Lesson Plan 1: Comprehension: Making Inferences

Grade 5 Length of Lesson: 30-45min.

Desired Results
State Content Standard(s):
• 5.RL.2.1. Quote accurately from a text when explaining what a text says explicitly and when drawing
inferences from the text.
Central Focus: Essential Question(s):
The central focus for this learning segment will be • Why is it important to make inferences? How does
comprehension. Students will understand how to this help you?
analyze the text in order to gain meaning or make • How did visualizing help you understand the
sense of the text. photographs?
• Big Idea: Students will be focusing on making • How does the title of the poster help you make an
inferences by using text clues, pictures, and inference?
author’s purpose or meaning

Student objectives (outcomes):

Students will be able to:
• Make inferences about pictures
• Identify clues that support the inferences
• Visualize actions and feelings based on pictures
Assessment Evidence
Performance Task(s): Other Evidence:
• Students will “turn and talk” with a partner • Pre-assessments and summative assessments are
and discuss their inferences and evidence. based on CANVAS tests produced by the
• Students will write their visualizations on corporation. These tests are given before and after
index cards and then as a class we will learning a new essential skill
combine our visualizations do demonstrate • I will conduct informal- formative assessments
what could have caused the emotions in the throughout this lesson by assessing student’s
photographs. understanding of inferences from my questions
during their “turn to talk”
• I will conduct a formal assessment from the students
visualizations written on their index cards (collected
as artifact/ evidence)
Learning Plan
Learning Activities:
• This is the core of lesson plan that lists and briefly describes:
o The students will be using a series of photographs and short scenarios to visualize and make
inferences about different situations. They will have partner and whole group discussions about
their inferences and visualizations. The students will also create artifacts (index cards) describing
their visualizations.
o I will be introducing the comprehensions strategy making inferences, as well as discussing the
metacognitive strategy visualizing throughout the mini lesson (found in the Benchmark teaching
guide in Unit 3, pages 2-4). I will be modeling what these two strategies look like when used in
unison by using the teaching technique “think aloud.” After the mini lesson I will create an anchor
chart that breaks down the language demands of the lesson segment (vocabulary: inference,
prediction, visualizing, implied, analyze and questioning), and process of making an inference
(Step 1: evidence/ clues, Step 2: schema/ personal knowledge, Step 3: creating an inference).
After the lesson I will be moving around the room asking students questions that will deepen their
understanding (questions can be found in Benchmark teaching guide as well), this allows the me
to address any misconceptions the students may have. I will also be assisting any students that
are struggling.
o I will use the pre-assessment from CANVAS to identify where students are in their general
understanding of making inferences (must be printed from the MCCSC Canvas website). I will
ask for verbal confirmation of students understanding throughout the mini lesson and small group
time. I will use a formal formative assessment at the end of the lesson (visualization index cards)
 to review student’s current comprehension.
o This lesson draws on students’ previous knowledge by encouraging students to make
connections. By making connections students are more invested in what they are learning and
they are using their prior knowledge to make meaning out of what they are learning.
Resources and Materials:
• Photograph poster and written scenarios are all included in the Benchmark Literacy Common Core
teaching guide (Unit 3, Pages 2-4) (Instructional Material 1.2)
• iPADs (for documenting anchor chart)
• Anchor Chart (Instructional Material 1.1)
• Index Cards (Assessment/ Student Artifact 1.1)
• IEP accommodations (graphic organizer/ Information card (Student Artifact 1.2) )
Required Accommodations/Modifications:
• There are four students with IEP’s in the classroom. Every student with an IEP is allowed to use
shortened statements when filling out assessments as long as they can prove their knowledge of the
content area. These students will only be required to describe their visualizations (although will be
encouraged to write them). These students will also receive a graphic organizer if needed and a card
detailing ways to make inferences.
Additional Modifications for Individual Students:
• By allowing students to work in partners the students who are struggling or above grade level can work
at their own pace. As a class we will share all visualizations and make a chart of ideas. By sharing all
students’ work, students can create deeper understanding. By documenting the anchor chart on their
iPADs students can have a reference to refer to in the future.
Extending the Lesson
• I can extend this lesson by providing more photographs and scenarios and asking students to infer and
visualize what is happening in the photographs and scenarios. This would allow students to create
deeper understanding and use their skills in broader context areas.
nd
Adapted from Understanding by Design, Expanded 2 Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and
Curriculum Development.
 Lesson Plan 2: Comprehension: Making Inferences
Grade 5 Length of Lesson: 45-60 min.

Desired Results
State Content Standard(s):
• 5.RL.2.1. Quote accurately from a text when explaining what a text says explicitly and when drawing
inferences from the text.
Central Focus: Essential Question(s):
The central focus for this learning segment will be • What does it mean to visualize, and how does this
comprehension. Students will understand how to help you as a reader?
analyze the text in order to gain meaning or make • How does making inferences help you understand
sense of the text. what you are reading?
• Big Idea: Students will be focusing on making • How do clues help you make inferences?
inferences by using text clues, pictures, and • How will you use what we practiced today when you
author’s purpose or meaning read on your own?
Student objectives (outcomes):
Students will be able to:
• Make inferences about what they see in pictures and in texts
• Use clues or evidence in the text to make inferences
• Visualize to understand a text
Assessment Evidence
Performance Task(s): Other Evidence:
• Students will make inferences about many • Pre-assessments and summative assessments are
different scenarios in pictures and in text based on CANVAS tests produced by the
shown on set one (red task cards). They will corporation. These tests are given before and after
write their inferences on a task sheet to keep learning a new essential skill
track. • I will conduct formative assessments based on
students’ responses during my questioning and end
of activity discussion
• I will conduct individual formal assessments based
on completed task sheets
Learning Plan
Learning Activities:
• This is the core of lesson plan that lists and briefly describes:
o The students will be using set one (red task cards) that are set up throughout the room. The
cards content differs between text and pictures. Each card asks students a series of authentic
assessment questions that require students to give their own answer. The task cards require
students to visualize and make inferences about different situations. The task cards have guiding
questions on them that lead students to making inferences (For example one task card contains
a picture of a girl who is outside with a hat, gloves, and coat on, and the questions on the card
ask the students to look at what the girl is wearing, then asks the students what they can infer
about the weather). These cards are set up to help students by requiring them to really look into
the picture or text before making their inferences. Students can chose to work with a partner or
individually. At the end of the activity the students will participate in a whole group discussions
about their inferences and visualizations.
o I will tape the red task cards around the room (a mix of both picture and text). I will then conduct
a short mini lesson where I will review how to make an inference and how to visualize (mini
lesson can be found in the Benchmark teaching guide Unit 3, page 5-7). I will read a passage
and model visualizing and making inferences. I will ask students for their input as well. I will then
introduce the red task card activity, and answer any student questions as well as set clear
expectations for the activity (example: only two people per task card, voices stay at a whisper,
students will need a mixture of text and picture tasks on their task sheets). I will walk around the
room assisting students with any questions and checking for student’s understanding (informal
assessment). I will also be assisting any students that are struggling throughout the activity. At
 the end of the activity the I will conduct a whole group discussion based on student’s inferences
and visualizations bringing up things that I saw (good and bad) and clearing up any
misconceptions.
o I will use the pre-assessment from CANVAS to identify where students are in their general
understanding of making inferences as well as the formative assessments used the day before
(visualizing index cards). I will ask for verbal confirmation of students understanding throughout
the mini lesson and their activity time (informal formative assessment). I will use a formal-
formative assessment at the end of the lesson (collect task sheets) to review student’s current
comprehension.
o This lesson draws on students’ previous knowledge by building on what the students learned
recently about making inferences and visualizing. It also requires students to think about multiple
real life scenarios that allow them to make text-to-self connections and deepen their
understanding.
Resources and Materials:
• Benchmark Literacy Common Core teaching guide (Unit 3, Pages 5-7)
• Set One (red task cards) (Instructional Material 2.1)
• 30 Task Sheets (assessment artifact- collect at end) (Student Artifact 2.1)
• IEP accommodations (Information card)
Required Accommodations/Modifications:
• There are four students with IEP’s in the classroom. Every student with an IEP is allowed to use
shortened statements when filling out assessments as long as they can prove their knowledge of the
content area. These students will only be required to write down two picture task cards and two text task
cards on the task sheets. They will still have to do the same amount of task cards as the other students,
they may just give their answers in a discussion format with their partner instead of writing them all
down. These students will also be able to use the card detailing ways to make inferences.
Additional Modifications for Individual Students:
• By allowing students to work in partners the students who are struggling or above grade level can work
at their own pace. As a class at the end of the activity we will have a discussion. By having students’
share examples of their work, struggling students can model their peers understanding and create
understanding of their own.
Extending the Lesson
• I can extend this lesson by having students find photographs and create their own questions on task
cards. This would allow students to think more complex about questioning before making inferences and
providing evidence to justify their inferences.
nd
Adapted from Understanding by Design, Expanded 2 Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and
Curriculum Development.
 
 Lesson Plan 3: Comprehension: Making Inferences
Grade 5 Length of Lesson: 45-60 min.

Desired Results
State Content Standard(s):
• 5.RL.2.1. Quote accurately from a text when explaining what a text says explicitly and when drawing
inferences from the text.
Central Focus: Essential Question(s):
The central focus for this learning segment will be • What does it mean to visualize, and how does this
comprehension. Students will understand how to help you as a reader?
analyze the text in order to gain meaning or make • How does making inferences help you understand
sense of the text. what you are reading?
• Big Idea: Students will be focusing on making • How do clues help you make inferences?
inferences by using text clues, pictures, and • How do clues lead to evidence when you make
author’s purpose or meaning. inferences?
Student objectives (outcomes):
Students will be able to:
• Make inferences about what they see in pictures and in texts
• Use clues and evidence in pictures and text to make inferences
• Visualize while making inferences to better understand a text
Assessment Evidence
Performance Task(s): Other Evidence:
• Students will make inferences about many • Pre-assessments and summative assessments are
different scenarios in pictures and in text based on CANVAS tests produced by the
shown on task cards set two (blue task corporation. These tests are given before and after
cards). They will write their inferences on a learning a new essential skill
task sheet to keep track. • I will conduct individual formal- formative
assessments based on students’ completed task
sheets
• I will conduct informal formative assessment based
on students’ questioning and discussion responses
Learning Plan
Learning Activities:
• This is the core of lesson plan that lists and briefly describes:
o The students will be using set two (blue task cards) that are set up throughout the room. The
cards content differs between text and pictures. Each card only asks students, what can you infer
from this picture or text, what clues tell you that? These cards require students to make their own
independent inferences. Then the students are required to give justification to their inferences.
The task cards require students to visualize and make inferences about different situations.
These cards are set up to help students think of good questions to ask before they infer.
Students can chose to work with a partner or individually. At the end of the activity the students
will participate in a whole group discussions about their inferences and visualizations.
o I will tape the task cards all around the room (a mixture of picture and texts). I will read a short
Read Works passage and model visualizing and making inferences using the “Think Aloud”
strategy. I will ask students for their input as well. I will then introduce the blue task card activity,
and answer any student questions as well as set clear expectations for the activity (example: only
two people per task card, voices stay at a whisper, students will need a mixture of text and
picture tasks on their task sheets). I will walk around the room assisting students with any
questions and checking for student’s understanding (informal assessment). I will also be
assisting any students that are struggling throughout the activity. At the end of the activity, I will
conduct a whole group discussion on student’s inferences and visualizations bringing up things
that I saw (good and bad) and clearing up any misconceptions.
o I will use the pre-assessment from CANVAS to identify where students are in their general
understanding of making inferences as well as the formative assessments used the day before
 (visualizing index cards). I will ask for verbal confirmation of students understanding throughout
the mini lesson and their activity time (informal formative assessment). I will use a formal-
formative assessment at the end of the lesson (collect task sheets) to review student’s current
comprehension.
o This lesson draws on students’ previous knowledge by building on what the students learned
recently about making inferences and visualizing. It also requires students to think about multiple
real life scenarios that allow them to make text-to-self connections and deepen their
understanding. The students also have to create their own questions to help them visualize and
process the picture and text because questions are not on these task cards.
Resources and Materials:
• Benchmark Literacy Common Core teaching guide (Unit 3, Pages 5-7)
• Set Two (blue task cards) (Instructional Material 3.1)
• 30 Task Sheets (assessment artifact) (Student Artifact 3.1)
• Read Works passage (1 copy teacher only)
• IEP accommodations (Information card)
Required Accommodations/Modifications:
• There are four students with IEP’s in the classroom. Every student with an IEP is allowed to use
shortened statements when filling out assessments as long as they can prove their knowledge of the
content area. These students will only be required to write down two picture task cards and two text task
cards on the task sheets. They will still have to do the same amount of task cards as the other students,
they may just give their answers in a discussion format with their partner instead of writing them all
down. These students will also be able to use the card detailing ways to make inferences.
Additional Modifications for Individual Students:
• By allowing students to work in partners the students who are struggling or above grade level can work
at their own pace. As a class at the end of the activity we will have a discussion. By having students’
share examples of their work, struggling students can model their peers understanding and create
understanding of their own.
Extending the Lesson
• I can extend this lesson by having students find photographs from magazines and asking students to
only make inferences based on the picture. After the students have made their inferences I would have
them read the article that follows the picture and ask students explain if their inferences were correct by
providing justification from the text.
nd
Adapted from Understanding by Design, Expanded 2 Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and
Curriculum Development.
 Lesson Plan 4: Comprehension: Making Inferences
Grade 5 Length of Lesson: 45-60 min.

Desired Results
State Content Standard(s):
• 5.RL.2.1. Quote accurately from a text when explaining what a text says explicitly and when drawing
inferences from the text.
Central Focus: Essential Question(s):
The central focus for this learning segment will be • Read the sentence. What evidence helps you know
comprehension. Students will understand how to what the author means?
analyze the text in order to gain meaning or make • What kinds of inferences might you need to make in
sense of the text. a fictional story?
• Big Idea: Students will be focusing on making • What motive might a nonfiction author have for
inferences by using text clues, pictures, and wanting you to make inferences about his/her text?
author’s purpose or meaning • Why is it important to know how to make inferences?
Student objectives (outcomes):
Students will be able to:
• Make inferences about what they see in pictures and read in texts
• Use evidence in the text to make inferences
• Visualize to understand a text
Assessment Evidence
Performance Task(s): Other Evidence:
• Students will make inferences about the • Pre-assessments and summative assessments are
Minions in the hook video. Students will based on CANVAS tests produced by the
choose an article in their Scholastic News corporation. These tests are given before and after
Magazines. Students will infer into the text learning a new essential skill
and find evidence that supports their • I will conduct informal group-based assessments
inferences in their based on students’ table groups’ discussions
(Scholastic News magazine nonfiction text). • I will collect students “making inferences graphic
organizer” to assess students current understanding
and to compare with previous understanding to
check for progression and see if there is anything
that needs to be retaught (formal assessment)
Learning Plan
Learning Activities:
• This is the core of lesson plan that lists and briefly describes:
o The students will be watching a short video where they make inferences about the video and
discuss both in small and whole groups. They will complete a graphic organizer after reading a
nonfiction article in their Scholastic News magazines. The graphic organizer asks students to
write down story clues, what they know and then to make their inferences. At the end of the
activity the students will participate in a whole group discussions about their inferences and will
compare what inferences they made to their peers.
o I will conduct a short mini lesson where I will review how to make an inference and how to
visualize (can be found in the Benchmark Literacy Common Core teaching guide (Unit 3, Pages
8-9). I will play the “hook” video and discuss and model her inferences
(https://youtu.be/5hwUqb2jGkk play from 00:00 to 00:50). I will read a passage from the
Scholastic News magazine and model visualizing and making inferences using evidence in a
nonfiction text. I will ask students for their input as well. I will then instruct the students to work in
partners or individually to complete their graphic organizer while reading a different article in their
Scholastic News magazine. I will walk around the room assisting students with any questions and
checking for student’s understanding (informal assessment take notes). I will also be assisting
any students that are struggling throughout the activity. At the end of the activity I will conduct a
whole group discussion on student’s inferences and visualizations bringing up things that I saw
(good and bad) and clearing up any misconceptions.
 o I will use the student’s prior formative assessments to identify where students are in their general
understanding of making inferences. I will ask for verbal confirmation of students understanding
throughout the mini lesson and their activity time. I will use an informal-formative assessment at
the end of the lesson (graphic organizer) to review student’s current comprehension.
o This lesson draws on students’ previous knowledge by having students use what they have
learned about making inferences from pictures and short texts and using that knowledge to help
them understand a larger nonfiction text.
Resources and Materials:
• https://youtu.be/5hwUqb2jGkk play from 00:00 to 00:50. (Instructional Material 4.2)
• Benchmark Literacy Common Core teaching guide (Unit 3, Pages 8-9.)
• Scholastic New magazine (30 Copies) (Instructional Material 4.1)
• Making Inferences: Grading Rubric (30)
• Making Inferences: Graphic organizer (30 Copies) (Student Artifact 4.1)
• IEP accommodations (Information card & iPAD)
Required Accommodations/Modifications:
• There are four students with IEP’s in the classroom. Every student with an IEP is allowed to use
shortened statements when filling out assessments as long as they can prove their knowledge of the
content area. These students will be able to have the text read to them using their iPADs. They will only
be required to write down one story clue, what I know comment and one inference (although will be
encouraged to write more). They will need to discuss the rest of what would be their written work with
their peers or with me.
Additional Modifications for Individual Students:
• By allowing students to work in partners the students who are struggling or above grade level can work
at their own pace. By using Scholastic News magazine, students can chose from a variety of nonfiction
texts and can chose one they are interested in. The articles also range in size and difficulty. As a class
we will discuss the different inferences we made for the different articles and this allows students of all
text levels to have a chance to understand the texts in a more meaningful way.
Extending the Lesson
• I can extend this lesson by providing students more graphic organizers, and asking the students to make
inferences for multiple texts within the Scholastic News magazine.
nd
Adapted from Understanding by Design, Expanded 2 Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and
Curriculum Development.
 Lesson Plan 5: Comprehension: Making Inferences
Grade 5 Length of Lesson: 45-60min.

Desired Results
State Content Standard(s):
• 5.RL. 1 Quote accurately from a text when explaining what a text says explicitly and when drawing
inferences from the text.
• 5.W.3.3 Write narrative compositions in a variety of forms that-- Use precise and expressive vocabulary
and figurative language for effect.
Central Focus: Essential Question(s):
The central focus for this learning segment will be • What does it mean to visualize, and how does this
comprehension. Students will understand how to help you as a writer?
analyze the text in order to gain meaning or make • How do making inferences help you understand what
sense of the text. you are writing about?
• Big Idea: Students will be focusing on making • How do clues help you make inferences?
inferences by using text clues, pictures, and How will you use what we practiced today when you
author’s purpose or meaning write on your own?
Student objectives (outcomes):
Students will be able to:
• Make inferences about what they see in a photograph
• Use clues or evidence in the photograph to make inferences
• Visualize to understand the photograph to create a narrative text
Assessment Evidence
Performance Task(s): Other Evidence:
• Students will make inferences about a • I will conduct individual formal formative
photograph of the largest footbridge in the assessments based on student’s completed stories
world. They will create a narrative story and graphic organizers
based off of said picture and inferences by • I will use a rubric in which to assess the students’
using the evidence from the photograph and work
their inferred sensory details. • I will conduct informal assessments from student’s
responses to questions and “turn and share”
discussions

Learning Plan
Learning Activities:
• This is the core of lesson plan that lists and briefly describes:
o The students will be viewing a photograph of the longest footbridge in the world that is located in
the Swiss Alps and is projected onto the screen. The students will be discussing their inferences
and sensory details as a class and putting them into a graphic organizer that they will later use to
include these things into their writing. The students will use their making inferences and
visualizing strategies to create a story about the photograph. They will be using complete
sentences and proper punctuation. They will be writing using evidence from the photograph, and
their inferred sensory details to create their narrative stories.
o I will conduct a short mini lesson where I will review how to make an inference and how to
visualize. I will lead a class discussion about the sensory details that the students can infer from
the picture and will have each student keep track of their sensory details and inferences on a
graphic organizer. I will remind students that they need to use their graphic organizers to help
them create a story that their audience can visualize. I will also be reminding students that they
need to use full sentences and proper punctuation. I will walk around the room assisting students
with any questions and checking for student’s understanding (informal assessment). I will also be
assisting any students that are struggling throughout the activity. At the end of the activity I will
ask students to share their stories with a partner and discuss their peers inferences and
visualizations. I will collect the student’s graphic organizers and stories and assess them based
on a rubric.
 o I will use formative assessments used in the days prior to this lesson. I will ask for verbal
confirmation of students understanding throughout the mini lesson and their activity time. I will
use a formal-formative assessment (writing rubric) at the end of the lesson (student’s stories and
graphic organizers) to review student’s current comprehension.
o This lesson draws on student’s previous knowledge by building on what the student’s learned
recently about making inferences and visualizing. It also requires students to use their
comprehension of using sensory details to create visuals for their audience. This lesson requires
students to connect their comprehension strategies of making inferences and visualizing and use
that knowledge to assist them in composing a story. They are using their previous knowledge of
writing strategies and skills to create their narrative stories.
Resources and Materials:
• Photograph from Scholastic Magazine (project to class via computer) (Instructional Material 5.1)
https://sn56.scholastic.com/content/dam/classroom-magazines/sn56/issues/2017-18/091817/a-walk-in-
the-sky/SN56-091817-Bridge-Popup.jpg
• Students writing journals (composition not spiral) (Student Artifact 5.1)
• IEP accommodations (iPADs)
• Graphic organizers: Story writing (Struggling starters only) (Instructional Material 5.3)
• Graphic organizers: Sensory details, Evidence and Inferences (30 copies) (Instructional Material 5.2)
• Rubrics (30 copies)
Required Accommodations/Modifications:
• There are four students with IEP’s in the classroom. Every student with an IEP is allowed to use
shortened statements when filling out assessments as long as they can prove their knowledge of the
content area. These students will be allowed to use their iPADs for completing their stories. They can
use talk-to-text dictation to demonstrate understanding.
Additional Modifications for Individual Students:
• For students who are struggling with writing and comprehension, I will give them a graphic organizer that
will assist them in creating their stories. It shows these students how a story can be set up. (Instructional
Material 5.3)
Extending the Lesson
• I can extend the lesson by having students review another photographs or a series of photographs from
the same scene and create stories based on their inferences.
nd
Adapted from Understanding by Design, Expanded 2 Edition (2005) by Grant Wiggins and Jay McTighe, Association for Supervision and
Curriculum Development.