UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate Samantha Evans

Lesson Overview
Grade Level 5th Grade
Estimated Time Needed 45 minutes
Students will be reviewing how to make inferences. We will go over tips
for making inferences. I will read a short passage and model how to make
an inference and then we will do one together during the whole group
Lesson Description
mini-lesson. They will go back to their seats and do the great barrier reef
with their table groups. We will share answers and then the students will
do an independent activity with the Annie Talyor activity.
(B) (6) Comprehension skills: listening, speaking, reading, writing,
and thinking using multiple texts. The student uses metacognitive
skills to both develop and deepen comprehension of increasingly
Content Area Standards complex texts. The student is expected to:
(F) make inferences and use evidence to support
understanding;

Technology Standards N/A

Objectives Students will use text evidence to make inferences.

Resources/Materials/Tools
Inference, text evidence, background knowledge, evidence based
Terms/Vocabulary
guesses
List all specific technology needed, and how it will contribute to student
Technology Resources
learning.
Teacher will need the overhead and permithian board. Inferencing cards,
Other Resources Great Barrier Reef Activity (one for each table), Annie Taylor Inferencing
Activity (one per student)

Lesson Procedures
This template is built on
the traditional “Madeline
Hunter” lesson structure.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for each
step. In other words, completely
describe the flow of the lesson-the
content to be presented, and the
strategies to be used. Include actual
words you will use and questions
you will ask students. Consider items
such as: parts of the lesson that
might be difficult, and how you will
know whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students
will do if they finish their work early.
Describe how each stage of
Cite specifically what
the lesson will be managed,
resources for this activity
including role of teacher and
will be used, and describe
learners (who is doing what
in detail how they will be
at each point), location
(e.g., classroom, computer
used.
Note who will be using the
lab, outside), and any
tool and in what ways. Note
special considerations, such
any safety considerations
as for differentiated
needed.
instruction.
UH COE Lesson Plan Template (Direct Instruction)
I will read a short paragraph
about Sarah playing in her
backyard. I will ask the
students based on the
passage, who or what most
Focus/Anticipatory Set
likely caused the whole in the
(motivational hook)
backyard? After students
have given answers, explain
that they have just made an
educated guess or inference.
(5 minutes)
Explain to students what
makes an inference. Give the
“Top Secret Tips For Making
Content-input
An Inference.” Go back to the
(Could include content
passage about Sarah and
outline, presentation,
model how they should have
questioning, modeling,
made that inference correctly
examples)
(with what they already knew
and the text-evidence).
(10 minutes)
Have students do the next
short story with a partner.
After each partner group is
done, go over the answers in
whole-group. Make sure
students understand the tools
Guided Practice needed for making an
(identify students who inference. (5 minutes)
failed to master lesson
objectives.) Have students go back to
their table groups and do the
Great Barrier reef with their
table groups. When they
complete this, they will turn it
in.
(15 minutes)
Students will complete the
Independent Practice Annie Taylor Activity
(reteaching and independently. This means
enrichment) offices should be up.
(15 minutes)
When students are done,
they can turn it in and read
Closure
independently until everyone
is finished.
Plans for Differentiated Instruction/Accomodations
Special Education We have two 504 students. One is classified as GT (Jake). Kris- give extra
I will be reading a short
paragraph and
I will need the short
expecting students to
passage of Sarah
make a “guess” based
on the reading.
“Top Secret Tips For
I will be modeling for Making An
the class how to make Inference,” and the
the inference about short passage of
Sarah. Sarah and the
orgainzer.
While students are still
on the carpet for
whole-group, they will
do the next short story
I need the short story
with a partner and we
about Sam and the
will go over answers.
organizer and the
When students go
Great Barrier Reef
back to their seats,
passage with the
they should be reading
questions/organizer
and making inferences
for each table group.
with their table groups
with the Great Barrier
Reef passage and
worksheet.
Annie Taylor Activity
Students should be at
with questions and
their seat doing this
organizer for each
activity independently.
student.
Students will turn in
Students need books
work and read.
UH COE Lesson Plan Template (Direct Instruction)
Students time if needed, preferential seating (usually sits at his own table instead of
large group), calm redirections, chunking. Jake- Preferential seating, cooling
off period, breaks/movement, private redirection, daily reinforcements,
reminders to stay on task.
English Language
N/A
Learners
Have students come up with their own task cards for inferencing (if time) and
Gifted and Talented
they can do them with a partner.
Other:

Potential Challenges/Plan B
If students are not understanding the mini-lesson or they are having trouble working in table groups (staying
focused) we will do the Great Barrier Reef together and then they can do the Annie Taylor activity independently.

Assessment
I will be using informal assessment to see if the students are understanding throughout the mini- lesson.
I will be using “thumbs up” to know when students are done finding answers during the whole group
instruction and mini-lesson. I will be walking around and monitoring students while they work with
partners and table groups to assess their knowledge.

Notes and Credits

TEKS:
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html#110.7
Cypress Fairbanks ISD