Anda di halaman 1dari 2

Co-Teaching Lesson Plan

General Education Teacher: Ms. Hee Seung


Special Education Teacher: Mr. Daniel Schafhauser
Grade Level: 9th grade
Subject Area: English I and Composition
ContentAreaStandard:(L.N.2.5.6)

Explain, interpret, describe, and/or analyze the authors defense of a claim to make a
point or construct an argument in nonfictional text.
(L.N.1.2.1) Identify and/or apply a synonym or antonym of a word used in a text
Measurable Goal for Lesson: Students will be able to identify main idea of 5 paragraphs with at least 4/5 (80%)
accuracy
Essential Questions:
1. What is the main-idea of the passage?
2. What supporting detail best proves the argument in the paragraph that lack of success creates
disillusionment?
3. What is the purpose of the author mentioning the detail that, Being a winner is often being the first?
Key Vocabulary: Meritocracy, oppression, liberation, data and statistics
Pre-Assessment: Taught briefing about American meritocracy, went over various examples of oppression, and
reviewed main idea with students
Materials Needed: Pencils, handout, dry erase boards/markers, chart paper, graphic organizers, brown paper bags
for activity, candy

Lesson

Co-teaching
Approach

Time

General Education
Teacher

8
minutes

This do-now question is on the


class handout for the day: Do
you think the most important
quality in making a successful
person is hard work? Why or
why not? (FILL UP 4 LINES
FOR FULL CREDIT)

Special Education
Teacher

(can select more


than one)

Beginning:
This includes
our do-now, a
short vocab
review, and
settling down of
students with
positivie
narration and
verbal/nonverb
al directives

One Teach,
One Support
Parallel
Alternative
Station
Team

-Gen. Ed. Teacher says We


are in the Red Zone, we are
silent during this time. She
goes around positively
narrating students doing the
work.
-Gen Ed. Teacher reviews
answers for do-now with
expectations of students
raising hands to answer
question.

Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).
-

Highlights words/text of
students who are unclear
with expectations/what the
do-now is saying.

Provides a graphic organizer


to students that they can
input their information into
once the reading comes up.

Graphic organizers
for students who
struggle to collect
their thoughts
during the reading
Highlighting of
certain areas of
question; reminder
of direction to fill
all four lines
Buddy student helps
student think of
ideas

Special Ed. Teacher reminds


students of expectations,
encourages students who
have written good answers,
and encourages
participation, goes over any
unclear words.
Special Ed. Teacher has
visuals on computer to help
with student comprehension
of prompt.

Middle:
This includes
Direct
Instruction
using
powerpoint,
Checking for

One Teach,
One Support
30
Parallel
minutes
Alternative
Station
Team

Gen. Ed. Uses powerpoint to


have slide for notes where
students are expected to
write down definitions of
vocab words directly from the
board

Special Ed. Teacher gives


demonstration to table of
Special Education students
he is with regarding the
activity; these students do
participate in the class

Graphic Organizers
Highlighted words and
chunked texts
Group collaboration and
vocab charts
Special Ed. Teacher
monitoring and helping
keep on task