Lesson Plan Template

(Based on the MoPTA)

Mizzou Ed, Office of Field Experiences University of Missouri, Columbia

Student Teacher Intern Amanda Smith Date 1/24/2018

School/Grade Parkade Elementary School/ 2nd Grade Cooperating Teacher Molly Welker

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
Informative/Explanatory 2B. 2: Write informative/ explanatory texts that:

 introduce a topic or text being studied, using complete sentences

 use facts and definitions to develop points in generating paragraphs
 use specific words that are related to the topic and audience
 use linking words and phrases to signal event order
 create a concluding statement or paragraph

NL-ENG.K-12.5 Communication Strategies

 Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety
of purposes

Learning Objectives/Goals
The lesson’s objectives and learning outcomes appropriate for meeting curricular and student needs
 Students will be able to write a hook to capture the readers’ attention at the
beginning of a paragraph/essay
 Students will be able to distinguish between an okay hook and a great hook in writing

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

Assessment(s) before, during, and after the lesson
Before- See how many students remember what a hook is and have them give an example of
how they remember they can be used in a story
During- While giving examples of each strategies have students give a thumbs up or thumbs
down to whichever hook they think is a more interesting hook
After- Students will then apply the 4 different hook strategies into their own writing and then
will choose their favorite one to incorporate into their story

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. Students will all be on the carpet
2. One teacher will be in charge of presenting the lesson, while the other teacher deals
with different behaviors throughout the lesson
3. Teacher will ask students if they remember when we talked about hooks?
4. Teacher will guide the class through the power point
5. Describe that a hook is something that makes the story interesting, it makes the
person reading want to keep reading, uses descriptive language
6. Ask students if they have ever gone fishing
7. Students can share what happens when they hook a fish
8. Relate this to hooking a reader so they are caught in your story
9. Touch on each option for a hook: Question, Onomatopoeia, Action, and Snapshot
10. Model what each hook would look like using an animal that no one has chosen-Great
White Shark from information on Pebble Go
11. After each option provide two possible hooks and have students give a thumbs up or
thumbs down for which one is the more interesting hook
12. Ask students what questions they have
13. Dismiss quiet students to go grab their animal packet and get started writing each
type of hook individually
14. Teachers will be walking around helping students get onto pebble go
15. Once students are finished they will choose one of their hooks and use that in their
paper
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
 One teacher will be in charge of presenting the lesson, while the other teacher deals
with different behaviors throughout the lesson
 Teacher will ask students if they remember when we talked about hooks?
 Teacher will guide the class through the power point
 Ask students if they have ever gone fishing
 Relate this to hooking a reader so they are caught in your story
 Describe that a hook is something that makes the story interesting, it makes the
person reading want to keep reading, uses descriptive language
 Touch on each option for a hook: Question, Onomatopoeia, Action, and Snapshot
 Model what each hook would look like using an animal that no one has chosen-Great
White Shark from information on Pebble Go
 Ask students if they have any questions
 Dismiss students that are quiet and doing their job to go and grab an Ipad
 Teachers will be walking around helping students get onto pebble Go

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective
  Students will come to the carpet and do not need anything
 Students can share what happens when they hook a fish
 After introducing each option as students to give you an example
 Then provide two possible hooks and have students give a thumbs up or thumbs
down for which one is the more interesting hook
 Dismiss quiet students to go grab their animal packet and get started writing each
type of hook individually
 Once students are finished they will choose one of their hooks and use that in their
paper

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
 Animal Packets
 Pencil
 Smart Board
 Pebble Go
 Ipads
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

 Ipads
 Pebble Go
 Smart Notebook
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
 Allow students to use headphones to listen to pebble go as it reads to them
 Have students that have completed all of their hooks to help other students or use
the time to catch up on previous pages
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to
help keep students on task and actively engaged

 Giving students three reminders to students that are off task

 Can go back to their seats if they are being disruptive
 Modeling every activity and giving guiding instructions before student has to do it by
themselves
Extensions
Activities for early finishers that extend students’ understanding of and thinking about the learning
objectives by applying their new knowledge in a different way
 Help other students
 Continue to explore different parts of Pebble Go individually
  Work on previous sheets that have not been completed
Follow-up to Today’s Lesson
Quick activity for review or building on today’s learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit

Special Circumstances/Focus for Observation/Additional Information

Any special circumstances of which the observer should be awareAny area or lesson component that
may not have been covered by this format that you think is vital to include in this lesson

Follow-Up: Use this space to summarize major observations, reflections, evaluative

comments, and future goals from the lesson following observation of the lesson and the
discussion to debrief after the lesson.

Date Lesson Plan and Lesson were Discussed with Observer:

Observer:
Post Debriefing Notes by Student Teacher Intern: