Sed Lesson Plan 1
Sed Lesson Plan 1
Sed Lesson Plan 1
During reading instruction, students will be able to infer the setting, the plot, and
the characters traits and feeling from illustrations in a graphic text.
During reading instruction, students will be explain character changes and infer
why those changes occurred.
3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and Setting Lesson
Goals (InTASC 7,8)
Before giving the introduction please write: Today I can make inferences about the
setting and characters in a text.
Give 2 minutes for mindfulness. Have them do breathing exercises. Ask them what
fidget they would like to use during the lesson. Make sure that you have the calming
music ready to go on the projector. Have Donald whisper read while go over earned
sheet with Jerry.
We have been reading lots of new stories during our reading i-time and today is no
different. Thin Ice is a realistic fiction in graphic fiction form. What do you think we will
see in a graphic novel? Correct we will see lots of pictures. Who would like to read our
goal for todays lesson? (Wait for response). Now who knows what an inference is? An
inference is using our own experiences and the text to create a conclusion about the
text.
b) Instructional Procedure: Engaging Students in Actively Constructing Deep
Understanding (InTASC 7,8)
1. Now I want you to look at the cover, what do you think will happen when you walk
on thin ice? (Wait for response, any response is acceptable because you are
activating their prior knowledge and having them create an inference)
2. Now why do you say that? (Any response is acceptable, try to have them connect
it to what they know about ice) Excellent, you connected your prior knowledge to
the text to create an.inference.
3. Turn to page 2 and 3. This is Rosa and her cousin Manny. Rosa watches Manny
every afternoon. As we read, well see that Rosa is very responsible and Manny
can be a little adventurous. Write on the whiteboard, Rosa and Manny. Tell them
to write it down in their notebooks and then ask them to write ideas for the
following question: How would you expect them to behave?
4. Ask students to share out ideas.
5. Turn to page 4. What do you think the problem is going to be? Wait for response.
6. What makes you say that? Any response is acceptable.
7. Now at this time I want to whisper read to yourself the story of Thin Ice. As you
read I will listen in.
8. At 10:50 ask the students to stop where they are. Let them know that tomorrow
they will finish reading if they hadnt that they will be looking into character
changes.
9. Their ticket back to class is for them to answer the following question: What is an
inference? What inference can you make about the story so far?
10.
At 10:55 they can go back to class.
The projector will play calming music. The calming music is about the UDL and make
the environment a comfortable place for the kids to work.
In the next lesson we will be using inferences to discuss the character changes that
Rosa and Manny have in the story Thin Ice.
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)
Student 1
Student 2