Direct Instruction Lesson Plan

Grade Level/Subject: 4/Reading Central Focus: inferring- using key details and background knowledge

Essential Standard/Common Core Objective: CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text Date submitted: Date taught: when explaining what the text says explicitly and when drawing inferences from the text. Daily Lesson Objective: After reading two pages out of their assigned independent reading, students will pick out three statements from this text and make inferences regarding these statements. To be successful students should provide the statement they have chosen, underline key details, provide background knowledge, and make an inference taking into account the key details and background knowledge, in all three of the statements chosen. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Academic Language Demand: Inferring; Discourse Demands: using a t chart to identify a statement, background knowledge, and make an inference Prior Knowledge: Based on Standards CCSS. ELA-Literacy.RL.1, RL.2, RL.3, students should be able to ask and answer questions about key details in the text. This includes questions who, what, when, why, where, and how. Students should be able to refer explicitly to the text for the basis of these answers. Students must also have some background knowledge of the story of Charlie and the Chocolate factory. Activity 1. Focus and Review Description of Activities and Setting When reading a book if you saw the statement, The baby was crying or The dog was wagging its tail what do you think you could tell me about the baby and the dog? What key details did you use in the sentence? Today we are going to be reading detectives and use key details in the text to help us draw conclusions about characters and events. This is called making an inference. After we practice youll be able to make inferences when reading your own books. Inferences help us understand more about the story by looking at clues in the text about characters and events. When we examine key details in the text, and combine them with our background knowledge we can make an inference into the meaning of the text. For example: The baby was crying. A key detail is crying. My background knowledge tells me that babies cry when they are hungry or need their diaper changed. I can put these two pieces of information together to make the inference that the baby may need to be fed, or have its diaper changed. Provide an anchor chart with the following information: The text says My background knowledge tells me , therefore I can infer Text + background knowledge= inference. So when we read, we can connect that text to our background knowledge and make an inference. Follow the formula used in the chart when reading to help you make inferences. How many students have read the book Charlie and the Chocolate Factory? How many students have watched the movie? Can I have one student briefly describe the main idea of the story? Be sure that the brief description includes a description of Oompa-Loombas. We are going to look at a quote from the story about OompaLoombas. Of course they're real people. They're OompaTime 3 minutes

2. Statement of Objective for Student

1 minute

3. Teacher Input

15 minutes

Loompas...Imported direct from Loompaland...And oh what a terrible country it is! Nothing but thick jungles infested by the most dangerous beasts in the world - hornswogglers and snozzwangers and those terrible wicked whangdoodles. A whangdoodle would eat ten Oompa-Loompas for breakfast and

4. Guided Practice

5. Independent Practice

I want to make an inference about whangdoodles. So im going to go back to my formula on the chart. The text says, A whangdoodle would eat ten Oompa-Loompas for breakfast and come galloping back for a second helping. I can underline key details in this text such as eat, and second helping. My background knowledge tells me that Oopma-Loombas are similar to tiny people, and when someone comes back for a second helping they must be very hungry. Therefore I can infer that whangdoodles are very hungry creatures who like to eat meat. Students should take out a piece of paper. At the top students should write text + background knowledge= inference. Make three separate columns under each part of the equation. Play the YouTube video entitles, What can you infer. Explain to students that statements or phrases are going to pop up during the video. Inferences can be made from these statements. Write down three of your favorite statements down in the text column of your paper. And 10 underline the key details in the statement. After the video ask students to give minutes you an example of their favorite statement and then fill in the background knowledge and inference boxes as a class. For example: your parents frown as they look at the phone bill. My background knowledge tells me that when someone frowns they are unhappy. In the past I have used my phone too much and cost my parents extra money on the bill. Therefore I can infer that my parents are unhappy at the price of their phone bill, and I may be in trouble. Students should take out there current assigned book for independent reading. Students should read two pages and select three statements they would like to 15 make an inference about. Students should fill out their t chart including text, minutes underline key details, provide background knowledge, and make an inference. Criteria for evaluating students products Full Mastery- all three of the inferences completed on the t chart contain these four criteria Partial Mastery- two of the three inferences completed on the t chart contain these four criteria Non Mastery- two of the three inferences completed on the t chart do not contain these four criteria Provided example of text Underline key details in the text Provide background knowledge Oompa-Loompas are like tiny people. If someone goes back for a second helping it means they are very hungry. Inference Whangdoodles are very hungry creatures who like to eat meat.

come galloping back for a second helping. Roald Dahl, Charlie and the Chocolate Factory

6. Assessment Methods of all objectives/skills:

. A whangdoodle would eat ten Oompa-Loompas for breakfast and come galloping back for a second helping.

. A whangdoodle would eat ten Oompa-Loompas for breakfast and come galloping back for a second helping.

7. Closure 8. Assessment Results of all objectives/skills:

What is an inference? What two things do you add together to make an inference? What do inferences help us do when reading?

4 minutes

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Students who are struggling readers will meet with the teacher in a small group. The teacher will read a fourth grade passage prompting them to write three specific statements. As a groups identify the key details. The students should complete background knowledge and inference sections with minimal help.

Materials/Technology:
Inference equation anchor chart Smartboard/projector Passage from Charlie and the Chocolate Factory-https://www.goodreads.com/work/quotes/2765786-charlie-and-the-chocolate-factory Video: What can you infer? -http://www.youtube.com/watch?v=PWJZPvpjm2k

References: http://www.pinterest.com/pin/48343395970038206/ http://mrswarnerarlington.weebly.com/inferencing.html

Reflection on lesson:

Provided example of text

Underline key details in the text

Provide background knowledge

Inference

Statement One

Statement Two

Statement Three