Standards-Based Classroom Co-Teaching Lesson Plan Template & Co-Teacher Co-Planning Form
General ED Teacher: Carr
Special ED Teacher: Cook
Please check applicable Models of Co-Teaching
Subject: Math
Grade: 6
Lesson Plan Date
From:
9/21/10
To:
One Teach/One Observe
One Teach/One Assist
Station Teaching
Parallel Teaching
Team Teaching
Alternative Teaching
N/A
Standard: M6N1f: fractions, decimals and percents interchangeably; g. solving Essential Question(s): What is the relationship between fractions, decimals and
problems with fractions, decimals and percents
percents? Why are they interchangeable? Why are they important in everyday life?
Who? What? And How will the results
be used to guide teaching and learning?
Assessment:
Formative (Briefly describe how “assessment for learning” will be conducted to
determine students’ level of mastery of the content and how the results will
determine the next steps in the teaching and learning process). Monitoring
assignment and understanding on an individual basis.
Summative (Briefly describe how “assessment of learning” will be conducted to
determine students’ cumulative level of mastery of the content).
Thought Process: Depending on student progress and understanding, we will know whether to proceed or spend additional time on concepts.
Accommodations/Differentiation: Describe the type of differentiation that will be used below and identify for whom: A=All
S=Some
F=Few
Grouping:
S: small group, based on
need
Materials:
S: note-taking/graphic organizer
Product:
Technology:
S: use of calculator to check
and perform calculation
Other:
F: behavioral support
Part 1: Opening (20% of instructional time): Identify who will do what with a check.
Review GPS standard(s) and element(s) using LOTS (Language of the Standards)
Communicate expectations of the work/make clear what students will learn
Discuss standards & elements/clarify and/or define vocabulary terms
Deliver mini-lesson to model strategies and/or scaffold instruction that connects to the work period
Set stage for learning/make a link to previous lessons
Created by Dr. Cassandra Allen Holifield & Renee Mixon NW GLRS June 2010
General ED Teacher
How? Dissect GPS for student
understanding of LOTS and
associated terminology
General ED Teacher
How? TSW use f, d and p
interchangeably and
demonstrate this by solving
related problems
General ED Teacher
How? fraction, decimal and percent;
ratio, proportion
General ED Teacher
How? Mini-lesson based on GPS with
examples illustrated and
discussed
General ED Teacher
How? M6N1c: GCF/LCM; real-life
Special ED Teacher
Special ED Teacher
Special ED Teacher
fraction, decimal and percent;
ratio, proportion
Special ED Teacher
Support and real-life
connection
Special ED Teacher
M6N1c: GCF/LCM; real-life
Provide feedback in the work session using formative assessment (e.g. questioning, First of 5, Pair/Share
Teacher Questions
(include higher order):
Compare the values. Connect content to real-life
situation. Analyze situation: which is a better bargain?
General ED Teacher
Special ED Teacher
How? Addressing individual and
Addressing individual and
small group student concerns, small group student concerns,
etc.
etc.
Anticipated What is the difference between amount of discount and final cost?
Student Questions: How would I really use this in real-life? How do I convert a fraction
to a decimal?
Part 2: Work Period (60% of instructional time): Identify who will do what with a check.
Provide instruction by using differentiated instruction & best practices strategies
Conferences & questions based on students’ thinking
Provide specific feedback, written and oral, using LOTS
Lead small group guidance/monitor and/or facilitate student work groups
Connect standard/elements to work
Prepare for sharing/allow for practice time
Teacher Questions
(include higher order):
Can you connect this fractional discount with this
percentage? Can you compute the sale price from the
percent of discount and original price?
Created by Dr. Cassandra Allen Holifield & Renee Mixon NW GLRS June 2010
General ED Teacher
How? Monitor individual student
understanding as they
progress through assignment
General ED Teacher
How? Address misunderstandings
and incorrect work.
Special ED Teacher
Monitor individual student
understanding as they
progress through assignment.
Also, address use of calculator
to perform work.
Special ED Teacher
Address misunderstandings
and incorrect work. Also,
address use of calculator to
perform work.
Special ED Teacher
Provide verbal feedback in
gen.ed. and resource class.
Special ED Teacher
Guide small group review and
assignment; address
misconceptions and use of
calculator
General ED Teacher
How? Provide written or verbal
feedback.
General ED Teacher
How? Monitor whole class and
introduce peer tutors if
necessary for better
understanding; also, address
general misconceptions
General ED Teacher
Special ED Teacher
How? Provide example of how
(end of service segment)
related problems would look
on standardized assessment
(CRCT)
General ED Teacher
Special ED Teacher
How? Assign homework, if necessary,
to promote better student
understanding
Anticipated Why do I need to know this? How will this help me? How do I
Student Questions: compute percents/fraction from repeating decimals? I thought you
added tax – when do you add and subtract percents?
Part 3: Closing (20% of instructional time): Identify who will do what with a check.
Teacher Led?
Student Led?
Both?
Summary/clarify learning goals/summarize the learning experience
General ED Teacher
Special ED Teacher
How? Request student
demonstration and
explanation of concepts
General ED Teacher
Special ED Teacher
Identify misconceptions
How? Address problems noted
during formative assessment
General ED Teacher
Special ED Teacher
Assess students’ understanding/connect learning to the standard(s) and/or element(s)
How? Discussion of standard and
students’ self-evaluation of
understanding
General ED Teacher
Special ED Teacher
Provide specific feedback for students to successfully meet the standards
How? Address individual student and Address weaknesses/ success
group performance
in resource segment at later
time
Teacher Questions
Can you connect this fractional discount with this
Anticipated Can you ever get more of a discount than the original price? Why do
(include higher order):
percentage? Can you compute the sale price from the
Student Questions: they give you so much of a discount – are they still making money?
percent of discount and original price? Can you think of a
Are they making money with interest?
real-life situation in which you need to be able to
determine f, d, p?
Additional Co-Planning/Co-Teaching Notes:
Created by Dr. Cassandra Allen Holifield & Renee Mixon NW GLRS June 2010
Co-Teaching Co-Planning Form
Standard(s): M6N1f: using fractions, decimals and percents interchangeably; g. solving problems involving these numbers
Opening
What is the teacher doing? (indicate
gen/sped)
What are the students doing?
What is the impact on student learning?
What questions is the teacher asking?
Work Session
What questions is the teacher asking?
How would you compare these values? How
could you connect this to a real-life Taking notes, working example
situation? Analyze this situation: which is a problems, asking questions,
better bargain? (gen.ed.) (sp.ed. support determining connections
question/connection)
Anchoring the concepts in real-life
situations may help them realize the
importance of topic and skills.
What is the teacher doing? (indicate
gen/sped)
What are the students doing?
What is the impact on student learning?
Working problems designed to
master skills presented.
Mastery of skill presented in GPS.
What are the students doing?
What is the impact on student learning?
Present and explain a problem to
demonstrate understanding of
skills taught
To ensure individual student
understanding and mastery of GPS
How did you get that? Why? What amount
is left? Do you have enough money for the
item? Could you estimate this amount
quickly? How?
Both teachers are working with individual
students and small groups to support better
student understanding and connection of
concepts.
What questions are the students
asking?
Closing
How do I convert these numbers/amounts?
In real-life, would this be a bargain?
What is the teacher doing? (indicate
gen/sped)
What questions is the teacher asking?
Do you feel that you have mastered the
standard? In which areas did you struggle?
Do you need more practice?
What questions are the students
asking?
How does this relate to real-life?
Created by Dr. Cassandra Allen Holifield & Renee Mixon NW GLRS June 2010
Glow:
Created by Dr. Cassandra Allen Holifield & Renee Mixon NW GLRS June 2010
Grow: