Shanda Vankirk

Practicum 3
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 &, 3, 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
)*denti# and e+plain relevant connections !etween te+t to sel ,te+t ideas
and own e+periences-.)
-.L/0 1eadin" 2*'!
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Ater a !rie "roup discussion, students will !e a!le to read pa"es 3-2& o the
!ook, )The Trou!le with /n"lish) and ver!all# discuss with the "roup the
connections the# made to the stor# and their !ack"round knowled"e.
Assessment (type[s o! assessment used t"roug"out t"e lesson#
Assessment(s) before, during, and after the lesson
* will assess each students4 a!ilit# to connect the te+t to their prior
knowled"e as * listen to them discuss their connections and ask them
(uestions a!out the connections the# made.
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)
5eore 1eadin"0
-Pla# a short audio clip o a son" in a di6erent lan"ua"e and have a !rie
discussion a!out how di7cult it is to tr# and learn8understand a new
lan"ua"e.
-* will ask students to take a picture walk and look throu"h the !ook and
Shanda Vankirk

Practicum 3
what predictions the# have a!out the te+t.
9urin" 1eadin"0
-* will ask students to think a!out previous e+periences the# have had and
how the# connect with the e+periences that occur in the te+t.
Ater 1eadin"0
- * will ask students to discuss what connections the# made !etween the te+t
and their previous knowled"e8e+periences.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
Students will work colla!orativel# to discuss the di6erent connections the#
made as the# read the te+t.
Learning Activities
$pportunities provided for students to develop kno(ledge and skills of the
learning objectives
Students will increase their comprehension o the te+t as the# participate in
our small "roup discussions.
%esources and &aterials
)ist of materials used in the planning of and during the instruction of the
lesson
-Short clip o a son" in a di6erent lan"ua"e
- & copies o the !ook )The Trou!le with /n"lish)
'ec"nology
*nstructional and#or assistive technology incorporated into the lesson to
enhance instruction and student learning
* will pla# a short clip o a son" in a di6erent lan"ua"e at the !e"innin" o
m# lesson so that m# students will "et to e+perience how di7cult it is to
understand a lan"ua"e that the# don4t know ,like the main character in the
te+t-.
(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.
Shanda Vankirk

Practicum 3
+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
* will resolve classroom mana"ement pro!lems i the# arise and * 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
:8A
.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)
:8A
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
;verall, m# lesson went well< 5oth m# students "et alon" ver# well and have
"reat discussions. The# !oth made "reat connections to the main character
as the# read the =rst section o the !ook. The# made "ood predictions,
connected to the character and to their past e+periences, > the#
participated in a discussion a!out their connections. The# are !oth read# to
=nish the !ook and make more connections tomorrow<
( 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