LITERACY LESSON PLAN

Name: April Cronin Type of Lesson:

Interactive Read-Aloud
MENTOR TEXT MEANING GOALS TARGETED IN THIS LESSON
TITLE: Essential Question(s)/Enduring Understanding(s)
The Stranger People dont always say exactly what they mean.
Chris Van Allsburg
Learning Target(s): (Developed from the Indiana Academic Standards)
READING LEVEL: P (I can statement(s) based on standard(s) selected)
I can draw inferences from a text and refer to details and examples in the text when
explaining my inferences.

KEY ACADEMIC MATERIALS NEEDED FOR THIS LESSON

VOCABULARY

-inference -The Stranger by Chris Van Allsburg

-support

FORMATIVE ASSESSMENT Be sure to integrate formative assessment into your Lesson Plan

o What Formative The questioning and discussion throughout as well as the OWI worksheet will
Assessment will give serve as a formative assessment.
you information on
each of your
students learning of
the lessons learning
outcome(s)?

PROFESSOR CHRISTI WRIGHT ED 310/510, ED 329/529, ED 465/565,

ED 560
LESSON PLAN
Into the Learning
o In this section you set the
purpose and activate prior
knowledge
o Introduce the Text
o Name the strategy and/or
skill
o Spark motivation and
interest by using a hook
Through the Learning
o In this section you read the
selection, support readers
through explicit instruction,
modeling, guided practice
with active participation
PROFESSOR CHRISTI WRIGHT
ED 560
Script each of the three major sections of your Lesson Plan
Today I am going to share with you a book by one of my favorite Authors. Have
any of you heard of Chris Van Allsburg? Have you read The Sweetest Fig, The
Wretched Stone or Two Bad Ants? Well today we are going to read The Stranger.
The strategy we are going to work on today is inferencing. Can anybody tell me
what an inference is?
What is the difference between an inference and a prediction? In order to make
this idea clear, I will make a compare and contrast poster and you can copy down
notes on your worksheet.
What is a prediction? (questioning) What will happen next! It is a part of inferring
but it is different from inferring because you can find out if your prediction is
right or wrong in the text. Can you do this with an inference? Why not? What kinds
of things do you infer? Feelings, why things happened, where chartacters are,
what is happening. Are inferences in the text? No you read between the lines, and
it comes from you! As a guide, what are some ways to begin sharing an
inference? (I can tell character is trait because, how character acts/feels tells
me, the story said blank which made me think.. Now what are different ways
we could begin a prediction? (I think he will, I predict shes going to, next I
think they are)
Throughout our reading, we are going to infer, who the stranger is, so during the
reading look for clues that might help you understan who he is. Remember good
readers use their own background knowledge combined with the information they
find in the text to make inferences of what is not directly or explicilty stated in the
text.
I DO: To help us create inferences we will use this chart to help guide us.
Writing things that are interesting that we may observe in our reading, things that
we are curious about, and then make inferences based on our knowledge and the
clues the author is giving us.
Read text, stop where there are sticky notes
ED 310/510, ED 329/529, ED 465/565,
 and independent practice. (I observe that the mercury in the thermomoter was stuck at the bottom, I wonder
o Acquire knowledge and why he is so confused about button holes, I infer that this stranger must be some
skills, make meaning, and
practice transfer
kind of alien, he doesnt know how to act properlly and copies katy.)
o Gradual Release of WE DO: This time we will look for these observances, wonderings, and
Responsibility: inferences together. So if there is something interesting you observe that may help
o I DO, WE DO, YOU
us understand this stranger, or if there is something oyu are wondering or could
DO
infer about the stranger put your thumbs up after I have finished reading the
page.
(elicit student answer, follow stick notes here aswell)
Stop reading after 5 pages at the pumpkins page. What are some observations we
had? Some wonderings? Some inferences we can draw?
YOU DO: Okay now I will finish the book and I want you to come up with your
own observations, wonderings, and inferences. Remember to look for clues that
will help us understand who the stranger is, look for things that may seem out of
the usual. Write down your observations, wondering and inferences as I read and
we will discuss them at the end.
So what have you all come up with that will help us infer the identity of this
stranger? Why does the weather change on the farm? Why do the animals greet
him as if they knew him? Why do you think that? (continue questioning in
discussion to discuss identity)

Beyond the Learning Again, what is the main difference between a prediction and an inference? What is
o Lesson closure: students an inference made up of? Yes an inference is constructed through your own
extend their learning by background knowledge and clues from the text, and the difference between a
discussing and revisiting
the text
prediction and an inference is that in an inference we cannot prove if it is true
o Reinforce your learning fursure, we will never know the identity of the stranger, however I thought you all
target had strong inferences!

DIFFERENTIATION
FRAMEWORK

PROFESSOR CHRISTI WRIGHT ED 310/510, ED 329/529, ED 465/565,

ED 560
 o How will you LANGUAGE SUPPORT FOR ELLs
differentiate your lesson Using the SIOP Model of Sheltered Immersion, list 1) the General Category of Key Components of
to meet diverse Teaching Language and Content Effectively and 2) the Specific Instructional Strategies used in this
students needs? lesson. Be sure to add these labels in bold in your lesson plan.
I will make use of the pictures because they tell the story really well. Tell students
to make inferences on the pictures. I will also make the chart organizer that gives
students an idea of what to look for, the difference between an inference and a
prediction, as well as a way to start their inferences.

EXCEPTIONAL LEARNING NEEDS

Using the Tomlinson Framework of Differentiation, list 1) the General Approach (Content, Process,
Product. Affect/Environment, and 2) the Specific Strategy related to that General Approach. Be
sure to add these labels in bold in your lesson plan

The general approach is a discussion that I can monitor student

understanding through the discussion and it is scaffolded.

CLASSROOM
MANAGEMENT
o How will you foster a Seating/ Classroom Arrangement (only if special arrangement is needed for this
positive learning lesson)
environment that will
enhance all students
learning and growth?
Special Rules/ Procedures (only if special rules/procedures required for this lesson)

Self-assessment:

PROFESSOR CHRISTI WRIGHT ED 310/510, ED 329/529, ED 465/565,

ED 560
Reflection:
Overall I think the comparison between prediction and inference was really helpful because at first they
said there was no difference. We were pushed for time due to their assessment so we just discussed our
observations, wondering, and inferences instead of recording them. About halfway in one student who had
already read the book said the stranger was Jack Frost, so he kind of jumped a lot of the surprise and the
rest of the students inferences surrounded Jack Frost.

PROFESSOR CHRISTI WRIGHT ED 310/510, ED 329/529, ED 465/565,

ED 560