Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs
Students will learn to connect with personal stories throughout WWII and understand
challenges that students with physical disabilities have overcome. The class will be reading the
book The War That Saved My Life by Kimberly Brubaker Bradley because it perfectly aligns with
the lesson. Sometimes the teacher will read aloud and sometimes the class will read individually
on their own. The main character Ada, had a clubbed foot and she tells her story about her life
during World War II. Students will read the book together as a class and will have discussions
with the class after finishing each chapter. Discussions may include whole group discussion or
partner discussion. This will take place for 10 minutes. Before the class begins reading the book
they will do an introductory lesson, so the teacher can determine their schema about WWII and
their opinion on how they would feel if they had a physical disability. Students will have 30
minutes to complete the worksheet that goes along with the introductory lesson.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson

The introductory worksheet shown in the resources and materials section of this lesson will be
the before activity the class will complete before reading the book. The during activity will be
the whole or partner group discussion students where students will share with one another. This
is for the teacher to ensure that students are understanding what is happening in the book. The
students will also be completing a worksheet the teacher will design. The teacher will come up
with questions based off what the students have read in the book so far. This will occur after
every three chapters that are read. Once the class is finished with the entire book there will be a
whole group discussion about the book (which is the after activity). The class will be discussing
what they thought overall about the book and what they thought about the ending. The teacher
will give a final worksheet to the class that has one question for them to answer which is: What
was the biggest lesson you learned from this book and why?
Lesson Structure and Procedures Sequence of events of the lesson elements.
(The before, during, and after the lesson, e.g., Engagement/Opening, Procedures, Guided
Practice, Conclusion)
1) The teacher will inform the class that they will be reading the book called The War That
Saved My Life by Kimberly Brubaker Bradley
2) The teacher will give the students the introductory worksheet. This will take about 30
minutes.
3) Once students are done with the worksheet the teacher will call on some students to
share what they have written
4) The teacher will read the first chapter of the book. As the teacher is reading students are
to write down at least three things that happened in the chapter in their reading
notebooks. The class will participate in a whole group discussion about the chapter and
the teacher may call on students to share what they have written.
5) Now the students will read the next chapter on their own. They will once again write
down three things that happened in the chapter. Once all students are finished they may
share with a partner what they learned.
*This will continue to happen until the entire book is read. Once the third chapter is read
the teacher will give the class the comprehension worksheet, so she can check for
understanding of the text. After the 6th chapter is read another comprehension worksheet
will be given. Same after 9th chapter is read another comprehension worksheet will be given
etc.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
The teacher will ensure that students are achieving the learning objectives by answering any
questions they have and checking their answers on the worksheets that are given after every
three chapters. If students are not answering the questions correctly the teacher will have 101
conferences with students to help them. The teacher will also walk around the room when
students are discussing the book during group time just to check in with students and see what
their thoughts are and if they have any questions.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students are given the opportunity to develop knowledge and skills by hearing what other
students thought about or learned from the chapters. Students are also given the opportunity to
work with technology because they must research about WWII in the introductory activity.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
 Pencils for each
student
Reading notebook
22 copies of the book

The War That Saved My

Life so every student
has one of their own.
6 class iPads for audio
version of the book
22 copies of the introductory worksheet (shown to the right)

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
22 laptops needed so students can research about WWII.
6 class iPads

Differentiation/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.
To meet the needs of all learners that is why the teacher will read a chapter aloud from time to
time and have students read to themselves. This is to allow for learners who may struggle with
independent reading or fluency, to have the chance to listen to the teacher read. Students are
given the opportunity to read alone so that readers who are great with fluency or enjoy reading
alone have that opportunity. There will also be audio versions of the book available for students
to listen to on the class iPads. This may be especially helpful for ELL students who are still
learning to read.
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior
needs to help keep students on task and actively engaged

When I am reading aloud or when students read a chapter on their own, I will already
have assigned spots on the carpet where students are sitting next to someone they will not talk/
be distracting with. To ensure any transitioning from small to whole group will run smoothly,
students are expected to have a level 0 voice which means no talking is allowed.
Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

For early finishers, students may use their laptop to research more about the author of the
book, watch interviews about the author, or look up more facts about WWII.
Follow-up to Todays Lesson
Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)
To build on the introductory activity the students were given, the students will go home and do
a short interview with a family member. The questions they will ask are:
1) What do you remember about WWII?
2) Has WWII directly affected you or anyone in our family? If so, how?
3) What in society do you think has gotten better or worst since WWII?
Additional 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

-This lesson is just to get readers to pay attention to key details when they read a book,
especially one with a topic as prominent as WWII and to understand that physical disabilities
should not stop an individual from getting to where they want to be in life.
-The only part of this lesson that will be completed in a day or two is the introductory worksheet
and relative interview. Everything else will take several weeks since this is a chapter book that
will be paced and read a little at a time each day.

(2013MoDESE)TheDepartmentofElementaryandSecondaryEducationdoesnotdiscriminateonthebasisofrace,color,religion,gender,
nationalorigin,age,ordisabilityinitsprogramsandactivities.InquiriesrelatedtoDepartmentprogramsandtothelocationofservices,activities,
andfacilitiesthatareaccessiblebypersonswithdisabilitiesmaybedirectedtotheJeffersonStateOfficeBuilding,OfficeoftheGeneralCounsel,
CoordinatorCivilRightsCompliance(TitleVI/TitleIX/504/ADA/AgeAct),6thFloor,205JeffersonStreet,P.O.Box480,JeffersonCity,MO
651020480;telephonenumber5735264757orTTY8007352966;emailcivilrights@dese.mo.gov