Co-Teaching Lesson Plan

Teacher #1: Megan Knight Teacher #2: Mrs. A

Class: 5th Grade Reading (11:40-12:20) Date: 3/5/21

Content Area: Reading Co-Teaching Model: Team teaching

I. TOPIC AND GENERAL GOAL

- Generaliza ons: The students prac ce iden fying faulty and valid generaliza ons.
II. REFERENCE TO PA OR COMMON CORE STANDARDS
- Standard CC.1.2.5.A - Determine two or more main ideas in a text and explain how they
are supported by key details; summarize the text.
- Eligible Content E05.B-K.1.1.1 - Quote accurately from a text when explaining what the
text says explicitly and when drawing inferences and/or making generaliza ons from
the text.

III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

1. TSWBAT iden fy the di erence between valid and faulty generaliza ons.

IV. MATERIALS
1. Faulty vs. Valid Generaliza ons powerpoint
2. Faulty vs. Valid Generaliza ons guided notes
3. Pencils
4. iPads
V. A. INTRODUCTION
- I will pass out the Faulty vs. Valid Generaliza ons guided notes while Mrs. A sets up the
powerpoint.

- Review generaliza ons: (Mrs. A)

- Yesterday we learned that a generaliza on is a broad statement about a subject based
on informa on, observa ons, and experiences.
- Today, we will learn about two di erent types of generaliza ons.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)

- Mrs. A and I will take turns reading through and explaining the slides in the
powerpoint.
- The students will take notes using the guided notes packet.
1. Valid Generaliza ons: (Mrs. A)
- Valid = logical
- Valid generaliza ons are:
- Logical and reasoned.
- Supported by facts and examples.
2. Faulty Generaliza ons: (Me)

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 - Faulty = false
- A faulty generaliza on is a generaliza on that can be proven false.
3. Warning Words: (Mrs. A)
- Be careful of using these words when making a generaliza on:
- All - Everyone
- None - Always
- No one - Never
4. Prac ce/Examples:
- Mrs. A and I will take turns reading examples of faulty and valid
generaliza ons.
- The students will answer whether the example is a valid or faulty
generaliza on in their guided notes packet. Then, we will call on students to
share their answers.
- Mrs. A and I will explain why each example is either valid or faulty.
- If the example is a faulty generaliza on, we will have the students think of
ways that we can change the example to make it valid.
- Examples:
1. Mrs. A: No one likes to get up in the morning. (Faulty)
- Change to valid: Many people don’t like to get up in the morning.
2. Me: All kids love pizza.
- Change to valid: Most kids love pizza.
3. Mrs. A: It never snows in Florida.
- Change to valid: It rarely snows in Florida. It almost never snows in
Florida.
4. Me: Every kid dreams of playing in the NBA.
- Change to valid: Many kids dream of playing in the NBA.
5. Mrs. A: Which statement is a valid generaliza on?
A. Everyone who sneezes when pe ng a cat is allergic to them. (Faulty)
B. Some people who sneeze when pe ng a cat are actually allergic to
them. (Valid)
6. Me: Which statement is a generaliza on?
A. Tall kids make the best basketball players. (Opinion)
B. Everyone knows that tall kids make good basketball players.
(Generaliza on)
- Is B a valid or faulty generaliza on? (Faulty)
7. Mrs. A: Which statement is a valid generaliza on?
A. Librarians o en enjoy sharing their love of reading with others. (Valid)
B. All librarians love to read. (Faulty)
8. Me: Which statement is a generaliza on?
A. Many toddlers are messy eaters. (Generaliza on)
B. Toddlers should never be allowed to drink juice on carpet. (Opinion)
- Is this generaliza on valid or faulty? (Valid)
9. Mrs. A: Which statement is a valid generaliza on?

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 A. All kids love summer vaca on. (Faulty)

B. Many families go on vaca on in the summer me. (Valid)
10. Me: Which statement is a generaliza on?
A. My dad says he loves to argue with his doctor. (Fact)
B. Some people love to argue with others. (Generaliza on)
- Is this generaliza on valid or faulty? (Valid)

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS, OR LEARNING

ENVIRONMENT)
- Content: I will di eren ate the content based on readiness by asking ques ons and
giving examples that are at di erent levels of di culty. For example, rst the
students will iden fy whether a statement is a valid or faulty generaliza on. Then
the students will move on to more challenging examples where they must iden fy
which of two statements is a valid or faulty generaliza on and explain why.

D. CLOSURE (SUMMARY)
- Summarize the lesson by resta ng what the students have learned so far.
- So far we have learned that generaliza ons are broad statements about a subject
biassed on informa on, observa ons, and experiences.
- Now we know that there are two di erent types of generaliza ons that are o en
used, which are valid and faulty generaliza ons.

VI. ASSESSMENT/EVALUATION
1. Mrs. A and I will assess the students’ ability to iden fy the di erences between valid and
faulty generaliza ons by reading examples of statements and having the students choose
whether it is a valid or faulty generaliza on. The students will write their answers down in
their guided notes packets, and Mrs. A and I will have the students share and discuss their
answers with the class.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

- I will read each example and answer choice out loud for the students who have learning
disabili es in reading.

- I will provide assistance to the students as they ll in the blanks on their guided notes.

VIII.SELF-EVALUATION

Coopera ng Teacher Approval _________________________________________________

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 Megan Knight

Co-teaching (Reading)

3/5/2021

Self Evalua on

Overall, this co-teaching lesson went really well today! Mrs. A and I planned this lesson

when we planned yesterdays lesson, so I felt pre y prepared. However, since we ran out of me

to nish yesterday’s lesson, we had to take some me at the beginning of class today in order to

complete the rest of the examples. At the beginning of the lesson, Mrs. A had me brie y review

generaliza ons and nish the rest of the examples from yesterday. Then Mrs. A introduced the

new lesson on valid and faulty generaliza ons while I passed out the new guided notes to go

along with the power point. Mrs. A and I took turns explaining valid and faulty generaliza ons

and reading each example. Similar to yesterday, when one teacher was delivering the

instruc on, the other teacher was walking around providing support. Today, I feel like Mrs. A

and I were able to transi on even more smoothly between teaching and providing support.

Because of this, I feel like the pacing was much be er today. I felt more aware of how much

me I should spend on each slide and example today, which helped improve my me

management. Unlike yesterday, we were able to get through the en re Google Slideshow and

all of the examples.

During this lesson, the students demonstrated an understanding of the di erence

between valid and faulty generaliza ons. When I was leading each example, I tried to call on a

variety of students to share their answers, and most of them seemed to be able to iden fy

whether each example was valid or faulty and explain why. In addi on, when I was walking

around providing support, I used forma ve assessment by checking the students papers to see

what they wrote for each example, and most of the students seemed to have the correct

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 answer wri en down. A er the lesson, Mrs. A and I both agreed that the students are ready to

further demonstrate their knowledge of generaliza ons by star ng a project next week where

they will nd their own example of a generaliza on either from television or something they

have read.
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