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
RL. 1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Learning Obecti!es/"oals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
#fter reading the story, the student $ill !erbally retell the story to
the teacher.
#ssessment %ty&e's( of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson
!A
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)
Before
'(iscuss messy rooms with the students. As" if they have ever had
someone help them clean their room up and how it made them feel. )hare
any strategies they have used in order to get their room clean.
'Pass out the boo"s to the students. (iscuss the front and bac" cover, along
with the title. Ma"e predictions as to what the story is going to be about.
(istinguish the important details on the front cover *author, title, illustrator+.
',ntroduce the reading strategy- .etell
A great way to remember what is happening in the story is to pause
throughout the story to retell what you have already read. Pointing out the
details in the story are important to do in chronological order. (o you
remember when you have retold a story/ 0e normally do this each and
every day.
'Model retelling a life event.
'12plain how the life event would have been di3erent if you mi2ed up the
order. ,t is important to retell a story in the order in which it happened.
'(iscuss the di3erent elements of a story- character, setting and plot. 0hat
is each one of these story elements/ 4ow can we 5nd what these elements
are in a story/
0ho*characters+ 0here*setting+, 0hat*plot+
During
'The students will all begin reading. 6nce they have reached page % they
then stop and retell what has happened so far in the story. ,f they are
5nished reading before other students, they will need to reread up to page %.
'Model retelling up to page % in the story.
'As" the students to continue reading and stop after page 7.
'1ncourage the students to share what they have read so far. 4ow have the
pictures helped their reading/
'(iscuss decoding and conte2t clues for any words the students are having
di8culty with.
After
'.etell in detail the events of the story. 6nce reaching a stopping point, let
the students continue to retell the rest of the story. .emind the students that
the orders of the events are an important detail in retelling the story.
'(iscuss how the illustrations in the story helped to determine the setting.
(oes the setting change in the story/ 4ow can you tell/ Label this on a piece
of paper under )here#
'Plot in the story is what happens. As" for volunteers to discuss the plot.
.ecord it on the sheet of paper labeled )hat#
'(iscuss why is it important for us to be able to as" for help.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
Following along throughout the reading. Allowing the students to go bac"
through the story and better understand di8cult words.
(iscuss the importance of retelling periodically throughout a story.
Learning #cti!ities
%pportunities provided for students to develop kno*ledge and skills of the
learning objectives
Resources and +aterials
+ist of materials used in the planning of and during the instruction of the
lesson
,ook - (leaning My .oom
)hite board or large piece of paper
,echnology
/nstructional and!or assistive technology incorporated into the lesson to
enhance instruction and student learning
9:A
-i.erentiation/#ccommodations/+odi/cations/Increase in Rigor
To help meet the needs of all learners, learning di0erences, cultural and
language di0erences, etc#
1ach student is reading at a di3erent pace, allowing the more e8cient
readers to reread the assigned passage until we are all together on the
reading.
0lassroom +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
Finding a &uiet area in the school with little to no distractions. A fun and
interactive activity planned for after we 5nish this story.
12tensions
Activities for early 1nishers that e2tend students understanding of and
thinking about the learning objectives by applying their ne* kno*ledge in a
di0erent *ay
!A
3ollo$4u& to ,oday5s Lesson
3uick activity for revie* or building on todays learning that *ill deepen
student understanding and interconnect concepts (may be incorporated
tomorro* or throughout the unit)
6/#
#dditional Information
Any area or lesson component that may not have been covered by this
format that you think is vital to include in this lesson
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