Co-Teaching Lesson Plan Template

Teachers: Briana Ontiveros Subject:

ELA
Standard(s):
TEKS: Use state/district standards to develop the learning target(s):
4.11(d) use multiple text features (e.g., guide words, topic and concluding
sentences) to gain an overview of the contents of text and to locate information.
Language Objectives (ELPS): clear, student-friendly statement language processes or skills in one language domain used
during the lesson.

Objective (Explicit):
By the end of this lesson we will be able to use multiple text features and use them
to locate information.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment. (DOL)
Provide a completed student achievement chart
Product:
I will be able to use text features to locate information within a nonfiction text.
Sub-objectives, SWBAT (Sequenced from basic to complex):
What skills and content are needed to ultimately master this lesson objective?

Sub-objectives: Students will be able to identify various text features and the purpose of
them.
Key vocabulary: Materials:
Sidebar Rattlesnake Rustlers Poster
Diagram Text feature anchor charts
Table of contents Nonfiction Text
Glossary Nonfiction books
Heading/ Subheading Story works Jr.
Caption
Photograph
Chart
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest and curiosity?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
I will introduce lesson by discussing the objective, agenda, and review
Opening:
Rattlesnake Rustlers Poster (key vocabulary).
Teacher Will: Student Will:
How will you model/explain/demonstrate all What will students be doing to actively capture and process the
knowledge/skills required of the objective? new material?
What types of visuals will you use? How will students be engaged?
How will you address misunderstandings or common
student errors?
I (Teacher) DO

How will you check for understanding?

How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?
Activity/Lesson: (description)
I will set expectations for the model; students will just listen while I model and be
aware that afterwards they will have to tell me the steps I took. 6 text features will
be on the board and I will model how students will complete the activity. I will
project a nonfiction book and identify a text feature and then glue the title under
 the text feature I have identified. Each text feature on the board will have the
purpose for it. After the model, students will share the steps they noticed and then
I will call on certain students to give me the steps. I will write the steps on the
board so students can refer back to.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach/ One observe

Differentiation Strategy. Using the SAC

What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Students will only be observing during the model.

Teacher Will: Student Will:
How will you ask students to practice skill/content taught in What will students be doing to actively practice/apply the new
the I do part of the lesson so that they have the support learning?
of you and other students?
How will you communicate the expectations for how
students are to interact with their peers?
What will you be doing while they are practicing?
What will you be looking for as evidence of
understanding?
What questions will you ask students?
How will you incorporate active responses?
What feedback will you give students?
Activity/Lesson: (description)
I will have students walk me through the steps for another text feature from the
WE (Teacher & Students) DO

nonfiction book. Students will discuss in their groups each step before I call on
them. I will circulate to make sure students are on task and understand what
theyre supposed to be doing. Then students will work in their table groups and
identify text features from a nonfiction book and will glue their title of their book
under the correct text feature on the board. Roles assigned: Digger and runner
All three students at a table will dig deeper and identify text features and the
purpose of them within the book.
The runner will walk to the board and glue the title of their book under the correct
text feature. Then we will discuss the title of the book and the text features they
had and the purpose of them.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach/ one observe
Differentiation Strategy. Using the SAC
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
I will circulate and answer questions as needed. Also each text feature on the
board will have the purpose of that text feature in case students get stuck.
(Students) DO

Teacher Will: Student Will:

What will you be doing as students are applying the new How will students apply the learning, either individually or in small
learning? groups?
How will you communicate the behavioral/work
YOU

expectations?
What questions will you ask students as they work?
What academic feedback will you give students?
If applicable, how will you ensure both group and
individual accountability?
 Activity/Lesson: (description)
I will set expectations for independent assignment. Students will be asked to
complete Text Feature Hunt based on story works jr. and the purpose of each.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach/ one observe
Differentiation Strategy
Using the SAC,
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Modification: Saray will be able to verbally give me one text feature and the
purpose of it.
Challenge: Explain how text features can be used in everyday life.

Closing and Review

Provide a summary of the lesson
How will students summarize what they have learned?
Activity/Lesson: (description)
I will refer back to objective and agenda. I will ask students if we were able to
successfully complete our product. I will also ask students what I did to help them
successfully complete product
Student Reflection/Real-life connections:
How does this skill connect to other content areas?
What is the significance of what was learned?
How does this relate to students life (real world)?
How can text features help us in other subjects like in science?

Lesson Assessment (5 8 minutes max)

Measure using DOL
Complete the POST assessment column

Exit ticket:
Students will give an example of a text feature they used and how it helped them
locate information.