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General Educator: __Jennifer Lee & Connie Torres_________

Special Service Provider:

Co-Teaching Lesson Plan


Subject Area:
English
Class Description: English Literature- Whole Class
their
Students with Disabilities:
Student

I.

Disability Classification

Grade Level: 2nd grade


Classroom Arrangement: Teacher lecturing at the
front of the classroom and students are sitting at
desks
IEP Accommodations and
Assistive Technology

Additional Modifications for


this Lesson

Preparation
A. Purpose
Thepurposeofthislessonistohelpstudentsdetermineifthetopicofabookisbasedmoreonfactsor
fiction.Studentswilllearnthattherearecluesthathelpdetermineifbooksareclassifiedasaworkoffactor
aworkoffiction.
B. Objective(s)
When provided with a short story, Students will correctly identify if the pictures in a book are illustrations or
photographs 3 out of 3 trials
Students will correctly list at least 3 traits of a work of fiction and traits of a work of fact 3 out of 3 trials Students will correctly identify if a book has a table of contents 3 out of 3 trials
C. Content Standards
CCSS.ELA-LITERACY.RL.2.4A
Read grade-level text with purpose and understanding

General Educator: __Jennifer Lee & Connie Torres_________

Special Service Provider:

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
D. Essential Questions
Why are books based on real ideas important?
Why are books based on imaginary ideas important?
How is the illustration related to the main idea of the story?
What similarities do you see between a book based on real ideas and a book based on Factual ideas?
What differences do you see between a book based on real ideas and a book based on fiction ideas?
E. Key Vocabulary
Fact
Fiction
F. Materials
Worksheet with a chart, given a checklist of clues to look determine if a book is based on facts or fiction
Four picture books (Two works of fact and two works of fiction)
Ex. The tale of Peter Rabbit & The cover of Rabbit (Watch Me Grow)

General Educator: __Jennifer Lee & Connie Torres_________

II.

Special Service Provider:

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

Time

General Education Teacher

<INPUT TYPE=\On5 3 Min


e Teach,
One Support

Show students the cover of The tale


of Peter Rabbit & The cover of
Rabbit (Watch Me Grow).
Introduce the checklist of hints that
could help determine if a book is a
work of fact or fiction

Special Education Provider


If needed, the special education provider
could repeat or rephrase the teachers
instructions

Assessment
-Ask students for
other evidence of
how to determine if
something is real or
imaginary

B. Body of the Lesson/Lesson Development


Co-Teaching
Method
<INPUT TYPE=\On
e Teach,
One Support

General Education
Teacher

Time
5 Min

The teacher should point out


that the illustrations in each
book are a good context clue
to determining if the book is

based on real or imaginary


information/ideas.
Books that contain

photographs are typically


works of fact and books that
contain illustrations are
works of fiction
Explain table of contents
Show students that table of
contents are not included in a
work of fiction
Ex. No table of contents in
The Tale of Peter Rabbit

Special Education Provider

Bring the student an extra copy of the books the


general education teacher is using.
Give the student more time to look through the
book / flip through the pages
Explain the evidence of how each book is based
on real or imaginary ideas

Assessment
-Ask students for other
evidence of how to
determine if something
is real or imaginary
-Move on when
students are able to
answer correctly 3 out
of 3 trials

General Educator: __Jennifer Lee & Connie Torres_________

Special Service Provider:

But, there is a table of


contents in Rabbit (Watch
me grow)
Explain the last hint on the
checklist
Tell students how to read the
result of the checklist

C. Closure or Concluding Activity


Co-Teaching
Method
<INPUT TYPE=\On
e Teach,
One Support

Time
7 Min

General Education Teacher


Ask students to draw a picture of
either a work based on real or
imaginary information based on
books that have been read in class

Special Education Provider


Bring a few books based on real
ideas and a few book based on
imaginary ideas
Ask the student to choose a book
and draw a picture

Assessment
Ask students:
-If they drew a picture
based on a book based on
real ideas or book based
on imaginary ideas
-Have them explain why
they drew what they drew

III.
to hold
choice.

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


A basket of books (mix of fact and fiction books) will be brought out. Students will be told to pick out two books
(books based on real ideas and a few book based on imaginary ideas). Then the teacher will ask the students
up the book they believe to be based on facts The teacher will inform and reinforce the students of their
Then, repeat this process by talking about books based on imaginary ideas.

IV.

Evaluation

General Educator: __Jennifer Lee & Connie Torres_________

Special Service Provider:

A. Of Student Learning
Were students actively participating in answering question?
Did students identify context clues in each book?
Did students use context clues to determine their answer?
Were students engaged in the lesson?
B. Of Teacher Processes

Were all learning objectives or experiences addressed through this activity?


Did I alter my instructional plan as I taught the lesson?
Were there specific points in the lesson when the children had difficulty?
What additional assistance, support, and/or resources would have enhanced this lesson?
If we do this activity again, would we do anything differently to improve student learning? Why?