UMF Unit-Wide Lesson Plan Template

Name: Program: Course:

Cassandra Smith Student Teaching Foundations
Lesson Topic / Title:
Inference Post-test and Old Man and the Sea (pg. 86-96) Cont.
Lesson Date: Lesson Length: Grade/Age:
10/13/2023 50 Minutes 9 and 10
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and
performance tasks that support learners in reaching rigorous curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

● Students will be able to show their growth with their ● Allowing students to prove they’ve learned
understanding of inference something is an important aspect of
teaching.

● Students will be able to make inferences while ● This shows that they are engaged in the
reading reading and engaging with the text itself

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RL.9-D.4 - This standard is at the core of our overarching unit as

Cite strong and thorough textual evidence to support analysis of well as this mini-unit on inference. It is a vital skill for
various texts in ways that demonstrate what the text(s) says readers to be able to make inferences and cite strong
explicitly and implicitly, including attending to moments of evidence for them.
textual inconsistency or ambiguity.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines
best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
● This is to assess how much they’ve learned
● Inference Post-Test
about inference over the course of the mini-
unit.
● Guided reading worksheet
● This is to assess their engagement and their
ability to make inferences while reading.
● Questions asked verbally while reading
● This is an in-the-moment assessment of
engagement and comprehension
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in reviewing
instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

● Tests ● They will need answer sheets to answer the

● Answer sheets test questions on the test itself.
● Reading worksheets ● They will need their reading worksheets and
● writing utensils their books to be able to follow along with
● Books the reading and engage with the text.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a variety
of instructional approaches, strategies, and technologies that make learning accessible to all learners and support

Revised 07/25/2023
 learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

● Inference post-test (20-25 minutes) ● This is the culminating assessment of our

● Reading and guiding worksheet (25-30 minutes)
mini-unit.
● This model of working with the text has been
working really well with the students. It has
been helping students to engage with the
text more.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

● Students can complete the post-test at a later time, if
absent or more time is needed
● The reading worksheet is available on Google
Classroom as well as on paper
● Educators must be flexible when it comes to
administering assessments, especially
summative assessments.
● This allows for access for absentees, or for
present students who have visual
impairments.

Field Courses Only – Post lesson

Reflection

In block 4: 8/9 met the objective. 1/9 were absent.

In block 5: 11/11 met the objective. 0/11 were absent.

The post-tests went well for the most part. Most of them improved their scores, but some went back. They
may have been overthinking their answers, didn’t like taking tests or maybe I should’ve had more detailed
inference activities.

The end of the section went well, but I had a chunk of time left, and I didn’t have anything to fill it except for
having them work on their required vocabulary time. I still need to work on my time management skills.
Although, being under time seems better than being over time.

This lesson met Common Core Teaching Standards: 6(j)

6(j): Understands the differences between formative and summative applications of assessment and knows
how and when to use each.
Rationale: I used the same test as the pre-test at the beginning of the unit and the post-test at the end. The
first was formative and diagnostic to get a sense of what the students’ prior knowledge was. When it came
time for the post-test summative at the end of the mini-unit I warned the students about the test in advance.
This was to analyze their learning from where they were before to where they were now.

Revised 07/25/2023