You are on page 1of 4

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
,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)
- 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
Shanda Vankirk

Practicum 2
- *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#.
- 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
)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
- The Passa"e 9The Science *.periment: rom +eadin" A-; or each
- )haracter cards with a di8erent character trait on each card /each
student "ets their own set o cards1.
*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.
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
.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)
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.
( 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