Co-Teaching Lesson Plan: Cortney and Meredith

Subject Area: ELA

Grade Level: First grade
Class Description: First grade ELA instruction, writing focus
Classroom Arrangement: Desks in groups of four
Students with Disabilities:

I.

Student

Disability
Classification

Shelly
Tomlin

ADHD

Maria
Colon

ELL student

IEP
Accommodations
and Assistive
Technology
No testing
accommodations.
Additional time to
complete
schoolwork

Additional time to
complete her
schoolwork

Additional
Modifications
for this Lesson
Stress Ballsomething to
keep hands busy.
Posting rules and
expectations.
Give student a
checklist of
desired
behaviors. Dont
collect worksheet
yet - complete
later in Resource
Room (or
elsewhere)
English/Spanish
vocabulary list.
Ex. Headlights,
wheels, fur, ears
etc.
Encourage group
members to help
her. Dont collect
worksheet yetcomplete later in
Resource Room
(or elsewhere)

Preparation
Purpose: The purpose of this lesson is to introduce the process
of compare/contrast, so students can later apply this skill to
texts. Students will begin thinking about the idea of similarities

and differences, as well as how to organize their ideas on paper

with the help of a graphic organizer.
Objective(s):
1. When given various objects, students will correctly describe at least
2 similarities and differences by looking at the objects as well as
touching them. 3 out of 3 trials.
2. Students will correctly write down or record at least 2 similarities
and differences when given a graphic organizer. 2 out of 2 trials.
Content Standards: From New York State Common Core
Standards
ELA SL 1.1 Describe people, places, things, and events with
relevant details, expressing ideas and feelings clearly.
ELA R 1.9 Compare and contrast the adventures and experiences
of characters in stories.
ELA R 2.9 Compare and contrast two or more versions of the
same story (e.g., Cinderella stories) by different authors or from
different cultures
Essential Questions: What does it mean to be similar and
different? What are all the different way things can be similar or
different? How can you organize the way things are similar and
different?
Key Vocabulary: compare, contrast, similar, different.

Materials:
easel
marker to write with on the easel
graphic organizer sheets for students to look at
paper
pencil
pictures of a cat, dog, motorcycle and car
Car and motorcycle toys
stuffed cat
stuffed dog
rubric for teacher to check over students work
sound recordings-dog and cat
labtop for each student

II.

large list of classroom expectations and rules

Shellys checklist of expectations and rules
Marias Spanish/English vocabulary list
Post-it notes
Procedures (This is an example to use if you were co-teaching.
Complete your duties and then add hypothetical duties for the
special education teacher.)

A. Anticipatory Set
CoTeaching
Method

General
Time Education
Teacher

Team

3 min

Special
Education
Provider

*Rules and
expectations will
be posted in
room. We will
remind class to
be conscious of
them as we are
working today.
I have a car
and a
motorcycle at
home (show toy
versions and
pictures of the
objects). Are
these things the
same? are they
different?

The teacher will

explain these
words (Similar
means two objects
have something in
common, different

Asks gen. ed.

teacher: Wait,
what do those
words mean?
Writes the word
similar and
different, and
compare/contra
st on the big
graphic
organizer as
general
education
teacher is
answering the
question.

Assessment

means two objects

are not the same).
The teacher will
also pair these
words with
compare and
contrast.

The students
will say these
words aloud.
The teacher
then asks the
students what
the words mean
again.
Say: Were
going to point
out some ways
the car and the
motorcycle are
similar and
different. But,
hmm, I am not
sure if I can
remember all
the things well
think of. I think I
will use a
strategy to help
me remember.

She explains
what the
graphic
organizer is for:
This is for
organizing our
thoughts. The

teacher explains
all the sections of
the graphic
organizer by
pointing to the
large version. (e.g.
This is where we
will write the
similarities.)
The special
education teacher
explains and
writes down brief
examples (the
motorcycle and the
car have a
difference: one has
two wheels, one
has four. They
have a similarity:
they are both
transportation.) (I
do)

Choral
response to
What does
similar
mean? What
does
different
mean?

B. Body of the Lesson/Lesson Development

CoTeaching
Method

General
Time Education
Teacher

One Teach,
One
Support

7 min

Special
Education
Provider

Assessment

Show the
students two
different pictures
- one of a black
motorcycle, and
another of a red
car (Pictures are
attached). Pass
around the toy
versions as well.
While we are
passing around
the toy car and
motorcycle, use
the pictures to
guide you.
Students discuss
in their groups whats similar
and whats
different.
Some of the
things students
should cover
while looking at
the pictures:
-door
-color
-transportation
-wheels
-windows
(Students follow
example from
anticipatory set)

(We do)
The teacher
introduces special
guests by showing
the picture of the cat
and the dog, as well
as the stuffed

Write down
what students
say above/on
the graphic
organizer.

Call on
students using
popsicle sticks
(after they
discuss in a
group) to
answer the
question.

versions. We are
going to compare
and contrast this
dog and cat. When
we do this activity,
you have the option
to type on your
laptop, or write on
the worksheet. You
can print your
finished worksheet
if you use the
laptop. (I do)

C. Closure or Concluding Activity- Independent practice

CoTeaching
Method

General
Time Education
Teacher

Special
Education
Provider
The teacher tells The special
the students
education teacher
that shes
circulates around
looking for each the room to
student to
provide help to
include at least
struggling or
two things on
confused students.
the right and left
She may reside of the
explain the graphic
graphic
organizer. She is organizer.

One Teach,
One
Support

5 min

also looking for

at least two
things in the
middle. If they
include all of
these things
then they will
get 6 points for
this assignment.
Students are to
work
independently.
While we are
passing around
the dog and cat,
use the pictures

Assessment
Students
include at
least two
things in the
cat category1 point each

Students
include at
least two
things in the
Students are
dog area- 1
arranged in mixed- point each
ability groups. As
much as possible,
In the
high-achieving
middle, the
and low-achieving students
students are
include at
grouped together.
least two
The two students
things- 1
with IEPs are not
point each
seated together.
The teacher
Total-6
especially makes
sure the students

on the board as
a start.
If the students
have any
questions just
ask a teacher.

She passes around

the stuffed
animals, giving
each group about
two minutes to feel
and observe the
animals. If time
allows, she may
also play sound
recordings of a cat
and a dog.

III.

with IEPs are

doing okay.
Remind Shelley
that good behavior
checkmarks will
earn her behavior
points.
If students are not
on task or need
reminders, the
special ed. teacher
can write post-it
notes with
behavior
reminders and put
them on students
desks (e.g. inside
voice)

Follow-Up Activities: Independent Practice, Enrichment, or

Reinforcement
Repeat assignment with different objects. For a homework
assignment, have the class pick two things to compare and
contrast. Share with a partner the next day in class.
Repeat assignment again using more abstract things such as
characters in a story.

IV.

Evaluation
A. Of Student Learning: Check the graphic organizer for students
understanding. See rubric below.
Correct completion of this graphic organizer represents one
trial. Two more trials must be conducted in follow-up
lessons and homework.
Formative: Checking choral responses and student
participation.
Post-lesson meeting with co-teacher, peer reviewing how
lesson went. Peer review will include an evaluation of
instructional success. Address how well the students with
IEPs did - instructional changes may be needed in the
future.

Rubric:
For Graphic Organizer:
Students include at least two accurate entries in the cat category, for
example: the cat has pointy ears, the cat has blue eyes, the cat has a
longer tail - 1 point each
Students include at least two accurate entries in the dog category, for
example: the dog has round ears, the dog has brown eyes, the dog has
a short tail - 1 point each
In the middle, the students include at least two accurate entries, for
example: both animals are furry, they both have a nose, they both
have two eyes, they are both pets- 1 point each
Total-6