Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers:

Subject:
Steven Sanchez
Jennifer Lopez

Intermediate Spanish

Common Core State Standards:

S3: C2: PO6: Understand, interpret, and analyze what is heard (communicated in ASL) on a variety of topics. The student can:
Understand a few details of conversations, even when something unexpected is expressed; sometimes follow what is heard
about events and experiences in various time frames.

Objective (Explicit):

After listening to an audio recording of a Spanish conversation including two different individuals, Students will be able to write
at 10 least class vocabulary words independently, including the context words were used in audio given a 10 minute timeframe.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.

Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response

In order to master the objective, students will be able to recall information from previous course content and apply them to their work
by listening to the content that will be presented. This will test their comprehension and improve their listening skills. This will lead
them to master their knowledge of the chapter vocabulary.
Sub-objectives, SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?

Students must attentively listen and write down their answers with minor errors, 5 or less. Students will be able to listen to the
content provided through the audio and write down what they hear to test their comprehension and listening skills.
Key vocabulary:

Cosmtico Cosmetics and what they are used for.

Perros Dogs and what they do.

Cocina Kitchen and what items are held.

Duermen To sleep

Hoteles Hotels and why they are necessary

Materials:

Projector

White Board

Computer

Handouts
YouTube video: Qu dice la gente?

Instructional Input

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Restated Objective:

Today, as a class, we will be able to listen to an audio recording and interpret what the individuals in the game show are saying in their
conversation, helping us recall the vocabulary that has been discussed from the chapter.
Connection/Active Learning:

Warm up: Ask students to describe words picked out from the vocabulary section. The students will later be able to do this with a partner
speaking only Spanish.

Teacher Will:
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or common
student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could teach it?

The teacher will have a guided practice about the

vocabulary with them prior to the activity and will be able
to lead the students in their listening practice of the
vocabulary.

Student Will:
What will students be doing to actively capture and process
the new material?
How will students be engaged?

Students will be able to practice their listening skills to test

their comprehension of the Spanish language.
Students will be able to understand the meaning of the
vocabulary by being engaged in the class activities through a

The students will be given handouts and also will be

provided with a PowerPoint over the vocabulary as part
of review.
If the students have questions, the teacher will help
explain the concepts needed to help facilitate their
learning through both individual practice and with a
partner.
The teacher will check the students understanding
through an in class activity which is a fill in the blank
worksheet.
The teacher will emphasize the importance of listening
and comprehension and have high expectations for the
students by only permitting 5 errors on the handout or
less.

class fill-in-the-blank worksheet.

Video Link: https://www.youtube.com/watch?
v=uuH8DZNQtzM&feature=PlayList&p=3782D83803FF1928&i
ndex=

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach, One Assist

Guided Practice

One teacher will have primary instruction responsibility, teaching the students the vocabulary pertaining to that section and the other
teacher will walk around the classroom to assisting students that need help.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Differentiation:

Allow extra response time for certain students that need the extra help. They can sit in a group, closer to the back of the
room where it will be quieter, and lead a small group discussion.

Those that do not have clear vision or having hearing impairments should sit closer to the front of the classroom. They will
also be provided with a class set of laptops and headphones to help facilitate their learning.

The students will be able to talk amongst themselves in Spanish to express their understandings about the content.
Teacher Will:
Student Will:
How will you ensure that all students have multiple
How will students practice all knowledge/skills required of the
opportunities to practice new content and skills?
objective, with your support, such that they continue to
What types of questions can you ask students as you
internalize the sub-objectives?
How will students be engaged?
are observing them practice?
How/when will you check for understanding?
How will you elicit student-to-student interaction?
How will you provide guidance to all students as they
How are students practicing in ways that align to independent
practice?
practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that another
person could facilitate this practice?

Ask students to fill in the blanks of the handout while

Students will fill in the blanks from the handouts individually

listening to the audio.
while listening to the audio.

Have students turn in handout at the end of the class.

Students will hand in responses at the end of the class.

Walk around and give students the opportunity to ask

If not completed, students will finish the worksheet at home,
any questions.
having access to the audio presented in class, which will be

Show students what they should look for while listening

posted on the classs Canvas page.
to conversations. Prior to doing the class activity, play a
short audio that the teacher will do with the students,
showing them what to look for in particular.

When work is turned in, assign an extra practice

worksheet for homework.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach, One Assist

The teacher with the primary instruction responsibility, will continue to progress in teaching the students the vocabulary pertaining to
that section and the other teacher will continue to walk around the classroom, assisting students that need further help. Once again,
the co-teacher will get in a group with the students with need of further assistance and have a discussion.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
Differentiation:

The students that struggle more with the chapter vocabulary will be able to receive more aid from the co-teacher that is walking
around the classroom providing assistance, but also, will have the opportunity to receive peer tutoring for assistance. There will be a
word bank provided. The students will use this to go over the vocabulary in greater depth.
Teacher Will:
How will you plan to coach and correct during this practice?
How will you provide opportunities for remediation and
extension?
How will you clearly state and model academic and
behavioral expectations?
Did you provide enough detail so that another person could
facilitate the practice?

Independent Practice

Help students know how to pick out the

information from conversations by demonstrating
an actual conversation with the co-teacher.
Allow the students to listen to the audio more than
once, but allow them to have the opportunity to
explore other possibilities with a partner.
Make the directions clear and assist with any
particular student needs by asking them
questions.
Give more details to another instructor, in case of
an absence.

Student Will:
How will students independently practice the knowledge and skills
required by the objective?
How will students be engaged?
How are students are practicing in ways that align to assessment?
How are students using self-assessment to guide their own
learning?
How are you supporting students giving feedback to one another?

Students will be able to listen to the audio that will be

provided for the activity.
Students will be actively listen to the online
conversations and answering the questions from the
handout that go with the listening activity.
Students will be able to recall vocabulary and their
definitions from the warm up activity of the class.
Students will be able to have a discussion with a
partner after the first playing of the audio in Spanish.
Students will receive assistance from the instructor,
allowing them to understand what to look for during
their listening.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach, One Assist

As the primary teacher continues to teach the students the new set of vocabulary and review the previous 3 sets pertaining to the
chapter, the other teacher will continue to walk around the classroom assisting students, especially those with learning disabilities,
and later bring the main points of difficulty to the primary teacher, asking to explain the general questions being asked.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?

Differentiation:

The students who are struggling with the vocabulary and classroom content will sit together in a portion of the classroom and will be
able to work together with the co-teacher.

These students will only be expected to define fewer words, but will be asked to complete a different worksheet that includes the
words and definition banks, being given more time.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

Before the students leave, they will be asked to verbally respond to the questions what was simple and what was difficult
about the activity verbally; however since there will be limited amount of time for this activity (5 minutes), all students will
also turn in their answers in written form.
Students will be engaged because Spanish is a language that is used in everyday life and their surroundings. The students
will be encouraged to watch these kinds of game shows at home or find video clips that include good audio to share with
the class. It is something they will pay more attention to while being outside of the classroom and the practice of the
vocabulary.
Questions: Qu fue lo ms difcil de la actividad? Qu aprendiste? Qu fue lo que te gusto ms?