 Guided Practice “We’re going to do some further practice with
- Paired/collaborative work inferences. I have a short nonfiction text about MLK
- Teacher(s) may roam & assist
jr. We just had MLK Jr. day about 2 weeks ago so I
found this appropriate to do.”
Teacher will explain the directions
“So first what you will read the text about MLK.
Then after, you are going to SKIP the vocabulary
part and go straight to the inference part. On the
left it says ‘The text states’ and states the text. On
the right it says ‘This most likely means’; that is
where you will write your inference. If you look at
the top, it says specifically what to infer about so
you will have to read it. Now if you look at the
bottom- it flips. So instead of writing the inference,
you will have to find the evidence in the text that
could possibly make this inference.”
Timer student will out 10
“I am going to have the worksheets handed out and minutes on the timer.
Deng is going to put 10 minutes on our timer.
Teacher will have students hand out the worksheet Work in partners to complete
and place the students in partners the worksheet with 10 minutes
Partners will be decided by stick drawing on the timer
Phase 3 Assessment
Explain the plan to check for
ability to apply Teacher will walk around and make note of Complete the MLK worksheet.
demonstrated overheard misconceptions. Show their understanding of
steps/procedures during making inferences.
guided practice
Phase 4 Independent practice Come back to their desk
- Individual student work
Display Steph Curry: Superstar on the
SMARTboard
“I showed you guys how to make an inference, you
guys had to practice with a partner and now we are
going to practice individually. This next sheet is
another nonfiction text however this one is about…
Steph Curry. What you are going to do is read the
passage then you will come up with 3 inferences on
your own. This one is different from the first. There
is not a column that says “The text states,'' there is
only a place for you to write an inference. And we
know that inferences are when we use our
background knowledge and evidence from the text Read the Steph Curry:
to make a conclusion. That being said,I know some Superstar handout.
of you may know who Steph Curry is but you have
to have evidence from the text to support your Make 3 inferences from the
inference. So even if you know Steph Curry's handout
favorite food is pizza, that's not an inference for this
activity because no where in the text does it talk
about food.”
Pass out the worksheet
“If you finish and there is still time left, I want you to
go back and highlight in the text where you came
up with your inference”
Teacher will roam and assist during the work time
Phase 4 Assessment Check individual answers on handout after
Explain plan to check for ability collection
to apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure SWBAT
a) Restate learning target Draw inferences from a nonfiction text
b) Explain a planned opportunity
for students to self-assess Students will self-assess themselves on a scale of
their perceived level of 1-3 on their handout which will be turned it. The Self-assess their
mastery for the target. teacher will then analyze the data and see if the understanding of inferences
lesson needs to be retaught. The data will also on their paper.
indicate which students need further help and
which can move on.
“Somewhere on the Steph Curry handout I want
you to write a 1,2,or 3 to indicate your
understanding. 1= Miss Wash, I need help. 2= I
understand inferences, 3= I understand it AND I
can explain it to a friend. Go ahead and rate your Indicated students will collect
understanding and _____ is going to collect the the handout from their table
papers from this table, _____ is going to collect the and place it in my basket.
papers from this table, and _____ is going to
collect the papers from this table.”
“Today we learned about inferences and how to
make an inference. This is an important skill to
have that you can use in science, social studies,
and especially during reading.”
Phase 6 Summative Next Steps Teacher will analyze from the Phase 4 handout.
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory video to the
basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
