Co-Teaching Lesson Plan Template

Divide Roles using 6 Models of Co-Teaching

Subject Area: __Library Awareness and Reading Comprehension_____________ Grade level: __6th____________

Lesson Objectives /Standards:

● To create a positive experience in the library; whether learning how to check out books or coming to develop reading skills
● Allow students time to learn how to use the resources provided by the library for future educational benefits.
● Create a collaborative environment between the library and the classroom
Essential Question: _How to effectively showcase the usefulness and desirability of the school library for students and teachers?__

Materials: Library books, Smart Boards, Tablets, Smart TVs, Seating, Tables, Drawing Tools: markers, colored pencils, erasers
Lesson Part Co-Teaching Time General Education Special Education Accommodations, Modifications,
Model Teacher Teacher Considerations
1) Arrive at library 15 min. The G.E.T in this case will be This teacher will be assisting the The materials needed will already be
2) Sit at tables the media specialist of the Media Specialist. They will be separated/grouped for the students for ease of
3) Listen to the 1 Teach, 1 Assist library. My job will be to using the Smart Board and passing them out. The Smart Board will have
Media Specialist: direct the class on what the showcasing the materials going all the materials available for visual
review what will assignment is going to be. I to be used, what the goal of the confirmation. Potential modifications:
happen today will be in charge of passing assignment is and answering any students may need one-on-one help as they
4) M.S. passes out a out the necessary material and questions while the Media try to navigate the library looking for books.
uncolored layout verbalizing the goals. Specialist is giving the initial run Some students may just want to read quietly
of the library through. instead of participating (this could be
acceptable, if para-pro is available).
Considerations: some students may have
sensory overload, so I would want to make
sure there are rooms that they students could
go in to use other available resources of the
library, such as tablets.

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 Lesson Part Co-Teaching Time General Education Special Education Accommodations, Modifications,
Model Teacher Teacher Considerations
30 min The M.S. will be helping their The Teacher will be helping their If a para-pro is available, I think it would be
Middle: group of students navigate one group of students navigate one beneficial to split the class into three groups.
Parallel portion of the library. While portion of the library. While the This would allow more time for the teachers
The M.S. will then split the
the students are coloring in the students are coloring in the to focus on the students who need more help
class evenly into two different sections they are different sections they are or time when completing the scavenger hunt.
groups. After a quick run- discovering, the M.S. is also discovering, the teacher is also Also, if there are students not interested in the
through of how the helping students decided what helping students decided what assignment, then the students could use the
assignment is supposed to
go; one group will start on books look like fun to check books look like fun to check out. other resources of the library. Meaning,
one side of the library, out. Students are given a Students are given a chance to tablets or the students could look for books
learning the resources, chance to learn and discover learn and discover on their own for class purposes or pleasure reading.
looking for books that are on their own or stay within the or stay within the group.
apart of the scavenger hunt.
The 2nd group, led by the group.
other teachers, will begin on
the other side of the library,
looking for resources and
books apart of the scavenger
hunt.
The assignment instructions
will be displayed on the
SMART boards around the
library, teachers will check
with their groups every 5 to
10 minutes to see if the
understanding of the
assignment is still there.
This is a group assignment,
allowing students to ask
each other questions and
seek help outside of the
teachers (this allows for
their social skills to be
developed).

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 15 min M.S. reviews with the students This teacher is walking around Modifications: we may need to stay in our
End: all that they have learned. answering individual questions, groups when we talk about what we learned.
1 Teach, 1 Assist Allowing students to speak reiterating everything the M.S. is This would allow for a deeper connection
about their favorite parts of saying about the library’s between students and teachers. Also, this
As the class time
the activity. Showing students functions, assignment and book would cut down on the sensory deprivation
comes to an end, all
how to check out their books checkout. Helping to make sure that could occur from the excitement of
students should have
and asking to see the student’s the students are listening and talking about what was learned.
completed their library
coloring library sheet. understanding what is being said.
layout coloring sheet.
Each student should
have at least one book
to check out. At this
time, all students are
seated at the tables
and the M.S. is
reviewing what the
students have learned.
This is a time of group
discussion and
individual questions.
The other teacher, at
this time, is walking
around answering
personal questions,
giving visual
aid/directions to what
the M.S. is saying at
that time.

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