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.
Adyson Conley (Grade 3: Reading)

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
''((.)LA-L*T)+A',.+F.$.%.A
+ead grade-level te-t with purpose and understanding.
+eading (trategy s"ill. Summarizing to understand
Learning Obecti!es/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Following reading The Three Little igs! The "olfs Story, the students
will be able to comprehend the te-t accurately by summari/ing "ey
components and completing a summari/ation chart within a small
group.
Assess"ent (ty#e$s% o& assess"ent used t'roug'out t'e lesson)
#ssessment$s% before, during, and after the lesson
&uring!
0erbal &uestion and response 1throughout te-t2
#fter!
(ummari/ing te-t chart 1answering who, what, when, where, how and
why2
3iscussion cards 1verbal small group2
'omprehension &ui/ 1verbal small group2
Lesson Structure and (rocedures
Sequence of events of the lesson elements'
$The before, during, and after the lesson, e'g', (ngagement)*pening,
rocedures, +uided ractice, ,onclusion%
-efore!
4ac"ground chec". re5ect on the original Three Little Pigs story
1discuss "ey concepts within the story2
*ntroduce The Three Little igs! The "olfs Story
Preview cover, title and glossary
*ntroduce reading strategy. Summarizing
(ummari/ing as"s the following &uestions. .ho, .hat, .hen, .here
and .hy
&uring!
+ead The Three Little igs! The "olfs Story
As" students to use their reading strategy, do a silent summary in your
head after each page to understand what !ust happened.
6alfway through the story, have students discuss with a partner a $-%
sentence summary of what has happened thus far in the te-t.
#fter!
7hole group summary of the te-t 1as" students to discuss "ey facts in
the story2
'omplete summary te-t chart in small group 1answering who, what,
when, where, how and why2
3iscussion &uestion cards 1comprehension chec"2
'omprehension &ui/
Answer any other &uestions students have regarding the te-t.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
(tudents will be as"ed to summari/e each page in their mind 1give 89
seconds per page2.
(tudents will share their summary with their shoulder partner halfway
through the story 1students will incorporate speci:c and "ey
components that were in the story2.
(tudents will verbally complete a summary chart of the te-t,
answering their &uestions of. who, what, when, where, how and why.
(mall group discussion cards will be used as a comprehension chec"
after completing the te-t.
(mall group verbal &ui/ to show being aware and using summari/ing
when reading helps to understand;comprehend information.
Learning Acti!ities
*pportunities provided for students to develop kno.ledge and skills of the
learning objectives
+ead The Three Little igs! The "olfs Story
(tudents will use the summari/ing reading strategy to help
comprehend the meaning of the te-t.
Resources and )aterials
List of materials used in the planning of and during the instruction of the
lesson
+eading A-< te-t. The Three Little igs! The "olfs Story
3iscussion cards
Te-t summary chart
'omprehension &ui/
=uestion mar"s
7hiteboards > mar"ers
*ec'nology
/nstructional and)or assistive technology incorporated into the lesson to
enhance instruction and student learning
+/A
,i-erentiation/Acco""odations/)odi.cations/Increase in Rigor
To help meet the needs of all learners, learning di0erences, cultural and
language di0erences, etc'
A variety of activities will be provided to meet the needs of all the
learners.
0isual. viewing the te-t and summary chart
Auditory. listening to peers read the te-t and verbal summaries of te-t.
?inesthetic. use of whiteboard to display their summary 1use of
pictures2
(ame level; ability grouping
(ame level te-t
Classroo" )anage"ent
Strategies consistent .ith the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
All students will be involved in the reading of The Three Little igs! The
"olfs Story 1read aloud in small group2.
Positive praises and encouragement will be used to reinforce students
reading.
/0tensions
#ctivities 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
1ollo23u# to *oday4s 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%
+/A
Additional In&or"ation
#ny 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