Co-Teaching Lesson Plan

General Education Teacher: Brittney DeNeal

Special Education Teacher: Aly Caudle
Grade Level: 12th
Subject Area: Communications (Language Arts)
Content Area Standard: 1.4.12.B:
Write complex informational pieces (e.g. research papers, literary
analytical essays, evaluations)

Make and support inferences with relevant and substantial evidence and wellchosen details.

Identify and assess the impact of perceived ambiguities, nuances, and complexities within text.
Measurable Goal for Lesson: SWBAT differentiate between valid and invalid outside sources for research papers
80% of the time.
Essential Questions: How do I differentiate between valid and invalid sources? How can I differentiate between MLA
and APA formatting? How can I paraphrase someone elses writing?
Key Vocabulary: MLA, APA, paraphrase
Pre-Assessment: Question-posing discussion, pre-lesson
Materials Needed: Examples of APA and MLA formatted essays, Power Point Slides, article quote clippings.

Lesson

Co-teaching
Approach

Time

General Education
Teacher

Special Education
Teacher

(can select more

than one)

Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)

X One Teach,
One Support
X Parallel
Alternative
Station
Team

5
minutes

Students will be shown a

KWL chart on different ways
to cite an outside source
within a text. Both teachers
will explain the facets of the
chart.

Students will be shown a

KWL chart on different
ways to cite an outside
source within a text. Both
teachers will explain the
facets of the chart.

Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)

One Teach,
One Support
Parallel
50
Alternative
minutes
X Station
Team

(Station A) Half of the

students will be given a
PowerPoint driven lecture on
the importance and
differences between APA
formatting and MLA
formatting. They will be
given examples of each and
will have to mark the
differences on them, as well
as the ways in which each
format uses citation. This
lecture will also detail types
of valid and invalid sources.

(Station B) Half of the

students will be given a
lengthy quote from an
article, which would easily
support an argument.
Students will be taught,
through explanation, how
to paraphrase the quotes
they have been given. They
will work in partners to
paraphrase the quotes they
have been given. Each
partnership will work with
one quote, producing one
paraphrased version.

At the twenty-five minute

mark, students will switch
stations.

End:

X One Teach,
One Support
Parallel
Alternative
Station
X Team

5
minutes

Instruct students to briefly

write down the difference
between a valid and invalid
source of information as an
exit ticket.

At the twenty-five minute

mark, students will switch
stations.
Circulate the room to
support all students who
need help.

Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).
Both teachers will provide
checks for understanding.
The four students in the
room who have IEPs will
be given preferential
seating, both to ask
questions easily and to be
physically closer to the
PowerPoint projection.
(Station A) Students with
IEPs will be given guided
notes for the Power Point
presentation. Two of those
students will also be given
pre-marked examples of
both MLA and APA
formatted papers, leaving
only the differentiation
between the two to be
deciphered based on the
guided notes given.
(Station B) Those same two
students will be given
article quotes from a
simplified text. All four of
the students with IEPs will
be partnered with
particularly strong readers
and analytical thinkers.
Students who were
provided with guided notes
will be able to use them to
complete the exit ticket.