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 #, $, and %, but
again, it is not a re&uired document.
Adyson Conley- Grade 4 (Reading)
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the tet! s"mmari#e the tet.
Learning Obecti!es/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Following reading Goldilocks and the Three Bears, the students will be able
to distinguish the theme of the te't by summari(ing "ey details in a small
group verbal discussion.
)eading strategy* recall events and "ey details in the te't.
Assess"ent (ty#e$s% o& assess"ent used t'roug'out t'e lesson)
Assessments! before, during, and after the lesson
+erbal recall after each page ,students will summari(e the te't from
that page including "ey points-details. se&uence of events/
+erbal recall halfway through the story ,students will summari(e the
te't thus far including "ey points- main details. se&uence of events/
0igher order &uestioning ,students will be as"ed &uestions throughout
the te't to assess comprehension/
Lesson Structure and (rocedures
"equence of events of the lesson elements#
The before, during, and after the lesson, e#g#, $ngagement%&pening,
'rocedures, Guided 'ractice, (onclusion!
B$)&*$+
1ac"ground "nowledge chec" on fairytales
2tudents will state parts of fairytales
3ntroduce reading strategy* recall
45ood readers recall to help them remember "ey facts throughout the
story and to help better comprehend the te't6
7hat does it mean to recall8
9an you give me an e'ample of when you would give someone a
recall8 ,:'* telling a friend a story/
3ntroduce te't* 5oldiloc"s and the Three 1ears
,-*./G+
2tudents will read te't aloud* 5oldiloc"s and the Three 1ears
After each page, students will be as"ed to recall what happened within
the story ,paying attention to se&uence of events, details and "ey
parts in the story/
0alfway through the te't, students will give a recall including the most
important parts that they believe should be included.
2tudents will be as"ed higher order &uestions to challenge their
recalls.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
2tudents will be as"ed to recall the events within the story after each
page.
2tudents will share their summari(ation, verbally, with the rest of the
small group. 2tudents will be as"ed to add on to their peers
summari(ation of the story.
2tudents will state a recall of events halfway through the story that
contains main events and details.
2tudents will ma"e sure their recall shows a se&uence of events ,in
order/.
+erbal small group higher order &uestioning.
Learning Acti!ities
&pportunities provided for students to develop kno0ledge and skills of the
learning objectives
)ead te't* Goldilocks and the Three Bears
2tudents will use the recall reading strategy to help better
comprehend the te't as the story progresses.
Resources and )aterials
1ist of materials used in the planning of and during the instruction of the
lesson
)eading A-; te't* Goldilocks and the Three Bears
0igher order &uestion cards
<iscussion &uestion cards
*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 di2erences, cultural and
language di2erences, etc#
2ame level- ability grouping
2ame level te't
A variety of activities will be provided to meet the needs of all the
learners.
+isual* viewing of the te't Goldilocks and the Three Bears
Auditory* listening to peers read aloud the te't and verbali(ing recalls
of the te't
Classroo" )anage"ent
"trategies consistent 0ith 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 small group read aloud of Goldilocks
and the Three Bears#
Positive praises and encouragement will be used to reinforce students
participation and reading.
/0tensions
Activities for early 3nishers that e4tend students understanding of and
thinking about the learning objectives by applying their ne0 kno0ledge in a
di2erent 0ay
+/A
1ollo2-u# to *oday3s Lesson
5uick activity for revie0 or building on todays learning that 0ill deepen
student understanding and interconnect concepts may be incorporated
tomorro0 or throughout the unit!
+/A
Additional In&or"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
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