JMU Elementary Education Program

Thefollowinginformationshouldbeincludedintheheaderofthelessonplan:
StephanieSnapp
Mrs.Farrell,BurlingtonElementarySchool
12:351:25,November10,2015
December5,2015

A. TITLE/TYPE OF LESSON: Drawing conclusions and making inferences

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness
and/or interests?
Over the past week, students have been working on different
aspects of literature such as comparing and contrasting and
drawing conclusions and making inferences. On Wednesday,
students will take notes on drawing conclusions and making
inferences. By completing these notes, I will be able to get an idea
of who is making sense of the information through various
questions I ask while going over the notes. On Thursday, we will
practice those skills through different activities for students to be
able to connect the notes with the activity.
Knowing this information from pre-assessing the students, we
will review the notes from Wednesday before beginning the notes
on Friday.
Why is this an appropriate activity for these students at this time? How
does this lesson fit in the curriculum sequence (consider vertical and
horizontal planning)?
This is an appropriate activity at this time for the students
because the students have been learning about different aspects
of literature and how to interact with and understand the texts
they read.
Vertical Planning: This lesson fits into the lessons that have been
taught so far this school year because it is continuing teaching
students about how we dissect and truly understand what we read.
These are skills that students have worked on since kindergarten.
Students begin very simply by identifying characters and setting
and then moving into more complex characteristics such as making
connections to the text and putting themselves in different
characters shoes. Now, students are ready to dive deep into more
complex aspects of literature like drawing conclusions and making
inferences. The complexity will continue to increase as students
move into middle and high school, where they will write in-depth
papers about the characters.
Horizontal Planning: Throughout the first nine weeks of school,
students learned about different characteristics of literature as they
did a novel study which allowed them to discuss in groups what was

happening in the text. Students have also done a great deal with
research and presenting. From learning about drawing conclusions
and making inferences, students will continue to develop a more
mature understanding of literature.
How does this lesson fit with what you know about child development
(developmentally appropriate practice and learning progressions)?
I know that students learn from simple to complex and from
concrete to abstract (John Almarode, personal communication, Fall
2014).
References
John Almarode, personal communication, Fall 2014
C. STANDARDS - VA SOLs
5.5Thestudentwillreadanddemonstratecomprehensionoffictionaltexts,narrativenonfiction,and
poetry.
i)Drawconclusionsandmakeinferencesfromtext.

D. LEARNING OBJECTIVES
Understand what are the
broad
generalizations/concepts the
students should begin to
develop? (These are typically
difficult to assess in one
lesson.)
U1Studentswillunderstand
drawingconclusionsandmaking
inferencesasimportantaspectsof
dissectingliterature.

Know what are the tools,

vocabulary, symbols, etc.
the students will gain
through this lesson?
(These knows must be
assessed in your lesson.)
K1 Students will know that
drawing conclusions means to
make a judgement based on the
information read.
K2 Students will know that
making inferences means to come
to a conclusion based on evidence
and reasoning.

Do what are the specific

thinking
behaviors/procedures
students will be able to do
through this lesson? (These
will also be assessed in your
lesson.)
D1Studentswillreviewand
practicetheskillofdrawing
conclusionsandinferencing.

E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type of
assessment will you use and why?
o I will assess the students learning by observing as the
students complete the different activities. I will circulate
throughout the classroom.
Remember every objective must be assessed for every student!
Objective

AssessmentTool
What documentation will you have
for each student?

DataCollected
What will your students do and
say, specifically, that indicate
each student has achieved your
objectives?

U1Studentswillunderstand
drawingconclusionsandmaking
inferencesasimportantaspectsof
dissectingliterature.
K1 Students will know that
drawing conclusions means to
make a judgement based on the
information read.
K2 Students will know that
making inferences means to come
to a conclusion based on evidence
and reasoning.
D1Studentswillreviewand
practicetheskillofdrawing
conclusionsandinferencing.

To document, I will make notes

about how students are doing with
the content as they complete the
activities.

Students will complete activities

well in order to show their
comprehension of the material.

To document, I will make notes

about how students are doing with
the content as they complete the
activities.
To document, I will make notes
about how students are doing with
the content as they complete the
activities.
To document, I will make notes
about how students are doing with
the content as they complete the
activities.

Students will complete activities

well in order to show their
comprehension of the material.
Students will complete activities
well in order to show their
comprehension of the material.
Students will complete activities
well in order to show their
comprehension of the material.

F. MATERIALS NEEDED
Popcorn review materials Mrs. Farrell
Whole group cards Mrs. Farrell
Task cards Mrs. Farrell

PROCEDURE
Include a DETAILED description of each step, including how you will get the
students attention, your introduction of the activity, the directions you will give
students, the questions you will ask, and appropriate closure. Write exactly
what you will SAY and DO. Think of this as a script.

Procedure

G2

BEFORE: Engagement - How will you prepare students to be ready to engage with
the main task/activity?
In your procedure, be sure to address the 3 Before Phase Teacher Actions:
Activate prior knowledge.
Be sure the task is understood.
Establish clear expectations.
Alright friends, what did we learn about yesterday? Making inferences and drawing
conclusions, right! Were going to do a little review of those notes we took
yesterday to prepare us for some activities today. Were going to do a popcorn
review.
Complete review.
Now were going to complete a few activities.
DURING: Implementation this is the time when students are either working
independently or in small groups and you are conferring with students.
In your procedure, be sure to address the 4 During Phase Teacher Actions:
Let go!
Notice childrens mathematical thinking.

 Provide appropriate support.

Provide worthwhile extensions.
Our first activity is with notecards and pictures. You will each receive one notecard
and you will take that notecard and read the sentence or phrase on it. You will then
go to this table over here and find the picture that matches your notecard. This is
going to practice drawing conclusions because youre going to make a judgement based
on the information you read on your card. Were going to split into two groups; we wont be racing, but
we are going to see who can finish up first.
Complete the activity.
Alright, our next activity is going to be using task cards to practice making inferences and drawing
conclusions. We reviewed yesterday how working with task cards work. There will be a pile in the middle
of your table, you will pick one up, answer the questions on your paper and return it to the middle. You
will keep taking cards until the music cuts off. We will then switch the cards and you will start again with
a new set.
Complete the activity.
AFTER: Engage the full class in discussion
In your procedure, be sure to address the 3 After Phase Teacher Actions:
Promote a community of learners.
Listen actively without evaluation.
Summarize main ideas and identify future problems.
Nice work today! Im glad we got to practice these skills today. Your exit ticket is to
make an inference about what might be in the mystery box. Listen to the clues
again. Write your answer on your paper and hand it to me when youve made your
inference.
H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with
varied interests and readiness levels by completing ONE of the six boxes below
for each day. You may choose the same box for each day. Use the learning
progressions to support your decisions. Include a specific differentiation plan for
each day.
This connects to your During Phase Actions: providing support and extensions.

Content

Interest

Process

Product

Readiness

I.

Iwillgothroughthecards
beforethelessontochoose
cardsappropriateforthe
differentgroups.

WHAT COULD GO WRONG WITH THESE LESSONS AND WHAT WILL YOU DO
ABOUT IT?
StudentscouldtalkwhileIamtalking.IwillstopandletthemknowthatIwillwaituntiltheyareready.
Icouldhaveahardtimebringtheattentionofthestudentsbackafteranactivity.Iwilluseacallback
suchasclapstogettheirattention.
Studentscouldmisunderstandthedirections.Iwillexplaininadifferentwayormodelmyexpectationso
studentshaveaclearunderstanding.
Studentscouldgetunrulywiththeactivities.Iwillstopthestudentsanexplainthatwehavetobeableto
containourselvesifweregoingtodofunactivitieslikethis.