EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Lesson Day
Name: Nicole Mancarella
Date: 4/4/19
Grade: 3rd
Topic: Inferring Using Chapter 10 of Charlotte’s Web, “An Explosion”.
Grouping: Whole Group (~23 students)
Time: 30-35 minutes

Goal Statement
A description of the enduring understanding or big
ideas that students will possess at the end of the
Learning plan based on grade level content standards
and curriculum.
 What does it mean to infer?
 Why do we make inferences while reading?
 What can our inferences tell us about the text?

How will this lesson support the learning goal?

(1c: Setting Instructional Outcomes)  This lesson will support the learning goal because students will be
(1 point) guided through completing an inference chart in an “I do, We do, You
do” model on chapter ten, titled “An Explosion”, in the novel
Charlotte’s Web. Students will read along silently with the teacher, as
well as discuss the connections made between notes and information
gathered from the text to their prior knowledge in forming their
inference.

PA Standards
(2 points)  Standard - CC.1.2.3.B
o Ask and answer questions about the text and make inferences
List the Pennsylvania Standard(s) relevant for this from text; refer to text to support responses.
lesson.
  Standard - CC.1.4.3.O
o Use dialogue and descriptions of actions, thoughts, and feelings
to develop experiences and events or show the response of
characters to situations.

 Standard - CC.1.4.3.S
o Draw evidence from literary or informational texts to support
analysis, reflection, and research, applying grade-level reading
standards for literature and informational texts.

Academic Language
What language will students be expected to utilize by  Inference: gathering information from the text that was NOT stated by
the end of the lesson? Consider Language function the author.
and language demands (see Lesson Plan User Guide).
What key terms are essential?  Determined: having your mind set on something and not wanting to
What key terms are essential to develop and extend change it.
students’ academic language?
What opportunities will you provide for students to  Relieved: no longer feeling worried.
practice the new language and develop fluency, both
written and oral?

Objective(s)
1. By the end of the lesson, students will be able to formulate,
(1c: Setting Instructional Outcomes)
independently, a written inference from chapter ten, “An Explosion”,
(2 points)
in Charlotte’s Web 100% of the time.
Taking into consideration the learning goal what is
the objective(s) of this lesson that will support the
2. By the end of the lesson, students will be able to orally express the
progress toward the learning goal?
connection between what the text states to their prior knowledge in
explaining an inference made during the chapter 3/4 of the time.
The statement should be directly observable (use verbs
that can be measured).
 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used
in this lesson? How do the materials align with the
learning objective/outcomes? If appropriate, what
educational technology will be used to support the
learning outcomes of this lesson? How do the
resources support the learning objectives?
Cite publications and any web resources.
 Clever Academy Online Copy of novel, Charlotte’s Web.
o https://cleveracademy.vn/wp-
content/uploads/2016/10/Charlotte_s_Web_.pdf
o Chapter 10 – “An Explosion”
o This site lends itself nicely to the lesson because it provides
educators/learners with an online version of the novel,
Charlotte’s Web, which can be printed and handed out. The text
is grade level appropriate and what the students are currently
working through reading.
 Inference Formula Sheet
o
 o This “formula sheet” is a useful visual for students to grasp the
concept of inferring while reading a text.

 Inference Anchor Chart

o
o This anchor chart is a helpful guide for students to organize
their inferences and the “formula” to inferring.
 Anticipatory Set
(1a: Demonstrating Knowledge of Content and  Good morning class! Today we will begin our morning a bit
Pedagogy) differently; there will be no morning work. We are going to continue
(2 points) reading “Charlotte’s Web” – we are on chapter ten now! This chapter
is titled, “An Explosion”.
____ minutes  Before we dive back into our novel, I want us to think back to the
How will you set the purpose and help students learn strategy Mrs. Toth showed us to use while we are reading. Can anyone
why today’s lesson is important to them as learners? remind me what it was?
How will you pique the interest or curiosity regarding o Possible student response: “It was ‘plot mountain’. We draw a
the lesson topic? picture of a mountain to show the character has to make their
How will you build on students’ prior knowledge? way from the beginning up to the top (climax) and back down
How will you introduce and explain the for the ending.”
strategy/concept or skill? o Teacher responds: “Right! We were working on ‘Plot
Mountain’ to show the different steps our main character(s)
Provide detailed steps. have to make in the rising and falling action of the story. This
helps us to see as the reader, what challenges the characters
face leading up to the climax and the outcome afterward.”
 Teacher may use projector to show visual of “plot
mountain” as review for students.
 Now I want us to think about – as good readers – another strategy we
can use to help analyze (pick apart) the text at hand.
 So today, we are going to infer different parts of our chapter in
“Charlotte’s Web” to make connections between what the author
states in the text to what we already know!
 Teacher displays visual inference formula sheet to students.
o “Here we have our formula sheet to creating an inference.
When we stop reading to make an inference, first, think about
what the author says in the text. We will highlight important
words or phrases. Then, we have to think about what we
already know about the text or what we can connect to it.
Finally, we can put both of our thoughts and ideas together to
create and inference (what is NOT directly stated by the author
about the text).
 Instructional Activities
(1a: Demonstrating Knowledge of Content and
Pedagogy; 1e: Designing Coherent Instruction)
(15 points)
Exploration (Model): How will students explore the
new concepts? How will you model or provide explicit
instruction?
Guided Practice: How will you provide support to
students as they apply the new concept? How will you
allow them to practice (with teacher support)?
Independent practice: How will students review and
solidify these concepts to be able to use this new
knowledge? How will you monitor and provide
feedback?
Provide detailed steps.
 “Now everyone has a copy of the chapter as well as a worksheet we
will fill out. I am going to read aloud so I will need silent mouths and
focused eyes!”
 Teacher begins reading chapter aloud and stops on page 68 for “I do”
model.
 “Okay friends, I want us to stop for a minute and go back to the
beginning of the chapter. I want to make an inference on the
information I read about Charlotte and how she feeling/what is going
on in her mind. Let’s highlight some important words and phrases.”
o Teacher highlights, “…she sat motionless, deep in thought.
Having promised Wilbur that she would save his life, she was
determined to keep her promise.”
o “Here we can see that the text is telling us that Charlotte’s
promise to Wilbur seems to be weighing heavily on her now.
She is described to be “determined”. What does that mean?”
o Possible student response: “It means she really wants to help
Wilbur to save his life and she will do anything to do that”.
o Teacher responds: “Right! So we can take our inference chart
to jot down a few notes in our first box about Charlotte being
determined and deep in thought, motionless.”
o “I want us to take a moment and think about something we are
determined about and share it with the person next to you.”
o Teacher gathers class back together using hand countdown
from 5, 4, 3, 2, 1 and listens to several student responses before
continuing.
o “Now for our second box, I’m thinking about what I already
know about Charlotte and her promise to Wilbur. She seems to
really care for him, right? Charlotte is almost a mother to
Wilbur. We can write these notes down in our second box here.
Lastly, I can infer that Charlotte is working hard to think of a
way she can save Wilbur’s life.”
 Teacher continues back to reading aloud, stopping on page 73 for “We
do” model.
o “Alright! Luckily, our little friend is still with us! Avery was not
able to capture Charlotte but instead creates an EGG-
splosion!”
o *Side Note* Teacher asks students to think about title of
chapter and how it relates to the events that occurred in the
story to quickly discuss.
o “The title of the chapter is, ‘An Explosion’, which can
symbolize the rotten egg and the ‘explosion’ it creates in the
barn with a foul smell.”
o “Now, looking back at our inference chart sheet, at the top of
page 73 it reads, ‘Charlotte felt greatly relieved to see him go’.
Highlight the word ‘relieved’. Does anyone know what this
word means? Can we use context clues from the story to help
us?”
o Possible student response: “I know! It means she is happy.
Charlotte is still alive.”
o Teacher responds: “Exactly, relieved means to not be worried
anymore about something. So in our first box of the second row
we can jot down that charlotte is relieved.”
o “On the same page, below our image of Avery falling, the text
states, ‘…Wilbur had to tell the story over and over again…’
Why do you think he did that? Why would you tell a story over
and over again?
 Possible student response: “Because he wanted the
other animals to know that the egg saved Charlotte’s
life.”
 Teacher responds: “Wilbur was probably feeling
relieved like Charlotte, right? When we tell a story
more than one time it means something important to us.
We can jot down how Wilbur told the story more than
once in the first box as well. Using what we read from
 the text, we can use our prior knowledge of Charlotte
and Wilbur’s friendship. They seem to have gotten much
closer. What is something we can infer about their
friendship?”
 Possible student response: “We can infer that they are
best friends and want to help each other.”
 Teacher responds: “Do you have a friend you watch out
for like Charlotte and Wilbur do for one another? Turn
and talk at your groups.”
 Teacher gives 2 minutes to students to discuss and
walks around to nearby tables to listen in.
 Teacher responds: “Good! Alright, I think we can infer
that since Charlotte and Wilbur’s friendship has gotten
much closer, they care for each other more than when
they first met.”
o Teacher fills out second row of anchor chart with students on
over-head projector and continues reading to the end of the
chapter.

Closure
(1e: Designing Coherent Instruction)  Teacher stops reading at end of chapter on page 76 and quickly
(2 points) reviews the “inference formula sheet” once more before instructing
___ minutes students to complete the last row of boxes on their inference anchor
How will students share or show what they have chart.
learned in this lesson?  “At the end of our chapter here, Charlotte seems to be working
How will you restate the teaching point and clarify key diligently (*side note*, word from students morning work the previous
concepts? day, shows how to use in a sentence) on her web. Take a moment now
How will you provide opportunities to extend ideas to think about WHY. Before I send you to complete the last row of
and check for understanding? boxes, look at the last paragraph in our chapter – specifically. Use
How will this lesson lead to the next lesson? what the author says and what you already know about Charlotte to
infer her motive with her web.”
 Teacher gives time for students to formulate their thoughts and
complete worksheet to hand in.
  Once all worksheets are turned in to be checked, the teacher will
explain that inferring is a technique good readers use while reading a
text to understand the parts that the author does not clearly state about
the characters and how they feel about one another, for example. This
lesson will lead into the next on cross text synthesis where students
will begin to analyze more than one text at a time.

Differentiation
(1e: Designing Coherent Instruction)  Process: While reading the chapter aloud to the class, there will be a
(2 points) variety of leveled questions during stopping points. Teacher will walk
around to students who need additional aid during discussion time to
What differentiated support will you provide for check-in and help create ideas about the story.
students whose academic development is below or
above the current grade level?  Product: Students may have the option to express their inferences
What specific differentiation of content, process, orally or even through hand drawn images to the teacher using the
products, and/or learning environment do you plan to inference formula and chart as a guide.
employ to meet the needs of all of your students?
How does your lesson support student differences with  Learning Environment: Students will be seated at desks, though,
regard to linguistic, academic, and cultural diversity? specific students may be placed closer to the teacher to allow for easier
How will your lesson actively build upon the resources communication.
that linguistically and culturally diverse students bring
to the experience?  The inference formula sheet will be displayed on a large poster board
How will your lesson will be supportive for all along with being distributed to each student for additional aid.
students, including English Language Learners, and
build upon the linguistic, cultural, and
experiential resources that they bring to their
learning?
How will your lesson is designed to promote creative
and critical thinking and inventiveness?
 Accommodations
(1e: Designing Coherent Instruction)  Content:
(1 point)
& 1. Students identified with special needs or 504 plan able to use a
Modifications form of communication that suits their needs for the lesson
(1e: Designing Coherent Instruction) (possibly drawing their inference).
(1 points)
2. Such students may be given other “formula sheets” or anchor
charts to choose what format aids in their development in
What classroom accommodations do you plan to understanding inferences.
employ to increase curriculum access for students
identified with special education needs or 504?
Describe how these accommodations align with the
current Individualized Education Plan (IEP) for each
student as applicable (avoid using actual names of
students).

What curricular modifications and/or changes in

performance standards, if any, do you plan to employ
to facilitate the participation of students identified
with special education needs?

Assessment (Formal or Informal).

(1f: Assessing Student Learning)  Objectives:
(3 points)
1. By the end of the lesson, students will be able to formulate,
How will you and the students assess where the independently, a written inference from chapter ten, “An
learning objectives, listed above, were met? Explosion”, in Charlotte’s Web 100% of the time.
Each formal or informal assessment should describe
how it is aligned to the above objective(s).

Reflection on Instruction
(7 points)
What evidence did you collect to demonstrate that
your students have met or are progressing towards the
learning outcome? (To what degree, how many?)
What changes or adjustments had to be made during
the lesson (justify those changes) to ensure students
make adequate progress in meeting the learning
objective?
What changes will have to be made to the next lesson
in order for students to be on pace in meeting the
overall goal of the Lesson or Unit?
 Students will be assessed at the end of the lesson on their completed
inference anchor chart worksheet, more specifically the bottom row of
boxes, to check for their understanding of creating an inference from
the chapter. (Teacher will be looking for key words and phrases about
Charlotte tearing out a large section of her web. What has she done
with her web so far? What will she do with it now?).
2. By the end of the lesson, students will be able to orally express
the connection between what the text states to their prior
knowledge in explaining an inference made during the chapter
3/4 of the time.
 Students will be assessed on their knowledge of the novel thus far
along with connections that can be made while reading through
discussion and check-ins throughout the lesson. Students will be
assessed on their understanding and use of inferences during read
aloud and participation during stopping points.
The evidence I collected from the students that demonstrated if they met or
are progressing towards the learning outcome is through the individual
inference anchor chart worksheets that were completed during and in
conclusion of the lesson. Of the worksheets I collected, about 90% of the
students had completed a well thought-out inference of Charlotte and her
motive at the end of the chapter, showing majority of the group has met
the learning outcome, though, a few are not there yet and are progressing
toward the outcome. The students’ performance during stopping points and
discussion provided additional reflection on my lesson that they were
grasping the concept of inferring and why good readers infer. An
adjustment that had to be made in the lesson to ensure students make
adequate progress in meeting the learning objective was additional
questions to spark ideas in creating inferences about the characters in the
novel as well as allowing space for this thought process. Regarding the
instructional delivery, the students grouping as a whole and materials and
Taking good notes about each lesson will help as you
develop a formal reflective narrative at the end of the
SLO.
resources used in the lesson showed to be effective in their assessment and
conceptual understanding of inferences. Standing in front of the class, able
to move around desks, allowed me to interact well with the group and keep
their focus in the lesson. The clear and direct instruction during the lesson
was helpful to the arrangement of the class and the tasks they had to
complete. Using highlighters and an anchor chart organized their thoughts
during the chapter. Some changes that will have to be made to the next
lesson in order for students to be on track to meeting the overall goal of the
lesson or unit is to begin with a well-designed review of the previous
content learned that will be used to connect to the new content being
learned. Students will need to be reminded that there is no talking over the
teacher or other classmates while speaking and to raise their hand when
having something to add to discussion and that there will be more time to
talk after the lesson is done if they have a concern that needs extra help.
Students who are considered ideal to receive extra help during the lesson,
though, will be placed with higher level students to work together and
discuss ideas on the chapter to help build their knowledge while the lesson
is occurring to ensure the whole group stays together during the lesson.