Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format

For the MoPTA, this Lesson Plan Format is designed to 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 conjunction with Tasks 2, 3, and 4.

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.
MO Learning Standards
W.5.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.

W.5.4- Produce clear and coherent writing in which the development and
organization are appropriate to the task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3.)

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting
curricular and student needs
The objective of this lesson is for students to learn how to edit with peers and a teacher
a written piece of poetry that they create. The students will understand how to write a
coherent poem about a memory and then edit it in order to improve on their writing.

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

Assessment(s) before, during, and after the lesson.
Before 1st Day: Students will write about a personal memory in their writing journals.
They may choose what memory they would like to write about. It must be at least 5-6
sentences long.
After 1st Day: Students will re-write their memory in the form of a poem, which will be
modeled for them off of the poems in Brown Girl Dreaming by Jacqueline Woodson.
Before 2nd Day: Students will now peer edit with a pre-selected partner. Each partner
must help them choose one thing that could make the poem better.

Missouri Pre-Service Teacher Assessment Lesson Plan Format1

During 2nd Day: Students will now re-write their poems using the recommendations of
their partner. They will then show the 2nd draft to the teacher who will then talk them
through another edit. Helping look at word choices and encouraging them to change
certain words to make their memory more vivid.
After 2nd Day: Students will submit their final re-write to be graded.

Missouri Pre-Service Teacher Assessment Lesson Plan Format2

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)
Day One
- The lesson will begin with the teacher talking to the students about a personal
memory. The teacher will talk about that memory with the class, and then ask
the students could share a similar memory of their own.
- Take 2-3 examples of their own personal memories.
- The teacher will now write that memory down on the white board for the whole
class to see. The students will then be prompted to write a memory into their
writing journals that must be at least 5-6 sentences long.
- The teacher will now read 2 preselected poems from the book Brown Girl
Dreaming by Jacqueline Woodson.
- The teacher will then model re-writing their memory into a similar style as the
poems in Brown Girl Dreaming.

Day Two
- The lesson will begin with the students retrieving their poems from the
previous day. They will then sit beside their pre-assigned partners.
- The teacher will pull up their own poem from the previous day on the
whiteboard for all to see. At this time the teacher will read their poem and then
ask their class what they think about it.
- Take a few answers and then pose the question, How can I make this poem
better? Take suggestions and show the revisions and edits for all to see.
Correct any errors that may have been put in such as spelling errors.
- Now tell each group they will trade poems and they will each find 2 things their
partners can do to make their own poems better.
- They will write in the margins of their partners journals, so that data can be
gathered.
- After 9 mins each person will explain to their partner what they should change
and vice versa.
- Each person will then re-write their poem using their partners suggestions.
They will then bring it to the teacher and discuss it with them and show the
changes they have made. The teacher will again help them revise and help
them choose 2 words to change to make the poem more vivid. Each student
will be given a small rubric showing the criteria for their final piece. Which will
include original memory with at least 5-6 sentences, the first poem based off of
it, their peer edit, the second revision and the final piece after the teacher
helped them edit and choose 2 words to change.

Missouri Pre-Service Teacher Assessment Lesson Plan Format3

 - The final product will then be submitted for grading.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their
needs.
Each step will first be modeled by the teacher so that students can use their example as a
guide. During the peer-editing process the teacher will be walking around the room
helping to scaffold conversations about how the writing could be improved upon.

The students will meet individually with the teacher in order help scaffold any items the
student might be missing, and to go over what the expectations are for them with the
assignment.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning
objectives.
The students will be making their writing entries after watching their teacher model them
first. The activities will give them time to talk as peers and to work on both their personal
editing skills but also how to help another person edit at their own level. This peer
feedback will give them time to see what ideas they can share with one another.

Missouri Pre-Service Teacher Assessment Lesson Plan Format4

Resources and Materials
List of tools, personnel, and materials used in the planning of and during the instruction
of the lesson.
Whiteboard for teacher
Brown Girl Dreaming by Jacqueline Woodson and a copy of two selected poems to put
up on whiteboard
Writing journals for each student
Pencil or Pens
Rubric for each student
Thesaurus
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning.
The use for technology in this lesson is limited to the use of the Whiteboard to write upon
and model, and to show examples of the poems from the book.

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.
- The teacher will be modeling each step to help clarify any questions that may
arise during the lesson.
- The teacher will work with school staff on any accommodations or modifications
that maybe needed for differentiated learners.
- By letting the students write about their own memories it cuts down on the
necessary schema or heavy case load of a large writing project.
- By doing the lesson over multiple days and multiple small revisions it again
cuts down on the amounts being done at each time.

Missouri Pre-Service Teacher Assessment Lesson Plan Format5

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep the students on task and actively engaged.
The students will have worked in groups before and know the expectations in class of
voice levels and staying on task. The rules will be clearly posted and the teacher will
remind students before they begin group work how it should sound and look. The teacher
will be walking around the room while assessing the work and will be able to make sure
groups are staying on task.

Extensions
Activities for early finishers that extend the students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way.
Students who finish early will help other students with their poems for the editing part.
Since the lesson is stepped out in several small parts it will not allow for most students to
finish early, but those who do will write another memory in their journals and use their
new skill to turn it into a poem as well.

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).
This lesson will feed over into the students emulating another poets style of writing. They
will then compare both of them and then be able to write about which one they liked more
and why.

Missouri Pre-Service Teacher Assessment Lesson Plan Format6

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.
n/a

2015 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, CoordinatorCivil 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; e-mail civilrights@dese.mo.gov.

Missouri Pre-Service Teacher Assessment Lesson Plan Format7