UNLV Student Zarah Antivo PSMT Name Susan Giancaspro

Lesson Plan Title Inference Lesson Plan Topic Reading

& Mental Image
Date Feb 5 – Feb 9 Estimated Time 75 – 85 mins
Grade Level 3rd Grade School Site Wynn Elementary

1. State Standard(s)
Monday:
- RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
- RL.3.6: Distinguish their own point of view from that of the narrator or those of the
characters.

Tuesday:
- RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.

Wednesday:
- RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
- RL.3.7: Explain how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or
setting)

Thursday: JA Volunteer

Friday:
- RL.3.7: Explain how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or
setting)

2. Teaching Models(s)
- Direct Instruction
- Daily 5
- Comprehension
- Kagan
- Kagan Teams
- Timed-Pair-Share
- Lemov
- Turn and Talk
- Call and Response
- At Bats
- Own and Track
- Show Me
- Tracking, Not Watching

3. Objective(s)
Monday:
SWBAT discuss what they already know about checking for understanding,
predictions, back up and reread, and schema as well as share examples
 Tuesday:
SWBAT ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
SWBAT explain how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story

Wednesday:
SWBAT ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.

Thursday: JA Volunteer

Friday:
SWBAT explain how specific aspects of a text's illustrations contribute to what is
conveyed by the words in a story

4. Materials and Technology Resources

Monday: Anchor chart, book bags, Google Chromebooks

Tuesday: Anchor chart, markers, book bags, Google Chromebooks, picture, post it
notes, pencils

Wednesday: Anchor chart, markers, Jessica by Kevin Henkes, book bags, Google
Chromebooks, post it notes, pencil

Thursday: JA Volunteer

Friday: Anchor chart, markers, book bags, Google Chromebooks, Because of Winn
Dixie by Kate DiCamillo, post it notes, pencil

5. Instructional Procedures

Monday

a) Motivation/Engagement:
- TW provide anchor chart that contains previous content taught
- SW discuss reading comprehension strategies with shoulder partner (Lemov:
Turn and Talk)

b) Developmental Activities or Learning Experiences

- TW call students on the floor (7 mins – 10 mins)
- TW ask students to turn to their shoulder partner to discuss what we know about
checking for understanding and back up and reread (Lemov: Turn and Talk)
- How do we check for understanding? DOK 1
- Why do we back up and reread? DOK 1
- Why is it important? DOK 2
- SW discuss with class what they know
- TW ask to provide examples
- SW provide answers
 - SW pick which of the Daily 5 task they will achieve first
- Read to self
- Work on Writing
- Word Work
- Listen to reading
- Read to someone (not an option as of right now)
- TW discuss with students that when they are in their Daily 5 tasks, they should be
check for understanding as well as remember to back up and reread if needed.
- TW dismiss students
- SW do their first rotation of Daily 5 (20 – 25 mins)
- TW work with students on Word Work
- SW get their induvial word work game
- TW rotate to each student and ask to show how they got their answers
- TW ask students to pick another Daily 5 task
- TW dismiss students
- TW call students to the floor (7 – 10 mins)
- TW ask students to discuss with their shoulder partner about what we know about
predictions and schema (Lemov: Turn and Talk)
- Explain to me what a prediction is. DOK 2
- How do we make predictions? DOK 1
- What is schema? DOK 1
- SW pick their next Daily 5 task
- TW remind them that during their reading, they should make predictions and use
their prior knowledge to connect with the reading
- TW dismiss students
- SW work on 2nd Daily 5 task (20 – 25 mins)
- TW work with students on Word Work
- SW get their induvial word work game
- TW rotate to each student and ask to show how they got their answers
- TW ask students to clean up

c) Closure
- TW ask students review questions about reading comprehension
- How do we check for understanding? DOK 1
- Have you backed up and reread when you were at read to self? If so, can
you share with the class?
- How do we make predictions? DOK 1
- Did anyone make predictions while reading, if so share your
predictions.
- What is schema? DOK 1
- Why is it important to make these connections using prior knowledge?
DOK 1

d) Extension
- SW take a post it note and one of their books from their book bag. SW make a
prediction on post it note as well as explaining how they use their prior knowledge to
connect with their book.

Tuesday
e) Motivation/Engagement:
- T and SW read I Can statement
- TW will provide anchor chart for students to understand the concept

f) Developmental Activities or Learning Experiences

- TW call students to the floor (7 - 10 minutes)
- TW discuss the objective
- TW ask students to repeat the I Can statement
- I Can use information in the text and what I know to figure out what the
author did not tell me
- TW explain inferences
- TW have anchor chart
- TW ask students if they understood the concept
- SW pick which of the Daily 5 task they will achieve first
- Read to self
- Work on Writing
- Word Work
- Listen to reading
- TW dismiss students
- SW do their first rotation of Daily 5
- TW work with students on Word Work (20 – 25 mins)
- SW get their induvial word work game
- TW rotate to each student and ask to show how they got their answers
- TW call students back to the floor (7 – 10 mins)
- TW place picture on the projector
- TW explain how students will turn to their shoulder partner and make an inference
of the picture. (Kagan: Timed-Pair-Share)
- TW model with student
- TW explain that students have to say their answers in a format
- I already know ________ because the author said ________. I can
infer that ________.
- SW have a minute to discuss with shoulder partner (30 seconds each)
- TW use Kagan selector to share their inference(s).
- TW write their inferences on board
- TW ask students if they understood the concept
- TW ask students to pick another Daily 5 task
- TW dismiss students
- SW do their 2nd Daily 5 task (20 – 25 mins)
- TW work with students on Word Work
- TW ask students to clean up

g) Closure
- TW ask students about inferences
- What is an inference? DOK 1
- What are the steps of making an inference? DOK 1
- TW discuss with students what they will be learning tomorrow
- TW discuss about making inferences in small groups
- TW discuss about learning about making a mental image while reading
 h) Extension
SW make inferences with their leveled book

Wednesday

a) Motivation/Engagement:
- T and SW read I Can statement
- TW will provide anchor chart for students to understand the concept
- TW read Jessica by Kevin Henkes to students

b) Developmental Activities or Learning Experiences

- TW call students to the floor (7 – 10 minutes)
- TW ask students what they know about inferences
- What strategy did we focus on yesterday with our reading comprehension?
DOK 1
- Explain to me what an inference is DOK 2
- What are the steps to making an inference? DOK 1
- TW then discuss about making a mental image
- What is a mental image? DOK 1
- Has anyone made any mental images or pictures about the text in their head
or on paper? If so, what of the 5 senses do you use? DOK 1
- TW explain about making mental images
- TW have anchor chart
- TW make an example
- TW ask students if they understood the concept
- SW pick which of the Daily 5 task they will achieve first
- Read to self
- Work on Writing
- Word Work
- Listen to reading
- TW dismiss students
- SW work on Daily 5 task (20 – 25 mins)
- TW start calling groups one by one to the floor. Each group contains the same
instruction (7 -10 minutes per group)
- TW call Group One to table
- Can you explain to me how to make inferences? DOK 1
- What are the steps to make an inference? DOK 1
- SW answer in unison (Lemov: Call and Response)
- TW do a short example with the students
- TW read pages from Jessica by Kevin Henkes.
- TW write her inference on a post it note and show students
- TW discuss with group what they will do when they are dismissed.
- With the book in your book bag, you will make an inference. You
will use your post it note to write your inference. Make sure your
post it note looks like mine. It should say “I already
know_______ because the author said _______. I can infer that
_______. After you’re done, remember to read your post it note
to me, then place it on the whiteboard. (Lemov: At Bats, Own
and Track, and Show Me)
- SW read books from their book bag which are on their reading level
 - TW document if student is understanding the concept, rather than just completing
the assignment (Lemov: Tracking, Not Watching)
- TW then dismiss group
- TW circulate around the classroom to see if each student is on task (Lemov:
Circulate)
- TW call Group Two to the floor
- TW then dismiss group
- SW pick new Daily 5 task and work on it (20 – 25 mins)
- TW call Group Three to table
- TW then dismiss group
- TW circulate around the classroom to see if each student is on task (Lemov:
Circulate)
- TW call Group Four to the floor
- TW ask students to clean up

c) Closure
- TW ask students about inferences
- What is an inference? DOK 1
- What are the steps of making an inference? DOK 1
- TW ask students about making a mental image
- What is a mental image? DOK 1
- How do we make mental images? DOK 1
- Can someone share their way on how they make mental images while
reading and describe what they would see, hear, and feel.
- TW discuss with students what they will be learning Friday
- TW discuss about making mental images in small groups

d) Extension
SW make inferences with their leveled book with post it note. SW read their leveled
book and write their mental images on a post it note.

Thursday: JA Volunteer

Friday

a) Motivation/Engagement:
- T and SW read I Can statement
- TW will provide anchor chart for students to understand the concept
- TW read Because of Winn-Dixie by Kate DiCamillo to students

b) Developmental Activities or Learning Experiences

- TW call students to the floor (7 – 10 mins)
- TW ask students to repeat the I Can statement
- I can make mental images that change as I read or listen to a story.
- TW ask questions about making mental images
- What is a mental image? DOK 1
- How do we make mental images? DOK 2
- Can someone share their way on how they make mental images while reading
and describe what they would see, hear, and feel.
- TW explain about how to make mental images
- TW have anchor chart
- TW read a page from book Because of Winn-Dixie and ask students to make a
mental image while teacher is reading
- TW ask students to share what they saw
- TW ask students if they understood the concept
- SW pick which of the Daily 5 task they will achieve first
- Read to self
- Work on Writing
- Word Work
- Listen to reading
- TW dismiss students
- SW do their first rotation of Daily 5 (20 – 25 mins)
- TW start calling groups one by one to the floor. Each group contains the same
instruction (7 -10 minutes per group)
- TW ask students to pick a book from their book bag and read it a little aloud so
teacher will be able to hear them to make sure it’s a good fit.
- SW read for a minute
- TW take note if student is understanding their leveled book
- TW discuss about making a mental image while reading
- How would you describe making a mental image while reading? DOK
1
- How do we make a mental image? DOK 1
- Which of the 5 senses do you use when making a mental image? DOK 1
- SW share their way how they make a mental picture while reading
- TW discuss with group what they will do when they are dismissed.
- With the book you chose, you will read a page or two of
your book and describe the mental picture on this post it note.
On the post it note, you will draw the picture then write what
you saw. After you’re done, remember to show me your post
it note to me, then place it on the whiteboard. (Lemov:
Show Me)
- TW then dismiss group
- TW circulate around the classroom to see if each student is on task (Lemov:
Circulate)
- TW call Group Two to the floor
- TW then dismiss group
- SW pick new Daily 5 task and work on it (20 – 25 mins)
- TW call Group Three to table
- TW then dismiss group
- TW circulate around the classroom to see if each student is on task (Lemov:
Circulate)
- TW call Group Four to the floor
- TW ask students to clean up

c) Closure
- TW ask students about making a mental image
- What is a mental image? DOK 1
- How do we apply it when reading? DOK 2
- Can someone share their way on how they make mental images while
reading and describe what they would see, hear, and feel.
- TW ask students for examples of their mental images they made in their leveled
books
 d) Extensions
SW read another page from their leveled book/or read another book and write their
mental images on a post it note.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Monday, Tuesday, Wednesday, Friday:

Accommodations:
- SW have a visual of what they will have to write when making
inferences on the anchor chart and teacher’s example

Modifications:
- TW vary level of support (whole group, small group)
- TW pause and ask students if they have a clear understanding of the
content
- TW not move on until all students are ready.

Differentiations:
- SW read books from their book bag that are on their reading level
- If group needs more assistance with the material, TW spend more time
with group

7. Assessment and Evaluation of Learning

a) Formative
Monday:
- TW document if students understand the 4 reading comprehension
strategies.
- DOK questioning

Tuesday:
- TW will document if the students are able to understand the new
content
- DOK questioning

Wednesday:
- TW meet with small groups and check understanding
- TW document each of the student’s progress
- TW circulates (Lemov: Circulate) to determine whether or not there
should be more practice in this area.
- DOK questioning
- Lemov: Show Me

Thursday: JA Volunteer

Friday:
- TW meet with small groups and check understanding
- TW document each of the student’s progress
- TW circulates (Lemov: Circulate) to determine whether or not there
should be more practice in this area.
 - DOK questioning
- Lemov: Show Me

b) Summative
Wednesday: TW check their post it notes with their inferences

Friday: TW check their post it notes with their mental image description

8. Homework Assignment(s)
Monday: SW read a book. They will make predictions what will happen next or use
their prior knowledge to connect with the reading

Tuesday: SW read a book and practice making inferences.

Wednesday – Friday: SW read a book and practice making inferences. SW read book
and practice describing their mental images.