Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

For the MoPTA, this Lesson Plan Format is an optional tool that can help a teacher
candidate develop well-planned and structured lessons. This format also can help a
teacher candidate better understand and design meaningful daily lessons that can
positively enhance his or her instructional practice and students learning. This
Lesson Plan Format is intended for use in con!unction with Tas"s #, $, and %, but
again, it is not a re&uired document.

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
Standard #1 Content knowledge aligned with appropriate instruction. The
teacher understands the central concepts, structures, and tools of inquiry
of the disciplines! and creates learning e"periences that #ake these
aspects of su$%ect #atter #eaningful and engaging for all students.
Quality Indicator &' Student engage#ent in su$%ect #atter.
(earning )$%ecti*es/+oals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
,fter group discussion, the students will acti*ely engage in group
reading with purpose and understanding in a group acti*ity.
,fter group discussion and group reading acti*ity, the students will
$e a$le to identify 1- ./0 words in a word ga#e.
/(.1.12
,ssess#ent type3s4 of assess#ent used throughout the lesson!
Assessment(s) before, during, and after the lesson
5efore' The students will perfor# an oral assess#ent $y *er$ally
identifying the ./0 words.
6uring' The students will perfor# a group assess#ent in which they
will identify ./0 words in a guided reading acti*ity.
,fter' The students will identify ./0 words in an indi*idual 5I7+)
ga#e.
(esson Structure and 8rocedures
equence of events of the lesson elements!
(The before, during, and after the lesson, e!g!, "ngagement#$pening,
%rocedures, &uided %ractice, 'onclusion)
1. The students will indi*idually identify and practice the ./0
9ashcards gi*en to the#.
&. ,fter the 9ashcard reading, the 9ashcards will $e laid out on
the 9oor with the students in a circle around the#.
:. The students will each $e gi*en a copy of a high;frequency
words te"t.
<. ,s we read through each page, the students will put a sticker
on e*ery ./0 word they see.
-. The will work together on this acti*ity.
=. )nce the $ook is >nished, we will play a ./0 word $ingo ga#e.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
1. Cooperati*e (earning
&. +a#es
:. 6iscussion Strategies
<. ?"periential (earning
(earning ,cti*ities
$pportunities provided for students to develop kno(ledge and skills of the
learning objectives
1. +roup identi>cation acti*ity during guided reading.
&. 5I7+) ga#e.
:. 6iscussion takes place during the cooperati*e acti*ity when
they are working together to identify the ./0 words.
<. ?"periential learning is taking place during the cooperati*e
learning acti*ity when the students #ust get up and #o*e to
the ./0 word on the 9oor.
/esources and @aterials
)ist of materials used in the planning of and during the instruction of the
lesson
1. ./0 9ashcards.
&. ABho Bill Celp @eD $ook.
:. 5ingo $oard.
<. Stickers.
-. Tokens.
Technology
*nstructional and#or assistive technology incorporated into the lesson to
enhance instruction and student learning
7/,
6iEerentiation/,cco##odations/@odi>cations/Increase in /igor
To help meet the needs of all learners, learning di+erences, cultural and
language di+erences, etc!
1. I ha*e diEerentiated #y instruction $y starting the lesson oE
with a cooperati*e acti*ity. Cooperati*e learning is an eEecti*e
way to acco##odate learning.
&. I ha*e also #odi>ed #y instruction $y gi*ing the students an
easier te"t since the reading le*el is 6/,&;<.
Classroo# @anage#ent
trategies consistent (ith the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
1. 1eep the students interested $y consistently keep the#
#o*ing and talking.
&. @y students are chatter $o"es, so I can keep the# fully
engaged $y pro*iding hands;on acti*ities.
?"tensions
Activities for early ,nishers that e-tend students understanding of and
thinking about the learning objectives by applying their ne( kno(ledge in a
di+erent (ay
.ollow;up to TodayFs (esson
.uick activity for revie( or building on todays learning that (ill deepen
student understanding and interconnect concepts (may be incorporated
tomorro( or throughout the unit)
,dditional Infor#ation
Any area or lesson component that may not have been covered by this
format that you think is vital to include in this lesson
( 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender,
national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities,
and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel,
Coordinator Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO
65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov