Co Teaching Lesson Plan Blank 1

General Educator: ______________________________Special Service Provider: ____________________________________
Co-Teaching Lesson Plan

Subject Area:
___Social Studies
Grade level:
_____Second Grade___
Content Standard: 1 - G2.0.1: Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings,
playgrounds, sidewalks) characteristics of places.
Lesson Objective: The student will be able to categorize a community characteristic between physical or human.
Essential Questions: What characteristics are in a community? What does a physical characteristic mean? What
does a human characteristic mean? How are these characteristics important to the community?
Key Vocabulary: Characteristic, Physical, Geography, Culture.
Materials: Student Physical characteristics frame already completed, Student Human Characteristics frameCompleted, Teacher blank copy of Physical/Human characteristics frame, Cut up answers for teachers
Physical/Human blank frame. I am Brooklyn- two copies of book, I am Brooklyn Human- Physical characteristic
sort frame, Overhead/Document Camera, two different colored board markers, space for two groups.
Lesson
Co-teaching
Approach
Time
General Education
Teacher
(can select more

than one)
Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)
<INPUT
15 mins
TYPE=\Paralle
l
<INPUT
TYPE=\Altern
ative
<INPUT
TYPE=\Station
<INPUT
TYPE=\Team
Teacher 1 Will explain to

students that today they
will be community
investigators. The teacher
will explain that students
will work together finding
characteristics of a
community using a story
about a community. The
teacher will ask students to
Format compliments of: www.2TeachLLC.com
Special Education
Teacher
Considerations
(may include adaptations,
differentiation, accommodations,
and student-specific needs)
The teachers will have

already written out on the
board what the student
needs to have on their
desk as well as an agenda
so students will know
what to expect. This will
help with students who
need extra time to be
Murawski, 2007
get out their completed

physical and human
characteristic frame.
Teacher 1, after giving

students a minute to
brainstorm, will ask
students to raise their
hands and give examples of
each category (Physical
and Human)
prepared, or who may

have anxiety.
Teacher 2 will review

with students the
meanings of the
characteristic categories,
Physical and Human.
The meanings will be

repeatedly out loud as
well as written on the
board.
Teacher 2, using the

document camera
showing blank frames of
the Physical and Human
characteristic frames, will
also choose students
raising their hands. These
students chosen will have
to pick a cut out
characteristic and place it
on the correct frame
category. ( These
characteristics will be
typed out from the
frames that the class
previously filled out
together)
Students chosen to place

the cut out characteristics
on the blank sheet on the
document camera will be
students who may not
always feel confident in
verbalizing in the
classroom, or who need a
more hands on/visual tool
for learning processing.
The document cameral
will be used so students
with visual impairments
can see content.
Murawski, 2007
Tying the information to

the local community the
students are familiar with
will help connect the
information for the
students with a higher
level of thinking.
Teacher 1, after each

answer will connect the
characteristics with items
in the students own
community.
Teacher 1 will hand out the

blank Physical/Human
Characteristic blank two
frame.
Teacher 2 will then

explain to students that
they will split into their
two learning groups.
Each group will be
reading the story I am
Brooklyn together. When
listening to the story,
students will write down
community
characteristics from the
story
Blown up copies of the

frame will be available
for those who need it.
Copies of the story book
will be handed out for
students to follow along
or for additional visual
aid.
Students will be given a
colored chip that will tell
them which group to go
to (two colors for two
groups) Teachers will
have previously discussed
and decided who will go
where.
Murawski, 2007
Middle:
(may include:
Instruction;
Checking for
Understanding;
Independent or
Group
Practice)
<INPUT
TYPE=\Paralle
l
<INPUT
TYPE=\Altern
ative
<INPUT
TYPE=\Station
<INPUT
TYPE=\Team
Teacher 1s group will be

sitting on the floor in a
group with their blank
charts on a clipboard.
Teacher 2 will explain to

students that they will be
reading the story aloud
and together fill out the
their group that while they blank characteristic chart
are reading the story aloud, with help from the
students will be writing
document camera. The
down characteristics from
teacher will choose
the story in each category
students who are raising
on the blank frame sheet
their hands to give
that was handed out until
characteristics they
each page is finished.
noticed in the story.
Teacher 1 will stop, giving

students time, after each
set of pages to examine
pictures and write down
ideas in the categories.
Teacher 2 will also give
students time to look. The
teacher will first model
answer by talking
through the
characteristics on each
page and writing the
answer (as well as
verbalizing as theyre
writing) onto the blank
frame.
Teacher 2 will write with
a different color for each
category (2 colors).
End:
(may include:
Closing,
Assessments,
Extension of
the Lesson)
<INPUT
TYPE=\Paralle
l
<INPUT
TYPE=\Altern
ative
<INPUT
TYPE=\Station
<INPUT
TYPE=\Team

students that they now will
be going over the different
characteristics they found
in the story, and which go
in each category.
Teacher 2 will explain

that each group will take Students will be given
turn showing what they
time for clarification and
found by placing their
questions.
frame on the organizer
and sharing their findings
with the other group.
Teacher 1 will guide the
Murawski, 2007
class through the

characteristics their group
found and put into the two
categories. The teacher will
ask why questions to
students of their opposite
group to why the Human
or Physical category was
chosen for that particular
characteristic.
Both sheets will be placed

on the document camera
so students will be able to
have a visual on what is
being read aloud, or for
those who needed more
time to finish writing in
group 2.
Teacher 2 will guide the
class through the
characteristics their
group found and put into
the two categories. The
teacher will ask why
questions to students of
their opposite group to
why the Human or
Physical category was
chosen for that particular
characteristic.
Teacher 1 will tell students

to flip their frame over and
explain to students that as
an ending activity they will
write, or draw a picture of
two physical and two
human characteristics in
their own community.
Teacher 2 will hand out

additional materials
(crayons).
Students who need

scaffolding will have
assignment shortened to
one item for each
category.
Depending on students
writing abilities they may
write one word answers
Murawski, 2007
or sentences to explain
characteristic answers.
Teachers will give
assistance to students who
have difficulty writing by
having students
verbalizing their answer.
The teachers will write
down their idea in yellow
marker and have students
trace over.
Murawski, 2007

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General Educator: ______________________________Special Service Provider: ____________________________________