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General Educator: ____Justin Bertrand__________

Co-Teaching Lesson Plan


Subject Area:
Spanish
Class Description:
Spanish II

Grade Level:
9
Classroom Arrangement: Islands of 4

Students with Special Needs:


Thomas Jones Struggles with reading, organization, focus, task initiation, and staying on-task.
Benefits from spoken directions and breaking processes into small steps. Does not respond well
to being put in spotlight participates more in group and anonymous contexts.
Maria Colon English Language Learner (ELL), speech and language disorder. Low written
English literacy. Benefits from repetition and visuals (images, gestures) for context.
I.

Preparation
A. Purpose
The purpose of this lesson is to introduce the students to commonly-referenced
body part vocabulary in the target language (Spanish).
B. Objective(s) must be measurable
Students will perform the appropriate gestures when prompted with the Spanish
names of the following body parts: head, shoulder, arm, elbow, hand, finger, back,
stomach, leg, knee, foot, and toe 3 out 5 times.
Students will draw the appropriate body parts when prompted with the vocabulary.
Students will match vocabulary words to images.
C. Content Standards
NYSED Topic 8: Health and Welfare Parts of the Body Identification
D. Essential Question
Why is it important for students to be able to name parts of the body in Spanish?
Why is important to speak Spanish or know a second language?
How could I use Spanish body names in real life?
E. Key Vocabulary
Pelo - Hair
Cabeza - Head
Cuello - Neck
Garganta - Throat
Hombro - Shoulder
Brazo - Arm
Mano - Hand
Dedo - Finger
Espalda - Back
Barriga - Stomach

General Educator: ____Justin Bertrand__________

Pierna - Leg
Rodilla - Knee
Pie - Foot
Dedo de pie - toe
F. Materials
Video: https://www.youtube.com/watch?v=pOg6y-Q59eM
Flash cards
Whiteboards
Dry erase markers
Chalk
Body part magnets
II.

Procedures (This is an example to use if you were co-teaching. Complete your


duties and then add hypothetical duties for the special education teacher.)

A. Anticipatory Set
Co-Teaching
Method
<INPUT
TYPE=\One
Teach,
One Support
<INPUT
TYPE=\

General Education
Teacher
2
The teacher will begin
minute by saying: Today
s
were going to learn
the names for some
parts of the body.
Body parts are
important to know in
case, for example, you
hurt yourself or
youre not feeling
well: Ay, tengo un
dolor de cabeza, o
Dios mio, me rompi
el brazo.
Time

After weve
introduced some
important body parts,
well play a game so
we can have some fun
and I can see how

Special Education
Provider
The special
education provider
will observe the
class, spot-checking
for unfocused
behavior and helping
students transition
through the start of
class.

Assessment

General Educator: ____Justin Bertrand__________

well you know el


cuerpo.
The teacher will then
play the video, up to
0:54.

B. Body of the Lesson/Lesson Development


Co-Teaching
Method

General Education
Teacher
<INPUT
Okay, clase. En
TYPE=\One
orden, repiten: Pelo.
Teach,
2 (pause) Pelo.
One Support
minutes (pause)
<INPUT
Repeat each body part
TYPE=\
from the video, in
order, twice. Have
students stand and
repeat after the
teacher. For each
body part, demonstrate
an accompanying
motion and have
students follow along.
Time

Once the gestures


3 have all been shown,
minutes play Simn Dice
(Simon Says). Go
slowly at first and
perform motions with
students, then speed
up.
Im going to name a
3 body part. With a
minutes partner, take turns
drawing that body part
on your whiteboard.
When I tell you, hold

Special Education
Provider
Assist general
education teacher in
modeling gestures and
checking for
comprehension and
on-task behavior.

Assessment
Informal
assessment
based on
gestures and
drawings.

General Educator: ____Justin Bertrand__________

it up for me to see.
Go through each body
part once.

C. Closure or Concluding Activity


Co-Teaching
Method
<INPUT
TYPE=\One
Teach,
One
Observe

Time
5
minutes

2
minutes

General Education
Teacher
Stow the projector
screen to reveal two
chalk outlines of
human bodies on the
chalkboard. Magnetic
vocab words label
each body part, but
they are in the wrong
places.
Divide the class into
two teams one for
each outline. In relay
fashion, each team
competes to rearrange
the words to the
correct locations by
switching two at a
time. Demonstrate
procedure before
initiating.

Special Education
Provider
Check for and quietly
address any behavior
or comprehension
issues that may arise.

Assessment
Informal
assessment of
game
performance and
exit tickets.

Today, we learned
how to name some
body parts in
Spanish.
Exit ticket: On your
way out, hand me
your whiteboard with
a stick figure with at
least three body parts
labeled in Spanish.
III.

Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement

General Educator: ____Justin Bertrand__________

For homework, students will watch the rest of the video shown at the start of class to
reinforce the days lesson and prepare them for tomorrows extension, which focuses
on parts of the face.
IV.

Evaluation
A. Of Student Learning
Students will be active participants in the TPR/Simn Dice activity. The teacher
will also be able to evaluate student comprehension by checking their whiteboard
responses and performance during the relay game.
B. Of Teacher Processes
The teacher will evaluate student progress and reflect:
- Did students seem interested in the video?
- How well did students engage in the activities?
- Did I provide multiple opportunities to respond?
- Were student responses accurate?
- Were my directions clear or did they cause confusion?

V.

Modifications/Accomodations
Both Thomas and Maria struggle with reading comprehension. To accommodate their
needs, all directions are given verbally and accompanied by physical demonstrations.
The special education provider monitors their comprehension and performance. Maria,
in particular, benefits from the gestures and physical activity in both Simn Dice and the
relay activity. Further, all directions are given in both English and Spanish. Thomas can
participate in all activities without being singled out.
Hypothetical Considerations:
Students with disabilities that restrict movement can point, rather than touch body parts
for Simn Dice. The same students may also be assigned a partner to do the running
during the relay, whom they may instruct on what to do at the board. Students with
vision-related disabilities may need to be situated toward the front of the classroom for
the video and other activities. Some students may benefit from working with a partner
during the whiteboard drawing activity. Other students may be required to only draw and
label one or two body parts for the exit ticket.

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