CAL Lesson Plan
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Kat HallfordCAL Lesson Plan
Uploaded by
Kat HallfordUNLV Student: Katherine Hallford PSMT Name:
Course & Grade: ELA 5th Grade Lesson Topic: Inferencing
Date: Nov. 19th 2018 Estimated Time: 25 Minutes
1. State Standards: Standard: RL.5.7 - Analyze how visual and multimedia elements
contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
Standards RL.5.1 - Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
2. Teaching Model: Mini Lesson- Direct Instruction
3. Objectives: I can use images/art to make inferences about meaning.
4. Materials and Resources: Image of The Hugger by Tamar Ettun
5. Instructional Procedures:
a. Introduction: Teacher will introduce concept as a new way to make inferences,
then have students discuss with their neighbors what an inference is. Students will
collaborate to review inferences. In this, students will be able to use their
foundational knowledge to begin to bridge the gap between using inferences in
text and images. Teacher will then introduce the objective: using images and art to
make inferences. Teacher will teach a brief lesson on the what/why using the
following photo:
Teacher will introduce the concept by asking “What do you notice about this
picture?”, making adjustments if needed, depending on what the students are
seeing/thinking/saying. Teacher will also ask “What do you think they are doing
in this picture?” Teacher will make sure to address the need to look at the setting,
clothing, “characters”, and other areas of story elements to build the connection
between image and text.
b. Activities: Teacher will project The Hugger on to the smart board. Once
projected, students will break in to table groups and discuss the image and what
they think is happening. This is a difficult image, so it will be a guided activity
with teacher support as needed. After groups have the chance to discuss, we will
reconvene and have a class discussion to address any misconceptions and build on
any identified concepts.
The Hugger by Tamar Ettun
c. Closure: As a class, we will review what the objective was and other ways to use
this strategy in our everyday lives. As a small exit ticket, students will be given
this image:
They will be tasked with writing a minimum of three inferences for the image, with
evidence from the images to support their thinking.
d. Extension and Contingency Plan: As an extension, upon mastery of the activity,
students will receive a chapter or excerpt of a graphic novel (to be determined) and
will be tasked with using those images and texts to make inferences about what
they are reading in the chapter, including utilizing evidence to support their
thinking.
In the event that the lesson would be cut short, the teacher could remove the
assessment piece and rely on visual and auditory evidences from the class to know
who is/is not successful in mastering the objective.
In the event that technology is not working, the teacher will have the images printed
in color to display, with one copy of each per group.
6. Accommodations and Modifications: This lesson has been designed with my specific
students in mind, including those that have IEP needs and 504 plans. In addition, my IEP
students and 504 students always have extended time to ensure they have ample time to
complete the exit ticket.
7. Assessment: Formative assessment using an exit ticket, where students will look at a
picture, make three inferences, and provide evidence from the image to support the
inferences that they are making.
References
Girls working together [Personal photograph taken in Las Vegas Nevada]. (2018, October).
Dog staring [Personal photograph taken in Las Vegas Nevada]. (2018, November).
Ettun, T. The Hugger [Sculpture]. Jubilation Inflation, The Barrick Museum, Las Vegas Nevada.
