Bridgewater College Teacher Education Program Lesson Plan

Name: Liz Keech

Subject/Grade
Level:

Lesson Title:

Unit:

Neighbors Trash

Inferences

Date or Lesson
#:
02/09/2016

th

Reading/4 Grade

Virginia SOL/National Standard:

4.6 The student will read and demonstrate comprehension of nonfiction texts.
f. Draw conclusions and make simple inferences using textual information as support.

Measurable Lesson Objective(s):

The SWBAT make simple inferences using the material and information from the text as support.

Materials/Technologies/Resources Needed:
Smartboard
Neighbors Trash Class Poster
Neighbors Trash Items

Assessment (Formative and/or Summative):

1. Exit pass

Anticipatory Set (Hook & Agenda)

Teacher will:

Students will:

Today we will be learning about

making inferences, but first we are
going to read more of our Elvis
book!

Sit quietly and listen to the novel.

Volunteer to answer whenever
teacher asks questions.

(I read to the students every day

prior to our second mini lesson. I
will stop in the novel and ask
them questions about previous
strategies learned such as

Accommodat
ions/Differen
tiation:

Anticipated
Time:

10 minutes

making predictions. Since today

is the first day of our Inferences
unit, I will be introducing
inferences during this time.)

Access /Review Prior Knowledge

Teacher will:

Students will:

**Think, pair, share**

Talk with partner, and then share

when teacher asks.

Ask students to remember what an

inference is that was introduced from
elvis book. Have them talk with a
partner for 30 seconds about
inferences. After 30 seconds, have
the class come back together and
call on pairs who want to share what
they came up with.

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:

1-2 min

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the
longest portion of your lesson plan.

Teacher will:

Students will:

Teaching Process & Modeling

(Content is presented, accessed, or
built):

Pull up smartboard slides on

Inferences.
****What you observe+ What you
know=Inference ***
Explain that you use what you
already know, PLUS what you read,
see or witness to make an inference.

Have students MIRROR:

Take what you observe and add

Accommodatio
ns/Differentiati
on:

Anticipate
d Time:

Sit quietly and listen to Inference

presentation. Answer when teacher
asks questions.
Mirror and Teach Okay when
directed.

5-7 min

what you know, put it all

together, lets make an inference
here we go!
After students mirror, we will
mirror one more time together
then they will Teach, Okay!

If any student
doesnt have a
partner, I will be
their partner for
the Teach Okay
activity.

Guided Practice/Checking for

Understanding

Neighbors Trash Mystery:

There will be a smartboard displaying
the activity:
So, first I bring out a bag of "trash"
and tell the kids that I need their
help. I explain to them that I have
these new neighbors that just moved
in next door and that I really want to
be a good neighbor and go meet
them and get to know them, but that
every time I go over there they are
never home. So I explain to the kids
that earlier that morning I saw that
the neighbors' trash was sitting out
beside their driveway, so I took a bag
of their trash to see if I could find
some clues about them, so I can get
to know them better...and I need
their help!!
Take out each item one at a time
from the bag and have students
guess what that item says about the
family. The "evidence" is what item
is in the trash. The schema us is
what the students already know
about the item. The "inference" is

Participate in Neighbors Trash

Mystery activity. When its whole
group, they will raise hand to be
called on. When its partner work,
work quietly with a partner. Fill out
graphic organizer after each item.

8-10 min

what the students think that item

tells them about the family. Students
will complete the graphic organizer
as we go through each item.
Example: Show bath and body works
bag They observe that it is a bath
and body works bag, they know that
they sell lotions, perfumes, etc. They
can infer that a girl lives there.
Complete the inference exit pass

Independent Practice:

Throughout the
activity, give
students praise
when they get
something
correct. If it is a
student who
needs extra
attention, give
them extra
praise to keep
them engaged
and under
control.
1 min

Inference Exit pass

Closure:
Teacher will:

Students will:

Alright class its time to wrap up

and get ready for reading groups! In
3, youre putting your exit pass in
the reading tray in 2 youre sitting
at your desk in 1 eyes and ears
on me and your mouths are closed
while youre listening for your
reading group!

Put exit pass in the reading tray,

go sit in seat quietly and wait for
the reading groups to be called
out.

Accommodatio
ns/Differentiati
on:

Anticipated
Time:

1-2 min

Declarative Summary Statement:

An inference is when a person uses clues from what you observe and what they already know to com
up with an idea.

Activity If Extra Time Remains or Technology Fails

Teacher will:
If technology fails, we just wont have
the smartboard to display
information. (its just an extra)

Students will:

Accommodatio
ns/Differentiati
on:

Anticipated
Time:

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.