Direct Instruction Lesson Plan Template

Name: Christina Gullo

Central Focus: Making inferences from text evidence
th
Grade Level/Subject: 5 gradeInferences and text evidence
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.5.1 Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from the text.

Date taught: 3/21/16

Daily Lesson Objective: Students will be given four sentence frames and are expected to use at least one,

to draw a logical inference by using text evidence. Students will receive a point for using the sentence frame
correctly, a point for making a logical inference and a point for using correct textual evidence to support their
inference. Students can earn up to 3 points for full credit. Students are expected to earn at least 2 points to
show understanding.
21st Century Skills:

Academic Language Demand (Language Function

and Vocabulary):

INFORMATION, MEDIA AND

TECHNOLOGY SKILLS
Students will determine a logical inference by analyzing text
Information Literacy- Students will be
evidence.
able to Evaluate information found in
text critically and competently to make
logical inferences.
Use and Manage Information- Students
will be able to use information
accurately from text when making an
inference.
Prior Knowledge: Students should know what an inference is before this lesson begins.

Activity

1. Focus and
Review

2. Statement of
Objective
for Student
3. Teacher Input

Description of Activities and Setting

Teacher will begin a discussion with whole class:

Today we are going to discuss how to make logical inferences. Can
anyone raise their hand and tell me, what is an inference? How do you
make an inference? What can you use to make a logical inference?
What is schema? What is text evidence? Take a minute to think about
these questions, before we get started.
Today we going to learn and work on making inferences and
supporting them with textual evidence.
I am now going to answer some of the questions. First, an inference is
a conclusion reached from evidence and reasoning. To make logical
inferences you can use two things. The first thing you can use is
schema. Schema is prior knowledge or what you already know. For

Time

2
10

example, if you are reading about the beach your schema- what you
already know about the beach, could help you understand the setting of
the book. Even if the book doesnt go into detail, you know there is
sand at the beach because of your schema! The second thing you
can use to make an inference is text evidence, which is clues
or details that you read in the text. When making an
inference you should always have some text evidence to
support and explain your inference. When you take reading
tests you will be asked questions like: Which statement from
the text explains. Or What inference can you make based
on the text? It is important that you know the difference
between textual evidence and schema so you can choose the
correct answer

Today we are going to focus on using text evidence. Lets practice by

reading this passage, and then we will make some inferences by using
text evidence.

4. Guided Practice

Crack! Thunder struck and rain poured. Max stared blankly out the
window, trying to contain his emotions that raged like the weather. He
was beginning to lose it. Dropping the kite from his hand, Max broke
out into full sobs. His mother comforted him, There, there, Max. Well
just find something else to do. She began to unpack the picnic basket
that was on the counter and offered him a sandwich. Max snapped, I
dont wanna sand-mich! A flash from the sky lit up the living room.
Boom! Mom sighed.

10

Why is Max upset? Is this an inference? How do you know this? What
text evidence can support your answer? Can I have a volunteer come
point to and read the text evidence they used to support this inference?
Did anyone find different text evidence? Lets try another, what were
Max and his Mom planning on doing today? What text evidence can
support your answer? Can I have another volunteer come point to and
read the text evidence they used to support this inference?
5. Independent
Practice

Students will practice finding textual evidence to explain an inference.

Students will be provided with an inference statement, and have to find
textual evidence to explain.

10

Now I want you to try on your own! I am going to give you an

inference and I want you to find textual evidence to support it.
I can infer that Jackie Robison is one of the most
famous baseball players because the text says
I want you to highlight or circle in RED the textual
evidence you found to support this inference.
I can infer that Jackie Robison lived during the
time of racial segregation because the text
says
I want you to highlight or circle in Blue the textual
evidence you found to support this inference.
I can infer that Jackie Robison showed
perseverance during his lifetime because the
text says
I want you to highlight or circle in Green the textual
evidence you found to support this inference.
I can infer that Jackie Robison was a talented
athlete because the text says
I want you to highlight or circle in Yellow the textual
evidence you found to support this inference.

6. Assessment
Methods of
all
objectives/skills:

7. Closure

Exit Ticket
Students will read independently and use at least one of the following sentence
fames to makes inferences supported by text evidence.
1) I can infer__________ because_____________.
2) Based on______________, I can Infer that______________.
3) On page____the book says ___________, which made me think__________.
4) I think ___________ will happen because______________.
Turn and talk to a neighbor using the sentence frames I gave to guide
your conversation.

5 min

8. Assessment
All students mastered lesson objective, by earning at least 2 points.
Results of
all
objectives/skills:
Targeted Students
Student/Small Group
Modifications/Accommodations:
Modifications/Accommodations:
Students who have a hard time seeing or
This lesson could be done with a small group of
hearing could be placed at the front of the
students. It would be especially helpful to pull as
room or given the PowerPoint printed out to small group of students who need extra practice in
follow along. Students who cannot write
making inference and/or using text evidence.

because of a physical disability could have

sentence frames printed out for them.

Materials/Technology:

Power point (with instructions and outline)

Reflection on lesson:
This was my favorite lesson I taught during IMB. I felt it was very successful and helpful to
student learning. It also challenged students because they had recently read an autobiography
on Jackie Robinson, so they had to focus on the textual evidence in their new reading and not
schema from other readings and research they had done. Not only did the lesson teach students
how to use text evidence and make logical inferences, but it also taught them how to use an
important tool or resource available to them, a highlighter! My cooperating teacher made a
comment that they always tell students to highlight but do not give them enough chances in
class to practice using that skill. Another great thing about this lesson was letting students
transfer the skill to their personal readings. The students read independently as they completed
their exit ticket-sentence frames for making inferences from text evidence. Students could also
transfer knowledge to their reading test they take and EOGS. Students have to answer questions
about inferences and text evidence so this lesson was helpful in preparing them for testing. I
feel like the sentence frames, and the provided inferences were a good tool for students. Next
time I would give students more opportunity to make their own inferences. Next time, I would
also emphasize that text evidence should come word from word from the text and be put into
quotation marks. Another thing I would change is that I would have students say the i-can
statement out loud together. I had the i-can statement on the slide and read it to students, but
like my cooperating teacher suggested it would go for students to take accountability of their
learning and read for themselves what their objective is.