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Co-Teaching Lesson Plans Assignment

Instructions: Complete the following table for two of the characters using two different co-teaching models.

Character 1 of 2
Step 1: Identify the character, benchmark and co-teaching model. You should have this information from the previous activity.
Character Specific Goal/Benchmark or Recommended Co-
Explanation
Name General Area of Need to Target Teaching Model

Grade level math problems that Station teaching This method of co teaching will provide an opportunity for
require use of several functions Helena to have the topic introduced, practice in a closely
Helena Martin
supervised settings and then allow for independent
practice.

Step 2: Build the lesson plan. Below, provide the basics of what you would plan to do for a given content lesson. Remember, the lesson
topic, the activities, the length of time for the lesson, and the other elements are up to you. If pre-made lesson plans offer you ideas
from which to build your own, great, use them in this activity.
Description

Grade Level 8th grade

Subject Area math

Graphing points on a quadrant using the y-intercept formula


Lesson Title
Find ordered pairs which cross the x and y axis
Length of Lesson (e.g., 30 45 minutes
minutes)
Students will demonstrate ability to find pertinent information needed to successfully graph a line
Objectives (list at least two) from the y-intercept formula.
Students will find and record ordered pairs that cross the x and y axis.
Begin with large group introduction using NearPod lesson on student devices. One teacher will present
the a NearPod preassessment to discern students current knowledge of graphing a line, the y-intercept
formula and recording ordered pairs. Teachers will use feedback from the assessment to divide
students into two stations, each with a teacher to address specific attributes of this topic. As students
finish working in the teacher led group, they can move to the independent station using an independent
Nearpod lesson to practice skills from the teacher led group.
Station 1 Teacher will revisit graphing and activate prior knowledge through previous examples using
individual graphing white boards. Teacher will utilize Nearpod to present the step by step process for
the students at this station. The students will have the opportunity to walk through the process and then
Lesson Activities attempting the process a step at a time. Teacher will highlight the procedures necessary for completing
(Content/Methods/Procedures) this process and highlight on a card the students can keep with them.
Station 2 Teacher will assess students knowledge again by providing an opportunity to designate
parts of a graph, x-axis, y-axis, and slope and identify the slope and y intercept. If students display
adequate knowledge of parts, provide an opportunity for students to find the y-intercept for themselves.
Teacher will then provide guided practice in utilizing the y intercept formula. Teacher will model finding
the ordered pairs and then provide guided practice.
Station 3 Independent practice. This station is set up for independent practice. The teachers will
provide visual cue cards for Helena to act as prompts for the processes she will be utilizing. Once
completed, students can compare work.

The teacher will use a similar Nearpod assessment that will allow her to follow each students process
Closure Wrap Up Activity and answers. It will allow the students to practice independently while still being monitored by the
teacher.
The teacher will use a similar Nearpod assessment that will allow her to follow each students process
Evaluation How Would Assess
and answers. It will allow the students to practice independently while still being monitored by the
Them?
teacher.

Resources Used Ipads or laptops


Nearpod lesson (https://share.nearpod.com/vsph/ju37dzxi5D) and assessment
(https://share.nearpod.com/vsph/yXquMr7i5D)
white boards, dry erase boards,
index cards

Step 3: Identify the roles each teacher would play during the various parts of the lesson. This is the heart of this activity. How would the
two professionals interact and work together to ensure success in this lesson. Likewise, think of the co-teaching model selected when
determining what each teacher would be doing during the lesson.
Role of Role of
Component Description of what Teacher Description of what Teacher
Description Teacher Teacher
of Plan #1 Facilitate/Teach/Direct #2 Facilitate/Teach/Direct
#1 #2
Teachers will group students Providin Teacher 1 will provide direct Modeling Teacher #2 will provide
according to similar skills in this g direct instruction in the processes and modeling and supervised
area. By providing direct instructi involved and the procedure to supervis practice. She will backwards
instruction prior to practicing the on utilize the procedures. She ed chain the steps in order to
Stations
concepts, the students can know will utilize some pre teaching practice ensure the students are
the specific procedures they and modeling. accurately applying the steps in
need for the concept and the the process.
process in applying them.

Character 2 of 2
Step 1: Identify the character, benchmark and co-teaching model. You should have this information from the previous activity.
Character Specific Goal/Benchmark or Recommended Co- Explanation
Name General Area of Need to Target Teaching Model

Reading Fluency Parallel teaching We will utilize parallel teaching to provide the opportunity
Sofia Flores for Sofia to participate in the reading activity but at her
current reading level.

Step 2: Build the lesson plan. Below, provide the basics of what you would plan to do for a given content lesson. Remember, the lesson
topic, the activities, the length of time for the lesson, and the other elements are up to you. If pre-made lesson plans, offer your ideas
from which to build your own, great, use them in this activity.
Description

Grade Level 4

Subject Area Reading

Lesson Title Fluency practice

Length of Lesson (e.g., 30 30 minutes


minutes)
Students will increase their reading fluency.
Objectives (list at least two) Students will read grade level content and be able to answer comprehension questions regarding the
text.
Teacher #1 will introduce the poem that the class will be reading. Teacher #2 will work with
predesignated students in reading the poem in digital format that highlight the words as they
Lesson Activities read. Poem will be divided into two sentence segments. The students will select one group
(Content/Methods/Procedures) they feel they can read best and practice reading those two sentences to a peer. After a
designated amount of time, students will read the poem as a group with each student reading
the lines they practiced.
Teacher #2 will ask probing questions about the text. Students should be able to identify the setting
Closure Wrap Up Activity
and one message of the poem.
Evaluation How Would Assess Teacher can utilize an exit slip to determine students comprehension of the poem. Teacher will take
Them? anecdotal notes regarding fluency.

Resources Used Selected poem, computer with projector or laptops, post it notes

Step 3: Identify the roles each teacher would play during the various parts of the lesson. This is the heart of this activity. How would the
two professionals interact and work together to ensure success in this lesson. Likewise, think of the co-teaching model selected when
determining what each teacher would be doing during the lesson.
Role of Role of
Component Description of what Teacher Description of what Teacher
Description Teacher Teacher
of Plan #1 Facilitate/Teach/Direct #2 Facilitate/Teach/Direct
#1 #2
These teachers are utilizing the Introduc Teacher #1 will introduce the Guided Teacher #2 manages digital
same poem but will be using it for e lesson poem. As her group reads it practice, media for her group. When
different elements. outloud, other group follows supervis initial reading is complete, she
along in a digital format. Her e plays it again for her group and
Parallel
group goes on to focus on cooperati they listen with headphones,
teaching
identifying elements of the ve while text is highlighted during
poem and searching for practice reading. She pairs students for
poems written in a similar practicing selected lines and
format. models and guides reading
practice.