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.
Common Core ELA Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.7; W.3.2, W.3.4; SL.3.1,
SL.3.2; L.3.1, L.3.2, L.3.4

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting
curricular and student needs
Examine cause-and-effect relationships in a story

Relate words to pictures

Assessment (the type[s] of assessment used throughout the lesson)
Assessment(s) before, during, and after the lesson.
Before: Have students think and share what they were worried about as they got ready
for the first day of school.

During: Stop frequently to ask probing questions- have students either share out ideas
or share with a partner to assess their critical thinking.

After: Have a group discussion after reading the book to assess what main ideas the
students got about bullying, accepting yourself, and being different.

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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)
Step 1: Ask the students what worried them as they got ready for the first day of school.
Take 15 minutes to list worries on chart paper.

Step 2: Take 30 minutes to read the book. While reading, discuss the problems that
Camilla was having and possible solutions to the problems. Also take time to notice
details in the illustrations.

Step 3: Take 15 minutes for follow-up discussion.

Here are some sample questions to use:

Why didn't Camilla want to let others know that she liked lima beans?
What do you notice in this picture?
How does Camilla feel when the children laugh at her?
Do you think that the kids are bullying Camilla?

Step 4: Take 30-60 minutes to create the We Respect Our Differences mural.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their
needs.
The teacher will stop frequently during the read aloud to answer any questions as well as
provide critical thinking questions for the students to evaluate.

The teacher will also provide an example of the extension activity for the students to base
their ideas off of.

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

Missouri Pre-Service Teacher Assessment Lesson Plan Format2

objectives.

Along with supporting student thinking throughout the novel the

teacher will then have the students draw a large picture of
themselves and decorate it with their own "Bad Case of...." You may
want them to introduce themselves with this drawing. They could
decorate with something they like. For example, Gayle loves to fish,
so she decorates herself in the drawing with water and fish for a
"Bad Case of Fishing."

Create a "We Respect Our Differences" display with the drawings.

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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.
The book A Bad Case of Stripes by David Shannon
Coloring materials- crayons, colored pencils, markers
A cut out person for each student to color
Chart and markers

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning.
The teacher could look up the book on Storyline Online and project it onto the board.
This was the students can hear it once the whole time through and can think about it
before the teacher reads it to them and asked the more critical questions.

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.
Because this lesson is pretty short and straight forward I do not believe there is a great
need for any major accommodations other than extra explanations from the teacher
throughout.

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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.
The teacher can frequently stop during the story and monitor and make sure all students
are paying attention

During the activity time the teacher can walk around to make sure all students stay on
task and are working hard.

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.

BOOKS FOR FURTHER READING:

Whoever You Are by Mem Fox
Those Terrible Toy-Breakers by David McPhail

The teacher will have these books available for students to partner read if they finish
their drawing early.

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).
As a follow up the teacher can have the students share their own personal A Bad Case
of drawings and explain why everyones is different and how that is okay.

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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.
This lesson should be completed towards the beginning of the school year to start the
classroom philosophy of acceptance

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.

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