Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers:
Thomas Bieksha
Sean Thornton
Common Core State Standards:

Subject:
World History
10th Grade

Strand 2 Concept 2
PO 3. Analyze the enduring Greek and Roman contributions and their impact on later civilization:
a. development of concepts of government and citizenship (e. g., democracy, republics,
codification of law, and development of empire)
b. scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture,
literature and theater, mathematics, and philosophy)
Objective (Explicit):

Students will understand the importance and the contributions of the Greek philosophers such
as Socrates, Plato, and Aristotle.

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

Students will work through a work sheet, both analyzing actual quotes from Socrates, Plato and
Aristotle, as well as forming their own personal philosophies by answering guided questions.
Responses will be shared with partners and possible the whole classes and worksheets with
responses will be collected at the end of class for participation points.
Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

SWBAT demonstrate their understanding of philosophy by translating old Greek philosophers

quotes.
SWBAT adapt those quotes into current day language they would use.
SWBAT make their own personal philosophies.

Key vocabulary:

Philosopher: a person engaged or

learned in philosophy, especially as an

academic discipline.
Philosophy: the study of the
fundamental nature of knowledge, reality,
and existence, especially when
considered as an academic discipline.

Bell Work sheet, PowerPoint lecture

slides, Philosophy worksheet, Quotes class set
sheets, computer, projector, writing utensils
Materials:

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
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?

Bell work will consist of students answering the question Would you rather be known as a great
philosopher or great general? Why? Students will have about two minutes to come up with an
answer while I take attendance and welcome them to the class. (4 MIN)

Teacher will have the students take out their notes and begin the PowerPoint lecture for the

Instructional Input

day.
At the start of the PowerPoint will be the standards and the objectives for the day.

Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
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?

Teacher will go over three slides in

lecture PowerPoint detailing the
notable contributions of Socrates,
Plato, and Aristotle. (10 MIN)
Students will take notes, as they will
need to recall the information on a
future quiz.
Once the notes are finished, teacher
will shut down the projector and close
the notes and begin to pass out the
worksheets and readings for the
days lesson.
With the materials for the day in the
hands of the students, teacher will
begin to go over the handout the
students will be writing on.
Explain that they will be looking at the
second set of handouts labeled
Classroom Copy to fill out the front
side of the worksheet they will be
turning in.
Explain that they must take the three
quotes that speak to them the most
and define their meaning and put into
their own words what the quote is
trying to say. (4MIN)
Teacher will model one of the quotes.

Student Will:
What will students be doing to actively capture and process
the new material?
How will students be engaged?

Listen to the instructions as the teacher

explains them.
Read over the instruction on their own
page and begin to review all the
philosopher quotes on the Classroom
Copy handout.
Students will watch the model quote and
ask any questions they may have.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One Teach, One Observe: Mr. Bieksha will be giving the lecture, Mr. Thornton will be watching over the
class.

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

Student A in 6th hour is an ELL student who will need extra time to write down notes and translate as they
go. If needed the Teacher will supply the notes for them to look at during or after the lesson

Guided Practice

Other students with IEPs or 504s shouldnt need any specific modifications or accommodations at this
time unless requested
Teacher Will:
How will you ensure that all students have multiple
opportunities to practice new content and skills?
What types of questions can you ask students as you
are observing them practice?
How/when will you check for understanding?
How will you provide guidance to all students as they
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

Student Will:
How will students practice all knowledge/skills required of the
objective, with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student interaction?
How are students practicing in ways that align to independent
practice?

Teacher will model one of the quotes.

Teacher will begin to circulate around
the room in order to keep students on
task and answer any questions the
students have with this first task
Continue to circulate room monitoring
behavior and answering questions.
(10 MIN)
Once students have completed the
front page of the worksheet, teacher
will ask for volunteers and call on
students to share some of the quotes
they picked and if there are
similarities and differences between
the interpretations we will discuss
them. (5 MIN)

Once they have read all the quotes,

students will select three they find
interesting and define them.
Students will then put those quotes into
their own words.
Ask questions if they are struggling with
the language and meaning of the
philosopher quotes
Be ready to share some of the quotes
they picked as well as their interpretations
with the class.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One Teach, One Assist: Mr. Bieksha will be leading the lesson, while Mr. Thornton can be available to assist with
questions if needed.
Differentiation Strategy
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?

Student A in 6th hour is an ELL student who will need extra time to translate the quotes and interpreting
them may be difficult. Pairing them up with a class mate to assist in picking and talking about the quotes
will not only help with speed in completing the task, but when they offer their thoughts, they can be
encouraged when they get it right.

Independent Practice

Other students with IEPs or 504s shouldnt need any specific modifications or accommodations at this
time unless requested.
Teacher Will:
How will you plan to coach and correct during this practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person could
facilitate the practice?

Collect the class set handouts.

Instruct students to flip the worksheet
they just filled out over.
Explain the next sheet is a series of
questions in order to help them come
up with their own personal
philosophy.
Teacher will explain the teaching
strategy to assist them in this activity
will be Think, Pair, Share and that
as we go through this exercise, I will
ask the question, they will have time
to think about their answer, then they
will be instructed to pair up with
someone near them and share what
they think with that person. Finally
they will write down their answer on
their paper. (15 MIN)
Teacher will explain that as
philosophers, we must respect diffing
opinions, and instead of judging our
colleagues for their personal
philosophies, we must work to
understand why people see the world
so differently, just as Socrates would
have wanted us to.
Teacher will explain questions that
perhaps students need extra
clarification on, such as What
government is best? by reminding
them of ones we have previously
studied such as monarchies, and
democracies and inform them of
systems such socialism and
communism.

Student Will:
How will students independently practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students are practicing in ways that align to assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one another?

Turn in class set handouts with the

quotes.
Begin to look over the other side of their
worksheet where they will build their own
personal philosophy.
Participate in the proper order of the
Think, Pair, Share strategy
Think critically about the questions
Respect the thoughts and the opinions of
their fellow classmates
Write their answer on their sheet and wait
until the teacher moves the class onto the
next question.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

One Teach, One Assist: Mr. Bieksha will be leading the lesson, while Mr. Thornton can be available to assist with
questions if needed.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Student A in 6th hour is an ELL student who will need some extra time to translate the questions and their
responses. Being able to speak and hear another student should help in understanding the questions. The
other student can explain things differently and provide other examples to aid their understanding
Other students with IEPs or 504s shouldnt need any specific modifications or accommodations at this
time unless requested.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Teacher will finish by asking some of the students to share their responses with the class. Students will turn in the
worksheet and ask any final questions they may have before the bell rings.(2MIN)