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:
CCSS.ELA-LITERACY.W.3.3.B: "Use dialogue and descriptions of actions,
thoughts, and feelings to develop experiences and events or show the response of
characters to situations."

Missouri Learning Standards: 3rd Grade

2: Compose well-developed writing texts for audience and purpose.

C: Narrative/Literary 6-12 Correlation Writing 2A

b: use narrative techniques, such as dialogue and descriptions

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting
curricular and student needs

Students will be able to incorporate dialogue and details into their personal
narratives.
Students will be able to understand that dialogue helps convey a characters
thoughts, emotions, and actions more vividly.

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

Assessment(s) before, during, and after the lesson.

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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)

Introduction (5 minutes)
Tell the class, Im going to read you a few pages from the book My Name is Yoon.
Im going to read the pages two times but in two different ways. At the end, you
are going to vote on which version sounded better. Tell it the first way without the
dialogue in the story. Then the second time through tell it with dialogue.
Once you have read the selected pages two times tell the students, Show me a
one with your fingers if you thought story one was better and a two if you thought
story two was better.
Ask the students, Why was story two better?

Explicit Instruction/Teacher Modeling (10 minutes)

Explain to the class that, The second story was much better because the dialogue
that was added helped you imagine the story as if you had been there, helped you
understand what the characters were feeling, and captured your attention more
because of the added details the dialogue provided. That is why its so important to
add dialogue when writing personal narratives.
Check for understanding by telling the students, Turn and tell your neighbor why
dialogue is important in a narrative.
Explain to the class, When adding dialogue, you need to add the correct
punctuation. Right before dialogue is added, you need a comma. Next, capitalize
the first letter of the quote. Then, add quotation marks at the beginning of what
character or narrator are saying. Lastly, add an end punctuation mark and end
quotation marks.
Make sure to have a simple sentence written on the board that includes dialogue
that shows and example of the correct punctuation. For example: Sarah said,
Pass me the football!
Ask, Does this sentence use the correct punctuation? Why or why not?
Guided Practice/Interactive Modeling (10 minutes)
Explain to the class, I wrote out some of Yoons personal narrative, but I forgot to
include dialogue. Its going to be your job to help me add the correct dialogue
throughout her story.
Place the text of pages three and five from the book My Name Is Yoon on the
SmartBoard. Display all of the correct words but without the correct punctuation of
dialogue.
Call on students to help you add dialogue to this story in order to let the readers

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 know what the author was thinking, feeling, and to better capture the audience.
Ask questions such as, Where could I add dialogue to let readers know how Yoon
was feeling? Where could we add dialogue to let readers understand what Yoon
was thinking?

Independent Working Time (20 minutes)

Give students 20 minutes to read through what their narrative they have written
already and add dialogue. Students access their narratives from the Google Drive.
Make sure you have a corrected display of the dialogue you punctuated for My
Name is Yoon on the SmartBoard still. That way students can refer back to a
correct example of dialogue and also use it as a source for inspiration.

Assessment (10 minutes)

Walk around the classroom and conduct mini conferences with students as they
work to see if they understand how to incorporate dialogue successfully into their
work.
While conferencing give them a rubric that will be used to score the revisions they
should be making to their narratives. Explain to them they will have one more 20-
minute period outside of this lesson to revise their narrative according to the
rubric. Then they will submit the narrative for publishing!

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their
needs.
During:
Teacher presents an example and non-example of what a sample narrative looks
with dialogue using the book My Name is Yoon.
Teacher explicitly models a sentence that adds dialogue with correct punctuation
on the board.

Assessment:
Teacher will be holding mini conferences to help make sure students grasped the
lesson and know how to use the rubric.

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

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objectives.

During:
Students vote with their fingers whether story 1 or 2 had dialogue in them.
Students discuss in whole group which story was better.
Students discuss in pair and share why dialogue is important to a story.
Students discuss in whole group if the example sentence has correct dialogue
punctuation.
Students make additions and corrections into the narrative example created by the
teacher.
Students discuss in whole group which additions could make the story better.

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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.

Previously written personal narratives that have already been started or

completed.
The book My Name is Yoon by Helen Recorvits
Laptop or iPad
Examples of sentences with dialogue on SmartBoard Slide or whiteboard.

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning.

iPads or laptops to access their narratives on the Google Drive

SmartBoard to display sample sentences

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.

Support: If a student is struggling with writing in general, student might need to

draw a picture for each event in the story. Then, that student could write one
sentence of dialogue below each picture.

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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.

During:
Students are asked to vote with their fingers to promote active engagement.
Students are given frequent opportunities to respond to promote on task talking.

Extensions:
Students who finish quickly will be asked to conference with other students to keep
them 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.

Enrichment: If you have students who finish early and need an extra challenge,
have them exchange stories with other students and give two comments of
feedback to each other.

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).

Provide one more 20-minute period in class for students to revise their narrative
with the dialogue rubric.
Teacher can review by placing up the example and non-example stories, sample
sentences, and the narrative the students helped correct for reference.

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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.

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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