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Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Mr. De Leon and Mr. Barron

Subject: 7th Grade Language Arts

Standard:
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama. (7.RL.4)
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word
choice on meaning and tone. (7.RI.4)
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline
specific tasks, purposes, and audiences. (7.W.10)
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from
one time frame or setting to another. d. Use precise words and phrases, relevant
descriptive details, and sensory language to capture the action and convey
experiences and events. (7.W.3)
Objective (Explicit):

Students will be able to define figurative language specifically simile and metaphor.
Students will write and share out loud their own example of a simile and metaphor.
Sub-objectives:
SWBAT write the definition of figurative language.
SWBAT write the definition of simile.
SWBAT write the definition of metaphor.
SWBAT share their two sentences out loud to the class or with a classmate.
Key vocabulary: figurative language, simile,
Materials: PowerPoint, notebook, writing
metaphor
utensil, projector, video.

Instructional Input

Opening (state objectives, connect to previous learning, and make relevant


to real life)
Who has ever heard the phrase blind as a bat? Who has ever heard
someone who is in love with someone say you are my sunshine? Those are
similes and metaphors. When we do narrative writing you can really increase
the quality by adding these types of
Teacher Will: Open the class with the Similes and
Metaphors video and have a student read the
definition of figurative language. Teacher will then ask
students if they can say a definition for similes or
metaphors based on what they saw in the video with a
face partner then call out for individual answers.
Teacher will then give them the definitions to write in
their notes.

Student Will: Watch the video and read the definition


of figurative language if called upon, if not they are
to pay attention and follow along. They will say a
definition for similes or metaphors based on what
they saw in the video with a face partner and answer
to the class if called upon. They will then write the
definitions in their notes.

Co-Teaching Strategy
Co-teacher will go around the room to make sure students are listening, participating, and answer any
questions they may have.

Independent Practice

Guided Practice

Differentiation Strategy
Students who need more time and instruction will be given that time and individual instruction as
needed.

Teacher Will:
Show two poems, ask a student to read each
one out loud. One poem will contain similes
and one will contain metaphors. Teacher will
ask students to point out similes and
metaphors and explain why they are either.

Student Will:
Students will read or follow along as a peer
reads the poem and will be ready to point out
a simile and a metaphor in each one and
explain their answer.

Co-Teaching Strategy
Co-teacher will go around the room to make sure students are listening, participating, and answer any
questions they may have.
Differentiation Strategy
Students who need more time and instruction will be given that time and individual instruction as
needed.
Teacher Will:
Show example simile and metaphor that teacher
created, and then show directions and prompts of
what students should write their similes and
metaphors about. Give students time to write
their own then call on volunteers to share.

Student Will:
Follow along as teacher shows example of similes
and metaphors they created. Follow along as
teacher gives directions on how and what to
write their own similes and metaphors about.
Write their own simile and metaphor and be
ready to share.

Co-Teaching Strategy
Co-teacher will go around the room to make sure students are listening, participating, and answer any
questions they may have.
Differentiation Strategy
Students who need more time and instruction will be given that time and individual instruction as
needed.

Closing/Student Reflection/Real-life connections:


Students will give a thumbs up or a thumbs down if they feel like they would be able to insert figurative
language, specifically similes and metaphors into their writing. Remind students how often they encounter
this type of figurative language in every day conversation.

Writing Fictional Narratives


ENDURING OUTCOMES
(What will students need to recall, know or do down the line to show understanding?)
Story telling
Plot
Setting
Character development
Point of View

Theme
Audience
Imagery
Vocabulary use
Dialogue use

EVIDENCE OF ENDURING OUTCOMES


(These can be considered the activities both in and out of class youll do.)
Wrote full final narrative
Inserted metaphors, similes, personification
Used curriculum vocabulary
Inserted dialogue into the story
Developed complex and realistic characters

Set and supported a believable setting


Developed the plot through efficient
writing
Stayed or transitioned appropriately with
the chosen point of view
Story was written with a theme in mind
Story applies to the target audience

Lesso
n
Topics

Content Standards

Measurable/Observabl
e Learning Objectives
(What should students
know, understand and or
be able to do?)

Day 1

Recognize and

Write narratives to develop real or imagined

Instructional
Strategies/Tasks
Differentiation
(Make sure to have
variety here...analytical,
creative and practical)

As
M

Day 2

Day 3

Day 4

Day 5

Day 6

experiences or events using effective technique, well-chosen


details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters. )
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events and/or characters. Cite strong
and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the
text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.

remember aspects of
narrative writing
broadly and be ready to
go in depth later on.
Introduce writing project

Use plot/storytelling and


dialogue to further their
story. Write the simple
beginning middle and
end of their narrative

Define setting and how


to use setting to
contribute to their story.
Be able to describe the
setting of their story

Solicit student
examples, show mentor
texts, guided notes,
reflection exit slip

Re
reg

Guiding questions,
mentor text, example
beginning middle and
end visual.

Co

Guiding questions,
mentor text, classroom
discussion.

De
se

Discuss how conflict


differences affect
character development in
narrative writing. List
the problems that their
characters will struggle
with.

Watch video of internal


dialogue, lecture,
classroom discussion,
solicit student
examples,

Define the different


types of points of view
and decide which point
of view will be used.

Mentor texts, lecture,


solicit student example,
watch narration video

W
se
in
vie

Review the meaning of


theme and whether it
should be kept in mind

Solicit student
examples, show mentor
texts, group work, class

Pa
pa
wi

Li
the

Day 7

Day 8

Day 9

Day 10

Day 11

Cite strong and thorough textual evidence to support


analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,

or not when writing.

discussion

Understand that when


Lecture, class
writing, one must take
discussion
the audience into account
and write for an intended
audience

Re
au
the
the

Use specific vocabulary


words in writing to show
knowledge of meaning

Lecture, guided notes,


W
class discussion, mentor de
texts,
tha
the

Define imagery and how


this contributes to the
different aspects of
writing already taught

Mentor text, free


writing, class
discussion

Us
res
pr

Workshop

Individual and group


interaction

Lo
stu
tow

Workshop

Individual and group


interaction

Lo
stu
tow

including how it emerges and is shaped and refined by


specific details; provide an objective summary of the text.

Day 12

Day 13

Day 14

Day 15

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Write narratives to develop real or imagined


experiences or events using effective technique, well-chosen
details, and well-structured event sequences.

Use narrative techniques, such as dialogue,


pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.
Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
(910.RL.2) Determine a theme or central idea of a text and
analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.

Workshop

Individual and group


interaction

Lo
stu
tow

Workshop

Individual and group


interaction

Lo
stu
tow

Workshop

Individual and group


interaction

Lo
stu
tow

Turn in assignment and


watch a movie, be
prepared to share stories
weekly from now on.

N/A

Tu
as

Direct instruction

Subject: Sophomore English

ed experiences or events using effective technique, well-chosen details, and well-structured event sequences.
e, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
nd formula
sert dialogue into writing by using the rules of inserting dialogue to free write a paragraph that has at least two pieces of dialo
of dialogue by reading mentor texts and using them as guidelines for discussion and class work.

st sentence that must include a set up sentence, dialogue, and a response dialogue. Students will not be graded on accurate u

ng their paragraph that contains a set-up, dialogue, character/conflict, and a logical ending. Students will not be graded on a
completion.
c to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
e, and conclusion.
e.
k about when and how dialogue enhances writing.
nce, completion, response, tags, voice, conflict, conclusion.
Materials/Technology Resources to be Used: projecto

earning, and make RELEVENT to real life) When you are writing and story telling you are always like he said this/she said

ning of dialogue and rules

Student Will: Students will listen to lecture and be re

iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, and role playing.

example of what dialogue looks like, help students write their own.

Student Will: read and discuss the example of dialog


themselves.

iation/Check for Understanding before independent practice


xamples, individual attention and role playing.

level examples of dialogue usage, give directions on assignment, and


mplete and solicit students to share.

Student Will: Read the higher level examples of dial


stay on task to complete assignment.

iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, individual attention and role playing.

ns: What connections will students make to their real lives? What essential questions will they reflect on in their closure of the l
this lesson helped to achieve? (character development, voice, higher level thinking)

Direct instruction

Subject: Sophomore English

ed experiences or events using effective technique, well-chosen details, and well-structured event sequences.
e, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
nd formula
e-write for their story by making up, or deciding who their main character(s) will be. They will be responsible for naming the
ext.

g up with their characters and names and submitting it to the teacher.


xplanation of how they came to name their characters and who their characters do or do not represent, and how their choice
c to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
racters
or used those characters
mes and how they will affect their story.
and talk about why they chose those names
ionale, explanation, represent, story, relevance
Materials/Technology Resources to be Used: projecto

earning, and make RELEVENT to real life) When you are writing and story telling you are always

ning of dialogue and rules

Student Will: Students will listen to lecture and be re

iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, and role playing.

example of what dialogue looks like, help students write their own.

Student Will: read and discuss the example of dialog


themselves.

iation/Check for Understanding before independent practice


xamples, individual attention and role playing.

level examples of dialogue usage, give directions on assignment, and


mplete and solicit students to share.

Student Will: Read the higher level examples of dial


stay on task to complete assignment.

iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, individual attention and role playing.

ns: What connections will students make to their real lives? What essential questions will they reflect on in their closure of the l
this lesson helped to achieve? (character development, voice, higher level thinking)

Direct instruction

Subject: Sophomore English

to support analysis of what the text says explicitly as well as inferences drawn from the text.
idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and re

nd formula
in their own words and recognize and write a theme as they understand it in a packet of short passages.

ge attempted and will receive one on one conferencing if there is a definite misinterpretation of the theme or the definition of

c to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)

Materials/Technology Resources to be Used: paper, p

earning, and make RELEVENT to real life) : Reading and knowing what you are reading is important. You have to know what
t we need to be able to understand what the entire work wants us to know about life.

d solicit student examples of themes in books and movies.

Student Will: Listen to lecture and take notes, and an

iation How will your instruction look different for those students who need differentiation or accommodations?

multiple examples, guided notes, individual attention

ents the meaning of theme further based on a free write of what the
m.

Student Will: Discuss the meaning of theme and free

iation/Check for Understanding before independent practice

multiple examples, guided notes, individual attention.

together in partners and together complete a packet of short passages


e the teacher goes around and helps individuals.

Student Will: get together in partners and together co


determine their theme while the teacher goes around

iation How will your instruction look different for those students who need differentiation or accommodations?

multiple examples, guided notes, individual attention.

ns: What connections will students make to their real lives? What essential questions will they reflect on in their closure of the l

e of a text, you will be able to learn way more from reading than you ever did before. You will also be able to start to think of wh

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