Co teaching Lesson Template

Co-Teaching Lesson Plan

Unit Title: Launching The Writing Workshop
Subject/Topic Areas: Writing/ Writers learn a process for writing
Big Ideas: Writers keep working by adding more to their picture, words, or by starting a new
piece, Writers use tools independently, and Writers sketch and do the best they can
Designed by: Mackenzie and Brenda
School: Forest Elementary
Grade Level: Kindergarten
Time Frame: Three days

STAGE 1 Desired Results

Established Goals Listed Below:
What understandings are desired?
Students will understand writing is a process.
Students will be able to keep working by adding more to their picture, words, or by
starting a new piece.
Students will employ learning-to-learn strategies communication with in a whole
group, active listening, use of writing tools, and trying their best.
What key knowledge, skills, and strategies will students acquire as a result of this unit?

Students will know .

Writing is a process

Students will be able to .

Keep working by adding more to their

picture, words, or by starting a new
piece

Use the alphabet chart and try their

best when sketching

STAGE 2 Determine Acceptable Evidence

What evidence will show that students understand?

Performance Tasks
Students will be able to keep working to create small moment stories by adding more to their
picture, words, or by starting a new piece

Other evidence (quizzes, tests, prompts, observations, dialogues, work samples):

-When prompted, students will be able to discuss prior background knowledge from the previous
lessons about the writing process
-Teachers will observe students independently writing at their table seats

Student Self-Assessment and Reflection

Students will be given the prompt Write about a small moment that really happened to you and
asked to continue working on it during Writers Workshop

STAGE 3 Plan Learning Opportunities and Sequence Instruction

Sequence of Teaching and Learning Activities:
Day One(Mackenzie) Activate prior knowledge of the 5 step writing process; Introduce When youre
done, youve just begun poster
(Brenda) Model a small moment story using When youre done, youve just begun.
(Mackenzie and Brenda)- While students are working on their individual writing, walk around and
monitor, scaffold as needed

Day Two(Brenda)- Spark discussion recalling lesson prior; select students to share their writing on the
smart board
(Mackenzie)- Model When youre done, youve just begun with a small moment story; introduce
the alphabet chart tool
(Mackenzie and Brenda)- While students are working on their individual writing, walk around and
monitor, scaffold as needed

Day Three(Mackenzie)- Discussion of prior lessons; Introduce trying your best when sketching
(Brenda)- Model sketching small moments (try your best and keep going)
(Mackenzie and Brenda)- While students are working on their individual writing, walk around and
monitor, scaffold as needed

Accommodations and adaptations in the teaching to account for students learning

and performance characteristics
Brandon, Jonathon, Evan, lowest writing group:
-May need a repeat/clarification of directions
-May need independent support
-May need to tell story orally
-May need to be redirected to the Writers Workshop visuals

Class wide and Individual Supports (list all)

Repeat/clarification of directions
Reference Writers Workshop visuals
Activate previous knowledge by reminding them of examples previously done in class
Model small moments/ 5 step writing process/ When youre done, youve just begun/ trying
your best when sketching/ alphabet chart
Provide extra time for writing

Evidence-based Practices: Teaching practices

Brenda and I used a couple different co-teaching approaches. We used team teaching which has
proven to work very well in our classroom setting. We also used one teaching, one assisting; this
also was very effective creating a more powerful impact on the content taught to the students.

Evidence- based Learning Strategies:

Brenda and I use the strategies of thinking aloud and modeling frequently throughout the three
lessons. The students will learn to communicate and to collaborate within a whole group mini
lesson; they will also learn to use tools when writing independently at their table seats. The
students will learn to actively listen while learning to put forth their best efforts when
experiencing the writing process.

Collaborative/Cooperative Activity: rules, routines, roles, sequence of steps or

procedures
The students are fully aware of the classroom rules and routines, however, the students are between the
ages of 4-6. Keeping that in mind, several reminders are always needed throughout any lesson
implemented in the classroom. Being consistent with the students will allow for the progression of these
co teaching lessons to be successful. Likewise, informing the students on expectations and
consequences will allow for the students to know exactly what is it they should and shouldnt be doing
during the lessons. Focusing on positive behaviors, rather than negative behaviors tends to be very
effective with this group of students, as well. The students respect both Brenda and I and view us as two
teachers within the Kindergarten classroom allowing for co teaching to be effective.