Modified Lesson Plan Format

Date: 3/23/15

Time: 9:05-10:00
Target Students: Whole Class
21at Century Skills:
Theme/Topic:
Critical Thinking, Creative Thinking, Communicating,
Poetry: Making Inferences
Information Literacy, Productivity
Common Core Objective/Essential Standards::
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character or setting)
Student Friendly Objective:
We will use poetry to make inferences.
Materials/Technology:
Smartboard
Poetry books
http://www.poetry4kids.com/poem-335.html#.VQXfRsbA28M
Carousel Poem
EOG Practice Book
Lesson Activities

Time
Students will come to the carpet. Make sure they bring their reading
notebook and a couple of stickys.
What phrases come to mind when you think of the word poetry? Jot
down three words or phrases that you think of on a sticky.

Focus/Hook and Review

Introduction to Lesson

We will begin Reading Workshop with an interactive read-aloud. I

will begin reading the book and stop at my sticky notes to ask the
students questions and have them jot down their responses on a
sticky note. Their sticky notes should go in the Read-Aloud section
of their Reading notebooks.

10
min

http://www.poetry4kids.com/poem-335.html#.VQXfRsbA28M

Teacher Input/ Modeling

After the read aloud, have students put their book bags in their
reading spot and come back to the carpet with their biography
journals and a pencil.
At 9:15, we will transition into Reading. Students, last week, we
looked at how poets sometimes say something but mean something

10
min

else through figurative language. Today were going to practice

making inferences. Students, just as we can make inferences when
we are reading our everyday books, we can make inferences in
poetry. To make an inference we combine our background knowledge
with what the text tells us to infer what is going on in the story.
Today, we will practice this same thing using poetry lines. (display
equations BK + TC = I/background knowledge + text clues =
inferences)
TTW model this strategy using The Land of Counterpane (EOG
practice book pg. 23)
Guided Practice

Students will work to apply this strategy to the carousel poem.

5 min

Independent Practice

Students, today as you read poetry, focus on making inferences. How

can you read between the lines? What does the author want us to
know?

25
min

Closure

For the last 5 minutes, students share one thing they learned today
with their reading partners. They will then return to their desks and
prepare for Daily 5.

5 min

Summative/Formative
Assessment

Formative:
While students are reading and working independently, I will walk around the
class and monitor their work. I will conference with 4-5 students to gauge
how well they understood the minilesson and are able to apply what they
learned. I will take anecdotal notes on the app Confer.
Summative:
At the end of the week, I will look at the students journals and evaluate them
on what they completed. There will be no informal assessment this week, as
we have plenty of grades for the quarter.

Plans for Individual

Differences/
Differentiation

Matt - Matt does great during the read aloud and minilesson, but tends to
have a harder time staying focused during independent reading. I have found
that he benefits from reading out loud to myself or Mrs. Garcia, so we will
work with him one-on-one.
Christopher He should be fine during these activities, as long as he stays
focused and on task. He will need to be monitored extra closely to ensure he
stays on task, but no further differentiation is needed.

Learning Styles
Addressed

Visual/Spatial- Smartboard presentation, modeling the assignment on the

board
Auditory Listening to the teacher read/class discussion
Verbal/Linguistic- writing on reading journal
Bodily Kinesthetic- movement to and from the carpet
Interpersonal-students can share during turn and talk
Intrapersonal-students can work independently while they read and complete
their own work