CO- TEACHING LESSON PLAN

Co-teaching Model: Parallel teaching

Teacher 1: Ethan Date: 3/21/24 Lesson Start and End Time:

Teacher 2: Sam All day

Academic Area: Reading/Language Grade Level: 8 Co-op initials with date:

Arts
Pre-Instruction Planning
Topic Argumentative essays & Lizzie Borden
PA Anchor/Standard or Eligible CC.1.4.9–10.G Write arguments to support claims in an analysis
Content of substantive topics.

Lesson Objectives T.S.W.B.A.T. write an inductor paragraph to their

Materials
Planning for Learners
Differentiation:
Modifications/Accommodations:
argumentative essay using a supportive outline.
Teacher 1
Smart board
The teacher will seek to
ensure student understanding
by continually asking
questions and enriching the
conversation.
Modifications:
Students who strongly
struggle with writing may be
allowed to write less than
their peers. This will likely
happen for only one or two
students in the grade. This
will be decided by Kirsten,
the learning support teacher.
Teacher 2
Large sketch pad and
markers.
The teacher will seek to
ensure student
understanding by
continually asking
questions and enriching the
conversation.
Accommodation:
Students who struggle with
writing will be provided
with the necessary explicit
instruction. This lesson
aims to help students
practically visualize the
elements of an introduction
to support their writing.
They will also be given
extended time. This is a
requirement in multiple of
the students’ IEPs.

11/2023
Lesson Presentation Time Teacher 1 Teacher 2
Allotment

Introduction 3 Take attendance. Display the groups

students will be in.
minutes.
Sequence of activities Step 1: 1. Go over what the 1. Go over what the
including 5 purpose of an essay purpose of an
assessments minutes. is: To convince essay is: To
Step 2: people of what is true convince people of
of the evidence. what is true of the
5
2. Explain in small evidence.
minutes. groups: What’s the 2. Explain in small
purpose of an groups: What’s the
introduction? (Sets purpose of an
purpose for writing & introduction? (Sets
introduces essay.) purpose for writing
3. What are the & introduces
Step 3: elements of an essay.)
5 introduction? (who, 3. What are the
minutes what, where, when elements of an
AND a thesis introduction? (who,
statement) what, where, when
1. What’s a AND a thesis
thesis statement)
statement? 1. What’s a
No first thesis
person statement?
because it’s No first
all based on person
facts! because it’s
Steps 4 4. Begin to write all based on
& 5: 10- example introduction facts!
15 with background (this 4. Begin to write
will be used for example
minutes
innocent and guilty) introduction with
5. Write thesis background (this
statements for both will be used for
sides. innocent and
1. To do this we guilty)
will ask 5. Write thesis
students what statements for both
evidence sides.
supports 1. To do this
either side. we will ask
This evidence students
will be put what
into more evidence
general supports
categories. either side.
(Like with This
 spongebob evidence
opening). will be put
6. Finish intro. into more
7. Teacher will show general
their introduction to categories.
Steps 7-
the class. The (Like with
8: 10-15 students will evaluate spongebob
minutes it with the checklists. opening).
Edits will be 6. Finish intro.
suggested in front of 7. Group will watch
the whole class. group 1.
8. Group will watch 8. Teacher from
group 2. group 1 will show
9. Students will open their introduction to
Steps 9- schoology and begin the class. The
10: to type their own students will
introduction. They evaluate it with the
Approx.
will be encouraged to checklists. Edits
20 fix their original will be suggested in
minutes. paragraph. front of the whole
10. With extra time, class.
students will begin 9. Students will open
writing the topic schoology and
sentence of begin to type their
paragraph one. own introduction.
They will be
encouraged to fix
their original
paragraph.
10. With extra time,
students will begin
writing the topic
sentence of
paragraph one.
Lesson Wrap-up Final thought: Students will Final thought: Students will
be encouraged to continue be encouraged to continue
research on their own if they research on their own if
felt like they were lacking they felt like they were
evidence. lacking evidence.

Self-Evaluation Note: the final essay will be the assessment for this lesson.

11/2023