Co-Teaching Lesson Plan
Teacher #1: Ms. Bramble Teacher #2: Mrs. Boffo
Class: ELA AM group Date: 11/13/20
Content Area: Vocabulary/Reading Literature
Lesson Component/ Teacher 1 Role
Activity Time Allotment: 8:10-8:51
PA Core Standards: Standard - CC.1.2.6.L- Read and comprehend
literary non-fiction and informational text on
grade level, reading independently and
proficiently.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings; analyze
the impact of a specific word choice on
meaning and tone
CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
Lesson Objectives: TSWBAT- identify the types of conflict within
a story
TSWBAT- apply type of conflict to Chapter 3
of Bud. Not Buddy
TSWBAT- TSBWAT- write a short answer
response using the RACES format
Materials: Vocab Journals, copy of Bud, Not Buddy,
Races Writing Strategy
Procedures/Activities: (8:10-8:20)
-The teacher will have students take out their
Vocabulary Journals and turn to the word of
the day section
-We will discuss the types of conflict in
literature as a review (person vs. person,
person vs. self, person vs. nature, person vs.
society)
-I will engage students in the discussion by
asking them for examples of each type of
conflict. We will discuss each conflict and
how it relates to their own lives.
-Students will write the words of the day in
their journals with the definition of each
conflict
(8:20-8:40)
-The teacher will be helping to engage
Teacher 2 Role
Time Allotment: 8:10-8:51
Standard - CC.1.2.6.L- Read and comprehend
literary non-fiction and informational text on
grade level, reading independently and
proficiently.
CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases
as they are used in a text, including figurative
and connotative meanings; analyze the
impact of a specific word choice on meaning
and tone
CCSS.ELA-LITERACY.W.6.2.B
Develop the topic with relevant facts,
definitions, concrete details, quotations, or
other information and examples.
TSWBAT- identify the types of conflict within
a story
TSWBAT- apply type of conflict to Chapter 3
of Bud. Not Buddy
TSWBAT- TSBWAT- write a short answer
response using the RACES format
Vocab Journals, copy of Bud, Not Buddy,
Races Writing Strategy
(8:20-8:40)
-The teacher will have students write the
words internal conflict and external conflict.
-The teacher will engage students in
discussion of internal and external conflict
and what that may look like within our lives.
-The students will give examples of how they
have experienced internal and external
conflict.
-The teacher will have students take out their
copies of Bud, Not Buddy and turn to page 28
of the expert of Bud having an internal
conflict while in the shed.
-The teacher will engage students in
discussion of what Bud is having an internal
conflict about
(8:40-8:51)
 students by fostering participation, -The teacher will review the RACES writing
rewording questions if needed, or clarifying strategy by going over last night’s homework.
an answer We will briefly have students walk us through
-The teacher will walk around and make sure what is expected of their short answers when
students are paying attention taking their quiz the next week.
(8:40-8:51)
Assessment: Students will be assessed during their quiz Students will be assessed during their quiz
the next week. the next week.
Differentiated Instruction Process: If the students who have reading
goals are struggling, they may be pulled in
certain situations where questions need read
aloud or questions need reworded for
clarification
Learning environment: Students may be
pulled out into a learning support classroom
in a situation where they need less
distractions
Modifications and/or Sadie: preferential seating close to the
Accommodations teacher or instruction, beside positive peer
model
Darell: frequent positive verbal and non-
verbal reinforcement
Logan: preferential seating close to the
teacher or where instruction is taking place
Cody: preferential seating close to the board
Kaelyn: preferential seating close to
instruction, prompts to be attentive to the
task and instruction
Self-Evaluation