College of Education

LESSON PLAN FORMAT

Standard:
4/5.RL.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (quote accurately)
5/6. RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes (and connotative
meanings; analyze the impact of a specific word choice on meaning and tone).
4/5.SL.2:
Paraphrase portions of text read aloud
Summarize a written text read aloud
Learning Target:

I can list important details and make inferences from whats been read
I can understand the meaning of words and phrases in text.
I can retell parts of a story read to me

Criteria for Success: (Name the strategy they will use/you will model)
Skills: 1. Using textual evidence to make an inference about the story.
2. Using words/phrases surrounding a new vocabulary word, determine the meaning of that vocabulary word.
Type of Lesson: Whole Class Read Aloud

Standards w/Assessments NamedStandard

Anchor

Reading Standards for

Literature

Key ideas and Details

Craft & Structure

Specific Standard

Assessment Tool-Tied to the Criteria for Success

4(5).RL.1 : Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text (quote
accurately)

5(6).RL.4: Determine the meaning of words and phrases as they are used in a

text, including figurative language such as metaphors and similes (and

connotative meanings; analyze the impact of a specific word choice on
meaning and tone).
Integration of Knowledge and Ideas

Reading Standards for

Information

Range of Reading & Level of Text

Complexity
Key ideas and Details
Craft & Structure
Integration of Knowledge and Ideas

Reading Standards:
Foundational Skills

Range of Reading & Level of Text

Complexity
Print Concepts
Phonological Awareness

Writing Standards

Text Types & Purposes

Production & Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing

Speaking & Listening

Comprehension & Collaboration

4.SL.2: Paraphrase portions of text read aloud

5.SL.2: Summarize a written text read aloud

Presentation of Knowledge & Ideas

Materials and Resources Needed:

Include the title of your book with the reading level of the text you choose: Land of the Burnt Thigh by Edith Eudora Kohl
According to https://readability-score.com/, the average readability score for the book is 8.9, meaning for a late 8 th grader.

A. The Lesson
Introduction (5 min)
Getting attention
Relating to past experience and/or knowledge

Creating a need to know

Sharing objective, in general terms

Okay, who would like to hear a different voice read your book, Land of the Burnt Thigh?
I can tell that all of you enjoy reading, and that is awesome to see. Ms. D has told me that she has
worked with you guys on using textual evidence to explain a part of a story. This is called
inferencingwhen you reach a conclusion based on the evidence. Ive also seen her help you to
come up with the meaning for hard words. This is another good skill to have so that you can be a
better reader.
Do you think that you could enjoy a story if you didnt know what was going on in it? Do you think
you would keep reading it?
Like you said, it is important to know what is going on in the text and what the author means when
they use different words and phrases.
So, now I am going to read you Chapter 10 from Land of the Burnt Thigh and we are going to focus
on making inferences, or conclusions, based on what we read using details from the story and we are
going to figure out the meaning of words we dont know.

1. Methods (core of the lesson) (15 min)

Before Reading
(Think about the
teaching phase on
pages 89-91 in your
text)

I am giving each of you a copy of the chapter. I want you to read along with me as I read. When you come across a part of the
story that confuses you or a word that you dont know, I want you to highlight it or mark it someway. As I read, I will stop
sometimes to ask questions about what we are reading and see that we are on the same page, so to speak.

During ReadingList specific questions

and pages you might
ask them
(Think about the active
involvement phase from
your 91 -94 in your
text book)

[If students are not able to answer questions, or are reluctant to do so, I will provide examples of my own thought-processes]
After 1st Paragraph (pg. 164):
Already in this paragraph we have a couple words that we might not all know. Turn and tell your neighbor which word, or
words, you dont know, if there are any. (Ill listen)
Okay, so I heard the words, stodgy and riveted. Does anyone have an idea of the meaning of either of these words?
When I was reading this section, I was trying to imagine the scene. I was thinking about how the animal shes riding must be
a horse. The way the narrator describes the day makes me think she is probably riding slowly. She describes the day as being
warm, and the air being cool. There is no sight or sound of life except the eagle. From this, I infer that stodgy might mean
heavy. Would you agree? It makes sense here.
What about riveted? If its true that the word, stodgy means heavy, than what do you think riveted could mean?

(rhetoric). The text says, Riveted to the earth? Using what we already know, what do we know this word does not mean?
(examples: the horse is not flying, hopping, running, etc.).
I think the author is trying to make us imagine a horse that almost seems stuck to the ground, moving lazily and steadily.
Would that make sense to you all? Nod if you agree.
Lets keep reading
2nd Paragraph (p. 164):
Stop after Coulee to give definition-- a deep ravine
1st Paragraph (p. 165)
After reading, was bending over me, say
Who can tell me what has happened so far in this chapter? And what do you think just happened?
(answers vary, but something to do with the girl riding along, sees an eagle, hears a shot, sees the eagle falling, and then finds
herself falling down as well upon the ground. A man is bending over her)
Good readers stop while they are reading to make sure they are comprehending whats happening. If you arent able to
imagine whats happening in your head, then its good to go back and read the passage over again, slowly.
Okay, lets keep reading
1st paragraph (p. 166) after, Yes, I know, he said laconically
This part creeped me out. Why does he know where she lives? By this point, I am dying to know more about this character.
Also, it was hard to know the meaning of the word, laconically. As far as context, I looked back at what was saidYes, I
know. I imagine in my head that he is saying this factually, without much emotion behind it. When I looked up the word to
check the meaning, it said that laconically means using few words or being concise, so my guess was close. Sometimes you
have to come up with the best meaning you can and then keep reading to see that it makes sense. You can always look up the
word later in a dictionary.
Anyway, now the author continues to describe this interesting, new character (keep reading)
After touching his ten-gallon hat he was gone (p. 166),
ask So who can summarize the whole gist of what we read? (get one summary. Discuss).
Awesome.
After ReadingWhat might students
practice in their
independent reading
time
(Think about the link
pgs 94-96 in your text
book)
Student Worktime:
Time Frame: 5 minutes

So some of the things we went over as we read were

1. Figuring out the meaning of new words
2. Making sure we understand whats happened by summarizing what weve read
You should all use these skills with whatever youre reading.

Its also important that you take time to imagine the characters. So, in this reading, we were introduced to a new character.
We were given several details about him. The author will, no doubt, describe him further as the book goes on, but right now

Describe what students

will be doing to
practice what you have
taught. This should be
very closely connected
to the after reading
component.

lets think about what we know about him already. So, I am going to have you guys do a character description activity. Have
you ever done one like this?
So it has three spots for you to write a trait about the character and then for each trait, theres a space for you to quote the book
as textual evidence. If you need help filling it out, Id be happy to give you some clues. You can also help each other.
(giving 5 minutes worktime)

2. Closure What did the students learn from this lesson? Think about the follow-up pgs 96-99 in your text book (5 min)
Alright, so what do you guys think about this new character so far? You like him? Lets have two people give me one of
the quotes that they used on their worksheet.
(A couple minutes to share)
A. Assessment-Did your students understand the lesson? What was you evidence?
The students answered the questions that I asked with accuracy. They were able to give a summary of what happened.
They seemed to follow my logic when figuring the meaning of words. They all completed the character
description/drawing activity with a picture and 3 descriptions of the character without help from me.

B. Next Steps-Based on your assessments what do you need to work on next meeting?
For the next meeting, I would think a little bit more about the cognition involved in finding the meaning of words. I felt
that I did a decent job explaining how my mind words, but I could have done reading/research on how to teach the skill
of inferring the meaning of words in a more comprehensive way.

C. Back Pocket Idea: The students may need to do the worksheet with me. I may need to spend more time talking about a certain part of the passage if they
are not understanding. I could give more examples of my own metacognition.
D. Resources: What resources did you use which would be of interest to the classroom teacher?