Missouri Pre-Service Teacher Assessment (MoPTA)

Before Reading Lesson

Grades 6 and 7, 50 minutes

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.
CCSS RL 6 1. Comprehend and Interpret Texts. b. Word Meanings: Determine the
meaning of words and phrases as they are used in the text, including figurative and
connotative meanings using context, affixes, or reference materials.

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting
curricular and student needs
Sixth grade students will be able to:

Interpret the meanings of words in the poem Thank You Maam by Langston
Hughes using context and resources provided with 80% accuracy.

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

Assessment(s) before, during, and after the lesson.
Before: Students will create possible sentences out of words that correlate around the
poem Thank You Maam by Langston Hughes, teacher will gauge previous knowledge
by assessing the students correct use of words in their possible sentences.
During: Teacher will gauge understanding of words that correlate around the poem
Thank You Maam by Langston Hughes by giving each student a Mad Lib that contains
each word and students will have to use context clues to place each word in the correct
spot.
After: Students will revise possible sentences out of words that correlate around the
poem Thank You Maam by Langston Hughes, teacher will gauge new knowledge by
assessing the students correct use of words in their possible sentences.

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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. Opening Procedures:
Greet students at the door. To open class I will tell the students good morning and inform
students of the learning objectives for the day, tell them after today each of you will be
able to interpret the meanings of words in the poem Thank You Maam by Langston
Hughes.
2. Before:
Assess prior knowledge of vocabulary list:
1. Give students the possible sentences sheet and instruct the students using
as many of the words you can from the list below create two statements
about what you think the poem Thank You, Maam by will be about. Words
include: Mistrusted, Half-nelson, Mrs. Jones, Roger, Pocketbook, Snatch,
Presentable, Stoop, Blue suede shoes, Barren, and Thank you.
2. I would then tell students once they had 5 minutes to work on possible
sentences that we will pull out this list at the end of the unit to vote on the
best sentences to summarize the story.
3. During:
a. Direct Instruction: I would then go over the vocabulary words with the students using
the vocabulary cards that I have previously created that include each word, some sort of
picture, a definition, and a synonym.
b. Guided Practice: The teacher would display a large copy of a mad lib for students to fill
in the blanks with vocabulary words. Each blank only has one answer. Here is how the
story would go:
Once there was a young girl walking home late at night thinking about her first
day of school tomorrow. She was thinking hard about what she was going to wear to
school tomorrow to look ___________. All of her clothes in her closet were old and low in
quality. She __________that Grace wouldnt make fun of her clothes this year. She then
saw the sign to a bright shop on her street she had never seen before Barbs Beautiful
Bags and More, and in the window was the most dazzling _______. The girl climbs the
_______ to the store to find the store was ________ inside, not a soul to be seen. A
woman approaches and the girl asks her how much for the bag in the window, the lady
replies $50. $50! The girl reaches to the bottom of her raggedy-old-book bag to find her
the money she has saved up for a year, $30. The lady walks away to help another

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customer and the girl _______ the purse and runs, only to be pulled into a _________ by
the store owner.
Once words are put in the blanks I would put
c. Independent practice: the teacher would pass out Magic Square worksheets. Students
would work independently to match each letter
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their
needs.
1.
2.
3.
4.

Assess previous knowledge

Direct Instruction
Guided Practice
Independent practice

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning
objectives.
1.
2.
3.
4.

Possible sentences
Vocabulary cards
Fill in the blank activity
Magic Square

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Resources and Materials

List of tools, personnel, and materials used in the planning of and during the instruction
of the lesson.
1.
2.
3.
4.
5.

Marker
Copies of magic square activity
Possible sentence activity
Large copy of fill in the blank activity
Index cards with vocabulary cards printed onto them

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning.
1. Teacher computer
2. Chromebooks

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.
1. Students will be given additional individual space, additional time, or any other
accommodations spelled out in individuals IEPs.
2. Students who need more scaffolding during the independent practice will be given
a version of the magic square activity with a few more squares filled in

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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.
I would keep students on task and engaged in the activities, if students finish early I
would give them the extension activity to keep them engaged in learning.

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.
If a student finished early I would hand them an iPad and ask them to help me revise the
pictures that I chose to use for my vocabulary cards for my next years class.

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).
I would have students revise their earlier draft of the possible sentences to make sure
that each vocabulary word is used in the correct context.

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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.
Background knowledge: students will be used to using context words and break down the
words to understand the words.

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