A model for integrating motivational activities into instruction and the problem with motivational activities in the classroom for the disadvantaged learner are examined. Eight basic learning processes are identified that the teacher should understand in preparation for presenting information to students: attention/reception, selective perception, rehearsal, semantic encoding, search and retrieval, response organization, feedback, and executive control. Motivational activities can help to gain the interest of the learner and make the task relevant to the learner. Four basic steps that should lead a teacher or instructional designer toward a definitive means of selecting appropriate motivational activities and incorporating them into instruction are considered. The first step is to determine the media needs of the learners (e.g., lower ability groups generally respond better to visual stimuli such as films, overheads, or displays). The second component of the model is derived from examining the prior decisions and entails such decisions as whether the motivational activity should focus on related past instruction, or whether remedial activities are needed. A next step is to examine the feasibility of that activity within the learning environment (i.e., the time and materials available), and the final step is to develop/select the actual motivational events of instruction. It is suggested that by examining the problem of motivation, identifying student characteristics, and carefully planning lessons, many of the motivational problems teachers face in the classroom can be overcome. A flowchart illustrating the steps in selecting motivational activities for instruction is appended. (SW)