Shanda Vankirk

Practicum 5
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 &, ', 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
*+se details rom the te,t to identi# pro!lems and solutions.*
--L./ 0ommunications Arts, 1eadin" &0'h
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Ater a "roup discussion, students will !e a!le to read the passa"e, *Savin"
the 0ave Paintin"s*, and identi# the pro!lem and solution in the passa"e on
a "raphic or"ani2er and durin" a "roup discussion.
Assessment (type[s o! assessment used t"roug"out t"e lesson#
Assessment(s) before, during, and after the lesson
3 will assess each students4 a!ilit# to identi# the pro!lem and solution in the
te,t !# askin" them )uestions and recordin" their responses or m# records.
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"/
- 3 will ask students to !rie6# de7ne *pro!lem* and *solution* and "ive an
e,ample o a time the# had a pro!lem and how the# solved their pro!lem.
- 3 will ask students to preview the passa"e and picture and make predictions
a!out what the te,t is a!out.
8urin" 1eadin"/
Shanda Vankirk

Practicum 5
- 3 will ask students to underline the pro!lem in the passa"e and hi"hli"ht
the solution.
Ater 1eadin"/
- 3 will ask each student to identi# the pro!lem and solution in the te,t !#
writin" it on their "raphic or"ani2er and then discussin" their thou"hts with
the "roup.
- 3 will ask students i the# think the solution in the passa"e was the !est
solution availa!le, in their opinion.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
Students will work colla!orativel# to discuss the pro!lem and solution in the
passa"e.
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 a!out the pro!lem and solution in the te,t.
%esources and &aterials
)ist of materials used in the planning of and during the instruction of the
lesson
-& copies o the passa"e *Savin" the 0ave Paintin"s*
-& copies o the pro!lem and solution "raphic or"ani2er rom 1eadin" a-2
'ec"nology
*nstructional and#or assistive technology incorporated into the lesson to
enhance instruction and student learning
Technolo"# will not !e used in 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
Shanda Vankirk

Practicum 5
3 will resolve classroom mana"ement pro!lems i the# arise and 3 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
9:A
.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)
9:A
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
Ater a!out 5 minutes into the lesson, one o m# students$ e#e was !otherin"
her, so she went to the nurse. ;hile she was "one the other student did a
"reat %o! keepin" our discussion "oin" until the other student came !ack.
5oth m# students were en"a"ed and )uickl# identi7ed the pro!lem and
solution in the te,t. The# made "ood predictions and en%o#ed the "raphic
or"ani2er. So, tomorrow 3 will pro!a!l# use a (
th
"rade comprehension pack
instead o third "rade. The# also told me that the# want to discuss settin"
tomorrow and how the settin" makes a !i" di<erence in a te,t.
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