Developmental Lesson Plan

Teacher Candidate: Shannon Robicheau

Date: 2/9/2022 Group Size: Whole group Allotted Time: 45 minutes Grade Level: 4th

Subject or Topic: Drawing Conclusions and Making Inferences

Common Core/PA Standard(s):

- Standard - CC.1.3.4.B: Cite relevant details from text to support what the text says
explicitly and make inferences.

Learning Targets/Objectives:

The students will be able to…

- Connect new clues to their background knowledge.

- Think logically using their clues and schema in order to make an inference.
- Identify what the difference is between implicit and explicit information.

Assessment Approaches: Evidence:

1. Whole group discussion: The 1. The students must participate in the

students will engage in whole-group
discussion during the lesson. As the
students talk and participate in the
lesson, the teacher will track the
amount of times that a student
participates using a chart.
2. Explicit & implicit inferencing
assessment: The students will be
given an assessment sheet that has a
chart that is sectioned off into three
parts. These parts will be labeled
“explicit”, “implicit”, and “inference”.
This will be given at the end of day
4’s lesson since both of these lessons
have the same objectives.
group discussion in order to show their
understanding of the material. The
teacher will keep track of the students
who are participating, and encourage
those who are not to add their own
ideas. The teacher will make who
participated and were active during the
lesson and those who fell behind.
2. The students will look at the words
that are provided to them. They must
write the definition of the word on the
lines provided underneath. This will
be used to assess the student’s
understanding.

Assessment Scale: (see chart below)

3- Proficient

2- Acceptable

1- Limited

0- Incomplete

Subject Matter/Content:

Prerequisites:

- Listen to and comprehend text that is on grade level.

- Reflect on personal experiences and understanding of certain ideas.
- Collaborate with others in order to brainstorm or find solutions to a problem.

Key Vocabulary:
- Schema: Schema is a reader's background knowledge. It is all the information a person
knows – the people you know, the places you have been, the experiences you have had,
the books you have read.
- Inferencing: Using observation and background to reach a logical conclusion.
- Identify: Establish or indicate who or what (someone or something) is.
- Explicit information: Information that is directly given within text.
- Implicit information: Information that we know even though it is not directly
stated,we can infer the meaning.

Content/Facts:
- Inference is any step in logic that allows someone to reach a conclusion based on
evidence or reasoning. It's an informed assumption and is similar to a conclusion or a
deduction.
- Schema is background knowledge or personal experiences that a person has on a
certain topic. This can be used to fill in the blanks that occur within a story.
- Explicit information is information that is found within a text or image. These would
be the “clues” that support your inference.
- Implicit information in information that we know even though it is not directly stated
or given. This would be the schema that is paired with the explicit information in order
to make an inference.

Introduction/Activating/Launch Strategies:

- The teacher will start the lesson by reading There is a Bird on Your Head, another story
by Mo Willems. The teacher will use the same anchor chart as the previous day to
reactivate and support the students' thinking as she reads.
 - The teacher will stop at points in the story and encourage discussion on what inferences
they can make using the clues that they have found so far. The teacher will stop at
points of the story that seem natural to the conversation, and will activate the students’
ability inference. When the teacher stops:
● Students will be able to turn and talk about their ideas within their groups.
● The students will then be able to come back together as a class and discuss their
inferences that they have made. They must back this up with any clues and
background knowledge that they have in order to support their reasoning and
thinking.
- Once the teacher has read to the end of the story, she will then check in with the
students to see how they feel about the process of inferencing.
● The students will be able to give a thumbs up or down on how they are feeling
so far.
● The teacher will keep note of the students that do not seem confident in their
inferencing skills, and conference with them individually during WIN.
- The teacher will then introduce the practice of the day while connecting it to the story
along with the practice from lesson 2.
● “Yesterday, we learned how to make inferences and draw conclusions based on
text/dialogue along with images that support it. Today, we will be testing our
skills of making inferences by only looking at pictures.”
- This will help the students understand the connections and relevance between the
lessons before they get started.

Development/Teaching Approaches

- The teacher will first pass out an anchor chart that goes over the definition of explicit
and implicit information, along with inferencing. This will be accessible for the
students throughout the lesson in their ELA notebook.
- The teacher will then start the lesson by introducing the two types of inferences:
explicit and implicit inferences.
● “Explicit information is information that we can see or read within a book.
This is an easier way to describe the clues that we accumulate in order to make
an inference later on.”
● “Implicit information is things that are not directly given to us, but we still
know due to our schema. This will help up make our inferences”
- The students will follow along and also refer to the anchor chart in their ELA notebook
while having this discussion.
- The teacher will then model these processes for the students.
I do
- The teacher will model what the process of identifying explicit information looks like
for the students. The first image will be of a boy walking through a puddle.
 ● “Looking here, I want to collect my clues, or what I can explicitly see, before I
do anything else. In this image, I can see a child, a dog, a puddle that the boy is
walking through, rain boots, a sidewalk, and a road. These are all forms of
explicit information since it is provided for me within the image.”
- The teacher will connect this idea to the “clues” that they were gathering in the days
previous.
- Once the teacher has modeled how to identify explicit information, she will then
discuss implicit information along with modeling the process of identifying implicit
information for the students.
● “So looking at all of my explicit information, I want to extend my thinking
further.”
❖ “I could see a puddle, so I can add that there was probably a pretty big
storm due to the size of it.”
❖ “I can also see that there is a boy, I can add that he is a younger child
due to his size and features.”
❖ “I can see distinct facial features on the child's face, I can tell that the
child is happy based on the smile that is on his face.”
- Once the teacher has modeled the thinking process behind gathering implicit
information, the teacher will then come up with an inference.
● “I’m going to take the puddle that a boy is walking through and the rain boots
as explicit information for my inference, along with the boy smiling and there
being a big storm as my implicit, and make the inference that the boy went
outside so that he could splash in the puddles. I came up with this since I can
see that he’s actively walking through with a smile on his face, along with the
fact that he put on rain boots in order to splash through them without getting
wet. He must have known he was going to splash through them if he was
dressed appropriately for it.”
- This will be the model for students, if the students are starting to understand this
process, the teacher will move on to the “we do” section of the lesson.
- If the students are not understanding the process, the teacher will model the process
once again. They will use the thumbs up/down as a way to check for understanding.
- The teacher will discuss how this will help them become better readers while also
supporting their evidence with pictures or graphics that could be provided.

We Do
- The teacher will pull up another picture on the board, this time of a girl crying with a
bike behind her.
- The teacher will start with the process of explicit inferencing and provide an example
for the students.
 ● “Looking here, one piece of explicit information that I see is that there is a girl
sitting on the ground. What are some other pieces of explicit information that
we see? What is directly given to us?”
● The students will get to raise their hands and share what they have, the teacher
will write their ideas on the board.
● If a student is not on the right track, the teacher will redirect them.
- Once there are a few good explicit information examples on the board, the teacher will
guide the students through finding their implicit information.
- The teacher will start with an example for the students.
● “Looking here, I can imply that the bike fell over, since I know it is usually
propped up with a peg instead of just laid on the ground. What other points of
implicit information can you find?”
- The students will be given the chance to turn and talk to their partners for this since it is
a little more demanding to think about. They will then come back together and share.
- The teacher will write their ideas on the board as they go.
- Once they have found a few good examples of implicit information, they will then
come up with an inference as a class using the information that they have found.
● “Looking at all the information that we have gathered, what is an inference that
we can make on the image here.”
● It is hard to give an answer since this may vary from class to class, but the
overall idea is that the girl fell off and hurt her knee. Any variation or
something different is fine as long as it is backed up by relevant information.
- The teacher will check up on the students and see how they are feeling about the
information that they are learning. The teacher will answer any questions if needed.
- The teacher will then work on another image as a “we do” with the class since this is a
more demanding process.
● The second image used for this is a boy crouched on a baseball field. The
same process that is seen above will be used for this image as well.
- Once the students are on the right track, the teacher will then hand out an organizing
sheet for the students to write on.

You do
- The teacher will pull up another image of a child eating and direct the students to find
implicit and explicit information within the image. They will work together in their
groups and collaborate/share their ideas.
- They will write down their ideas on the paper as a way to organize their thoughts and
refer back to them when needed.
● The teacher will walk around and monitor during this time, and ask guiding
questions if needed.
 - Once the groups have come up with an inference, they will come back together as a
class and share.
- The teacher will comment and revise the ideas with the students if needed during this
time.
- Once they are on task, they will then do this one more time with another image or
sunburnt feet.
- They will repeat the same process as the one seen above for this image as well.
- Once the students have the chance to share their ideas, the teacher will then wrap up the
lesson for the day.

Closure/Summarizing Strategies:

- The teacher will go over once again what explicit and implicit information is, and how
they are used for making inferences.
- The teacher will then inform the students that they will use their newfound skills for
the next lesson. Now, instead of just making inferences on images, they will be
identifying explicit and implicit information and making inferences on an actual story.

Accommodations/Differentiation:
Follow all IEPs

- If Levi M. . gets overwhelmed during the lesson, he will be given extra time during
WIN if needed to go over the material one-on-one.
- Due to Mabel K. having a 504 plan, time will be allowed for redirection and teaching
in proximity in order for her to stay on task.

Materials/Resources:

- There is a Bird on Your Head by Mo Willems

- 5 pictures to do together
- Explicit & implicit anchor chart
- Explicit vs implicit sheets

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
There is no direct data for this lesson since the assessment will be given to the students

after tomorrow’s lesson. Looking at the whole and small group discussion today, however, I
felt that all of the students were still on track in their proficiency and ability to meet the

objective for these joint lessons. Silas D. is my student that I want to point out for today’s

lesson since he started to come out of his shell a bit and participate more in the class

discussions. His input today has shown that he is on track in meeting the objective, and that he

is proficient with the material that we have learned so far. More will be added to this for

tomorrow's lesson, since there will be data to back it up.

Remediation Plan (if applicable)

No remediation plan is necessary for this lesson due to all of the students showing
proficiency within their work along with the objectives being met.

Additional reflection/thoughts
I felt that introducing the forms of implicit and explicit information with visuals first was

a great way to get the students used to the new information. They really had fun with collecting

the clues from the pictures, and to come up with the most creative (but reasonable) inference

that they can. I felt that this was such a good introductory lesson for these two forms of

information, and it will really help with making them feel comfortable with tackling the same

challenges using the tools that they are now used to. I didn’t even have to use sticks today due

to the demand of wanting to share ideas. This lesson created such a positive learning

environment for my students today, and I could not be happier. I can’t wait to see how this

carries over for tomorrow’s lesson.

Resources:
Link:https://docs.google.com/presentation/d/1m7G1UdL49u93fKuvCQvRFVxVcRlNuijkXXif-8soBOE/edit?usp=sharin
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