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.

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by
this lesson
Standard #2 Student Learning, Growth and Development he teacher
understands how students learn, develop and di!er in their approaches to
learning" he teacher provides learning opportunities that are adapted to
diverse learners and support the intellectual, social, and personal
development o# all students"
Learning $%&ectives/Goals
The lessons objectives and learning outcomes appropriate for meeting
curricular and student needs
'#ter discussion and instructions, the students will identi#y sight
words in a reading activity"
'#ter discussion and instruction, the students will %e a%le to apply
grade(level phonics and word analysis skills in decoding words in a
sight word activity" )*+","-.
'ssessment )type/s0 o# assessment used throughout the lesson.
Assessment(s) before, during, and after the lesson
$ral 'ssessment
1ngaging 'ctivity 'ssessment
Lesson Structure and 2rocedures
equence of events of the lesson elements!
(The before, during, and after the lesson, e!g!, "ngagement#$pening,
%rocedures, &uided %ractice, 'onclusion)
," I will conduct a guided reading activity" 3e will read through
the %ook once together, and then a second time" During the
second read(through, the students will underline, circle, or
mark the given sight words they see on each page"
2" '#ter reading lesson, the students will play a sight word game"
he sight words will %e scattered upside(down on the ground
with the students sitting in a circle around them" he students
will %egin walking in a circle when I say 4go5" $nce I say
4stop5, the students will race to the center and try to match
two identical sight words together" $nce they 6nd a match,
they are to run %ack to a spot, do a designated physical
e7ercise, and sit on the ground" he 6rst person who sits on
the ground now gets to call stop and go"
-" his can %e adapted" Instead o# matching, I can ask #or a
speci6c word and the 6rst student to 6nd that words wins that
round, etc"
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and
meet their needs
," 'ctive Learning
2" Games/17periments/Simulations
-" Interdisciplinary teaching
Learning 'ctivities
$pportunities provided for students to develop kno(ledge and skills of the
learning objectives
," Discovery/sight(word identi6cation reading activity"
2" Sight word game"
*esources and 8aterials
)ist of materials used in the planning of and during the instruction of the
lesson
," Sight word cards
2" 9hairs
-" :ook
;" 9rayons, colored pencils
echnology
*nstructional and#or assistive technology incorporated into the lesson to
enhance instruction and student learning
</'
Di!erentiation/'ccommodations/8odi6cations/Increase in *igor
To help meet the needs of all learners, learning di+erences, cultural and
language di+erences, etc!
," In order to accommodate slower readers, we will read through
the %ook once %e#ore we %egin the activity" his gives them a
chance to grasp the %ook=s meaning and to understand the
words patterns in the %ook"
2" he sight word game is an accommodation #or my students
who cannot sit still #or any part o# a lesson" hey can learn
through movement"
9lassroom 8anagement
trategies consistent (ith the learning needs of the lesson that also meet
student behavior needs to help keep students on task and actively engaged
," >sing games and physical activity will keep my students on
task and e7tremely engaged"
2" I=ve decided to use a reward system #or positive %ehavior )as
suggested %y my cooperating teacher." I# they remain engaged
#rom this lesson through the rest o# the week, I will take them
out #or a short e7tra recess"
17tensions
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
</'
+ollow(up to oday=s 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)
</'
'dditional 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
</'
( 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