Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Grade: 1st Making Inferences Ali Haller

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.

CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
The purpose of this lesson is to apply their new knowledge to an inferring activity. The lesson continues to
support the process of taking background knowledge and clues to make an inference.

Students will recall the definition of inferring and the inference equation, BK + TC = I.
Students will describe an emotion, using the prompt I felt this way when
Students will infer an emotion, using background knowledge and clues.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson

Before: The assessment will in the form of a class discussion reviewing the definition of inferring and the
inference equation, BK + TC = I. I will assess if they understand what it means to infer and the steps
taken/the knowledge considered to make an inference. What did they learn from the day before?

During: I will be assessing students on their participation in the activity their ability to work together as a
class, their ability to connect emotions to personal events, and their ability to infer. When they are split in
smaller groups, I will be rotating around the room to observe these skills.

After: The assessment will be in the form of a final class discussion with the prompts What background
knowledge did you use to make inferences? How did your groups clues help you? once again assessing
their understanding of inferring and the knowledge/clues considered to make an inference.
 Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
This lesson is expected to take 50-60 minutes.
1. To prepare for lesson, create cards with the emotions sad, angry, excited, nervous, and
embarrassed.
2. Before (10 minutes): Gather students to carpet. Display the emotion cards on the wall. Review
what these emotions mean before starting the activity. Take the emotion cards down before
starting the activity.
3. During (30-40 minutes): Read Aunt Flossies Hats to the students. Review what they have learned
about inferring.
4. Today we are going to use that same steps of inferring that we have learned but we will be using
these emotion words in an activity. Explain how the activity works:
a. One student will stand in the middle of the circle with an emotion card taped to their back
b. The student will turn slowly to show all students the card. The student doesnt know what
card is on their back.
c. Other students will give clues, starting with I felt this way when and finish with an
event in the book. The students are referring to a part in Aunt Flossies Hats that made
them feel sad, angry, excited, nervous, or embarrassed.
d. After allowing 5-6 students to give clues, the student in the middle will infer what emotion
they have on their back.
e. I will guide discussion by asking the student What background knowledge did you use to
make that inference? How did the clues help you?
f. Continue the game with 4 more students.
5. Pass two notecards to each student. Allow time for students to think and write down two emotion
words of their own (different from the ones used above). Break students into groups of 4 for
students to continue activity in smaller groups.
6. Review expectations of group work before allowing students to break off in their groups.
7. After (10 minutes): Come back as a class to have a final class discussion, using prompts such as
What background knowledge did you use to make inferences? How did your groups clues help
you?
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

I will guide students in a class review of the definition of inferring and the equation we used in the
previous lesson.

I will introduce and define the emotion words we will be using during todays lesson: sad, angry, excited,
nervous, and embarrassed.

I will facilitate a class activity based on inferring emotions using the prompt I felt this way when
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students will recall the definition inferring and the parts of the equation, BK + TC = I.

Students will participate to the class activity by contributing a personal thought/feeling that correlates
with the given emotion.

Students will work in small groups to all take turns being the student making an inference and the students
giving clues.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

Aunt Flossies Hats

Emotion cards (5 in total)
Notecards (2 per student)

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction
and student learning

Technology will not be used during this lesson.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

Students who struggle with reading (due to visual impairment, low reading skills, language barrier) will
have the choice to give me a thumbs up, indicating that they need auditory support. I will quietly read the
emotion card to them.

Students who need increase in rigor will be encouraged to choose harder emotion words, such as guilt or
jealous, that require explicit clues in order to make an educated inference.
 Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

Before releasing students to break into their small groups, as a class, we will review/create expectations of
group work:
If expectations have not already been established, I will ask students to contribute their ideas of
what they think should be expected during group work. I will compile these ideas on an anchor
chart that will be kept up in the room.
If expectations have already been established, review as a class the expectations they put in place.
Ask the question: What does responsible group work look like? What is your role in the group?

Draw popsicle sticks to randomly pick the 5 students to be the student in the middle during the whole class
activity. Explain to students that they will all get the chance to be this student during their small groups.

As always, continue to use positive feedback during the class discussions and while observing small groups,
using phrases such as I am seeing responsible group members who wait their turn!

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

There will be no earlier finishers at the end of the lesson due to the format ending in a final class
discussion.
However, there may be early finishers once students are in small groups. In this case, prepare multiple
new emotion cards for the group to continue the activity with. Prepare a varying degree of difficulty with
the emotion words to increase rigor or expose them to a new vocabulary word.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

The activity completed in this lesson is one that can be repeated and used throughout the school year.
Students will develop a deeper meaning of inferring by making connections between content and their
personal lives. I will refer back to this activity as we continue through the Making Inferences unit.

Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

Creating a class-list of group work guidelines will extend the duration of the lesson by about 15
minutes. Plan accordingly!