Yenifer Taveras, Tamar Cedeno-Ramos, Vianca Quirindongo

Co-Teaching Lesson Plan

Subject Area: Foreign Language/Spanish Classroom
Grade Level: Novice Level Spanish, 6th grade
Class Description:
Classroom Arrangement: Students will transition from whole group to pair work
to individual work. Students will be arranged according to the classroom
environment. For this classroom, students will sit at tables with two students at
each table. From this arrangement students will then be guided into individual
work.
Students with Disabilities - include a rationale for any accommodations or
modifications:
Student

Shelly
Tomlin

Disability
Classification

Other Health
Impairment
(ADHD)

IEP
Accommodations
and Assistive
Technology
1. Visual
displays that
remind her of
expectations
and
instructions
for class
activities
2. Proximit
y control
3. Behavio
r point system

Additional
Modifications for
this Lesson
1. Activi
ties are
short in
span
2. Const
ant visuals
are
implemente
d
throughout
the lesson
3. Oppo
rtunities are
provided
within the

lesson for
movement
Damien
Wilcox

Emotional/Beha
vioral Disorder

1. Positive
praise in a
private
manner
2. Presenti
ng tasks one
step at a time
3. Behavio
r point system

1. Const
ant
proximity
2. In
class
behavior
managemen
t system
3. Move
ment and
constant
active
activities

I. Preparation - check the rubric for the lesson plan to make sure you have
incorporated all of the required components
A. Purpose: The purpose of this lesson is to build communicative competence for
all students in a restaurant setting, students will be able to do this by learning the
plate settings.
B. Objective(s) must be measurable: After a Power Point presentation and
guided group activities, the students will be able to identify with 85 % accuracy the
seven items used to set a table at a restaurant, additionally students will be able to
use the articles (el and la) with 85% accuracy with the appropriate noun.
C. Content Standards - you need at least 2:
ACTFL World-Readiness Standards for Learning Languages (2014)
1.1 Interpersonal Communication: Learners interact and negotiate meaning in spoken,
signed, or written conversations to share information, reactions, feelings, and opinions.

1.2 Interpretive Communication: Learners understand, interpret, and analyze what is

heard, read, or viewed on a variety of topics.
NYS Standards
Standard 1: Communication Skills- Students will be able to use a language other than
English for communication

D. Essential Questions:
What vocabulary is necessary to communicate effectively in a restaurant?
What are the items needed to set a table at a restaurant?
E. Key Vocabulary Plate setting: los cubiertos (the silverware), el cuchillo (the knife), el tenedor (the
fork), la cuchara (the spoon), el plato (the plate), el vaso (the cup), la copa (the
glass), la servilleta (the napkin)
Restaurant setting: la mesa (the table), el menu (the menu)
Grammar: Singular feminine and masculine articles el, la (the)
Verb faltar (to miss) in the present tense
F. Materials - PowerPoint Presentation, 7 of the following: a napkin, a plate, a spoon, a knife,
a fork, a cup and a glass, an apron, a restaurant menu in the TL, one for each group, cutout sets
of the vocabulary words in envelopes, teacher created worksheet (exit ticket)

G. Management Plan: To effectively manage classroom behavior the following

strategies from the Positive Behavior Intervention Supports model will be used.
1. Teachers will provide positive reinforcement for the target behaviors.
2. The teacher will acknowledge positive behavior with a 4 to 1 ratio.
3. The teacher will move and scan constantly to supervise students.
4. The teacher will respond efficiently to inappropriate behaviors.
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.

Anticipatory Set

Co-Teaching
Method

Time

General
Education

Special
Education

Assessment

Warm-up
Setting the
stage
Team coteaching
model

4 3 min

Teacher

Provider

Teacher will
motivate
students by
acting out that
she is a waitress
in a restaurant.
The teacher will
act out setting
the tables at
the restaurant
while
intentionally
introducing the
items with the
vocabulary
word. The
teacher will then
ask a student to
read the
objective. The
teacher will only
speak in the
target language:
Spanish, the
students will be
allowed to
respond in
English, the
teacher will
restate in
Spanish.

Special education
provider will team
teach during this
whole group
instruction. All
teachers will
motivate students
by acting as a
waitress in a
restaurant. Each
teacher will take
turns introducing
an item. Each
teacher will set a
table.

B.
Body of the Lesson/Lesson Development - what evidence based
practices will you incorporate?
Co-Teaching
Method

Time

General
Education

Special
Education

Assessment

Teacher

Provider

Input Phase 3 3 min

-1
Team Coteaching
model

The teacher
will show the
PowerPoint
presentation
with the items
that were used
to set the table.
The teacher
will pick up
and show each
item as she
goes through
the slides.

The special
education
teacher will
assist students
with
pronunciation,
and will
support
students who
need additional
help. The
special
education will
provide
positive praise
in a private
manner.

Formative: The
teacher will be
listening to each
students
pronunciation of the
word and identifying
that the student is
making the
connections between
the vocabulary word
on the slide show and
the real object at
their desk. The
teacher will use a
checklist to assess
students.

Guided
5 4 min
Practice -1
Parallel Coteaching

The teacher will

now pair the
students up. The
teacher will give
the students an
envelope with
the vocabulary
words. The
teacher will
explain the
directions
explicitly by
modeling. The
students will be
using the
vocabulary
words to match
each item to the

The special
education
teacher will
provide
assistance to
struggling
students in her
group.
Additionally as
an enrichment,
students who
need to be
challenged will
receive an
envelope with

The teacher will

observe each group
as they are matching
the words and the
objects in this
information-gap
activity. The teacher
will observe that
students are matching
the words with 85%
accuracy.

Input Phase
-2
One teach,
one assist coteaching
model

4 min

Controlled/ 5 4 min
Guided Phase
2Parallel Coteaching

written word.
The students will
discuss the
words with each
other.

the articles and

vocabulary
words cut into
two pieces.
Therefore they
will need to
match the
vocabulary
word and the
article.

The teacher
will prompt
students to
place the
vocabulary
words back in
the envelopes.
Then the
students will
play a game of
Simon Says.

The special
education
provider will
circulate and
observe
students as the
students are
playing Simon
Says.

The teacher will

assess informally by
observing the
students as they are
lifting or not lifting
the items. The
teacher will use a
teacher created
checklist to assess
the student's
performance.

The teacher will

remove all real
objects. The
teacher will pull
the students in
groups for a
parallel teaching
of this concept.
The students
are now
expected to
recall the
vocabulary
words with their

The special
education
provider will be
pulling a group
for the parallel
teaching of this
phase.

The students will be

assessed on their
ability to speak in
complete sentences
and to properly
identify the missing
item on the table
setting.

articles and to
state what is
missing in a
complete
sentence based
on the slide
show(projected
on each
teachers
computer). The
teacher will
model this with
the real object
first, and will
explicitly teach
the verb faltar.

C.

Closure or Concluding Activity

Co-Teaching
Method

Time

1 min

General
Education
Teacher
The teacher will
provide
behaviorspecific praise at
this stage. The
teacher will end
by showing the
objective again
and asking
students if the
objective was
accomplished.
Then the
students will be

Special
Education
Provider

Assessment

given their exit

tickets to
complete.

III. Follow-Up Activities: Independent Practice, Enrichment, or

Reinforcement
Co-Teaching
Method

Time

General
Education
Teacher

Special
Education
Provider

Independent
Practice/Exit
Ticket

2 min

The teacher will

hand students a
worksheet with a
plate setting that
is not labeled.
Enrichment: no
word bank will
be provided.
Reinforcement:
provide a word
bank and
additional
support through
the special
education
provider.

The special
education
provider can
provide
additional
scaffold to any
student who
isnt able to
complete the
exit ticket. This
would be a
good time for a
quick re-teach
of any concept
the student
struggled with.

Assessment

Summative: The
teacher will walk
around and check for
accuracy with the
labeling and writing
and providing
feedback when
needed.

IV. Evaluation
A. Of Student Learning
The evaluation of student learning will be continuous throughout the lesson. As a
formative/summative form of evaluation we will use the exit ticket. Informally we
will listen to pronunciations, use of the target language, and we will assess
informally during the matching activity.

B. Of Teacher Processes
To evaluate teacher processes we will study student performance on the activities
to assess effectiveness of the lesson. The teachers will discuss the student's
performance based on the checklist and observations.
See: The New York States Common Core Engage web site: https://www.engageny.org/, If you
have not written Behavioral Objectives, check the resource document in the assignment folder.