Co-Teaching Lesson Planning Sheet

Date/Time of planning session: September 22 & 29, 2014/ 2:00 pm

Date(s) of lesson: September 30, 2014
Goal(s) for this planning session: To have a targeted benchmark and a complete
lesson plan.
Strategy/ies to be used (circle one):
Parallel
Team
Teacher #1:

Mrs. Botelho

One Teach, One Assist

Teacher #2

Miss Kim

Standard(s) for lesson:

CC.2.R.I.6 Identify the main purpose of a text, including what the author wants to
answer, explain, or describe.
CC.2.W.3 Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use
temporal words to signal event order, and provide a sense of closure.
Roles/Responsibilities (write name next to responsibility):
Writing the lesson plan and giving copy (teacher candidate)
Mrs. Botelho
Gathering the materials
Collecting $1 from each student
Miss Kim
Bringing extra materials
Creating two charts with the directions to making pancakes
Making copies of the extended activity forms
Space (classroom set-up) considerations:
Back-table will be one station and table 3 will be the second station
Materials necessary and who will be responsible:
Mrs. Botelho
Two griddles
Mixing bowls
Baking mix
Syrup
Butter spray can
Whisks
Measuring cups
Cold water
Spatulas

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Miss Kim
Extra mixing bowl
Extra whisk
Tips to remember:

bring ideas for modifications and accommodations

bring ideas for enrichment activities
when planning together work on what youll be coteaching
focus on communication; planning/teaming takes time
divvy up the work

dont use co-planning time to plan what you can do on

your own for the lesson
outline questions to be used in lesson
discuss a variety of assessment strategies
have an attitude that were both teaching!

Lesson Plan: Hedgehog Bakes a Cake

Name: Jessica Kim

Grade: 2nd grade

Date: September 30, 2014

Content Area: Reading

Duration: 1 day from 8:15-9:40am (85 minutes) and 10:15-11:00am (45

minutes) if needed
Materials needed:
Chart paper
Directions
Pancake mix
Cold water
Whisks
Mixing bowls
Measuring cups
Spatulas
Griddles
Butter spray cans
Syrup
Plates
Forks
Practice books

Guiding Questions:
How does Hedgehog bake a cake? Why is it important to follow directions?
Enduring understanding:
Following directions is a real-life situation.
What component/s will be the
lesson focus?
Comprehension

Strategy or skill emphasis

Text structure, making
connections

Purpose of lesson
Following directions in a procedural manner. The importance of this lesson is
to prepare the students for the real world, such as, morning procedures in
class, taking a test, or completing math work.

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Language modalities to be used in this lesson:

Reading, listening, speaking, writing
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and
performance skills.

Understanding

Student Engagement Techniques

and Grouping
ACEI 3.4-Active Engagement in Learning

Working in groups

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of
learner

List type of
differentiation

Instructional
approach

(ELL, SPED, Accelerated

Learners, Striving learners, 504
students, reading)

(learning environment, content,

process, product, performance
task)

(Write the instructional

approach/accommodations that
will be used for these learners)

Accelerated Learners

Product

Write a letter to
Hedgehog telling him
how to bake
pancakes.

Intervention Learners

Product

SPED
(Special Needs)

Product

Provide a mix up of
the sequence of the
events.
Put in correct order
to complete the
diagram.
Provide a graphic
organizer with
sequence of events
and steps.
Cut and put the
events and steps in
order.

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

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CC.2.R.I.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
I can tell the main purpose of a text.
CC.2.W.3 Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of
closure.
I can write a detailed story that has a clear sequence of events.
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative
assessments to guide and assess student learning, including criteria)

Formative
Exit Slip- Write one thing the students learned from the pancakes activity.
Summative
Three different writing assignments that incorporate the making pancakes
activity.

3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3:
Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning;
ACEI 3.5: Communication to foster learning)

1. Introduction (5 minutes):
a. Mrs. Botelho will summarize Hedgehog Bakes a Cake and how this
story will be an extension to making pancakes.
b. Explain to students that they will be divided into two groups.
2. Building background (5 minutes):
a. Ask questions such as,
i. Have you ever baked a cake?
ii.
Have you ever baked anything at home?
iii.
Have you ever followed directions?
iv.
When have you followed directions to do or make something?
3. Focus/Mini lesson (I do) (5 minutes):
a. Divide the students into two groups.
b. Explain the directions on making pancakes.
c. Send students to their stations, says, One get ready, two stand up,
three go back to your seats.
4. Guided practice (We do) (5 minutes):
a. Use the chart paper and review the steps on the directions to
making pancakes.
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b. Ask students why it is important to follow the given steps?

c. Tell students to wash their hands with soap and water.
d. Ask the students, How many servings are we making?
5. Work Time and collaborative group work (40 minutes):
a. Help each individual student to complete the steps in the directions
to making pancakes.
i. Turn on the griddle and set the heat to 375 degrees F.
ii.
Twist the spray can to open and spray on the griddle.
iii.
Pour 3 cups of pancake batter into the measuring cup because
we are making 18-21 4-inch pancakes.
iv.
Pour the batter into the mixing bowl.
v. Pour 2 cups of water into the measuring cup
vi.
Pour the water into the mixing bowl.
vii.
Take turns stirring the batter until it is slightly lumpy.
viii.
Set the timer to 2 minutes to let the batter settle.
ix.
Pour the batter into a smaller cup and pour a small amount
onto the griddle.
x.
Set the timer to 1 minute to let the pancake cook on one side
until golden brown.
xi.
Flip the pancake and set the timer for 1 more minute to cook
until golden brown.
xii.
Serve the cooked pancakes to the students as they are
cooking more.
b. Send students back to their desks to prepare to eat their pancakes.
c. Explain to the students how to communicate if they would like
butter and/or syrup on their pancakes.
d. Mrs. Botelho provides butter and Miss Kim provides syrup for the
students.
i. Have students line up to get butter and then syrup.
e. Tell the students they may enjoy their pancakes and have seconds.
6. Independent work (You do it alone) (35 minutes)
a. Gather the students to the floor.
b. Explain the instructions for the accelerated and intervention
learners.
i. Write a letter to Hedgehog telling him that he should make
pancakes with his friends.
ii.
Give the recipe and use the chart paper that has the
directions from the pancake activity if needed.
iii.
Put the sequence of steps in order and then write the recipe
on the lines provided on the form.
iv.
Do a temperature check and have students volunteer to share
their writing process of their letter.
v. Cut and paste steps and organize them onto another sheet of
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paper as skills trainer writes the numbers to represent

transitional words onto a dry erase board to help student
understand transitional words. (differentiation)
7. Closure (10 minutes):
a. Exit slips-Ask students, What is one thing that you learned from
todays making pancakes activity?
b. Call on students to share their ideas.
Teacher Assessment Tool

Criteria
Did the student
show clear
understanding of
baking pancakes?

Exceeded

Somewhat

Never

Did the student

put the sequence
of events in the
correct order?
Did the students
use the
transitional
sequence
keywords to
explain the steps
in the writing
piece?

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Student Assessment Data Table
Students First
Name

1. Apo, Dylan
2. Chee, Azalia
3. Chong, Miley
4. Clayton, Ices
5. Conrad, Melia
6. Ford, Janell
7. Grant, Mary
8. Herzog, Drake
9. Kiefer, Hayden
10.Laupapa,
Tausani
11.Marciel, David
12.Parks, Julian
13.Seminavage,
Callie
14.Suaava, Ivan
15.Sullivan,
Brooklyn
16.Thompson,
Audrey
17.Vegas, Tavian
18.Welch. Caius

GLO 1:
Selfdirected
Learner
I am
responsibl
e for what
I learn.

GLO 2:
Communit
y
Contributo
r
I can work
with
others.

GLO 5:
Effective
Communicat
or
I can
communicat
e well with
others.

CC.2.R.
I.6
I can
tell the
main
purpose
of a
text.

CC.2.W.
3
I can
write a
detailed
story
that has
a clear
sequenc
e of
events.

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Co-Teaching Reflection Questions

Write your response below each question using the style requirements as written in the
syllabus.

1. Describe the co-teaching strategy you and your mentor teacher selected
and the reasons why it was selected.
My mentor teacher and I selected the parallel teaching strategy for our
co-teaching lesson. This strategy was chosen because it was a great way
to divide the class into two groups and teach the same lesson in small
groups. We thought itd be an effective strategy for the students to learn
that there are two equal teachers in the classroom. We planned that team
teaching would be more supportive towards the students so that they
could learn from two different teachers and realize that teachers also
learn from each other. My mentor teacher and I may have differences and
it shows the students that teachers may teach differently, but both ways
are effective and considered teaching moments.
2. Briefly describe the lesson and share two examples of students successes
and two challenges. Use evidence from your assessment tool and student
work to support your reasons.
The lesson was on making pancakes. This was a follow-up on a story,
Hedgehog bakes a Cake that the students read in class that focused on
following directions. The students ere learning the importance of following
directions and completed their own activity by actually following
directions themselves. After the activity, the students task was to
complete a writing piece, but the writing piece was different depending on
the learners individual needs. The students were instructed to write a
letter to Hedgehog, who was the main character from their story sharing

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about their pancake experience and how he should make pancakes wit his
friends. In their writing they shared the pancake recipe by following the
instructions that my mentor teacher and I provided on chart paper to
guide them throughout the activity.
From my evidence there were only successes. Each student was able to
complete the given task according to the instructions and the
benchmarks. Each student was given a different writing task according to
his or her abilities and each were able to complete the task. My first
example is an example of an accelerated learner. This learner was able to
share his pancake recipe with Hedgehog by restating the directions from
his learning experience. He was able to use transitional words and his own
choice of words to make his letter more engaging and sequential. The
second example is an example from an intervention learner. His first task,
which is not shown, was to put the mix-up of directions in the correct
sequence to show his understanding of following directions with the use of
transitional words. The second part of his task was to write a short letter
explaining his experience, which he did as shown in my evidence.

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3. What were successes in your co-teaching experience? What would you

and your mentor teacher do differently?
The successes in my co-teaching experience were that we were both
actively involved in the lesson and able to guide the students equally. The
students were able to view my mentor teacher and I as both teachers in
their classroom. We both instructed the students and assisted them
throughout the lesson. My mentor teacher and I were able to
communicate effectively and work with each other to guide the students
towards success. We collaborated on the lesson and implemented ideas
that would make the lesson engaging and meaningful for the students.
The students understood the purpose of the lesson and enjoyed the
activity, which proved how hands-on learning is engaging and effective. In
addition, the students were able to follow directions, which was the main
purpose of the lesson. They were able to work together to complete the
given task, but strategizing how the students can work together more
effectively is something that my mentor teacher and I could improve on.
Differently, we would let the students know that we must be able to take
turns with our classmates and maybe think of ways that this could be
better guided. Students could line up and each take a turn to follow the
directions and complete the task rather than shouting and wanting to take
multiple turns without giving others a chance. We would also consider
letting the two groups observe each other or switch groups to see how
both teachers a guiding the lesson. This would give the students a
perspective of how each teacher may teach the same lesson differently.
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4. Describe how this co-teaching experience will prepare you for establishing
collegial relationships and improving your professional dispositions.
This co-teaching experience will prepare me for establishing collegial
relationships because I will have some prior knowledge of working
together and collaborating to create effective lessons. I will be able to
communicate with the grade level teachers and contribute my own ideas
so that we could create something useful to us all. This co-teaching
experience can be an insight for other teachers as well those teachers can
impact the students when they work together. This experience shows that
teachers are flexible and can trust each other and in collegial
relationships those two traits are very important. This improves my
professional dispositions because I now know the purpose of co-teaching.
I understand that co-teaching is a strategy used to create a lesson and
assessment based on two perspectives. I am able to effectively guide my
students when the student to teacher ratio is also reduced. Students are
able to learn from multiple teachers using the same instructions and
materials in two separate groups. Small groups can be useful when
instructing students in many steps and supporting each individual.

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