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Christina Agena

ITE 317
September 23, 2016
Co-Teaching Lesson Planning Sheet

Date/Time of planning session: Aug. 30, 2016

Date(s) of lesson: Sept. 6, 2016

Goal(s) for this planning session:


Determine learning objectives and tasks
Distribute responsibilities

Strategy/ies to be used (circle one): One Teach, One Assist Parallel Team

Teacher #1: XXX Teacher #2 C. Agena

Standard(s) for lesson:


RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.

RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.

Roles/Responsibilities (write name next to responsibility):


Writing the lesson plan and giving copy (teacher candidate)
Make Powerpoint (teacher candidate)
Character traits worksheet (mentor teacher)
Door activity (teacher candidate)

Space (classroom set-up) considerations:


Normal classroom set-up

Materials necessary and who will be responsible:


Character traits worksheet (MT)
PowerPoint (TC)
Tie (MT)

Tips to remember:
Agena, p.2

EEP Cohort 401, s16


Agena, p.3

Lesson Plan: Sorting Hat Activity

Grade level: 5th Grade Number of students: 22 students


Lesson Date: September 6, 2016 Content Area: English Language Arts
Duration: 1 day, ~77 minutes

Materials needed:
Character traits worksheet
Harry Potter sorting hat song
PowerPoint
Chromebooks
Ties for ST to color
Mini- white board

Central Focus (Enduring Understandings)


A description of the important understandings(s) and concept(s)
Students will be able to analyze a text and explain the meaning of that passage in
their own words.

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
RL.5.1- Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
I can quote accurately from a text when explaining what the text says and what I think
about the text.

RL.5.4 -Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
I can determine the meaning of words and how they are used in a text, including
figurative language such as similes.

GLO #6: Effective and Ethical Users of Technology


I can use technology effectively and respectfully.

EEP Cohort 401, s16


Agena, p.4

Student Learning Objectives


Outcomes to be achieved by the students by the end of the lesson or by the end of the
multi-lesson learning segment
Analyze a text
Summarize the text in their own words
Find the meaning of unknown words and phrases to better understand the
passage
Make a prediction of what Hogwarts house they will be sorted into

Application of skills and strategies


(Briefly describe what skill and strategies will be used by students to learn the
benchmark)
Skill Strategy
(a learning behavior that (Techniques that will help students learn the skill)
is intended for students to
do automatically)
Comprehension Students will use context clues to figure out the meaning
of unknown words and phrases to understand the passage
as a whole
Prediction Students will use evidence they find from the text and
make and educated guess

Assessments
The procedures to gather evidence of students learning of learning objective(s) to
include formative (informal) assessments applied throughout the lesson and a
summative assessment (formal) of what students learned by the end of the lesson
(include any assessment tools)
The students will analyze a passage from Harry Potter and the Sorcerers Stone.
Students will need to use the skills and strategies they know to determine the meaning
of certain words and phrases to understand the passage as a whole. The teacher
formative assessment used to measure student learning is a character traits worksheet.

Academic Language and Language Supports


Oral and written language that the students need to learn and use to participate and
engage in the content. The planned instructional supports to help students understand,
develop, and use academic language.

EEP Cohort 401, s16


Agena, p.5

Academic Character trait- Adjectives that describe a person and can be seen
Vocabulary through a persons dialogue and action
Language Chromebooks and Dictionaries will be provided to the student when
supports completing the formative assessment.
Language Reading, Listening, Speaking, Writing
modalities

Differentiated Instruction
Adaptations to instructional strategies, the learning environment, content, and/or
assessments to meet the needs of students who require further support (e.g., ELL/MLL,
struggling, accelerated, 50/IEP, etc.)
Identify type of Type of Instructional accommodations
learners differentiation
(ELL, SPED, (content, process,
Accelerated Learners, product)
Striving learners, 504
students, reading)
Advanced Readers Content Students will receive the most
challenging passage (Slytherin)
Struggling Reader Content Students will receive the simplest
passage (Gryffindor)
Approaching Readers Content Students will receive an intermediate
leveled passage (Ravenclaw,
Hufflepuff)

Instructional Strategies and Learning Tasks


A description of what the teacher will do and say and what the students will do during the
lesson that 1) uses clear steps that convey the use of multiple strategies, supports, and
resources and 2) list opportunities offered for multiple modes of participation

Instructional Sequence of Activities


component

Classroom Countdown 3 2 1 and at 1, all eye will be on me and


management everyone will stop talking
attention getter
Introduction 1. INTRODUCE character traits (MT)
(2 minutes) 2. PASS out worksheet (MT)
3. PRESENT standards to students (MT)

EEP Cohort 401, s16


Agena, p.6

a. RL.5.1 I can quote accurately from a text when


explaining what the text says and what I think about
the text.
b. RL.5.4 - I can determine the meaning of words and
how they are used in a text, including figurative
language such as similes.
Building 4. EXPLAIN character traits using PowerPoint (TC)
Background a. Only slides 1-6
(5 minutes)

Focus/mini 5. EXPLAIN Character trait worksheet (MT)


lesson (I do) a. Students will get into reading small groups
(5 minutes) b. Each group will get one house to analyze
c. Glue passage into the center (where it says draw
character)
d. There are 4 boxes around the passage, ST will need
to choose 4 words or phrases from the passage to
analyze and define.
e. ST will then choose one character trait that best
defines that word or phrase
f. ST will then write evidence from the passage,
stating why they chose those character traits.
6. USE one line as an example (MT)
a. For Gryffindor, one phrase students will need to
analyze is brave at heart
b. Students will first define what it means to be brave
at heart then chose one character trait that best
describes being brave at heart
c. Then after all 4 character traits are choses, students
will write explanation citing evidence from the text.
d. We chose _____, _____, _____, and _____ as the
character traits of Gryffindor. We chose ____
because in the text, it stated that those who belong
to this house are brave at heart.
(Set up quiz on Chromebook during MT lead)
Collaborative 7. ASK students to get into small groups then I will give each
Group work group a passage (TC)
(You do it 8. TELL students that they have about 15 minutes to complete
together) the worksheet (TC)
(30 minutes) 9. After 15 minutes, ASK groups with the same house to partner
and share their findings (TC)
10. After groups shared, ASK each group to come up and read
their explanation for choosing the 4 character traits (TC)
11. REMIND students to take notes and pay attention because
they will be asked to make a prediction later on (TC)
EEP Cohort 401, s16
Agena, p.7

Monitoring Plan I anticipate the struggling readers to have the most difficult time.
My MT and I will circulate among all groups, but I will spend most
of my time helping the struggling readers by asking them
questions and walking them through the worksheet.
Independent 12. Using PP, leave instructions for ST on the board (slide 8)
work (You do it 13. ASK students to make a prediction of what house they might
alone) be sorted into based on what we learned through analysis,
(20 minutes) NOT what house they WANT to be in. (MT)
14. TELL students that they need to use their notes and evidence
from what other groups have shared (MT)
15. PROVIDE example (MT)
a. I predict that I will be in Ravenclaw because I am
always prepared and curious to learn.
16. TELL students that once they are done writing their
predictions, show myself or MT your sentence. (MT/TC)
17. GIVE finished students a Chromebook to take a quiz on
playbuzz (already set up for ST) (MT/TC)
18. ASK ST to bring their notebook and test results when
finished(MT/TC)
19. ASK students if they want to be in the house they predicted or
the house they got sorted into(MT/TC)
20. ASK students to write one of the three conclusions (MT/TC)
a. I predicted that I would be sorted into ________, but
the sorting hat placed me into _______.
b. The sorting hat placed me into _________, but I
chose to be in _________.
c. The sorting hat placed me in the house that I
originally predicted.
21. GIVE student a blank tie to color with their appropriate house
colors
Closure 22. ASK students to then share with their table groups their
(15 minutes) prediction and conclusions.
23. During this time, CALL students one by one to write a
character trait on a mini-white board
24. TAKE students picture for door project

EEP Cohort 401, s16


Agena, p.8

Character Trait PowerPoint:


https://docs.google.com/presentation/d/1LgUcVBm6Gc6HwU8NrU4qEe8tbL00huXcEX
CSOkAg6ZM/edit#slide=id.g16800d1cd4_0_403

EEP Cohort 401, s16


Agena, p.9

Teacher Assessment Tool

3 2 1

RL.5.4 -Determine Correctly analyzed the Analyzed the meaning of Analyzed the meaning of
the meaning of meaning of the passage the passage with one or the passage with many
two misunderstandings errors
words and phrases Chose 4 appropriate
as they are used in a character traits Chose at least 2 Chose 1 or no
text, including appropriate character appropriate character
traits traits
figurative language
such as metaphors
and similes.

RL.5.1- Quote Accurately quoted from Partially quoted from the Did not quote accurately
accurately from a the text when explaining text when explaining why from the text to explain
why they chose each they chose each why they chose each
text when explaining character trait character trait character trait
what the text says
explicitly and when
drawing inferences
from the text.

EEP Cohort 401, s16


Agena, p.10

Student Assessment Data Table

Groups with Students First RL.5.4 -Determine the RL.5.1- Quote accurately
Name meaning of words and from a text when explaining
phrases as they are used in what the text says explicitly
a text, including figurative and when drawing
language such as inferences from the text.
metaphors and similes.

1. Group 1 3 3
2. Group 2 3 3
3. Group 3 3 3
4. Group 4 2 3
5. Group 5 3 3
6. Group 6 3 3
7. Group 7 3 3

EEP Cohort 401, s16


Agena, p.11

Co-Teaching Reflection Questions


Write your response below each question using the style requirements as written in the syllabus and
adhering to the Writing Feed Forward.

1. Briefly describe the conversation after you and your mentor teacher completed the
Getting to Know You activity (e.g., Was it helpful to learn about each others
teaching style or philosophyplanning with the lessonhaving a professional
conversation?)

My mentor teacher (MT) and I participated in the Collaboration Getting to Know

You Mind Mapping Activity. It was really interesting to see what her responses were

compared to mine. We had similar thoughts, but chose different words and phrases

to map out. It was helpful to see what she valued in terms of collaboration,

especially since collaboration is what we needed when team-teaching. It was nice to

have this insight and information so that when we plan and teach together, I can

keep these things in mind. Another reason this activity was helpful is because

without this activity, my MT and I would not have had a conversation about how we

each see collaboration. This activity was a great conversation starter.

2. Describe the co-teaching strategy you and your mentor teacher selected and the
reasons why it was selected.

My MT and I chose team-teaching. Since I worked with my MT last semester,

this is our second co-teaching lesson together. We didnt want to choose the same

strategy, which was one-teach, one-assist; resulting in our choice of team-teaching.

Since this is our second semester working alongside of each other, we are much

more comfortable working with each other compared to last semester. Since the

EEP Cohort 401, s16


Agena, p.12

beginning of the year, my MT has been allowing me to teach at least one activity

each time I am in field so that my students see me as a teacher. This teaching

strategy helps to support what my MT has been trying to do all along.

Team-teaching does not put one teacher above the other but gives both teachers

equal control over the class and lesson.

3. What were successes in your co-teaching experience? What would you and your
mentor teacher do differently? Use evidence from your planning sessions, teacher
assessment tool, and/or student work to support your reasons.

One success was being able to effortlessly shift between leads. We tried to plan

out when and who would teach what so that there wasnt an awkward transition.

Although we did not follow the lesson plan exactly, we were able to work around and

with each other almost effortlessly. There were very smooth transitions and we

covered everything we needed. If one teacher missed a step, the other would follow

up and complete it. Or if someone thought of a better idea on the spot, they would

add further instruction. For example, in my lesson plan, I was tasked with explaining

the group work. Although it was my portion of the lesson, my MT also gave further

instruction about how to break into groups. While I was giving instruction, she

anticipated that certain groups might have too many students and not enough

passages to match their reading level, which was something we didnt previously

plan for. So as soon as she thought about this problem, she quickly gave further

directions to help the group-work time run smoother.

EEP Cohort 401, s16


Agena, p.13

One thing that my MT and I could have done better was provide an exemplar

before students went into small group. We initially thought that the students would

be able to analyze the text with little support and instruction. But when it came time

to complete the worksheet, many groups had questions and needed support.

Instead of the anticipated 30 mins we originally planned for, completing the

worksheet and sharing took about 45 minutes. This pushed our entire lesson back,

and we needed to go into Social Studies block to close the lesson. We talked about

how giving that exemplar and doing one passage as a class could have sped up the

group time substantially.

4. Describe how this co-teaching experience will prepare you for establishing collegial
relationships and improving your professional dispositions.

Usually, when planning for a lesson, I am the one coming up with ideas and I am

dependent on my own knowledge. I will choose the activities, assignments,

assessments and rubrics. When I teach, I am focused on the tasks that I need

complete and the time I have to complete them. This co-teaching experience has

taught me that when teaching with someone else, I need to be aware of more than

just what I need to accomplish. When team-teaching especially, I need to be aware

and considerate of the other persons time, not only mine. I may need to go over the

allotted time in order to complete my task, but that means that my partner has less

time for their task in order to stay within the time constraints that we agreed upon.

In the future, I might need to collaborate with other teachers to do a lesson. I will be

able to use the knowledge Ive obtained from this activity to be respectful and

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Agena, p.14

considerate when teaching with other colleagues. Another thing that this

co-teaching experience has taught me is that two heads are better than one. I may

have a great idea, but that idea can always become even greater. It is always a

good idea to collaborate with other grade level teachers when planning new and

exciting lessons. They may be able to anticipate things that I was not able to, or

they might be able to add things that will help the lesson run smoother.

EEP Cohort 401, s16

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