Collaborative/Co-Teaching Daily Lesson Plan
Date: ____________March 9, 2015___________
Co-Teachers: ______Shelton & Derharoutian
Content Area(s): ___________Government___
Lesson Objectives:
Students will understand that Supreme Court decisions affect the legal landscape of the
United States and the functions/daily lives of society/culture.
Students will know that the Supreme Court decision in Brown v. Board of Education
resulted in the end of legal segregation of the races in the United States.
Students will know that the Brown v. Board of Education cases overturned the previous
Supreme Court decision of “separate but equal” in the Plessy v. Ferguson case.
Students will be able to:
Analyze primary and/or secondary sources.
Hypothesize the effect of the Brown v. Board of Education decision.
Explain the decision reached in the Brown v. Board of Education case and how it shaped
American culture and society.
Content Standards Addressed:
GOVT.1a,e
GOVT.7a
Circle the Collaborative/Co-teaching Model(s) Used:
Supportive
Parallel
Complementary
Team Teaching
What is the room arrangement? Will other spaces outside of the classroom (gym) be used?
(Draw a picture of the room arrangement.)
Room is designed for teachers to move fluidly around the classroom without distraction
from the attention center of the front of the classroom.
General Ed teacher will introduce the lesson to students. General Ed teacher will then
inform the students that they will tackle today’s landmark court case in two separate
groups to better utilize the teachers in the classroom. Shelton should keep approximately 10
students in the classroom while Derharoutian takes the other 6 students to the conference
room or library to work in a smaller group setting with them.
In the main classroom, teacher will arrange the desks in a u-shape to facilitate discussion.
What materials do the co-teachers need?
Level-appropriate reading (higher and lower level)
Question sheet (differing levels)
YouTube Video (Teacher Laptop)
Some Background: (https://www.youtube.com/watch?v=DLRN8Z4dHWY)
The Decision: (https://www.youtube.com/watch?v=TTGHLdr-iak)
BrainPop Video:
(https://www.brainpop.com/socialstudies/usgovernmentandlaw/brownvsboardofeducationof
topeka/)
Login:leepaisd
Password: lee
How is student learning assessed by co-teachers?
Both teachers will utilize a similar assessment sheet. The students will be presented the
same material but in varying ways. Teachers will hold informal and formal discussion with
students, stopping to formatively assess as they progress through lesson.
What specific supports, aids, or services do select students need?
Accommodations dictated in the IEPs/504s will be adhered to in the classroom. See
individual IEP/504. Supports will include oral presentation, extended time, and small
groups.
What does each co-teacher do before, during, and after the lesson?
Co-Teacher 1:____Shelton________
What are the specific tasks
that I do Before the lesson?
Co-Teacher 2:_____Derharoutian_________
Shelton will introduce the lesson to
students. Teacher will instruct
students that they will encounter
both primary and secondary
sources in this lesson.
Derharoutian will introduce the
differences between primary and
secondary sources to students.
What are the specific tasks
that I do During the lesson?
Shelton will work with the
remaining students in the class.
This remaining group is a mixture
of students from a variety of
learning levels, including some
needing accommodations.
1.
2.
Separate but equal –
students will develop a
definition of what it
means to be separate.
They should take about 2
minutes and draw out a
visual representation of
separate but equal
Students will then read
the 14th Amendment of
the Constitution, focusing
on Section 1. Students
should hone in on the last
sentence, the due process
clause. Students will then
be instructed to take 30
seconds to think about
what does it mean to be
truly equal, they will then
take another minute to
pair with their peers to
discuss their thoughts
and then student pairs
will share out with the
group.
3.
Students will then read
over the scenario of
public school segregation.
Though in theory
separate but equal is
constitutional, in practice
is not. Students will
determine from the
example why separate
schools would not work in
practice and would be
deemed unconstitutional.
4.
Students will
independently read over
the background of the
case. Students will briefly
Derharoutian will work with Liz,
Katie, Levi, Emilie, Josh, and
Chad. Some of these students have
been identified at needing some
kind of additional support and are
likely to benefit from small group
instruction with support from
stronger peers.
1. Derharoutian will play for the
students the BrainPop video,
pausing a key moments:

14th Amendment

Plessy v. Ferguson

Brown v. Board
2. Students will
paraphrase/summarize orally the
video to Derharoutian.
3. Peer tutoring – students will
explain to their peers their
summarized information.
4. Derharoutian will do the review
questions with the students. These
questions are multiple choice.
Following each question, teacher
will review with students why the
answer choice is correct and why
the other is wrong.
Derharoutian will also have a
supplemental reading available to
bolster content knowledge and as
an alternative if the above format
does not go well. This reading can
be done collaboratively or
independently.
discuss following the
short reading.
5.
What are the specific tasks
that I do After the lesson?
The instructor will then
lead students through the
reading of the decision of
the case. Following this,
students will then pair up
and answer the questions
that follow the reading to
assess their knowledge.
Shelton will meet back with
Derharoutian to discuss formative
and summative assessments of
students during the lesson. Both
teachers will collaborate strengths
and weaknesses and determine if
they need to re-teach/reinforce
lesson content.
Derharoutian will meet back with
Shelton to discuss formative and
summative assessments of students
during the lesson. Both teachers
will collaborate strengths and
weaknesses and determine if they
need to re-teach/reinforce lesson
content.