Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers: Karti Nash-Handler, Geri Lawrence

Subject: Language Arts- 6th grade

Instructional Input

Common Core State Standards:

Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (6.W.4)
Objective (Explicit):
Students will be able to produce an expository process paper in which they illustrate how to complete a
task through writing.
Evidence of Mastery (Measurable):
The completion of a finished expository process paper in which directions and steps are clearly stated,
ideas are present, and conventional mistakes are minimal will provide the proof of mastery.
Sub-Objectives:
WHAT: Students will clearly explain how to complete a task by organizing their ideas, revising their
writing, and sharing their complete assignment in a five paragraph expository process essay.
HOW: Students will select a topic they find interesting and explain the steps to the topic to a peer
reviewer. The peer reviewer will provide the student constructive feedback as to how their chosen topic
was explained. The students will follow through with this feedback by writing their own five paragraph
expository process essay. The introduction will explain why the topic is important. The second paragraph
will discuss how the directions given will be helpful. The third paragraph will list the materials that will
be used. The fourth paragraph will include the directions to complete the chosen task. The final paragraph
should explain how the project should turn out if it is completed correctly. The students will also review
transitional words that they can use in the writing.
WHY: Producing coherent and functional writing helps convey specific ideas to others in a written form.
One a daily basis we are asked to explain steps, ideas, or processes; knowing how to do so eloquently
creates better leadership skills.
Key vocabulary: Transitional words- words the
Materials:
show that one step has been completed and another
Computer, laptop adapter, Internet access (Youtube),
has begun.
markers, a whiteboard, printed instructions (120
copies)
Opening (state objectives, connect to previous learning, and make relevant to real life)
Today we are going to begin writing an expository process paper. How many of you have ever told
someone how to do something, whether it was to get to your house, or ride a skateboard? Now, how
many of you have ever given someone instructions, and they still did not understand, or maybe
someone gave you instructions and you personally could not understand? That is what we want to
avoid today, we want to avoid giving instructions that others will not understand.
Teacher Will: will explain the 5-paragraph
Student Will: take notes while listening intently to
format of the process essay that is required for
their instructions.
this assignment. They are required to have their
name, a catchy title, an introduction, three body
paragraphs, and a conclusion. The introduction
will explain why the topic is important. The
second paragraph will discuss how the directions
given will be helpful. The third paragraph will
list the materials that will be used. The fourth

Guided Practice

paragraph will include the directions to complete

the chosen task. The final paragraph should
explain how the project should turn out if it is
completed correctly. I will then go over the
purpose of transitional words within this piece
and show them a list of different diction they can
use. This will be followed by going through a
handout discussing the importance of properly
utilizing transitions because it promotes clarity.
Co-Teaching Strategy
One-Teach, One Observe is the co-teaching strategy that will be used. Mrs. Lawrence will gather
and assess how the lesson is presented, and target students that I will have to go over the lesson
with again.
Differentiation Strategy
Periods two and six may understand the information quickly, and get bored or distracted easily.
Therefore, I will need to make sure they are engaged in the lesson by spending less time covering
the basics and allowing them more time to work on their essay. Periods four and seven may need
to understand the information in more detail. To accommodate for this I will ask questions (listed
below) to make sure they understand what they will be doing and are not completely lost.
What goes in the introduction?
What will be included in the body?
What are some examples of transitional words?
What should your final paragraph explain to the reader?
Teacher Will: Go over the worksheet on
Student Will: highlight all of the transitions words in
transitional words and read through the sample
the Kool-Aid, Oh Yeah! sample essay for 5
process essay Kool-Aid, Oh yeah, explaining
minutes. Next students will watch the How to Draw
how each of the transitions helps the reader to
a Boy Using the Word Boy, video
understand the directions.
(http://www.youtube.com/watch?v=Kyo6-VYEhdE).
Teacher Will: then show the video, How to
Students will then instruct me how to write the word
Draw a Boy Using the Word Boy,
boy on the white board. Then they will have 4
(http://www.youtube.com/watch?v=Kyo6minutes to draw a personalized boy on their paper.
VYEhdE) stopping at 1:17. After watching the
Next the students will engage in a discussion on
video, I will draw a boy as directed by the
whether or not the instructions are clear or not. This
students. Each student will have 4 minutes to
will be followed by any questions the students may
draw a boy using the word boy. I will then ask if have about their assignment.
the instructions were simple to understand, or if
they were too complex. I will then use this to
stress the importance of how the writing in their
expository process paper should be
understandable, yet have age appropriate
writing.
Co-Teaching Strategy
Because Mrs. Lawrence has experience with the technology, we will use the One Teach, One
Assist co-teaching strategy. It will be helpful if she assists by monitoring major behavior, and
with technical issues that may arise.

Independent Practice

Differentiation Strategy
Periods four and seven are more likely to get sidetracked while drawing their boy. Therefore, I
will have to pay close attention to their activity by walking around the classroom and monitoring
their behavior. I will also reduce their time if they abuse it.
Teacher Will: Explain to the students that they
Student Will: Now select a topic that they want to
are finding a topic that they can explain the
write about and discuss the steps to complete that
process for. Once the topic is chosen they will
topic with a peer for ways to improve their ideas.
then write a 5 paragraph expository essay. In
When the book is passed to the students, they will
conjunction with this, the students are finding a
have the opportunity to browse the book to look at
way to present their process to the class. The
the step by step process, and examine how
book, You Can Draw so students can see
understandable the writing is. The students will then
another format of an expository process paper.
use the rest of their time to brainstorm and begin their
Then I will walk around and make sure students expository process essay until the class is over
stay on task. This is also a good time to answer
any final questions, and engage the students in a
topic related conversation.
Co-Teaching Strategy
Here the One-Teach, One Assist method will be used again. Since this is mainly student-oriented, both
teachers will be walking around answering questions, and keeping students on task.
Differentiation Strategy
If the students feel that they have too much time on their hand, they will begin to lose focus. To
help the students through this. I will guide them closely as they individually brainstorm. Others
may have complications finding something to write about. Here is where I would allow them to
use the You Can Draw book for ideas. For students who have a hard time finding a topic, they
can choose from the listed:
How to get away with ___________
How to succeed in_______
How to play (an instrument)
How to ride a bike
How to take care of your pet
How to move into a new home
How to make friends at school
How to make a bracelet
How to fly a kite
How to make (a food)
How to make improper fractions proper
How to say the alphabet in (a foreign language)
Closing/Student Reflection/Real-life connections:
By Wednesday you all should have a 5-paragraph draft completed. Once again, the introduction will
explain why the topic is important. The second paragraph will discuss how the directions given will
be helpful. The third paragraph will list the materials that will be used. The fourth paragraph will
include the directions to complete the chosen task. The final paragraph should explain how the project
should turn out if it is completed correctly. You will have the option to actually bring in your materials
and items and present your process task of choice; you can even make a video of you walking us
through the steps if you can. Or you can opt to make an illustrated poster of your task.
Sources:
Raymond, J. (n.d.). Ideas for process essays. Retrieved from
http://www.asdk12.org/staff/habberstad_amy/pages/Ideas for Process Essays.pdf
Everett, H., & Kilborn, J. (1997, September 28). Writing a process essay. Retrieved from
http://leo.stcloudstate.edu/acadwrite/process.html