Department of Elementary Education

Spring 15 Lesson Plan

Candidate
Caitlin Adams

Grade
4th

Content Area
English Language Arts

CENTRAL FOCUS Part A: CURRICULUM ANALYSIS

1. Learning Standard(s)
RL4.1-Refer to details and examples in a text when explaining
Use both number and text when citing
what the text says explicitly and when drawing inferences from
standards
the text.
2. Content Overview
Inferring aspects about particular character, settings or situations
(Use the discourse of your discipline to
in a book using evidence of their actions, words, feelings or
explain your content.)What content are you thoughts, is an essential skill for a reader to possess. This skill
teaching? Explain purpose for learning: allows a reader to read a text more closely, while also ensuring
How will this make students college- and
that students back up their claims with text based evidence.
career-ready?
These skills can help make the characters and their surroundings
more life like to the reader, providing students with a greater
empathy for the characters and their situations.
Content lesson complete 5; Literacy lesson complete 3 &4; Content lesson that includes literacy complete 3,4, & 5

3. Literacy - Essential Strategy

(consult edTPA literacy specific glossary &
Making Good Choices p. 30)

4. Literacy Requisite (ongoing

foundational) Skills
Circle one or more that directly support
your students to develop or refine the
literacy strategy
(consult edTPA literacy specific glossary &
Making Good Choices p. 30)

5. Math/SS/Science Subject Specific Components

Infer meaning from evidence

print concepts
decoding/phonic
s
phonological
awareness
language
conventions
N/A

text structure features

miscue self-correction

word analysis
word recognition

syllabic or morphological
analysis
vocabulary meanings in
context

fluency
OTHER:

conceptual understanding /procedural

fluency/ reasoning/ problem-solving
skills

6. Prior Assessment Used to Inform

this Lesson

N/A

(Student teaching only)

CENTRAL FOCUS Part B : MEASURABLE OBJECTIVE AND ITS ASSESSMENT

7. Objective
Condition:
Behavioral Verb:
Criteria:
Must include condition, behavioral verb,
Given teacher Students will
1.
a
& criteria (See article by Kizlik).
modeling and
1. Identify
specific
think
aloud
2. Support
character
during
the
istic of
reading of Mr.
one of
Peabodys
the
Apples
by
character
Madonna
s in the
story

2.

8. Method(s) of Assessment &

Evaluation Criteria
How will you capture information to
analyze what each student has learned
about the objective?
Attach answer key, checklist, rubric, etc.
(see assessment & evaluation
criteria in edTPA glossary)

9. Prerequisite Skills and/or

Knowledge Needed in Order to
Meet the Objective
If students do not have this
skill/knowledge, you must differentiate
in lesson.

10. Next Instructional Step in the

Learning Sequence:
If all students were to achieve the
objective, what is the next lesson in this
learning sequence?

that
character
istic
with 3
specific
example
s from
the text
Assessment: Inferences Made by the Student Based on Textual
Evidence
Evaluation Criteria:
Teacher uses a rubric that assesses the accuracy and quality of
students inferences as well as their textual support (see attached).

Knowledge of story parts and features: plot, setting,

characters, etc.
Ability to understand figurative language and how
objects can be used as a metaphor for a real life scenario.

The following lessons will be formatted in a similar way to

discuss how inferences change our view of the story. Imploring
the students to consider why this kind of close reading is
important to do every time we read.

KNOWING YOUR LEARNERS

Number of Students
22
11. Assets of Student(s) for this
75% of the students are bilingual and can speak English
lesson
as well as Spanish.
- What do you your students already
50% of the class is on grade level for reading, 25% are
know academically and what can they
higher than grade level
do academically?
All students independently read daily, however, they all
-What do you know about your students
appreciate having a story read to them. Some even
everyday experiences, cultural
comprehend the overall story better when having it read
backgrounds and practices, and
interests?
to them as opposed to reading it on their own.
(see assets in edTPA glossary)
Each of the students brings their own culture and
experience to the table, making discussions about prior
knowledge and personal experience engaging and eye
opening.
12. Needs of students for this
5 English Language Learners that struggle with reading.
lesson
25% of the class is lower than grade level in reading
What are they still learning to do?
Many students will need to be reminded about what
(see #4 & #9 above)
figurative language is and how the author uses it.
Some students will need help with the vocabulary in the
picture book in order to comprehend the text overall.
Several students have issues facilitating their ideas onto

13. Differentiation of Assessment

and Evaluation Criteria
Indicate how you will differentiate the
assessment and/or evaluation criteria
for the needs identified in the box 8.
(see assessment & evaluation criteria
in edTPA glossary)

paper. They will need assistance in wording their

thoughts in a way that they make sense conventionally
and to the student themselves.
Differentiation of Assessment: The teacher will model how the
worksheet is meant to be completed by the students so that they
have an idea of the expectations of the assignment. For those
students who have difficulty facilitating their thoughts into
writing, they will work in a one on one setting where they can
interact with the teacher directly and she can assist them in the
writing process.
Differentiation of Evaluation Criteria:
It will be noted on the rubric that the teacher helped the student
and to what extend the help was given. Points will be removed
accordingly, however, these students specifically will be given an
opportunity to verbalize at the end during the share portion. If
they are able to verbalize their thoughts admirably without any
clear confusion and the thoughts are their own, that will be
factored into the grading.

ACADEMIC LANGUAGE DEMANDS OF THIS LESSON

14. Language Function
analyze
compare/contrast
describe
(See glossary under academic
language and Task 1, What Do I Need
To Write)

15. Key Vocabulary Word/Phrases

Critical for Achievement of
Objective
(see Making Good Choices p. 14)

16. Academic Syntax and/or

Discourse
What structures of written and/or oral
language need to be explicitly taught for
achievement of the objective? (see
Making Good Choices p. 14)

17. Research and/or Theory

interpret

argue

summarize

explain

infer

predict

categorize

justify

other:

15a. Multiple meaning words

that have subject-specific
meaning in this lesson that differ
from everyday life

Character
Setting
Plot
Details
Inference/infer

15b. Cross-discipline general

academic vocabulary (see
Coxhead, 2000)
15c. Subject-specific words used
in this discipline

Identify
Literary
Figurative Language

In Text: Compound sentences with sophisticated punctuation,

parenthesis, m-dash. Dialect within narration and dialogue.
Transition from internal thoughts to dialogue continuously.
Figurative language.
In Instruction: Discourse- Interpret figurative language and the
dialect of both narrators internal thoughts and the dialogue.
Syntax- Paraphrasing textual evidence that supports the
inferences that are made by both the students and teacher during
the model. Demonstrating how to create complex sentences that
create a connection between the students inferences and their
textual evidence:
I believe that (Character Name) is (Adjective Describing that
Character) because he/she (says/feels/thinks/does) (textual
evidence)
In their article Academic Conversations: Reasons to

Guiding this Lesson Plan

In 1-2 sentences cite and justify evidence
that supports your identification of these
specific language demands.

Converse in School, Zwiers and Crawford address the idea that

students should be using academic language in a verbal sense as
well as written. They argue that it is imperative for students to be
taught academic language explicitly and for them to share that
language with their peers. Zwiers and Crawford state, Oral
language is a cornerstone on which we build our literacy and
learning throughout life (7).

LESSON STRUCTURE
18. Total Time Allotted
for Lesson
19. Instructional Model

1 Hour
Guided release of responsibility

-Guided Release Of
Responsibility
-Direct Instruction
-Launch, Explore, Summarize
-Early Childhood Emergent
Model
OTHER:

20.Learning Arrangement
Whole class, small group,
pairs, centers, and/or
individual
21. (ECE ONLY) Role of
Teacher

22. Materials

23. Research and/or

Theory Guiding this
Lesson Plan
In 1-2 sentences cite and
explain evidence that
justifies these instructional
decisions.

24. Timeframe:

Whole group, pairs, individual.

N/A
22a Teacher Materials
&
Resources/Technology

Mr. Peabodys Apples by Madonna

Anchor Chart
Rubric for assessment of student work

22b. Student
Materials &
Resources/Technology

Excerpt from Mr. Peabodys Apples by Madonna

Pencil
Worksheet on inference and textual evidence

In her article entitled Gradually Releasing Responsibility to Students

Writing Pervasive Text, Sylvia Read discusses the benefits of the guided
release of responsibility model used in the practice of writing. She states
explicitly that, In our work with teachers, we have found that effective
instruction involves teachers modeling for students how to write in specific
genres or forms by writing in front of the students and writing with
students through shared writing. Before asking students to write
independently, they can also collaborate on coauthored pieces, which is
especially helpful as a support to English learners as they write (470). In
short, modeling how a piece of writing should look before they are
expected to do it independently is beneficial for all students and
specifically English Language Learners.

LESSON PROCEDURE: INTRODUCTION

5 minutes

How long is the

introduction?
25.Transition:
What will you say/do to help
students transition into the
introduction

Today we will be continuing to hone our skill to make inferences

about the character, setting, or situation within a story based on the
information that is presented to us by the author. So turn your
inference skills on and come join me on the rug so we can practice
them.

26. Introduction
Teacher Actions, Strategies, and Questions:
Teacher says: Before we being continuing to
strengthen our inference skills can anyone remind
us what inferring is? Feel free to refer to the
anchor chart we made at the beginning of the week
if you need some assistance.
Teacher says: Thats absolutely right! When we
make inferences, we take information that the
author has given us and use it to support an idea we
have regarding something within the story, that
could be about the setting, an action in the story, or
a character.

Introduction
Student Tasks and Strategies:
Students say something like: When you infer
something about an action or character in the story
you are making a conclusion about them based on
things the author tells you
Students listen intently to the teachers instructions.

Teacher continues, explaining what we the students Students put their listening ears on and get ready to
will specifically be doing regarding inference: listen to the story.
Today I am gong to read aloud to you a book
named Mr. Peabodys Apple. While we are listening
to the story together, I am going to make inferences
aloud about the setting with you helping me gather
details to support those inferences in partners.
Then independently you are going to explore a few
pages from the book on your own and make
inferences regarding the main idea that the author
intends the reader to get from the story and support
that inference with details from the text. Alright
lets get started!
27. Introduction Differentiation ELL- Provide them with a vocabulary list of the challenging words
How will you accommodate
within the story and their definitions in their native language and
students individual needs based
English
on answer to #9 above (see
Struggling- Provide written instructions on the board of what will
differentiation toolbox for ideas)
be expected of them later in the lesson so that they can refer to it
whenever they need it
Advanced- Allow them to be the repeaters for directions if need be
28. Formative Assessment
Ask the students to raise their thumb if they understand the
Strategies
directions, put their thumb sideways if they kind of understand or
How will you know if all students are down if they do not understand at all.
learning what you think you are
teaching DURING the introduction?
(see formative assessment in edTPA

glossary & toolbox for ideas)

LESSON PROCEDURE: DEVELOPMENT

29. Timeframe:
45 minutes
How long is the development?
30. Transition:
Everybody, lets put our listening ears on together and get ready to
What will you say/do to help
listen to the story.
students transition into the
development?
31. DEVELOPMENT
Teacher Actions, Strategies, and Questions:

DEVELOPMENT
Student Tasks and Strategies:

Teacher reads page 9 of the story and asks the

students What is your first impression of Mr.
Peabody?

Students answer with things like, He seems like a

nice guy, He seems friendly, etc.

Teacher asks them to support their inferences about

his character by asking them, Well what in the
story makes you think that he is friendly or nice?
Turn to your partner and talk about it

Students take a moment to talk and answer with

things like, The author said he would help clean
up all the bats and balls after the game, The
author said he was always smiling, etc.

Teacher says, Lets keep reading and see if were

right!

Students listen intently

Teacher reads page 10 of the story and asks the

students, How does the information the author
gives us on this page change our perception of Mr.
Peabody? Take a minute to talk to your partner
about it

Students turn to their partner and discuss their

ideas. They answer with things like, Mr. Peabody
appears to be stealing the fruit from Mr.
Funkadelis apple stand

What are some inferences about why Mr. Peabody

would be stealing the fruit?

Students answer with opposing views like, Maybe

Mr. Peabody isnt stealing the fruit, maybe Mr.
Funkadeli and him are friends

Is there something in the text that makes you think

that?

Students answer with something like, In the image

it looks like Mr. Funkadeli is looking at Mr.
Peabody take the apple, why would he let him do
that, maybe he was letting him have it.

These are all great ideas, lets keep reading

Students continue to listen to the story.

Teacher reads until page 14, then asks the question

How do we think Mr. Peabodys character on this
page? Turn to your partner and discuss your ideas

Students turn to their partner and discuss their

ideas. Then respond with answers like, I think
Mr. Peabody is loyal to the boys on the team.

Why do you think Mr. Peabody is loyal?

Students respond with answers like, It says that

Mr. Peabody shows up to the game even though the

boys dont come.

Way to support your inferences with details from
the text, lets find out what happens next!

Students continue to listen to the story.

Teacher reads to page 18 and asks Is there

anymore text evidence that we see here to support
our inference that Mr. Peabody is loyal to his
team?

Students answer with things like, He wants to

speak to Billy even though he knows that he told a
lie about him

Thats a great detail to support that idea, lets keep

going!

Students continue to listen to the story.

Teacher reads until the end of the story and asks,

Based on what weve read in these last few pages,
what is an inference that we can make about Mr.
Peabodys character? Turn to your partner and
gather some ideas together

Students turn to their partner discussing some of

their individual ideas. They come to a conclusion
sharing ideas like, Mr. Peabody is forgiving, Mr.
Peabody is understanding, etc.

What in the text points us to those conclusions?

Students say things like, Mr. Peabody teaches

Tommy a lesson and forgives him for the lies that
he told.

Now lets put this inference into one sentence to

explain our thoughts. We can even use this
language frame to help us gather our thoughts.
Teacher puts a language fram very similar to the
one on their independent assignment on the anchor
chart. The language frame says:
Based on the fact that (Character name) (actions), I
can infer that he/she is a (trait) person.
What is one way we can fill in this language
frame using the character Mr. Peabody?

Students respond with answers like:

Based on the fact that Mr Peabody brought
Tommy back to the baseball field to show him why
he was wrong, I can infer that he is a forgiving
person.,
Based on the fact that Mr Peabody showed
Tommy the results of his actions, I can infer that he
is an honest person.

Absolutely right! Now that we have looked at

what making inferences about a specific character
look like, I am going to ask that you return to your
desks and using the text on the last 3 pages of the
story make inferences about what the main idea of
this story is, using details from the text to support it
and a very similar language frame

Students retrieve the materials and then return to

their seat.

Teacher observes student writing and makes sure

that they are on track with the assignment given.

32. Development
Differentiation
How will you accommodate
students individual needs based
on answer to #9 above (see
differentiation toolbox for ideas)

33. Formative Assessment

Strategies
How will you know if all students
are learning what you think you
are teaching DURING the
development?

Using the last three pages of the book and an exit

slip designed with a language frame to guide
students thinking, each student makes an inference
about what the main idea of the story is and uses
details from the story to support their answer.
ELL- Again provide them with a vocabulary list of the challenging
words within the story and their definitions in their native language and
English. Also provide them with the key words of the lesson, i.e.
inference, main idea, character, figurative language, etc.
Struggling- Partner them with a stronger student during think, pair,
share to help them facilitate their own thinking. Also, provide them
with extra attention when allowing them to work on the individual
assignment. Potentially highlighting key quotes within the final 3
pages of the book to help them jump-start their thought process.
Advanced- Allow them to the opportunity to be the pair leader and
speak for their pair. When working on their individual language frame
give them the option to add more than one detail or quote from the text
to further support their thinking.
Teacher can use the think, pair, share responses to assess whether the
students understand what making inferences looks like. It will be clear
based on their verbal responses to her question if they understand how
to use the skill effectively.

(see toolbox for ideas)

34. Timeframe:

LESSON PROCEDURE: CLOSING

10 minutes

How long is the closing?

35. Transition:
What will you say/do to help
students transition into the
closing?

Now that we have had time to think about our individual inferences
about the main idea of the story Im going to ask that we return to
the carpet and share them with one another.

36. CLOSING
Teacher Actions, Strategies, and Questions:

CLOSING
Student Tasks and Strategies:

Teacher says: Now that we have had time to think

about our individual inferences about the main idea
of the story Im going to ask that we return to the
carpet and share them with one another.

Students join her on the carpet with their exit

tickets prepared to share their inferences on the
main idea of Mr. Peabodys Apple

Teacher says: Who would like to be the first to

share their inference about the main idea of the
story?

Students volunteer and some begin sharing their

answers to the sentence frame. Some examples
might be:
The main idea of the story is to not judge people
based on an assumption you make because you can
be wrong. I can infer this because in the text Mr.
Peabody says, Next time, dont be so quick to

judge someone.
the main idea of the story is that your words can
be hurtful and to use them wisely. I can infer this
because in the text Mr. Peabody says, Remember
the power of your words.
Teacher concludes her instruction by connecting
the book that they will be reading to the topic the
class has been discussing as a whole, prejudice.
Saying, You guys are absolutely correct, Mr.
Peabodys Apples is a story about a man who is
judged by people based on their untrue assumptions
about him.
The main idea is that making
assumptions and prejudging people is wrong and
can lead you to be misinformed about them. Does
this sound like something we have heard of before
in some of the other books weve explored together
during this unit?

Students answer with texts that they have explored

previously in the unit regarding prejudice.

Teacher concludes by saying Keep these ideas in Students listen intently

mind as we move into our Social Studies lesson,
we are going to be seeing a group of individuals
who were prejudged by society and exploited for
that based on their appearance.
37. Differentiation
ELL- Allow a peer or teacher read their language frame if they feel
How will you accommodate
uncomfortable speaking aloud in English. Allowing the student to use
students individual needs based
picture references to help facilitate their communication can also be
on answer to #9 above (see
helpful.
differentiation toolbox for ideas)
Struggling- Allow the student to bring any tools with them that they
might need to the carpet for discussion, they may need to refer back to
the text to explain their thinking.
Advanced- Allow the student to model how we can further this
language frame by using more than one text evidence based detail in
their response.
38. Formative Assessment
Teacher can use a checklist for their student to make sure that during
Strategies How will you know if
the discussion they understand all the major points of the lesson.
all students are learning what you
think you are teaching DURING
the closing?
(see toolbox for ideas)

39. Transition to next

instructional activity
What will you say/do to help
students transition to the next
activity that occurs after this
lesson?

Now that we have explored the skill of making literary inferences, I

am going to ask that you return to your seats and take our your Math
binders in preparation for our lesson on place value.

Developed By T. Lewis & I. Watts-Politza, 2015