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ITE 317
September 23, 2016
Co-Teaching Lesson Planning Sheet
Strategy/ies to be used (circle one): One Teach, One Assist Parallel Team
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.
Tips to remember:
Agena, p.2
Materials needed:
Character traits worksheet
Harry Potter sorting hat song
PowerPoint
Chromebooks
Ties for ST to color
Mini- white board
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.
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 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)
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
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.
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
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?)
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,
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
2. Describe the co-teaching strategy you and your mentor teacher selected and the
reasons why it was selected.
this is our second co-teaching lesson together. We didnt want to choose the same
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
beginning of the year, my MT has been allowing me to teach at least one activity
Team-teaching does not put one teacher above the other but gives both teachers
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
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.
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
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
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
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
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.