SJC LESSON PLAN FORMAT

NAME OF STUDENT: Carolyn Liriano SCHOOL: St. Patrick’s School

CHILD STUDY COURSE: CS 414 DATE OF LESSON: March 11th 2021

COOPERATING TEACHER: Jennifer Guerriero GRADE: 5 GROUP SIZE: 23

SPECIFIC LESSON: Making Inferences CURRICULUM AREA: ELA

Central Focus

Students will be able to make inferences using textual evidence from the book Esperanza Rising.

Learning Objectives

Students will be able to make inferences based on the text Esperanza Rising, by using textual
evidence to support their answers and making inferences on what would happen next if there
were a sequel.

NYS Next Generation English Language Arts Learning Standards

CCSS.ELA-LITERACY.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.

CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.

Rationale

Prior to this lesson, students will have read “Esperanza Rising.” During this lesson, students will
be able to make inferences using textual evidence and will infer as to what they think would
happen next, if there were to be a sequel. After this lesson, students will be able to use textual
evidence to make inferences and support their answers.

Materials
SMART Board
Pens or Pencils
Making Inference’s Powerpoint
Making Inferences Worksheet
The Sequel Book Cover Worksheet
Crayons/Markers/Colored Pencils
Author’s Note - Read Aloud https://www.youtube.com/watch?v=ANln7l3J1Ew
Book - “ Esperanza Rising” by Pam Munoz Ryan
Story Passage Hatchet by Gary Paulsen

Introduction/Motivation: To introduce the lesson, I will first initiate the lesson by telling the
students that we will be listening to the author’s note in the book Esperanza Rising. I will tell the
students that this will give us a review of the book, and will give us background information on
the story and why the author wrote it. I will ask the students to open their books up to page 255
and to read along. After the read aloud finishes, I will tell the students we will be working on a
fun activity since we have finished the book and that we will be making inferences on Esperanza
Rising.

Instructional Strategies

● I will initiate the lesson, by explaining to the students that we will be learning about
making inferences. I will explain to the students that we have been making inferences all
throughout the book during our discussions after every chapter, and trying to figure out
what is going to happen next based on the clues the author gives us as readers.
● I will then present the Making Inferences presentation, and I will review with the
students.
● I will explain to the students that we make inferences when reading when we predict
what will happen next or ask ourselves why a character is behaving a certain way. I will
also give them a definition of inference and say “An inference is a conclusion that a
reader makes while reading or after reading.”
● I will tell the students that the author gives us clues about what is going on, and that we
will need to figure out what will happen next based on the evidence in the book.
● I will then explain to the students how we make inferences. I will tell the students “To
make an inference, we need to use what we already know, this can include background
information, such as what we listened to in the authors note and prior experiences from
our own lives. Next, we need to use what we read. We need to use textual evidence such
as, word/text clues, quotes, and details from the text. Lastly, we make a conclusion, and
by using all the above we will be able to support our answers as to what we think will
happen next.”
 ● After reviewing, I will explain the making inferences writing prompt. I will tell the
students that they will be making inferences based on the book Esperanza Rising and to
be sure to use what they already know, and use evidence from the book to support their
answer. I will tell the students “The question we will be making inferences on is, if there
was a sequel to Esperanza Rising, what do you think will happen next?”
● I will explain The Sequel book cover worksheet as well and take any questions that the
students may have in regards to the work.

● The students will have the rest of the period to work on these worksheets. I will allow the
students to converse with classmates as this can allow them to brainstorm off of
eachothers ideas.

● Once the time is up, I will have the students put their worksheets away and we will
continue to work on it again during our next ELA class.

● I will then have the students get ready for recess.

Academic Language

Inferences

Conclusion

Support

Textual Evidence

Differentiation

1. Students with any visual impairments will be given the worksheets with a larger font and
bolder letters. This will make it easier for the student to read and understand.
2. For a student that may get distracted easily during the lesson, I will make sure that they
are constantly being active during the lesson by choosing on them and giving them
something to do. I will interact with the student and engage in discussion that has to do
with the lesson.

Technology Component

The SMART Board was used to present the Making Inferences presentation for the class and
when listening to the YouTube Esperanza Rising Author’s note.
Closure

Inform the students that they will have to share their inferences that they made based on the
sequel they have concluded. The students will share their answers, and explain what textual
evidence they used to support their sequel ideas. After, the students will be asked to hand in
these worksheets for further assessment, and the sequel book covers will be displayed in the
hallway and in the classroom.

Assessment

Informal: While the students are working, the teacher will walk around and monitor each student
to see how well they are working. The teacher will engage in conversation with the students to
assess their ideas. When the students share, the teacher will be listening to how well each student
understood the lesson and who could support their answers with textual evidence.

Formal: Students will be formally assessed based on the worksheets that they will be handing in
at the end of the lesson.

Self-Evaluation

To be completed after this lesson is taught.

Re-Engagement

For the students who did not understand the lesson or complete most of their exit tickets, I will
meet up with the students individually. I will present the students with a story passage Hatchet
by Gary Paulsen with questions to follow. I will read the story out loud to the students and the
students will need to answer the questions based on the text. I will observe the students carefully,
to see who is in need of further assistance and where they may need additional help. I will review
what inferences are, and how we make good inferences with the students prior to reading the
story parts.