UMU Lesson Plan Template: Co-Teaching

Names: Cody Armstrong & Jenna Uric

Grade Level: 3 Subject: English Language Arts - Writing

Function of the Lesson (check all that apply):

Introduce New Skill or Content Review
Practice Remediation/Re-teaching

Format Revised 01/2017 Page 1 of 7

Context for Learning and Cultural Responsiveness Rationale:
LearnerAttributes:Thereareatotalof24students(14boysand10girls)inthethirdgradeclassroom.Therearestudentsfromdifferentsocioeconomic
backgroundsandethnicities(12Caucasians,2Hispanics,5AfricanAmericans,and5Multiracial).Thisisalsoaninclusionclassroom,whichcontributes
towidevariationintheabilitiesandlearningneedsofstudentsintheclass.
ThreestudentsareidentifiedwithaSpecificLearningDisabilitiesintheareaofReadingandWriting.Thestudentsreadonegradelevel
belowpeersandhavesignificantdifficultyformingwrittensentencesandparagraphsongiventopics.Theyoftenmakeerrorsincapitalization,
punctuation,andspellingwhichimpactsthereadabilityoftheirwrittenwork.Thestudentshavedifficultyworkingindependentlyduetotheirlimited
readingandwritingskills.Theyarelearningtouseassistivetechnologytoincreasetheirindependenceandtaskcompletion.Attimes,frustration,
fatigue,andcognitiveoverloadresultintantrumsorperiodsofwithdraw.
TwostudentsareidentifiedwithmildtomoderateIntellectualDisabilitiesandreadnearlythreegradelevelsbelowpeers.Thestudentscan
copybasicwordsbuthavedifficultywritingbasicwordsorsentencesfrommemory.Thestudentsshowlittleinterestinreadingorwritingunlesstextis
pairedwithpictures.TheirIEPgoalsfocusonincreasingfunctionalskills,includingfollowingwrittenandpicturedirectionsandsequencingeventsto
retellastoryorcompleteaworktask.
OnestudentisidentifiedwithAutismandhasdifficultyinteractingwithothers.Shestruggleswithoralandwrittencommunicationandis
currentlyperformingtwogradelevelsbelowherpeersinallacademicareas.Shehasdifficultywithsensoryintegrationandwilltantrumwhensheis
unabletomanagesensorystimuliwithintheclassroom.
OnestudentisidentifiedasEmotionallyDisturbedandreceivesspecialeducationservicesforthisdisability.Hefunctionsatgradelevelin
math,reading,andotheracademicabilities.Thisstudentbenefitsfrommultiplebehaviorinterventions,includingplannedignoring,proximity,and
adjustingassignmentstolimitfrustrationandemotionaloverload.
Onestudenthasa504planandisdiagnosedwithADHD.Hehasdifficultyworkingindependentlyforprolongedperiodsoftimeandis
easilydistractedbyauditoryandvisualstimuli.Hehasdifficultyrememberingteacherdirections,oftenlosesmaterials,andeasilybecomes
overwhelmedduetohislackoforganizationalskills.
OnestudentisidentifiedasELL.ThisstudentrecentlyarrivedintheUSAfromChinaandappearstohavesomereceptivelanguage
abilitiesinunderstandingbasicconversations.HestruggleswithcommunicatingwhatheknowsbothorallyinEnglishorinwrittenformat.

Classroom Environment: A General Education Teacher, Intervention Specialist, and a Paraprofessional are assigned to this inclusion classroom. A
Speech and Language Pathologist (SLP) provides push in related services an hour per week to increase expressive language skills of identified students
with disabilities. The classroom is bright and inviting to the students. The room is set up for having 24 students in mind, with the desks grouped in six
teams of four students. Teams are grouped heterogeneously but this often changes dependent on the lesson. The Smartboard and chalkboard are visible to
each of the students in every seat. There are three designated small group worktables situated around the room. The classroom has three student
computers and a set of ten iPads. There is also a carpeted area with beanbags if students choose to complete their independent work there. The room is
decorated with student work, a word wall, and anchor posters with helpful reference information. Everything in the room has a place. It is highly
organized with labeled bins of supplies. Students are aware of where everything is located and independence, problem-solving, and peer support are
encouraged. Students have a routine for entering, turning in assignments, answering questions, etc.

Rationale: It is important to take into account that some of the students come from different cultures, races, and socio-economic situations when planning
the lesson. Teachers must also take into account prior experiences and unique learning needs of the ELL student and students with disabilities when
 planning this lesson. It is advantageous to relate the assignment to real life experiences and use various learning supports to help all students develop the
targeted lesson skills.

Content Standards:
CC.3.W.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and
clear event sequences.
CC.3.W.3.c Text Types and Purposes: Use temporal words and phrases to signal event order.
CC.3.L.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when
writing.
Rationale: All three of these standards are building blocks for other standards, in third grade and future grades. While they are technically writing
standards, they will help students excel in other subjects as well. They are basic skills that students need in order to succeed in school.

Learning Objectives:
Students will be able to add description to their personal narratives.
Students will be able to demonstrate understanding of Standard English capitalization, punctuation and spelling in their writing.
Students will be able to use transition words in a narrative to put events in the correct order.

Academic Language:
action words: Lesson Intro & Lesson Body-Guided Practice, Station #2 w/ Intervention Specialist
transition words: Lesson Intro & Lesson Body-Guided Practice, Station #1 w/ Gen.Ed. teacher
words that signal the order of events
Punctuation: Lesson Intro & Lesson Body-Guided Practice, Station #3 w/ paraprofessional
the marks, such as period, comma, and parentheses, used in write to separate sentences and their elements and to clarify meaning

Assessment Plan: Formative Assessment:

Both the Gen. Ed. teacher and intervention specialist will ask the students questions on what they know by doing a fist to 5. The fist being that they dont
know anything about it and 5 being that they are confident that they know what the teachers are asking.

Assessment Plan: Summative Assessment:

Students will write a first draft of a narrative that contains both descriptive words and transition words, as well correct punctuation.

Procedures: Lesson Introduction: 10 minutes

 Co-Teaching Model General Education Teacher
One Teach, One Assist -Inform the class that today they will be
learning about how to include
Parallel
descriptions in narratives. The focus
Alternative will be on actions words, feelings and
Station thoughts.
Team -Tell them they will also be learning
about transition words and reviewing
grammar and punctuation.
-Ask the students what they know about
grammar and punctuation
-To start the lesson, we will be reading a
book titled The Dot
-Ask the class why they think its
important to include these different
descriptions in their writing.
Procedures: Lesson Body:
Co-Teaching Model General Education Teacher
One Teach, One Assist Presentation:
(Presentation) -Tell the class that were going to make
a list of some strong action words and
Parallel
feelings before we read the book.
Alternative (Independent -Once the chart is complete, read The
Practice) Dot to the class
Station (Guided Practice) -After a few pages, pause and ask the
Team students if theyve heard any action
verbs or feelings yet
-Continue reading the book and pause
every few pages to ask the students if
they hear any action verbs or feelings
yet
-While reading the book, point out
different punctuation to the students
-Split the class into three groups of 8 for
the stations; diversify the groups,
*Each station will last 15 mixing up students of different abilities
minutes and struggles
-Before going into the different stations,
ask students how well they understand
Intervention Specialist
-Write what the students tell you they
know about grammar and punctuation
in a list on the board
Intervention Specialist
Presentation:
-Make a T-chart on the smartboard and
have the students give you examples of
strong action verbs and feelings for
each side of the chart
-Write the examples that the students
give you
-Add the examples that the students
found in the first few pages of the book
-Record all the examples the students
provide from the book
-Help the gen. ed. teacher split up the
class into groups, making sure the
groups are diverse
Guided Practice: Stations
Station #2-descriptive words
Have the students pull out their writing
journals
Explain to them that they are going to
write sentences with descriptive words
(verbs, adjectives, feelings and
Special Considerations
-Have the paraprofessional find
pictures that represent the different
types of grammar to display on the
smartboard
Special Considerations
-Have the paraprofessional add pictures
on the smartboard for all of the words
as the list is being made (pictures will
help the ELL student, as well as the
SWDs)
-For each station, provide some kind of
visuals to go along with the directions
for the students who struggle with
receptive language or understanding
directions
Paraprofessional-
Guided Practice: Stations
Station #3- punctuation/grammar
Review with the students when to use
capitalization and different types of
punctuation.
Show them examples of when commas,
periods, question marks and
exclamation points are used.
Using a small whiteboard, write a
 the concepts so far; have them respond
with a fist to five (formative
assessment)
Guided Practice: Stations (there will
be three different stations, the gen. ed.
teacher will lead one, as well as the
interventionist and the para)
Station #1- transition words
Define transition words for the students:
words that signal the order of events.
(Ex.: first, second, third, etc.)
They let your audience know the events
of your writing
Give the students examples of transition
words and have them write them on a
piece of paper
Have them give you some examples as
well
Have a fill-in the blank story ready on a
whiteboard before the stations begin
Give each student a notecard with a
different transition word on it
Read the story aloud to the students
Explain to the students that when they
think their word could fit in the blank,
they will hold up their notecard
If there is more than one correct word,
stop and see if the class agrees and
explain why
If there is extra time, depending on how
well the students understand, do another
fill-in-the-blank story
Once 15 minutes are up, rotate stations
until each group has been to each station
Independent Practice:
-Bring the class back together as a
whole and explain the final activity
-Students will have time to write the
first draft of a narrative
-Explain to the students that their
thoughts)
Inform the students that sometimes you
need more than one sentence to
describe something well
Give them a few examples:
The little girl walked through the
grassy field.
The boy was sad when he lost his book
on the way to school.
Have the students write the descriptive
sentences independently
Tell the students that they need to write
sentences containing all of the different
descriptive words
Walk around and check their sentences
and that they have at least one sentence
for every descriptive word
Once theyve written sentences
independently, have them get with a
partner
have the students share their sentences
with a partner
Once theyve shared, have them write
sentences with even more descriptive
words
Independent Practice:
-Help students come up with some
ideas when coming up with a narrative.
sentence with errors; ask the students
to find the errors in the sentence,
whether punctuation or spelling.
Do this with a few sentences before
giving students the activity.
Give each student a baggie with the
laminated sentence strips in it.
file:///C:/Users/Jenna/Documents/sente
nce%20sheets.pdf
Before they start correcting the
sentences, go over the capitalization
and punctuation rules one more time
Instruct the students to read each
sentence first
Have them look closely at the sentence
and try to fix the capitalization and
punctuation
Have the students rewrite the sentence
correctly beneath the original sentence
Once the students have corrected their
sentences, have each student share one
of their original sentences and then
how they corrected it
Independent Practice:
-Help the students correct their
punctuation or spelling errors in their
narratives, focusing on the ELL
student. (Maybe allow him to orally
write his narrative, if that would make
it easier or more comfortable for him)
 narratives must contain correct
grammar/ punctuation, include
descriptive words and be about certain
events, so they use their newly learned
transition words
-Read an example narrative, so they
understand what theyre supposed to be
doing
-Have the students work independently
to write the narratives
-Once the students have had some time
to get their first draft started, allow them
to do a turn and talk with a peer to share
what they have so far

Procedures: Lesson Closure: 10 minutes

Co-Teaching Model General Education Teacher Intervention Specialist Special Considerations
One Teach, One Assist -Ask questions about what they have -Make sure the students understand the -Make sure the students are writing
learned from the lesson and have them questions that are being asked. down their responses.
Parallel
write their answers down. -When completed help the teacher -For the students who have troubles
Alternative -When completed the students will turn collect the students responses. with writing they can either use
Station in their responses. technology assistance or orally give
Team their answer and the paraprofessional
can write their responses down.
-For the ED student if the assignment
becomes too much they would have the
opportunity to answer fewer questions
in order to keep from getting frustrated.
-For one student have the questions
written out for them so that they can
answer all of the questions.

Differentiation, Individualized Instruction, and Assessment:

In the lesson each student who is under an IEP and 504 will receive their accommodations.
SLD students- They will have assistance in writing or the paraprofessional and the intervention specialist will help write the students responses.
ID students- have them pair pictures with their thoughts and then have them write it out.
Autistic student- keep the room sensory friendly (low noise, etc.).
 ED student- if the assignment becomes too much they would have the opportunity to answer fewer questions in order to keep from getting frustrated.
ADHD student- have the questions written out for them so that they can answer all of the questions.
ELL student- Have student answer to the best of their ability.
*Provide visuals for instruction or anything thing else at any time possible for the students who struggle with receptive language or for the ELL student

Instructional Materials and Support:

The Dot by Peter H. Reynolds
Whiteboard & Marker
Writing journals
Transition word notecards
Smartboard
Paper

Research and Theory Commentary:

VARK: the four primary learning styles- visual, auditory, read-write and kinesthetic; each student learns differently and its important to allow different ways of learning
for different students
This lesson has portions that help every type of learner, in some part of the lesson
Vygotsky: Social Learning Theory
Students can actually learn through socialization, so allowing them to take part in cooperative learning is beneficial to them and may enhance their learning
Dewey: Children learn by doing
Children need hands-on experiences. Having them actually write using descriptive and transition words, as well as correct punctuation allows them the practice they need
to better understand the concepts.