LESSON PLAN Lesson #4

Format and Cooperating Teacher Feedback Form

Name: Anna Murack Content Area: Language Arts Date: 10/12/18 Grade Level: 3rd/4th

 CCSS.ELA-LITERACY.RL.4.1
Goal(s): “Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.”
 CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character's thoughts, words, or actions).
 CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize
the text.
 CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker in a
poem reflects upon a topic; summarize the text.
 CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
 CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
 CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.

Planning:  This is the third lesson in a 3-lesson unit plan where students will be
learning about inferences as well as making their own. Prior to teaching
this unit, I have learned that there are 3 groups of students at varying
levels of abilities when it comes to reading. The lowest group performs at
a 4th grade level, the second group performs at a 5th-6th grade level, and the
last group is performing at about a 7th-8th grade level. Therefore, this third
and final lesson in the unit plan will continue to focus on modified work
for each group of students with level appropriate challenges surrounding
this topic. I will be reviewing with the students for a few minutes as a
whole group to recap what inferences are and then we will break into our
rotational groups. I will meet with each group for about 20 minutes.
During the time that I am meeting with one group, the other two groups
will have other activities to work on. Since this is the final lesson in the
unit, we will have a more formal assessment where the students will either
answer one big question in a summary form using supporting evidence or
answering a series of smaller questions. (In this lesson, you will notice
that each group’s work and expectations will be color-coded
according to their different levels).
 Objective(s):  Students in this group will be proving their knowledge about
: inferences by making inferences and finding supporting evidence
to answer the series of questions at the end of their story.
 Students will use their previous lessons’ post-it notes and
knowledge of their story to respond to a series of questions at the
end of their story, on a separate sheet of paper.
 Students will use their previous lessons’ post-it notes and
knowledge of their story to respond to one question (at the end of
their story) in a summary form, on a separate sheet of paper.

Informal:
Assessment:  Students in all groups will be informally assessed by responding to
different check-in questions I will ask them while they complete
their formal assessment.
o Ex: “What are some inferences we’ve already made that
could help you to answer this question?”
o Ex: “What is your supporting evidence for this inference?”

 Formal: The overall formal assessment will be completed today for the
unit. Each of the 3 separate groups will have individual, challenge
appropriate assignments for them to complete when we meet during our
rotations.

Materials Needed:

Material- Group 1
Material- Group 2
Material- Group 3
3 individual folders for each group
Students’ papers

Procedures:

(Include time allotments)

 Introduction (5-10 minutes) The lesson will begin as whole group to simply review
what we’ve learned thus far about inferences. I will read a short passage to the
students and ask for a few examples of inferences.
(Announce transition and meeting with first group)
  Steps for instruction: (Rotations: (3)*20 minutes) (60 minutes total)
o This will be our second time working in our small rotational groups. We will
do a quick recap of their story (The Little Red Hen) and we will then begin the
formal assessment portion. Starting the formal assessment fairly quickly will
allow for more time for them to complete it and for any discussion questions
they might have to surface.
(Announce transition and meeting with second group)
o This will be our second time working in our small rotational groups. We will
do a quick recap of their story (The Lost Dog) and we will then begin the
formal assessment portion. Starting the formal assessment fairly quickly will
allow for more time for them to complete it and for any discussion questions
they might have to surface.
(Announce transition and meeting with third group)
o Similarly, to the previous two groups, this will be our second time working in
our smalls rotational groups. We will do a quick recap of their story (My
Summer) and we will then begin the formal assessment portion. Starting the
formal assessment fairly quickly will allow for more time for them to
complete it and for any discussion questions they might have to surface.

 Strategies for students requiring additional assistance:

o The main purpose of these individual groups is to meet the students with
challenges based on their differentiated needs. This in itself will be a support
for students. However, if students are still struggling while working in the
small groups, I will be there to support and answer questions if need be. These
groups will also allow for conversations among peers to hopefully help
students build off of one another’s thought processes. Additionally, this is the
formal assessment portion of the unit plan, so I’d like the students to be as
independent as they can in their responses.
 Closure:
o The wrap up portion of the lesson will be when we move on from each
rotational group. I will ask students to hand in their work to me and collect
their things before moving onto their next activity. When each group has been
met with and the lesson in its entirety is done, I will tell students to stop where
they are at and begin cleaning up their work to prepare for the next thing on
the schedule.