USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th

Subject/Content: ELA-Inference/
SS-Seminole Tribes

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)

SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration.
LAFS.4.RI.1.1: Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will

Using a historical fiction book, the students will be able to develop inferences from what the text based
on their background knowledge and what the author says with scaffolding from the teacher.
Given the students inference on Day 1, they will write a paragraph (or more) to support why they
develop that inference from the text by supporting their reasoning with evidence from the text while
using S.W.A.G.
Throughout the lesson(s), the students will follow the classroom rules and respect the speaker
(regardless of who it is) and be actively listening and engaged with no more than two warnings (one
non verbal and one verbal).

Essential Question: How can we use our background knowledge and evidence from the text to form an
inference?
Day One Summative Evaluation (Formative data in overall two day unit): The students will be
expected to fill in a complete Making Inferences Graphic Organizer that was provided to them at the
beginning of the class and that they should have been thinking of questions for during the reading.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th
Subject/Content: ELA-Inference/
SS-Seminole Tribes
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

They can work in pairs or small groups in their table groups to complete this.
Diagnostic AssessmentPre-Assessment for Day 2 (formative data used to fuel instruction)The
students will fill out an exit ticket stating one inference that they made about Betty Mae. Every student
will be expected to complete and turn in his or her notecard. This pre-assessment will be used to
inform instruction on day two of the lesson. The goal is for students to realize that the author wrote the
story to inform the reader about the Seminole Indians in Florida and the reasons for their migration
patterns.
Formative Assessment (based on conversations and dialogue, the teacher will be flexible with the flow
of instruction)Students will turn and talk with a partner at their table groups about what the story
was about. Then, the teacher will ask students to raise their hand to provide a brief summary of She
Sang Promise: The Story of Betty Mae Jumper, Seminole Tribal Leader that was read the day before.
Students will be allowed to use accountable talk strategies to assist their peers with the brief recap of
the story.
Summative AssessmentEvaluation: After reading, the brief biography of Betty Maes life, write a
response telling me if your inference was proven accurate (to be true) by the story or the extra research
(bio in the back of the book, maps, etc.). Be sure to explain your reasoning. You can use your graphic
organizer for help. This will be done independently and a level 0 volume level.
Answer the two questions from the basal text lesson plan (one at the midpoint) and one at the end of
the play in their reading notebooks. The two questions (provided by the Hillsborough County Lesson
Plan) were: At what part did you use visualizing to help you understand a character in Invasion from
Mars? and How might someone who listened to the play from the beginning react differently from
some who turned in late?

Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Additional Formative Assessment: anecdotal notes, review of graphic organizer, conversations with the
students, responses to scaffolded questions, conversation with supervisor and CT, exit ticket
Lesson Implementation
Time
Who is
Each content area may require a different step-by-step format. Use whichever
responsible plan is appropriate for the content taught in this lesson. For example, in
(Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Students)?
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th
Subject/Content: ELA-Inference/
SS-Seminole Tribes

Where applicable, be sure to

address the following:
How will materials be
distributed?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?

3 mins

T/S

3 mins

T/S

12
min

Teacher

10-15
min

Students

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

Day One
Go over anchor chart Make an Inference Every student will have a copy
to keep in their readers/writers notebooks, so they can refer back to the skills
even when they are not at school.
Engage: Introduction to Reading Skills: Making Inferences YouTube Video
https://www.youtube.com/watch?v=acZzllpIYz4
Now I can sit here and tell you this all day, but how much are you really
going to learn. Well I have a quick video that is going to hopefully help us
understand. After watching it, we are going to talk about it and then read a
story to see if we can do it.This video will be used to hook the students into
the lesson about making inferences from text. After watching the video, the
students will be asked to briefly summarize how a reader makes an inference
verbally. Students will use accountable talk strategy, if they do not agree or do
not provide the entire explanation. This was eliminated from the lesson plan
per the classroom teachers request.
Added in background knowledge on the Seminole Tribe, so the students would
be able to understand the conceptual knowledge within the story. The students
had to recollection of Native American tribes, besides what they learned from
the Disney movie Pocahontas. This took up a large portion of the allotted time
I had to present the lesson plan.
The teacher will read She Sang Promise: The Story of Betty Mae Jumper,
Seminole Tribal Leader aloud to the class and ask comprehension questions
along the way to make sure they are understanding the vivid verbs being used.
While the teacher is reading the story, the students will be writing down any
questions they have on the graphic organizer provided to them.
Why do we think the author wrote this text? The teacher was only able to
read certain pages of the story (selected as important to aid in student inference
formation. Because of the time constraints (before the background knowledge
overview), the classroom teacher informed the teacher not to do the full,

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th
Subject/Content: ELA-Inference/
SS-Seminole Tribes

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

intended read aloud.

2-5
mins

Students

30 s-1
m

Students

30-45
s

Students

2 min

Students

Teacher/
Students
2-4
mins

Students

Evaluation: The students will be expected to fill in a complete Making

Inferences Graphic Organizer that was provided to them at the beginning of
the class and that they should have been thinking of questions for during the
reading. They can work in pairs or small groups in their table groups to
complete this. This was eliminated per classroom teacher request due to
respect of time allotment.
Behavior Expectation: The students will be expected to work on a level-one
volume level. If the students need more than two reminders, they will start
moving their clips. If they still cannot work cooperatively, then they will go to
silent, independent work. For the students demonstrating desirable behaviors
(appropriate volume level, remain on task, and work well with their group
members), they will receive tickets to acknowledge their good behavior, which
will hopefully be an indicator for the rest of the class to follow suit.
Pre-Assessment for Day 2The students will fill out an exit ticket stating one
inference that they made about Betty Mae. Every student will be expected to
complete and turn in his or her notecard. This pre-assessment will be used to
inform instruction on day two of the lesson. The goal is for students to realize
that the author wrote the story to inform the reader about the Seminole Indians
in Florida and the reasons for their migration patterns.
Student responses indicated that they were confused on the information and
therefor unable to form a correct inference from the text. Only one student
created an inference out of the fourteen in the class at this time.
Teacher made the decision that on day two the students would work on day
three of the basal text lesson provided by the classroom teacher. The students
would be working to meet the same objective, but they would be using a
familiar text.
Day 2
The teacher read aloud two-thirds of the play Invasion from Mars to model

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th
Subject/Content: ELA-Inference/
SS-Seminole Tribes

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

fluency and how to properly read a play aloud (noting cues for the
actors/actresses before starting to read).
30
secs

Teacher

8-13
min

Teacher

4-7
min

Students

After reading two-thirds, the students were to answer the mid-point question in
their Readers notebook to check for understanding.
Independently, the students read the remaining play to themselves. When they
finished they were to answer the second question about the story. If they
finished early, they were to finish the first question (if needed) and check for
SWAG. Once reviewed by the classroom teacher, the students were allowed to
read independently a book of their choice while they waited on their peers.
The students will be asked to take out their readers notebook and their graphic
organizer from the day before.
Students will review what the focus of the day before was on (inference).

depen
ds

Students

Students will turn and talk with a partner at their table groups about what the
story was about. Then, the teacher will ask students to raise their hand to
provide a brief summary of She Sang Promise: The Story of Betty Mae
Jumper, Seminole Tribal Leader that was read the day before. Students will be
allowed to use accountable talk strategies to assist their peers with the brief
recap of the story.
The teacher will ask the students to volunteer to share their inferences as to
why the author wrote the story. (The teacher will note that all cards were read
the day before and will say if students seemed fuzzy or not on the topic.)
Based on the inference shared, the students will use their accountable talk
strategy to agree or disagree with their peers, but they must provide reasoning
behind their opinions (regardless of what it may be).
Questions:

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th
Subject/Content: ELA-Inference/
SS-Seminole Tribes

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

How many of you knew about the Seminole Indian before we read this story?
(allow for time for students to raise their hand)
I dont know about you all, but I did not know that the Seminole Indians were
in the Tampa area so long ago. Did any of you know that (allow time for
students to answer and add to the discussion) Well naturally, I was interested
in this after we finished reading. In the back of the book, it shows us a map of
the Seminole Indians movement and a chronology (important dates in order of
how they occurred) of the establishment of the tribes and of Betty Maes Life.
I thought you all might like to hear what I found.
Evaluation: After reading, the brief biography of Betty Maes life, write a
response telling me if your inference was proven accurate (to be true) by the
story or the extra research (bio in the back of the book, maps, etc.). Be sure to
explain your reasoning. You can use your graphic organizer for help. This will
be done independently and a level 0 volume level.

Meeting your students needs as

people and as learners

Once you finish, turn it in to me and you can either read quietly or work in a
small group to play the inference review game (depending on the time left).
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Interests: The students will need to be able to make inferences throughout their academic career and in
their future endeavors. To be a good reader, the students need to be able to pull from their schema and
the text to infer what the author is saying or information about the characters. For fourth graders
especially, they will be competing in the Battle of the Books competition and will be expected to
demonstrate these skills.
Cultural backgrounds: Although I do not have any students who identify as Native American, I believe
it is important to the students because of their geographic connections. As stated previously and
illustrated in the map at the back of She Sang Promise: The Story of Betty Mae Jumper, Seminole
Tribal Leader the map shows a strong presence of Seminole Tribes in what is now known as Tampa,
FL.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th
Subject/Content: ELA-Inference/
SS-Seminole Tribes

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

Planning for the worst case scenario, I believe that I have identified three possible situations that could
Differentiationbased on the
arise:
needs of your students how will
A) The students all master the content with the planned scaffolding and activities. After which, the
you take individual and group
students will break into groups/pairs as planned and work on reinforcing their understanding
learning differences into account.
through the activity choices around the room.
B) (More Realistic): The students may find difficulty when working on the summative assessment
sheet in regards to understanding how questions, background knowledge (schema), and textbased evidence helps develop an inference. For the students who master the content quickly
and complete their worksheet and exit ticket, they will get to re-watch the inference video (or
other videos found by the teacher that focus on the content) or play the inference Shoots and
Ladders game. For the students who need additional support will cluster with the teacher (me)
there to scaffold their understanding of the content. During this time, Ill still be monitoring for
appropriate behaviors with the students working in the centers and providing tickets for
students who go above and beyond expectations.
C) Worst Case Scenario: None of the students understand the content during
collaborative/independent work. If this situation occurs, the class will come together as a whole
to fill out the chart. The teacher will provide questioning and additional examples as necessary
to help students understand. After filling out the sheet, the class will go back over their anchor
charts and do some examples to make sure they understand.
Relevant Psychological Theories Differentiated Instruction varied instructional methods to try and meet the multiple intelligences in
the classroom.
and research taken in
consideration when planning this
CollaborationStudents will scaffold and challenge each other to deepen their thoughts and reflective
lesson
practices. Teacher-student and student-student collaboration will be encouraged and required
throughout the lesson.
Vygotskys Zone of Proximal Development Asking scaffolded questions to help comprehend/grasp
the information.
Culturally responsive classroom Valuing every persons opinion and thoughts equally. Encouraging
all students to share their comments, as long as they are pertinent to the discussion and answering the
essential classroom.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: 4th
Subject/Content: ELA-Inference/
SS-Seminole Tribes

Group
Size:WC

Name: Jennifer Giambrone

Date of Lesson: Octo. 28 & 29th, 2014

Classroom Management Cleary stating and maintaining behaviors in the classroom. Making sure to
remain consistent with all students.