Lesson Plan: Observation 3

Teacher Candidate:
Grade Level:
Date:
1. Strategy Title & Source:

2. Class description &

Differentiation:

3. Common Core ELA

Standards:

Kelsey Dinges
2nd Grade
3-17-2015
PLAN
Strategy: Inferring: Not Just
Anybodys Guess
Source: Tanny McGregor:
Comprehension Connections
2nd grade class consisting of
25 students. There are no
IEPs or 504 plans in the
class. However, there are a
few students who are often
distracted and cannot get
their work done without
frequent check-ins.
The students have
previously discussed
inference, schema, and
evidence.
This lesson is intended to
increase students ability to
infer.
In order to meet the needs
of all students who struggle
with attention, I will
differentiate my instruction
by frequently checking in
with the students, making
sure they are in close
proximity to the teacher,
and using redirection often.
Roadblocks: If there is a
roadblock in the classroom I
will have my cooperating
teacher help me with the
situation. The students will
be taken to the library if
needed.
CCSS.ELALITERACY.RL.2.7
Useinformationgainedfromthe
illustrationsandwordsinaprintordigital
texttodemonstrateunderstandingofits
characters,setting,orplot.

Lesson Plan: Observation 3

4. Student Learning Objective:
(ABCD)

The students will use infer using

evidence to demonstrate an
understanding of characters.
5. Instructional Materials,
Bag of trash
Equipment & Technology:
Inference Anchor Chart
6. Function Language:
Develop
Generate
Characterize
Infer
Examine
7. Key Vocabulary:
Infer
Schema
Evidence
ENGAGE & INSTRUCT
8. Opening:
1. I have an interesting story
(Carpet)
for you, a mystery of sorts.
2. There is a house on my
street that puzzles me.
Someone must live there
because sometimes lights
are turned on, but Ive
never actually seen anyone
around. I have a lot of
questions about the people
who live in this house.
Like.. How many people live
there? How old are they?
What are they like? Why
are they so private?
3. It was my lucky day, it was
trash day! When driving to
school this morning I
noticed a small bag of trash
at the end of the driveway
of the mystery house.
Before I could talk myself
out of it, I hopped out of my
car, snatched up the bag,
and drove away. This is the
bag of trash! By examining
this evidence we can make
inferences about my
mystery neighbors!
9. Learning Activities: Give detailed, step-by-step instructions on

Lesson Plan: Observation 3

how you will implement the instructional plan in the procedures below.
Teacher Modeling: (Desks/
1. Now before we begin
white board)
examining the evidence or
the trash lets take a look at
my poster! Looking at this
poster does anyone have an
idea what the word
inference means? Yes! An
inference is like guessing,
but it isnt just a wild guess.
It is like a guess based off
evidence. But what is
evidence?
2. Can anyone tell me what
the word right up here is? It
is a tough word (point to
schema). What does that
word mean? Schema is
background knowledge or
prior knowledge that we
have!
3. Now that we have some
knowledge of those tough
words lets take a look at our
bag of mystery trash!
4. Pull out hockey ticket. Make
an inference with supporting
evidence. (Maybe they
enjoy Miami Hockey Games,
or maybe they have a friend
on the team)
Guided Practice:
5. Now lets take a look at all
the items in the bag.
6. By examining this evidence,
we can make some
inferences to help us figure
out the mystery of my
neighbors. Every inference
MUST be supported by
evidence.
7. Reveal one piece of trash at
a time, inviting kids to turn
and talk about what they
infer. Make sure students
are aware of anchor chart in
case they need more

Lesson Plan: Observation 3

support.
Independent Practice:

10. Closure:

11. Assessment Strategies:

8. Now with a partner you are

going to finish a worksheet,
citing evidence with every
inference you make. Use
the questions on the
worksheet to help guide
you!
9. Give students worksheet to
help guide them in making a
profile for the mystery
neighbors.
Students will demonstrate their
ability to meet the objective by
correctly completing the inference
worksheet.
ASSESS
Target-Assessment Alignment
Table
Objective
Degree

The students must

demonstrate an ability
to infer about the
mystery family citing
evidence along the
way.

Formative: The
students will be
formatively assessed
by the accurate
completion of the
inference worksheet.
Summative: The
students will be
required to use the
skill of inference on
their Theme 13
Assessment for LBD.