Name: Kyanne Jones LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

6.5 F: Make inferences and se evidence to support understanding. Working independently students will make an inference about the
actions of the main character in Read Aloud and cite text evidence in
reading journals.

Specific Measureable Attainable Relevant _Time

Grade: 6th Subject: ELAR

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be
Inference
Set Purpose for Reading
taught: Build Knowledge
Citing text evidence Model Thinking- anchor chart

Assessment: (C5)
Formative: written response in reading journal for my review.

Strategies for Success: (C6) Element of Technology: (C6)

Anchor Chart and Notetaking in reading journal. Objective on projector
Directions projected while working in groups or
individually.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Anchor Chart on Inference Reading Journal

Pencil
Auditory –
Read-Aloud text
Kinesethic –

Higher Order Questions to ask: (C6)

1. Analyze the text. What did the author write?

2. Recall what you already know- background knowledge.

3.
Predict based on your background knowledge and author’s choice of words.

Hook: (C7) Closure: (C7)

We make inferences ALL the time. Students share inferences with the class and see if
A friend comes to school on crutches= hurt anyone else made the same inferences. Explain that
Branches on the ground in the morning= storm everyone has varying background knowledge and
We already know how to make inferences! therefore inferences will be different.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Inference: Anchor Chart from Pinterest

Model citing text evidence

2. Student Activities / Guided Practice: (C6)

Groups of four: Practice making an Inference and citing evidence with a worksheet.

3. Independent Practice: (C6)

Make an inference about the actions of the main character in the Read Aloud and cite text evidence in reading
journals.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
Limit new terms students learn Today will be an introduction and practice
Adapt allotted time for learning
Increase level of support (groups)
Adapt response when necessary
Adapt goals
Adapt participation in Read Aloud and groups

Notes:
ELL: Written directions
Labeled Classroom
Full Integration in groups
Be sure to allow time for processing
Name: Kyanne Jones
DELIVERY PLAN (C8)
OBJECTIVE: Working independently students will make an inference about the actions of the main character from the
Rigor Read Aloud and cite the text evidence in their reading journals.

OPENING:
Retrieval We make inferences ALL the time!
What does it mean if ____ shows up to school on crutches?
If limbs are all over the ground in the morning?
Can you think of any other example of making an inference?
TEACHER INPUT:
Relevance Inference: Anchor Chart

MODEL:
Routing Read Aloud-Think Aloud
Inference
Citing Text

GUIDED PRACTICE:
Retaining / Rehearsing
Groups of four practice making an inference and citing the evidence with a worksheet.

INDEPENDENT PRACTICE:
Make an inference about the actions of the main character from the read aloud and cite the evidence in reading journals.

CHECK FOR UNDERSTANDING:

Recognizing
Listen to groups and review reading journals.

ASSESSMENT:
Formative assessment of journals.

RESOURCES / MATERIALS:
Reading Journal and Pencil

CLOSURE:
Re-exposure
Share inferences with class- discover similarities and differences are due to varying background knowledge.
If you didn’t know_____ would you have been able to make that inference?
We can all read the same words, but background knowledge is key.