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Kristen Morris

Teaching on April 11th


Indiana Wesleyan University
Elementary Education Lesson Plan Template
Reading, Writing, and Oral Language
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
a. Goal(s) Students will be able to infer emotions of characters within reading as well as
identify vocabulary and spelling words.
b. Objectives
By participating in a guided reading lesson, students will demonstrate their ability
to infer emotions of characters based on detailed words and experiences in the
reading.
Using scrambled letters, students will be able to accurately spell their weekly
spelling words.
Given a sentence, students will fill in the blank with the correct vocabulary word,
demonstrating their understanding of each words meaning.
c. Standard(s):
1.RL.4.2 Compare and contrast the adventures and experiences of characters in
stories.
1.RF.4.6 Read grade-appropriate root words and affixes including plurals, verb
tense, comparatives (e.g., look, -ed, - ing, -s, -er, -est), and simple compound
words (e.g., cupcake) and contractions (e.g., isnt).
1.RL.1 With support, read and comprehend literature that is grade-level
appropriate.

II. Materials
Easter Eggs with letters inside
Picture cards
Sentence filling paper
Vocab cards for individual students
III. Management
a. Time: Times will vary based on length given for lesson
b. Materials:
i. Easter eggs
ii. Fly Away Owl
iii. Mole and the Baby Bird
iv. Pictures for Red Light, Green Light
v. Cards with vocabulary words
c. Space:
i. Students will be at their desks for the mini-lesson
ii. Students will be spread around the room for stations
d. Students: Eyeballs!...Snap!

IV. Anticipatory Set


Inferring activity red light, green light

Good morning students! I am so happy to see all of you! Today, we are going to be doing a
couple different stations to help us learn about a new reading skill. Before we begin our
stations I want to play a game. This game is something that Im pretty sure all of you have
played before. This game is called Red Light, Green Light. I am going to hold up pictures of
objects that you have seen before. The only difference between these pictures and the
actual object you have seen, is that these objects will be in black and white. When I hold up
the object, think in your mind, What color is this object normally?. When you come up with
the answer to that question, this will tell you whether you should move forward fast, move
forward slow, or stop. Does anybody have any questions? Alright, lets get started!
V. Purpose: Today we are going to learn how to take clues from a story to decide how the
character in the story is feeling. In the same way that you had to use some of your
previous knowledge to figure out how to move, we are going to use our prior knowledge to
answer some questions. We are also going to review a little bit of our spelling and
vocabulary words using some brand new activities.

PLAN FOR INSTRUCTION


(ACEI 1.0)
VI. Adaptation to Diverse Students Students will be grouped in groups containing
students who are at similar reading levels.

(ACEI 3.2)
VII. Lesson Presentation (Input/Output)

Mini-Lesson
Reading Strategy Inference

So you may be thinking, why did we play that weird version of Red Light, Green Light to
begin out lesson? I am here to tell you! Today we are learning about a new tool we can
use when reading. The cool thing about this tool is that all of you already have the
materials in order to use this tool. The only materials you need for this tool, your memory.
Crazy right? This tool that we are learning is called inference. We use inference when we
look at something in a book or a clue that the author gives us, we then think of things that
we have learned in the past and we put the two together to come up with conclusions in
the book.

Lets look at an example together. I am going to show you a picture of a person making a
certain facial expression. Based on what you know about emotions and we look when we
feel certain emotions, I want you to figure out how hes feeling.

Hold up picture, allow students to guess.

Great job boys and girls! We are going to use the very skills that you just used, to answer
some questions in our groups.

I am going to put all of you into groups. When I say your name, make sure you listen up,
because I am also going to say which center you will be going to first.

VIII. Check for understanding

Stations
1. Vocabulary Practice
a. Paper with sentences that the leader reads/shows
b. Students have their own individual cards with the vocabulary words, they
choose the word that would fit best in that sentence.
2. Spelling
a. Break the Egg
b. Easter eggs containing letter tiles (Bananagrams). The word to be spelled is
listed on the egg and they are to arrange the letters in the correct order.
3. Guided Reading A
a. Book: Mole and the Baby Bird
b. Drawing Conclusions with emotions
c. Using words that are given as details in the story, find out how the characters
were feeling and reacting to the situation
d. Prereading
i. What are some super powers that all of you wished you could have?
Allow time for students to answer.
Those are all very good answers! For me personally, I wish I had the
power to read others minds. Dont you wish you could read minds?
Well today, we are going to do something that is pretty close. When we
are going through our story, I want you to pay special attention to the
way you would feel if you were Mole or Baby Bird. Pay attention to
clues in the text as well as the picture. We are going to use our skills in
inference to figure out how our characters are feeling.
e. Reading
i. Lets begin by just reading the first couple pages. In these pages, pay
attention to Moles emotions specifically and I am going to ask you
about them when we are done.
Read
What emotions did you notice from Mole in this first section?
Allow students to answer.
Lets move on to the next part. During this part I want you to focus on
Baby Birds emotions and how he is feeling.
Read next section.
What did you notice about Baby Birds emotions during this part?
Allow students to answer.
Lets look at this last part. During this part I want you to notice how
Mole and Baby Birds emotions are the same and how they are
different.
f. Responding
Has there ever been a time when you have felt this way?
Give students time to share.
g. Exploring
Lets look back at when Mole set Baby Bird free. What are some words
or parts of the picture here that show us how Mole and Baby Bird are
feeling? How are their feelings different? How are they the same?
h. Applying
Application will come at later stations.
i. Closure
i. Lets brainstorm and think of some other ways we can use our
inference skills in real life. When are some times that you can use what
you already know to figure something out? Think about even being an
investigator in real life. How can you be an investigator and take what
you already know to figure out something new?

Pattern of Emotions within Mole and the Baby Bird


Mole was concerned when he found the bird
Mole was afraid that bird would fly away
Bird was sad when he was locked in the cage
Mole was sad when bird flew away
Bird was happy to fly
Mole was happy when he saw bird flying in the forest.

Guided Reading B
j. Book: Fly Away Owl
k. Drawing Conclusions with emotions
l. Using words that are given as details in the story and background knowledge,
found out how the characters were feeling and reacting to the situation.
m. Prereading
i. What are some super powers that all of you wished you could have?
Allow time for students to answer.
Those are all very good answers! For me personally, I wish I had the
power to read others minds. Dont you wish you could read minds?
Well today, we are going to do something that is pretty close. When we
are going through our story, I want you to pay special attention to the
way you would feel if you were The Boy or The Owl. Pay attention to
clues in the text as well as the picture. We are going to use our skills in
inference to figure out how our characters are feeling.
n. Reading
i. Lets begin by just reading the first couple pages. In these pages, pay
attention to the boys emotions specifically and I am going to ask you
about them when we are done.
Read
What emotions did you notice from the boy in this first section?
Allow students to answer.
Lets move on to the next part. During this part I want you to focus on
the owls emotions and how he is feeling.
Read next section.
What did you notice about the owls emotions during this part?
Allow students to answer.
Lets look at this last part. During this part I want you to notice how the
boy and the owls emotions are the same and how they are different.
o. Responding
Has there ever been a time when you have felt this way?
Give students time to share.
p. Exploring
Lets look back at when the boy set the owl free. What are some words
or parts of the picture here that show us how the boy and the owl are
feeling? How are their feelings different? How are they the same?
q. Applying
Application will come at later stations.
r. Closure
i. Lets brainstorm and think of some other ways we can use our
inference skills in real life. When are some times that you can use what
you already know to figure something out? Think about even being an
investigator in real life. How can you be an investigator and take what
you already know to figure out something new?

(ACEI 2.1)
(ACEI 3.3)
IX. Review learning outcomes / Closure

Okay boys and girls, now that you have gone through most of the stations, we are going to come
back to our seats to finish up. I hope you all enjoyed the stations that you got to participate in. I
know that some of you used different books at your reading stations but lets talk about each
book independently. For those of you who read Mole and the Baby Bird what were some of the
emotions that Mole felt throughout the story?

Give students opportunity to answer. Follow-up question: How did you know that he felt this
way? What were your clues?

For those of you who read Fly Away Owl what were some of the emotions that owl felt in the
story?

Give students opportunity to answer. Follow-up question: How did you know that he felt this
way? What were your clues?

PLAN FOR ASSESSMENT

For students who are placed at my guided reading station, I will have a checklist including notes of
which students achieved the objective and which ones struggled. The notes will also include in which
ways they struggled.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
i. Blooms Taxonomy
ii. Gardners Multiple Intelligences
7. Did I give my students enough time to finish their activities? Did I give them too much
time?
8. Did my lesson challenge them too much or just enough that they learned something
valuable?

Revision Date: September 12, 2016


2007 ACEI Standard