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Shanda Vankirk

Practicum 2
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 ormat also can help a
teacher candidate !etter understand and desi"n meanin"ul dail# lessons that can
positivel# enhance his or her instructional practice and students$ learnin". This
Lesson Plan Format is intended or use in con%unction with Tasks 2, &, and ', !ut
a"ain, it is not a re(uired document.

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
))SS.*LA-Literac#.+L.'.&
,escri!e in depth a character, settin", or event in a stor# or drama, drawin" on
speci-c details in the te.t /e."., a character0s thou"hts, words, or actions1.
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Ater readin" a passa"e independentl#, students will anal#2e the main
character rom the passa"e !# cate"ori2in" character trait cards with the
characters rom the passa"e and discussin" how and wh# the# cate"ori2ed
the character traits the wa# the# did !# "ivin" e.amples rom the te.t.
Assessment (type[s o! assessment used t"roug"out t"e lesson#
Assessment(s) before, during, and after the lesson
3 will assess each student$s readin" as 3 listen them read aloud. 3 will assess
their comprehension !# o!servin" them cate"ori2e the character traits and
their discussion o ke# details rom the te.t that support their decisions.
Lesson Structure and $rocedures
equence of events of the lesson elements!
(The before, during, and after the lesson, e!g!, "ngagement#$pening,
%rocedures, &uided %ractice, 'onclusion)
4eore5
- 3 will "ive a !rie review o what we discussed a!out character traits
the da# !eore.
- 3 will also use think-alouds as 3 read to model various strate"ies and
skills.
Shanda Vankirk

Practicum 2
,urin"5
- *ach student will read the passa"e aloud.
- 3 will assist an# student who needs assistance readin" the passa"e.
- Students will then !e "iven a stack o various character trait cards,
each have one character trait written on them.
- Students will !e asked to cate"ori2e the character traits that match
each character in the stor#.
Ater5
- 6hen each student has completed this task, we will see i there are
similarities 7 di8erences !etween the di8erent cate"ories.
- 6e will have a discussion a!out the various character traits o each
character and how the passa"e would !e di8erent i the characters
didn$t have certain character traits.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
,iscussion Strate"ies5
6e will have a "roup discussion a!out each character trait and how it applies
to each character. Students will !e a!le to hear each other$s$ ideas and
thou"hts.
)olla!orative Strate"ies5
Students will work with the other small "roup mem!ers and communicate
their thou"hts a!out the characters to each other.
)ompare 7 )ontrast5
Students will compare and contrast the two main characters in the passa"e
!# cate"ori2in" the traits o each character.
Learning Activities
$pportunities provided for students to develop kno(ledge and skills of the
learning objectives
Students will cate"ori2e character traits !ased on their comprehension o the
passa"e and then the# will discuss the reasons wh# the# chose to cate"ori2e
the traits the wa# the# did and what inormation in the te.t helped them
reach their conclusion.
%esources and &aterials
)ist of materials used in the planning of and during the instruction of the
Shanda Vankirk

Practicum 2
lesson
- The Passa"e 9The Science *.periment: rom +eadin" A-; or each
student
- )haracter cards with a di8erent character trait on each card /each
student "ets their own set o cards1.
'ec"nology
*nstructional and#or assistive technology incorporated into the lesson to
enhance instruction and student learning
There will not !e technolo"# incorporated into this lesson.
(i)erentiation/Accommodations/&odi*cations/Increase in %igor
To help meet the needs of all learners, learning di+erences, cultural and
language di+erences, etc!
The students in m# small "roup were "rouped to"ether !ased on their
readin" a!ilit# level.
+lassroom &anagement
trategies consistent (ith the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
3 will resolve classroom mana"ement pro!lems i the# arise and 3 will ensure
that m# students sta# on task.
,-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
<=A
.ollo/0up to 'oday1s Lesson
.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)
<=A
Additional In!ormation
Any area or lesson component that may not have been covered by this
format that you think is vital to include in this lesson
Shanda Vankirk

Practicum 2
>verall, m# lesson went ver# well? 4oth "irls where a lot more en"a"ed with
this lesson and we had a "reat discussion a!out each character and how
their character traits a8ected the passa"e$s outcome.
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