Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Morgan Grieser

Subject: English Language Arts; Parts of

Speech

Standard:

Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general
and their functions in particular sentences. (3.L.1)

Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.
(3.W.8)

Educational Technology Standard, Strand 3,Concept 2, PO 4: Organize information into

major topics and create a list of ideas.

Objective (Explicit):
Students will be able to sort and categorize proper and common nouns into a chart.
Students should be able to discuss and defend their categorized answers to the whole class
and during partner discussion.
Students should be able to understand the difference between proper and common nouns and
have knowledge of how they are written (capitalized or not).
Evidence of Mastery (Measurable):
Students will complete the cut and paste activity and be able to place 8/10 words into the
correct category.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students should be able to follow directions related to transitions or introduction to a new
activity with little to no talking.
Students should be able follow along with the pictures shown on the Doc Cam. and be able to
categorize their descriptions.
Students should be able to cut and glue piece into the correct categories with little to no talking.
Key vocabulary:
Materials:
Noun - part of speech that denotes a
spiral notebook
pencil
person, animal, place, thing, or idea
colored pencil
Proper Noun - a name used for an
Highlighter
individual person, place, or organization,
Classification Chart (attached)
spelled with initial capital letters.
Cut and Paste worksheet (attached)
Common Noun - a noun denoting a class
colored paper
of objects or a concept as opposed to a
scissors
particular individual.

John Mara
quarterback
National Football League
New York Giants
football
Eli Manning
Metlife Stadium
touchdown
referee
timeout

glue
Document Camera
Whiteboard

Instructional Input

Opening (state objectives, connect to previous learning, and make relevant to real life)
Today we are going to be explorers. We are going to explore deeper into nouns, as we do see them
out in everyday life. Have you ever looked a store name or a place and thought Hey, thats a
noun.. I bet you havent but after today you will. We are going to learn how to classify the things
we see all around us through some fun charts and games, and then you will all be master noun
detectives.
Teacher Will: (15 mins)
Student Will:
Have the students clear their desks
Listen to all directions given before
and get out their Language Arts spirals,
getting out materials instructed.
Students will follow along with the college
highlighters, and colored pencils, and a
note taking, and ask questions as
pencil.
Instruct students to open up their spiral
needed, while also underlining and
to the next clean page and write
highlighting.
Student will recall knowledge of proper
Proper and Common Nouns and a
and common nouns and use critical
title on the top of the page.
Ask the students What is a Noun?
thinking to connect words and phrases as
give them time to think and when they
examples to each topic.
know the answer have them put their
hand in the air.
Have one student answer, while all
students write the word Noun and the
definition in their notebooks followed
by and example for person, place, and
thing.
Have students write 2 to 3 more
examples for each in their notebooks
as well.
Next, have students write Proper
Noun in their notebooks. Ask students
to recall if they know what that means
and give wait time to think. Have one
or two students answer. Correct
definition as needed. Discuss what

Guided Practice

some examples of a proper noun might

be and have them create their own and
write them down as well. Drawing a
quick sketch of an example may be
beneficial if time allows.
Finally, have students recall their
knowledge of common noun. Follow
same routine of previous word and
definition. Have students write word,
definition, examples and a quick
sketch.
During the entire activity, students will
be instructed to highlight words, and
underline phrases using highlighters
and colored pencils.

Co-Teaching Strategy/Differentiation
The teacher will write the notes on the whiteboard. Students who need to more time to
process the information and write down their notes can refer to the board. All students
who have eye problems are already seated in the front of the classroom but are
welcome to sit on the floor in front of the board if necessary. Teacher can stop between
sections to make sure Connor and Olivia are keeping up and have accurate notes.
Teacher Will:
Student Will:
Have students put away all materials
Listen to all directions given about the
from the previous activity and be
classification chart.
prepared with a pencil on their desks.
Introduce the activity by putting the
chart underneath the Doc Camera and
giving explicit instructions. i.e. to listen
and follow along with each picture and
write their answer down each answer
in the sections.
Have paper passer disperse chart to all
students, and instruct them to put their
names on their papers.
Next, show the students the first
picture and have them think about
Student will classify both the common and
what the picture shows. Give wait time
proper noun that describes the picture by
and then call on one student. Have
writing it in the chart alongside the teacher.
them classify whether their answer was The student will be able to create a proper
the proper or common form. i.e Louvre
and common noun for the picture on his/her
Museum (proper) or museum
own and be able to discuss the answers with
(common). Explain how each of these
partner and be able to discuss as a class.
are different and how each should be
written on their chart.

Do one more example with the

students, and then have them
complete the rest of the pictures, each
time discussing with a partner and then
with the class as a whole. (10
examples max)
Co-Teaching Strategy/Differentiation
All students will have the information presented to them via Doc Cam on an overheard
projector. Any confusion will be ironed out through partner and group discussion. Also,
while students are filling out the chart, the teacher will walk around and assess each
student and check for understanding via observation.

Teacher Will:

Independent Practice

Student Will:

Have the students put the chart in

their language art folder and keep
out his/her pencil while getting out
glue and scissors.
Explain the cut and paste activity by
showing the paper underneath the
Doc Cam. And remind students to
put their names under their paper.
Ask if there are any questions and
then release them to complete the
cut and paste.
Walk around and check for
accuracy and answer questions
students may have about the
concepts or activity.

Follow all transition instructions.

Complete the cut and paste activity with
little to no talking.
Raise hands to ask questions.
Throw away trash when done.

Co-Teaching Strategy/Differentiation
All students should be able to complete this activity with no problems. If used for
another class, the teacher or an instructional aid cut out the pieces and have the
student place them in the correct categories while the aid glues the pieces in.
Closing/Student Reflection/Real-life connections:

Proper Noun Common

Noun

Person

Place
Classifying
Proper and
Common
Nouns
Name:

Thing
_________________________

Proper Noun

Common Noun
John Mara

quarterback
National Football League
New York Giants
football
Eli Manning
Metlife Stadium
touchdown
referee
timeout