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 #, $, and %, but
again, it is not a re&uired document.
Adyson Conley- Grade 4 (Reading)
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or ra!a an a "is#a$ or ora$ %resentation of the
text& ientifyin' where each "ersion ref$ects s%ecific escri%tions an irections in the text.
Learning Obecti!es/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
Following reading Goldilocks and the Three Bears, students will determine
the cause and e'ects of speci(c events within the story by discussing and
completing a comprehension chart in a small group.
)omprehension strategy* cause and efect events in the te+t
Assess"ent (ty#e$s% o& assess"ent used t'roug'out t'e lesson)
ssessment!s" before, during, and after the lesson
,erbal higher order &uestions after students complete the story.
)ause and e'ect charts -whiteboard activity. regarding events within
the story.
,erbal discussion cards
,erbal comprehension &ui/
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%*'+%,
0eview from last class period -what is recalling1.
Finish reading Goldilocks and the Three Bears -aloud in small group.
2tudents will recall the entire story of Goldilocks and the Three Bears
3ntroduce comprehension strategy* cause and efect
4hat is a cause and e'ect1
5+ample of a cause and e'ect* 63f 3 was as"ed to clean my room and 3
didnt, what would be an e'ect17
-.+/0G,
2tudents will, verbally, help complete a cause and e'ect chart of
events in Goldilocks and the Three Bears$
2tudents will brainstorm their own cause and e'ect events in the story.
*T%+,
,erbal comprehension cards -students will give their thoughts towards
speci(c scenes and events in the story.
2mall group verbal &ui/ -using whiteboards. to distinguish
comprehension of the story.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
2tudents will be as"ed to recall speci(c events from the story.
2tudents will, with the help of their peers, complete a cause and e'ect
chart using speci(c events throughout the story.
2tudents will verbally answer &uestions from comprehension cards in a
small group discussion.
5+amples* 8ow would you change the ending of the story1 4hat
lessons can you learn from the story1
2mall group verbal &ui/ to show overall comprehension of the story.
Learning Acti!ities
'pportunities provided for students to develop kno1ledge and skills of the
learning objectives
0ead Goldilocks and the Three Bears
2tudents will use the cause and efect comprehension strategy to
further understand events in the story.
Resources and )aterials
2ist of materials used in the planning of and during the instruction of the
lesson
0eading A-9 te+t* Goldilocks and the Three Bears
)ause and 5'ect )hart -verbal:whiteboard activity.
)omprehension discussion cards -verbal;small group.
4hiteboards < mar"ers
)omprehension &ui/ -verbal;small group.
*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 diferences, cultural and
language diferences, 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:reading Goldilocks and the Three Bears and the
cause:e'ect chart
Auditory* listening to peers read te+t aloud
=inesthetic* using whiteboards to display personal input towards
&uestions
Classroo" )anage"ent
#trategies consistent 1ith 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 Goldilocks and the Three
Bears
-read aloud in small group..
Positive praises and encouragement will be used to reinforce students
reading and involvement in the group.
/0tensions
ctivities for early 3nishers that e4tend students understanding of and
thinking about the learning objectives by applying their ne1 kno1ledge in a
diferent 1ay
+/A
1ollo2-u# to *oday3s Lesson
5uick activity for revie1 or building on todays learning that 1ill deepen
student understanding and interconnect concepts !may be incorporated
tomorro1 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
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65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov