Drexel Lesson Plan Template

Teacher: Otto McNaughton

Grade: 9th Grade
Content Area: English

1. Content and Standards:

a. L.F.2.3.1 - Explain, interpret, compare, describe, analyze, and/or evaluate character
in a variety of fiction: Note: Character may also be called narrator or speaker.
i. the actions, motives, dialogue, emotions/feelings, traits, and relationships
between characters within fictional text
ii. the relationship between characters and other components of a text
iii. the development of complex characters and their roles and functions within
a text.
b. L.F.2.1.1 - Make inferences and/or draw conclusions based on analysis of a text.

2. Prerequisites:
a. This lesson is part of a three-week unit that uses the short story Troll Bridge as
its overarching text material. As such, in order to participate in this lesson,
students will need to have read to at least page three of the text in order to
take part in the lesson. They will need to know basic elements of the Troll
Bridge story, such as setting, the two main characters, and the fact that the
author, Terry Pratchett, is perhaps best known for writing satire.

3. Essential Questions:
a. What is an inference?
b. Why is inference an important literary skill?
c. How does one use inferences?
d. What is the cognitive process that takes place when making and inference?

4. Materials and Equipment:

a. Projection equipment: I use Google Slides for classroom presentations. The
presentation contains definitions that students should write down (labeled
with an underline), a slide for the Hook and Do Now respectively, other direct
instruction visual aids, the days objective, and step-by-step directions for any
significant assignments taking place during class time.
b. Guided reading sheets (for students): Each student has their own guided note
sheet that they are responsible for maintaining during the class period. This
sheet has space to respond to the Do Now and the Hook questions, as well as
lines set aside for note taking. If there is a major assignment for the day, there
will also be space on the sheet for that. In this base, students have most of the
back page of the guided notes sheet set aside to write a predictive paragraph.
c. Troll Bridge texts (at least a classroom set)

5. Instructional Objective*:
 a. “Interpret context clues within a text in order to draw inferences and make
predictions with regards to plot.”
i. The stated objective above was pulled directly from my presentation.
This objective is shown to students, but it is supported with explanation
and a time to ask questions very near the start of the lesson. Using
verbal ques (and sometimes “thumbs-up/down”) I get student feedback
as to who is clear on the objectives for the day.

6. Instructional Procedures:
a. Greeting students at the door with a handshake and a guided note sheet.
b. Students find their seats and begin work on the Do-Now (established class
procedure)
i. The Do-Now consists of a Word of the Day on most occasions. This is to
expand vocabulary in order to support reading. Words are taken from
the texts that we’ll be reading that day and when the day is over, the
word is written on a large piece of paper and stabled to a known and
predetermined spot on the wall. Vocab words appear again at the end of
the unit during the summative assessment
ii. Procedure: copy the word, the definition, and use the word in an
originally constructed sentence.
c. Hook Activity:
i. These activities vary and are meant to support the skill being learned
that day.
ii. Today’s Hook: as a class we look at a picture, note details as a class an
attempt to determine any messages or communications being delivered
by the picture. (I avoid using the word inference until the end of the
activity, but that is basically what is going on here)

iii.
d. Students are then shown the objective, which we discuss
e. Definition of inference is presented (students write this down on their guided
reading sheets
 f. Students watch a short video on making inferences:
i. There are several more opertunities in the video during which we can
conduct guided practices as a class.
ii. https://www.youtube.com/watch?v=to30AJm2epQ
g. Students are then presented with a listed process of making an inference. This
list is meant to refelect the cognitive steps taken by a person when they are
making an inference. Students write down each of these steps on their guided
notes sheet. Steps listed below.
i. Read the text or look at the image
ii. Take notes on important details (image or text)
iii. Draw conclusions based on those important details and your personal
experience
h. Students then have the rest of the period to write a long paragraph (8 to 10
sentences) in which they use inference about the text they have read so far to
make predictions as to what will happen to our two protagonist in Troll Bridge.
Students are required to use two pieces of textual evidence to support their
inferences as well as complete sentences and well supported/explained ideas.
If a student does not finish this work in class, they must take it home for
homework. Students are also provided with abbreviated copies of the text,
having only the pages we have red so far. Full instructions included below.
i. Prediction Paragraph: In 8 to 10 sentences, using the inference process,
make a prediction of what will happen in the plot of Troll Bridge, by
Terry Pratchett.
1. Write 8 to 10 sentences
2. Use at least two pieces of textual evidence
3. Make a prediction about what will happen to our main
characters in the coming reading

7. Assessment:
a. The guided note sheets, while primarily being a means for students to interact
with the lesson and study the material later, also provide a great formative
assessment. This data can be seen in the notes the student takes and the
completion of the Do Now and Hook activities.
b. The predictive paragraph serves as the primary assessment for this day’s
lesson.

8. Differentiated Instruction:
a. This lesson uses a variety of means for students to interact with the
information. In one lesson, students write, read, participate in activities, watch
a video, and get independent practice.
b. There were no students with significant physical disabilities in the classes I
taught this lesson to, but if there were, then there is plenty of room in
mechanics of the lesson to adapt. This is provided by the fact that there are
multiple means of information presentation.
c. For students with certain IEPs, expectations can be changed in terms of
predicative paragraph requirements and the lesson could be reoriented to
include a group work component.