Meghan Leuschner

Education 322
10/7/15
Lesson Plan #1: Inference, Visualization, and
QuestioningWhere's my Teddy?

Objectives:
1) Students will discover the meaning of new vocabulary through charades done by teacher.
2) Students will practice word work by writing down new vocab words on white board.
2) Students will visualize the story through pictures and the use of puppets.
3) Students will actively read through the book by asking questions about the story which
the teacher will write down on sticky notes.
4) Students will make inferences about the character's emotions and mirror the emotions
with the puppets.
5) students will be able to draw pictures of clues that brought them to an inference on a
predetermined page of the book. (last page for this book)

Activities/Outline:

Ask about week, good news, and favorite activities. (5 min)

Help students work through literacy interview. (10 min)

Play charades and write out vocab words on white boards: tiptoed, bawl, snuggly,
gasped. (12 min)

Introduce the concept of inference , give examples of myself making an inference about
the scene (I am in a school because...), have them make an inference about me (my clothes),
and have them make an inference about the bear on the front cover of the book Where's My
Teddy? (5 min)

Give expectations of puppets: not for eating each other, or playing. We are using them as
tools to infer emotions of the character's in the book. If they do not stay with the
expectations, the teacher will hold the puppets and make the emotions that the students infer

the characters have. (3 min)

Read through Where's My Teddy. On each page there will be a sticky notes with a Q in the
corner or I. The Q is for them to ask any burning questions or wonders. The I is for
the students to make an inference about the scene. Write down student's answers on sticky
note. If there is a small SR on a smaller sticky note, that means have the students read that
page. (20 min)

Give students the work sheet after reading and asking what their favorite part was. The sheet
will have a magnifying glass on it. The students will turn to the page with the sticky with the
magnifying glass on it (last page). They will make an inference and draw out the clues that
led them to that inference. (10-15 min) If there is time left, have them share (or have them
share while drawing if they are getting off track).

Materials:
1) two (how every many students you have) whiteboards (preferably the ones with the lines for
guided writing) and two markers.
2) The book Where's My Teddy?
3) bear and boy puppets
4) Sticky notes
5) magnifying glass sheet
6) colored pencils or markers
Assessments:

Answering questions and asking questions to show active reading (sticky notes)

Using puppets to project the appropriate emotion of the characters (through inferring and
visualizing)

Draw out appropriate clues that led to an inference on the last page ({lease make an
inference on: did the boy and the bear slept well that night?)

Balances: They write the new vocab. Guided reading (two both students/whole group).
Word work is through new vocabulary. They get to read some sentences out loud (to our small
group). They re-read last page to self when looking for inference clues to draw. They draw their
clues to show how they made an inference about the story on the last page and finally they share
with our small group.

(whole group/self/small group/writing/word work are all included)

Notes/Tips:
1) Prepare ahead of time (bring all materials & go over plan so you do not have to look at this
sheet often).
2) Read the book with different voices (and practice).
3) Do not pull out props until needed.
4) Make expectations clear: props, how to question, how to make inferences, how to hold
puppets, and how to work on own when coloring clues.
5) Be excited! The students won't be excited if you as the teacher are not.