Co-Teaching Lesson Plan

Subject Area: English

Class Description: General Education Classroom

Grade Level: 2
Classroom Arrangement:

Students with Disabilities:

Student

Disability
Classification

IEP Accommodations
and Assistive
Technology

Additional
Modifications for
this Lesson

Damien
White

Emotional/Behavior
al Disorder

Use of mobile technology

(iPad), seated at the front
of the classroom, special
attention from the male
teacher in the classroom.

Can receive tokens for

computer lab
time/school store if
they behave in an
appropriate manner
for the duration of the
lesson.

Shelly
Tomin

Other health
Shelly will be seated in
Impairment (ADHD) the front center for the
classroom, away from
distraction. She will be
given explicit instructions
for her behaviour.

I.

She can receive

tokens for good
behaviour. She can
use her tokens to
purchase items from
the school store at the
end of each quarter.

Preparation

A. Purpose
The purpose of this lesson is to show students the correct usage of punctuation.

B. Objective(s)
Students will be able to identify run-on sentences and wrong end punctuations and will be able to
replace them with the right end punctuations 9 out of 10 times their worksheets.

C. Content Standards
L.2.2 Conventions of Standard English. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.

D. Essential Questions
What is punctuation?
How does punctuation change a sentence?

E. Key Vocabulary
Punctuation
Period
Question mark
Exclamation point

F. Materials
White board
Markers
Pencils
Worksheets

II.
Procedures (This is an example to use if you were co-teaching. Complete your
duties and then add hypothetical duties for the special education teacher.)
A.
Co-Teaching
Method
One Teach,
One
Support
Parallel
Alternative
Station
Team
One Teach,
One
Observe
B.

Anticipatory Set
Time

General Education Teacher

https://www.youtube.com/wa
tch?v=0Wrv_ZviMEc
The teacher will show a video
about sentences that will
capture the students attention.

Body of the Lesson/Lesson Development

Special Education
Provider
This Video is also
appropriate for
special education
students. It has a
catchy music, as
well as cool
graphics to grasp
students attention.

Assessmen
t

Co-Teaching
Method

One Teach,
One
Support
Parallel
Alternative
Station
Team
One Teach,
One
Observe

Time

General Education
Teacher

Special Education
Provider

Assessment

- Begin by writing the

punctuation marks on
the board and explaining
what each of them are
and how they change a
sentence.

- The teacher will remind

the students what the
appropriate behavior for
the class is. They will
remind them that the
activity only works if the
students behave
appropriately and follow
the classroom rules.

The
assessment at
the
instructional
phase will be
observational
and informal.

- The teacher is going

show the powerpoint
slides. Each slide is
going to have a sentence
without an end
punctuation
(sentences/lyrics would
be pulled from Pixar
animations Toy Story
and Monsters Inc.). The
teacher is going to
model how to approach
the problem, and what to
put at the end. For
example: I love to eat
ice cream. With teacher
directed, the students
will help the teacher put
the correct symbol in the
right place. The teacher
is going to use think
aloud method by reading
the sentences with the
proper tone. For
instance, the teacher is
going to say I love to
eat ice cream,
enthusiastically. She will
then ask the student

Shelly will be placed in

front of the class, away
from distraction, but she
will also have some good
company. She is going to
have good role models
near her (exceptional
students) so she can have
good influence.
Damien and Shelly are
going to be given the
printed version of the
powerpoint so they can
look over the contents
ahead of time, incase they
need extra time to figure
out the answers. Teacher
aide will be close to the 2
individuals incase they
stumble upon a sentence.
Since Damian love to
play with handheld
devices, we are going to
use his tablet to answer

what end punctuation

should go at the end of
this sentence. One by
one, the students are
going to help the teacher
figure out what goes at
the end of each example
on the board. The correct
form of the paragraph
would be, I love to eat
ice cream!

the questions as opposed

to a white board.
Shelly can also benefit
from a learning aid such
as a tablet. Shelly can also
use a tablet during this
activity.

- Students will be given

whiteboards and
markers. The teacher
will present a
powerpoint slide with a
sentence on it and the
students will be asked to
write the correct ending
punctuation on their
whiteboards. The teacher
will ask the students to
hold up their
whiteboards with what
they believe the correct
answer is. The teacher
will then tell the students
what the correct answer
was and explain why it
was correct. This is the
we do because the
teacher explains the
answers to the students.

C.
Co-Teaching

Closure or Concluding Activity

Time

General Education

Special

Assessment

Method
One Teach,
One
Support
Parallel
Alternative
Station
Team
One Teach,
One
Observe

Teacher

Education
Provider

- The students will each

receive a handout with
10 sentences on it. The
students will be
expected to put the
correct punctuation on
the end of the sentences.
This will be their
assessment and will
measure the objectives
that were stated
previously. This is also
the you do portion of
the lesson as the
students will be
expected to complete
this by themselves
without an instruction
from the teacher. The
students should be able
to get at least 7 out of
the 10 sentences correct.

Damien
and Shelly
are going to
be broken
down into
small
chunks.
They are not
expected to
complete
the whole
assignment,
but are
expected to
try. The
teacher aid
will be at
their site,
incase they
needed
assistance.

The assessment
will be
observational
(formative). The
teacher is going
to go around the
room and
observe students
to see how they
are doing.

III.
Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement
Follow up to the lesson, the teacher is going to read the childrens book called Exclamation
Mark. In this book, we meet our hero: He stood out from the very beginning. This book
introduces us to Exclamation mark that does not fit amongst the dots. The book resembles a
childs book, therefore making it child friendly with its layout and colors. This story goes on
about how he does not fit until he meets question mark-one who is true to its nature and asks
questions all the time. Near the end, the exclamation mark finds his own voice, full of exciting,
enthusiastic and bold messages. The book implies that He broke free from a life sentence.
This book would be a wonderful read aloud activity in the end of the lesson. I think the students
can appreciate and relate to the exclamation mark. This book not only bring some humor and a
great story for the students to indulge in but also help enforce what they have learned about
punctuations.
IV.

Evaluation

A. Of Student Learning
The students will be handed a worksheet quiz of about 10 questions with punctuation problems.
They are to do the Punctuation Quest in class. This quiz is going to be given to the students at the
end of the lesson on punctuations. By completing the assignment, the teacher will have a better
idea of how well the students have learned punctuations. This can also give the teacher a better
idea of how the students are doing individually. It will let the teacher determine if a revision of
the lesson is necessary. Having to grade each student, will also help determine if a particular area
needs to be concentrated or revised more than another.
B. Of Teacher Processes
This worksheet will also be a good assessment tool for the teacher to see if the learning style that
was portrayed in class was effective. If the majority of the students had 9/10, then it will be
deemed a success. But if, majority failed, then the method will have to be revisited.
The teacher can do a self-evaluation. They can monitor their self-performance at the end of the
lesson. By determining if they have met the goal and objective of the lesson plan. They should
also document the good and the to-be-improved aspect of the lesson. This can be documented at
the end of each instructional phase. Also, to improve the quality of the evaluation, the teacher
can video record her lesson, while teaching. This is a great tool to look back at what went well
and what did not.