Lesson Plan

Teacher Candidate: Traci Overstreet

Mentor Teacher: K. Oldberg
Supervisor:

Date:

Phone:

School: Escamilla Intermediate

Room:

Time:

University Professor(s) / Instructor: A. Warren

Lesson Title:

Email: tmo487@yahoo.com

Subject(s): Language Arts and Reading

Grade: 6

Making Inferences Review

Materials:
- Random pictures where students can make inferences on what's going on just by looking at the evidence in the picture
(will be on a PowerPoint or Prezi).
- Video clips: http://www.youtube.com/watch?v=RvbVJKuFniE (show the clip of the ice bucket challenge and the clip of
the boy reciting Shakespeare). https://www.youtube.com/watch?v=oBhtd-7ages (show the clip of the guy jumping onto
solid ice). https://www.youtube.com/watch?v=ad1APOLIACQ (show the clip of the unicycle guy going off of cliff).
- Paper with the word "fail" on one side and "epic" on the other. Have the students quickly make their own but have an
example.
- Graphic Organizer worksheet on making inferences.

Goals / TEKS / Objectives

1. Goal(s):
- Students will improve their skills in drawing conclusions from poetry.
2. TEKS/STAAR:
110.18. (b) (4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw
conclusions about the structure and elements of poetry and provide evidence from text to support their
understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes,
hyperbole) contributes to the meaning of a poem.

3. ELPS:
4.

Lesson Objective(s):
- Students will interpret different forms of media (pictures, video and poems).
- Students will predict what\'s going to happen in different video clips by making inferences from what has already
happened.
- Students will describe what they think is going on in different pictures by making inferences from the evidence
they see.
- Students will practice analyzing a poem as a class.
- Students will work in small groups to analyze a poem and make http://lessonplan.professorsoft.com/planner.php?
email=wingmancan@gmail.com

5. Prerequisite Skills:

Sponge / Focus
1. Sponge (warm-up):
Warm up is coming soon!

2. Focus:
- I can demonstrate a simple non-example by showing a picture and stating the obvious about it (i.e. if a
person is smiling, I can just say they are smiling.) Then I will ask students if that is an inference and then ask
them why not.

Rationale/ Connections:

- Ask students why they should know how to draw conclusions / make inferences. Give an example about if a
teacher is frowning at her students, what can you infer she is feeling? And why?
- Ask students if they can think of anymore examples where they would have to infer in real life.
- I will be showing video clips of real people from America's Funniest Home Videos and the Ellen Degeneres.
The video clips will be moments when people are about to do something "epic" or "fail." Students will see that
you can make predictions / assume what's going to happen through the evidence presented in real life situations.

Teaching Strategies or Methods:

Teacher's Role:
- Instructor
- Facilitator
Student's Role:
- Participant
Teaching strategy or method used:
- I will be leading students in guided practice for making inferences by giving them examples and allowing them time to
come up with answers.
- After the review, students will be working in small, cooperative groups on their own poems.
Higher order thinking strategies used:
- Students will interpret poems by making inferences.
Classroom Layout:
- In groups of three or four.

Evaluation:
- Students will read a poem and fill in a graphic organizer about inferences. Then they will draw a picture on the back to
represent what they think was inferred from the poem.

Closure:
- Ask students questions about the main concepts learned. Now that they have reviewed, ask them how making inferences
can help them outside of the classroom.

Accommodations/Modifications/Extensions:

Additional Information:
Number of students / Groups/Special settings:
Transitional Activities / Plan for students who finish early:
Reflections on lesson:

Poem to work through as a class:

Hnnng
His movements were slow
His eyes white as snow
His head was bent low
As He gnawed on the toe.
She was so smart
She went for the heart
It was the part
He wanted from the start.
But His brain was dead
He thought not with His head
And thats why He said
Unnn to Her instead.
Hnnng She replied
Her tone, a little snide
The feet, Shed been denied
When He came to her side.
Too bad He didnt know
That she wanted that toe
Since zombies are slow
Desire doesnt show.