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Childhood EducationLiteracy Lesson Plan

Teacher: Kelli Madtes


Lesson Title: Reading like a detective
Grade
Subject

4
Type of class
Literacy

General education

Whole Class 24 students


Central Focus of Lesson: How is a good reader like a
detective?

literacy goals: Students will make predictions,


draw conclusions and make inferences.
subject / content goals: Students will listen to and read
clues to help them make predictions, draw conclusions and make
inferences.
Common Core Standards: CCSS.ELALITERACY.RL.4.1Refertodetailsand
examplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferences
fromthetext.

Language
academic vocabulary: Predict, inference
general vocabulary: prior knowledge, conclusion,
definitely
Materials: -Teacher organized beach bag bundle (includes
sunglasses, water bottle, sunscreen, novel, hat and sandals.)
- Barrett,Judi,andRonBarrett.AnimalsShouldDefinitelyNNoNtN
Wear
Clothing.2ndAladdinBooksed.NewYork:Aladdin,1989.Print.
- Whiteboard

- Inference Chart
- Teacher-made game

Lesson Development
Motivation/Anticipatory Set: The teacher presents the class
with a motivational activity she calls guess where I am going on
a trip. She tells the students she going to show them different
objects and the students must guess what type of trip she is
going on. The teacher will present a beach bag and take out
various items from the bag such as sunglasses, sandals, a hat,
sunblock, a novel, etc. The students will make a prediction on
where they think the teacher is going. The class will discuss the
responses and talk about how they developed their guesses.

Procedures:
Model: The teacher will use the discussion from the motivational
activity to introduce the word inference. The teacher will ask if
any students know what the word means. The teacher will provide
the class with a definition on the whiteboard. The definition will
remain on the board as a guide to the students for the rest of the
lesson. After an introduction to making inferences, the teacher will
introduce the book Animals should definitely not wear clothing.
The teacher will read the first page without showing the
illustration. The teacher will model how the class will make an
inference about what the illustration is showing.
Guide: The teacher will continue reading the book, stopping at
each page and having the students make an inference. The
teacher will read the page and guide the students to think about
why that specific animal should not wear clothing. The students
will use what they already know about that animal and the clues
from the text to make an inference. The teacher will guide the
students through each page for most of the book.
Independent practice: The teacher will stop reading and present
the students with a worksheet. They will work in small groups to

complete the next couple of pages. The teacher will read the page
and the students will discuss among themselves what inference
they will make. They will complete the worksheet as a group. The
groups will share the information they wrote down and explain the
inference they conducted.
Closure/ Conclusion: The students will conclude the lesson by
providing a definition of inference. They will explain how making
inferences is helpful to being a good reader.
Enrichment Activities, Extensions, Applications
As an extension activity, the teacher will present the class with a
fun and engaging game. The teacher will model how to play the
game the first time, and then she will pick students to come up to
the front of the room to play. The game is a teacher-made game
to help students extend the idea of making inferences and
drawing conclusions. A student will stand at the front of the room
and hold an index card against their forehead. The index card has
a word on it that only the whole class can see, not the student
holding the card. The students will one at a time give the person
at the front of the room a clue about what word they are holding.
The student up front will use all the clues from their classmates
and their prior knowledge to make an inference about what word
they are holding. Some examples of the words presented on the
card include, doctor, beach, airplane, chef, park, soccer and
policeman.

Informal Assessment: The teacher will assess the students


understanding of making inferences based on their responses
during the small group work. She will also assess their
understanding based on the closing discussion about defining
inference and explain how making inferences is helpful to being a
good reader.

Self- Reflection
Assessment of your teaching skills: I think the lesson went
really well. I believe I was prepared enough for what I was
presenting to the class. I seemed to ask appropriate questions
because many of the students were participating and
understanding the concept. I think the motivational activity and
extension activity were the most successful because the students
had fun with it. At the end of the extension activity, they were all
asking to keep playing and use more words. The only thing I
would change for this lesson is to add more words to the
extension game so the students have more turns playing. I think
the book was perfect for introducing the concept of making
inferences. Overall, I think my skills were successful for this
lesson. My mentor teacher thoroughly enjoyed the lesson and said
I did an outstanding job!

Assessment of student learning: It seemed as though almost


every student understood the lesson. They were engaged and
participating from the start to finish. Some students seemed to
struggle articulating their answers onto the inference chart. They
were a little unsure of what they already know about the animals
being addressed on those specific pages. I found the students to
do better making their inferences through discussion rather than
writing them down. At the end of the lesson though, every
student was able to tell me what it means to make an inference
and how it is helpful.

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