Name: Matthew McCluskey Program: Elementary Education Course: EDU450

Lesson Topic/Title: Combining Explicit Information From Text and Pictures To Confirm Inferences

Lesson Date: 4/12/17 Lesson Length: 60 minutes Grade/Age: 4th-5th Grade

Learning Objectives (Targets):

Learning Objective: Students will identify examples of explicit information in both text and visual
formats.

Learning Target: I can locate explicit information in both text and picture.

Learning Objective: Students will interpret information presented in a visual and explain how the
information contributed to an understanding of a related text.

Learning Target: I can explain the meaning of information in a picture and describe how the
information helps me understand a related text.

Content Standards: Content Standards Alignment & Justification:

CCSS.ELA-LITERACY.RI.4.1
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.RI.4.7
Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on
Web pages) and explain how the information
contributes to an understanding of the text in
which it appears.
CCSS.ELA-LITERACY.RI.4.1
Students will refer to specific details and
examples in the text Farmers in Colonial
America and a picture representation of a farmer
from colonial times when explaining what the text
and picture are saying and showing, explicitly,
while also sharing the inferences they are making
from viewing the text and picture.
CCSS.ELA-LITERACY.RI.4.7
Students will be showing their understanding of
what is being told and shown explicitly in the text
Farmers in Colonial America and a picture
representation of a farmer from colonial times.
Assessment: Assessment (Data & Student Feedback):

Observation (teacher circulating through
the room during work)
Recording form (3-column graphic
organizer)
Written response (worksheet)
Exit ticket
Students will be observed throughout the lesson
by the teacher to make sure they are understanding
the difference between explicit and inferred
information in the text and picture. If students are
not understanding the difference between explicit
and inferred information during the lesson, the
teacher will sit with them and ask them guiding
questions, referring back to the previous lesson
and their work with understanding inference and
the definitions of infer and explicit.
Teacher will use the student work on the recording
form, written response, and exit ticket to examine
whether the students were able to find the explicit
information in the informational text and picture.

Instructional Strategies to Differentiate Whole Class Instruction:

Grouping: Students will be placed in small groups for stations based on teachers prior
knowledge of their ability to work effectively with specific individuals. Students who have a
difficult time with focus and tend to be easily distracted with certain peers will be separated
accordingly.
Technology: Students will be able to show their learning by answering a question on inference
on an Exit ticket on Google Classroom.
Questions: Students will respond to oral questions to show understanding. In whole group
discussion, answering questions orally allows all students to hear peer knowledge of the
content. Auditory learners benefit from being able to hear their peers explain what they
understand. The teacher can formatively assess student understanding of the content being
taught, address misconceptions, and choose appropriate adjustments to the teaching and
learning sequence as needed.

Modifications: Different levels of the informational text will be given to different readers. My ELL
student, MA, will be given a modified version of the text that will contain the same content but with
less complex vocabulary.

Accommodations:

Extensions: Students will write a personal inventory, pair up with another student, share their personal
inventories, and each student will write in T-chart form what was explicitly said in one column and
what can be inferred about their partner in the other column.

Materials and Resources for Lesson Plan Development:

Vocabulary: explicit, infer, inferences

Explicit vs. Inferred anchor chart
Inferring Three-Column graphic organizer (one per student)
Document camera
Colonial Farmer Picture (one to display)
Farming in Colonial America (one per student)
Exit Ticket (one per student)

Teaching & Learning Sequence:

Open (10 minutes) (rug)

Extensively review the learning targets for todays lesson in an effort to correct misconceptions
that were apparent in some student work.
I can determine whether the information I need is explicit in the text or must be inferred, and
I can confirm my inferences about colonial farmers using details and examples from text.
Call on a few students to share out keywords from the targets (i.e., confirm, explicit, inferred,
inferences, details, examples)
Be sure to spend time clarifying the word explicit.
Draw a key distinction: Explicit information or details are found directly in the text; inferred
information is new thinking based on combining what you know with the explicit information
from the text.
Create an Explicit vs. Inferred anchor chart. At the top write Explicit vs. Inferred, with a
T-chart under it.
Ask students to help you write an explanation of each term on either column of the chart. Have
them suggest some visual cues or drawings as a helpful reminder.
Flip the page on the anchor chart so that students cannot refer to it. Ask students to turn to
their reading partner and define explicit and inferred. Once partners are done sharing, flip back
to the anchor chart, and read the definitions together in unison.
Next, focus on the word determine in the first learning target.
Let students know that they will be acting as historical researchers today in order to find out
more about life in Colonial America. It will be important for them to determine or figure out
what information they are gathering directly from the text (explicit information) and what
information they are inferring.
Active Engagement:

Inferring about Colonial Farmers (10 minutes)

Have students reform the groups of four to five students who worked together examining the
Mystery Documents in Lesson 1.
Remind them that the focus of todays lesson is to research more information about farming in
Colonial America. Tell students that like any good readers, researchers know that the
information that is explicit or right there and the information they infer are both important to
learning more about a topic. Taking this next step to read an additional text on the same topic is
a strategy that researchers, including historians, use in order to confirm their inferences about
the topic they are studying.
Introduce the Inferring Three-Column graphic organizer to students. Using the document
camera, project a copy to model with (or create a replica with chart paper or on the board).
Explain to students that they will be using this form of record to help them keep track of what
they are learning about farming in colonial times. Tell them that they will need to record both
explicit and inferred information on this topic.
Tell students that before they begin to work in groups they will practice using the recording
form together as a class.
Project the Colonial Farmer picture. This will work best if the picture can be projected onto a
larger screen using a document camera. Point out the first step listed on the Inferring
Three-Column graphic organizer: Record Explicit Information.
Look at the picture of the colonial farmer and record details about what you see right in the first
column. As a group, record the explicit details you see.
Ask students: What can we see in the picture? What is explicit?
Refer to the Explicit versus Inferred anchor chart as a reference. Call on two or three students
to share what they see. Use a student (or teacher) example of explicit information in the picture
and record this in the first column of the recording form.
Next, point out Step 2 on the Inferring Three-Column graphic organizer: Record What You
Infer
Look at each piece of explicit information recorded below. What can you infer about farming
in Colonial America based on this information? Discuss with your group and record what you
infer about each piece of explicit information in second column.
Using the example you recorded, ask students the following: What can we infer about
farming in Colonial America based on this detail in the picture (this explicit information)?
Have students discuss with their group. There may be several different inferences, but choose
one to record in the second column.
Tell students that now it is their turn. Have students work in groups to complete Steps 1 and 2
only, on their Inferring 3-Column graphic organizer. Circulate as groups are discussing and
recording, and support students in listing only explicit information in the first column and what
they infer about what they have listed in second column.
First Read of the Text: Gathering Explicit Information (15 minutes)

Distribute Farming in Colonial America to students and pose the question to students, What
is the theme of Farming in Colonial America?
Have students read the article once on their own.
Ask groups to share their theme with each other. Then call on a few groups to share.
Students should say something like: Farming in Colonial America was hard work.
Tell students that this theme statement is an inference, but that there is also explicit information
in the article about farming in colonial times.
Ask students to find a detail in the first paragraph that states something explicitly about
farming. A student reply might be something like children had to help.
Tell them that now they are going to see what other explicit information they can find about
farming that might help them to confirm some of the earlier inferences they made based on the
picture.

Second Read: Confirming Inferences with Informational Text (15 minutes)

Have students read Steps 3 and 4 in the Inferring Three-Column graphic organizer: Reread
Text
Reread the text and look for details that might help to confirm your selected inference.
Underline any you find.
Share and Confirm
Share any details you found to support your inference. It is possible you did not find any. As a
group, choose three inferences about the picture that you feel sure can be confirmed with the
text. Record details from the text that support what you inferred about the picture.
Point out the third column of the Inferring Three-Column graphic organizer titled Details in
the Text.
Use your previous example of explicit and inferred information from the picture to illustrate
how to fill out this portion.
Invite students to help with this guided practice. (For example, if We see ditches in the dirt
was recorded in Column 1 and We think farmers used horses to help them dig the dirt up was
recorded in Column 2, then you could model rereading the third paragraph of the text,
underlining the second sentence: They used yokes and plows, which were hooked to horses or
oxen to make turning up the soil easier.)
Record this in the Details in the Text column (Column 3) of the Inferring Three-Column
graphic organizer.

Close (10 minutes) (tables):

Share and Debrief (10 minutes)

Have students find a partner who was not a part of their original group. With this partner, ask
them to do the following:
Share one inference their group was able to confirm with explicit information from the text.
Share how well they think they are doing progressing toward the learning targets.
Exit Ticket on Google Classroom
Collect students graphic organizers and written work
Content Knowledge Notes:

Focus on the difference between explicit and inferred information and how the two support one
another. Readers need explicit information in order to infer; they then can use additional
explicit information to confirm what they infer.

The purpose of this lesson is to help students learn how to keep going back to the text, and to
think about how the words and images go together. It is important that students do not
over-rely on images when they make an inference.

Common Core Teacher Standards (CCTS) Alignment & Justification:

Standard #3 Learning Environments

The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self motivation.

3 (o) Values the role of learners in promoting each others learning and recognizes the importance of
peer relationships in establishing a climate of learning.

Justification:
Evidence of valuing the role of learners in promoting each others learning will be shown when
students are involved in whole group and partner group situations during the lesson. Students will be
sharing their thoughts. Evidence of recognizing the importance of peer relationships in establishing a
climate of learning will be shown by the teacher having pre-planned partner groups, using previous
knowledge of working relationships, to maximize mentoring and efficient work, while avoiding
typically highly distracted pairings.

Standard #6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to document learner progress, and to guide the teachers on-going planning and instruction.

6 (r) Takes responsibility for aligning instruction and assessment with learning goals.

Justification:

I have shown evidence of meeting this standard by aligning the instruction and assessment directly with
the learning goals for the lesson. Throughout the entire lesson, instruction will be formatively assessed
refer to explicit and inferred information in informational text, record, it and show their understanding
of the difference. They will also have a chance to share their understanding with . Using observation
during role-play, demonstration of models,

Reflection: 9 out of 17 students met LG2 on the the graphic organizer, while 8 out of 17 partially met
the learning goal. 11 out of 17 met LG3 on the written response. All students passed in their
self-assessment. Many of the students struggled were still struggling to tell the difference between
explicit details and inferences, despite the extra time spent reviewing. The students that are meeting
LG2 are getting there with after guiding questions have been asked. This may be in part because they
have been away from the content and the learning the skills for a week, due to testing and
parent-teacher conferences. April vacation is starting on Friday, so Im going to give the summative
assessment on the learning goals tomorrow (Thursday). I really want the students to be successful, so
Im going to create an engaging review with visuals, so that students feel well-prepared. I will also
review student work and feedback with the students, so that they know why they are or arent meeting
the LGs.