West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/18)
Teacher Candidate Hope Painter Date 18 October 2018
School Winfield Middle School Grade/Subject 6th Grade/ Language Arts
Lesson Topic Inferences

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will be able to name textual evidence and explain inferences that support an idea using
examples drawn from informational texts.
WV CCRs
ELA.6.4- Cite textual evidence to support analysis of what the informational text says explicitly
as well as inferences drawn from the text.
NATIONAL STANDARDS
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
ASSESSMENT
Diagnostic/Pre-Assessment
Students will be diagnosed through questions pertaining to inferences to access prior knowledge.
Formative Assessment
First, I will ask for two volunteers to present a text conversation prepared on a cut out cell phone.
I will explain to the class what an inference is using questions veered towards the cell phone text
messages between the two students. I will be actively involved during the entire class, and will
be walking around the room during the group assignment to make sure students are
understanding the activity and answering questions when needed.
Summative Assessment
I will have the class split up in groups of two to finish another set of questions pertaining to cell
phone text messages just like the first one we did together. I will set the timer for 5 minutes, and
have it projected on the board. After the groups are finished, the class will review and discuss the
answers to the questions. The final activity will be a blank cell phone, and the students will have
to work together in the same groups to create their own conversation. They will have to make the
answer key to their questions. Students can color, create their own cell phone case for their
conversation.
MANAGEMENT FRAMEWORK
Overall Time - 50 minute lesson
Time Frame – 10 min. teacher intro and demonstration
30 min. student activity in pairs
10 min. regroup for assessment and closure
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
I will differentiate instruction by providing multiple ways of learning inferences.
PROCEDURES
1. ANTICIPATORY SET
Students will be asked, “Has anyone heard of the term inference?”
“Thumbs up if the answer is yes, or thumbs down if the answer is no.”
 Answer:
 Yes
 No
Students will be asked, “Would any volunteers explain to the class what an inference is?”
 Answer:
 It is when you use information from the text and background knowledge to determine a
conconlusion that makes sense.
1. I will ask for two volunteers to stand up and read the conversation shown on a cut out cell
phone and presented on a worksheet shown on the overhead projector.
Cell phone conversation
Michelle
I forgot to give you your jacket back! I’m so sorry. I will bring it to school tomorrow.
Thanks for letting me borrow it. You saved the day.
 Don’t worry about it. I have more jackets. I’m just glad I had an extra one that you could
borrow!
I know! I shouldn’t drink anything but water at lunch because I’m always spilling things.
Thanks for helping me cover up!
No problem! I would want someone to do the same for me and I can be quite clumsy.

2. After students act out the cell phone conversation, I will ask questions pertaining to the
conversation.
Students will be asked, “What is the relationship between the two people in the conversation?”
 Answer: They are friends.
Students will be asked, “What evidence from the text supports your answer from the previous
question?”
 Answer: “You saved the day.”
Students will be asked, “What happened before this conversation took place?”
 Answer: Michelle spilled something on herself at lunch.
Students will be asked, “Cite evidence from the text that supports your answer from the previous
question.”
 Answer: “Thanks for helping me cover it up.”
Students will be asked, “What conclusion can you draw about one person in the conversation?”
 Answer: The phone owner is a very considerate person.
Students will be asked, “Cite evidence from the text that supports your answer to the previous
question.”
 Answer: “I’m just glad I had an extra one that you could borrow.”
I will explain to the students that this is an example of making an inference.
2. INTRODUCTION
The class will split up in groups of two and will have five minutes to complete questions to
another cell phone conversation.
Cell phone conversation
Axel
So are you just not going to say anything about what happened last Friday? You’re not
even going to apologize? I wouldn’t do that do you.
I’m not going through this again with you. It wasn’t my party, so I couldn’t invite you.
That’s not on me.
So why would you go without me? Or ignore me when u showed up? No one was talking to
me. It was awful.
I wanted to go and I didn’t do anything wrong. I didn’t show up uninvited to someone’s
house.
Questions-
1. What is the relationship between the two people in the conversation?
Answer: They are or were friends.
2. What evidence from the text supports your answer from the previous question?
Answer: “I wouldn’t do that to you.”
3. What happened before this conversation took place?
Answer: someone had a party that Axel wasn’t invited to.
4. Cite evidence from the text that supports your answer from the previous question.
Answer: “it wasn’t my party so I couldn’t invite you.”
5. What conclusion can you draw about one person in the conversation?
Answer: Axel showed up to a party that he wasn’t invited to.
6. Cite evidence from the text that supports your answer to the previous question.
Answer: “I didn’t show up uninvited to someone’s house.”

3. BODY & TRANSITIONS

After reviewing the group activity, students will get back in the same groups. The groups will
receive a handout of a cell phone with blank spaces for a text conversation. Each student will
have a phone. Students will get to create their own cell phones, along with an answer key to the
questions. I will walk around the classroom, and answer questions when needed.
3. CLOSURE
When students have completed their cell phones, I will summarize what an inference is once
again. I will have students explain to me examples of how to make an inference.

5. Assessment (Refer to description above.)

STRATEGIES
  I will use a timer during transitions.
 The timer will be projected on the board for all students to see.
 The activities relate to everyday life.
 Class room presentation
 Group work
MATERIALS
 Text message analysis worksheet
 Cell phone cut outs
 Coloring materials
 Pencil
EXTENDED ACTIVITIES
If Student Finishes Early
If student finished early they will present the cell phone conversation to me, or to another group
that has finished.
If Lesson Finishes Early
Students will take turn presenting conversations to class, and asking questions pertaining to
inferences.
If Technology Fails
I will have to draw and write cell phone and questions on the board
POST-TEACHING
Differentiating Instruction for Special Needs

Learning Differences- all students learn Sensory Differences

Attention Differences
There are some students who read during
class discussion or color on their papers. I
will have to make sure to include them in
class discussion and walk around them while
teaching.
Motivational Differences
Behavioral Differences
Some students will goof off and talk. I will
have to be stern and remind the entire class to
stay on task. I will provide positive comments
to students who are acting accordingly.
Ability Differences
Physical Differences Cultural Differences