Lesson Planning Guide 1

LESSON PLANNING GUIDE
Name:
Ana Hodges
TEKS: Objective:
5(F) Students will be able to use inference to
(F) make inferences and use evidence to determine the main idea of a text and use text
evidence to support their ideas.
support understanding;
Grade: 6 Subject: ELA
Task Analysis: Strategy to teach language:

What language should be taught? I will teach “inference” in a warm-up/do it now
● Students must first understand what activity where students infer without learning
“inference” means. the word first. This will be part of the “hook”
● Prior/background knowledge. where students will observe photos of
● Text weather and unknowingly use inference to
● Text evidence determine what they would wear based on
the photo.
What skills must be taught?
● Students must be taught/shown how
they infer on a daily basis to relate
inference to text understanding.
Assessment:
Formative Assessment: After students have read through the poem and engaged in their turn
and talks they will be given questions and sentence stems as a Demonstration of Learning.
Students will answer these questions individually and turn in before they leave.
Strategies for Success: Element of Technology:

Teach the vocabulary Google Slides
Small group discussion/ turn and talks Airtame large computer/tv in class
Summarizing/ note taking
Blooms verbs
Evaluate
Analyze
Understand
Learning Styles Addressed: Materials Needed:

Visual: Students will see the poem on the Computer screen/monitor
overhead screen as well as on the paper in Poem print outs
front of them. DOL sheet with questions, sentence stems,
and space to answer.
Auditory: Students will listen to the poem read
aloud and will engage in discussion with
peers and will the class as a whole
1. Teacher Input/ Direct Instruction/ Modeling:

Students will look at pictures of weather and think about what they would wear based on the
weather they see.
After observing photos students will turn and talk with their neighbor about what they would
wear. Students will be called on to tell the class what their answers would be.
As a class we would talk about why students know what they might wear depending on the
weather.
Students will then be introduced to the term “inference” and be told they just used inference!
We will relate on how we use inference every day when choosing what to wear, how to
interact with friends and family.
I will define inference for students and quickly talk on how inference is looking combining
prior/background knowledge with text. Students will be called on to define what prior
knowledge and text are.
I will tell the students that inferences must be backed up with text evidence. We will talk about
what text evidence is and why it is necessary/helpful.
2. Student Activities/ Guided Practices:

Students will listen to the poem read aloud in class multiple times. After each stanza, students
will be asked to turn and talk with their neighbors about the poem and what they can infer.
Students will then be called on to share what inference they made about the poem. I will ask
how they know this to be true; here they will use text evidence to back up their answer. We
will do this with each stanza. Students can write their inference to the left or right of the
stanzas. Questions throughout reading the poem is a small form of formative assessment.
Once students have listened to the poem in its entirety, they will be given questions and
sentence stems as a Demonstration of Learning. Students will answer these questions
individually and turn in before they leave.
3. Independent Practice:
Once students have listened to the poem in its entirety, they will be given questions and
sentence stems as a Demonstration of Learning. Students will answer these questions
individually and turn in before they leave.
Hook: Conversation Starters – Objects on a Closure:

desk when students walk in; students Credit Cards: Students are given an index
brainstorm the subject of the new unit based card and required to state the lesson’s
on the objects. objective and if they feel that objective
was met. Credit is given for
participating.
Modifications/Accommodations: Comprehensible Input Techniques:

Quantity-Student can participate in turn & talk
only Encouraging more elaborate responses
Time-Student will be given added time in the Grouping Configurations

IP section
Think Alouds
Level of Support-added support from in class
aid or teacher checks in more often during
lesson.
Input-Added visual aides and

instruction/worksheets available
Difficulty-
Output-verbal responses welcome
Participation-can move to IP sooner for

added time and less or more participation
Alternate Goals-find patterns or similarities in

poem. Maybe overall what is the poem
saying?
Substitute curriculum-Inference worksheets

for special education students
Accommodations for ELL students:
Answers for questions won’t be rushed and extra time will be given to answer group questions
as well as individual questions.
The teacher will be sure to read clearly and slowly to help ELL’s understand the poem. The
poem will be repeated multiple times.
Bilingual dictionaries will be available and encouraged to use.

Paper copies will be handed out to accompany the oral poem.
Graphic organizers will be modeled and handed out to use during the oral readings and turn
and talks with neighbor.
Stem sentences will be handed out for independent practice sentence writing.
DELIVERY PLAN
Objective:
Students will be able to use inference to determine the main idea of a text and use text
evidence to support their ideas.
Opening:
Students will engage with conversation starters at the beginning of class through photographs
of weather. They will observe the photos of weather and engage in turn and talks to determine
what they would wear in each situation.
Teacher Input:
The teacher will give deeper instruction on the definition of “inference” by applying the
previous activity to the definition and giving students a real life connection to the definition.
The teacher will engage with students in defining “text” and “background knowledge” to give
an even deeper definition of inference.
Model:
Teacher will display a poem on the overhead screen and pass out a copy to students.
Students will listen to the teacher read the poem several times. After the first stanza, the
teacher will model for students how to infer the poem through guided questions. The teacher
and students will discuss ideas together.
Guided Practice:
Teacher will continue reading stanzas and give students time to turn and talk with neighbors
to answer guided questions then will be called on to share with the class their ideas and text
evidence to support. Students and the teacher will continue until each stanza has been read
and analyzed.
Independent Practice:
Students will answer inference questions about the poem on paper and use evidence from
the text to support their answers.
Check for Understanding:

Students will read three short paragraphs and choose which answer is the best inference
answer to the question. This will be the exit ticket/formative assessment.
Assessment:
See above
Resources/Materials:
Overhead projector
Poem print outs
Paragraphs and questions print out for Check for Understanding
Closure:
Credit Cards: Students are given an index card and required to state the lesson’s
objective and if they feel that objective was met. Credit is given for
participating.

Lesson Planning Guide 1

Uploaded by

Copyright:

Available Formats

Lesson Planning Guide 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Planning Guide 1

Uploaded by

Copyright:

Available Formats

LESSON PLANNING GUIDE

Grade: 6 Subject: ELA

Task Analysis: Strategy to teach language:

Strategies for Success: Element of Technology:

Learning Styles Addressed: Materials Needed:

1. Teacher Input/ Direct Instruction/ Modeling:

2. Student Activities/ Guided Practices:

Hook: Conversation Starters – Objects on a Closure:

Modifications/Accommodations: Comprehensible Input Techniques:

Time-Student will be given added time in the Grouping Configurations

Input-Added visual aides and

Output-verbal responses welcome

Participation-can move to IP sooner for

Alternate Goals-find patterns or similarities in

Substitute curriculum-Inference worksheets

Accommodations for ELL students:

Bilingual dictionaries will be available and encouraged to use.

Check for Understanding:

You might also like