Ashley Allen

Co-Teaching Lesson
Topic: On the Farm

Grade: Kindergarten

Objectives: Students will be able to correctly identify and include three farm animals in
their alternate ending of the story Move Over!
Standards:
CCSS.ELA-LITERACY.RL.K.4: Ask and answer questions about unknown words in a text.
CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions about
key details in a text.
CCSS.ELA-LITERACY.W.K.3 : Use a combination of drawing, dictating, and writing to
narrate a single event or several loosely linked events, tell about the events in the order
in which they occurred, and provide a reaction to what happened.

ANTICIPATORY SET:
-The students will meet on the
carpet (half of the students will
meet on the morning meeting
carpet with Miss Allen (teacher
1) and the other half will meet
with Mrs. Crowley-Browne
(teacher 2) on the alphabet
carpet
-The teachers will ask a student
to remind the class where they
are going on their upcoming field
trip (the farm). Then she will ask
students if they have been to a
farm before, and allow students
to share their thoughts and/or
experiences (where the farm
was, what they saw, etc.). The
teachers will introduce the story
and begin reading.

Responsibility
Teacher 1

Responsibility
Teacher 2

Responsibi
lity
teacher 3
(if needed)
or teacher
aide

The teacher will

discuss the class
upcoming field
trip to the farm,
along with
students past
trips to/ thoughts
on farms.

The teacher will

discuss the class
upcoming field trip
to the farm, along
with students past
trips to/ thoughts
on farms.

The class
does not
have a
teacher
aide.

The teacher will

introduce the
story.

The teacher will

introduce the
story.

Teaching model used:

Parallel Teaching
-This method will be used
throughout the anticipatory set
and story so the class can be
split into two smaller groups. This
will give the students a greater
opportunity to share experiences,
thoughts, and ideas before and
during the story.
PROCEDURES:
1. Reading the Story
(parallel teaching): The
teachers will read the story
Move over! to the students.
Throughout the story the
teacher will ask students a
number of questions (ex.
How do you think the cow
feels about the sheep
jumping on the bed? Do
you think more animals will
want to get on the bed?)
The students will also make
the appropriate animal
noises as each animal is
introduced to the story.
2. Discussion (team
teaching): After the story all
students will gather on the
morning meeting carpet.
Teacher 2 will ask a student
to remind the class what
happened at the end of the
story. She will then explain
the students are going to
create their own endings to
the story Move Over! The
students will have to think
about what might have
happened if the Goat did
not break the bed. What
other farm animals may
have come into the story
next?
-Teacher 1 will explain to
the students that before

Reading the
story: The
teacher will read
Move Over! to one
group of the
students. She will
ask the students
questions
throughout the
story.

Reading the
story: The
teacher will read
Move Over! to one
group of the
students. She will
ask the students
questions
throughout the
story.

Discussion: The
teacher will
explain the animal
search activity to
the students.

Discussion: The
teacher will review
the end of the
story with the
students. She will
explain the
students task
(creating an
alternate ending
to the story).

creating their new endings,

they will participate in an
animal search, to review
what types of animals live
on a farm.
3. Animal Search (one teach,
one drift): The students will
remain on the carpet.
When their group is called,
they will search the room
for an animal. Once they
find an animal they will
decide as a group, whether
it is a farm animal, or not a
farm animal. They will
bring it to the front of the
room and stick it to the
corresponding side of the T
Chart. Once they have
done this, the next group
will take their turn to go on
a search. Each group will
go twice.
4. Review (Team Teaching):
The students and teachers
will review the many
animals on the T chart. The
teachers will both share
facts about the farm and
non-farm animals. Teacher
2 will ask the students to
brainstorm other farm
animals we did not
mention.
5. Creating an Alternate
Ending (team teaching,
alternative teaching): The
students will return to their
seats to create their
alternate ending to Move
Over! Before heading to
their seats, teacher 1 will
remind the students that
they are creating new
endings to the story. Their
endings must introduce
three new farm animals

Animal Search:
The teacher will
remain at the
carpet with the
groups waiting to
go on their search.
She will discuss
what types of
animals they may
find on the search,
other places that
animals live, etc.
with the students.

Review: The
teacher will read
the list of and
share facts about
non-farm animals.
She will also add
to teacher 2s
facts about farm
animals if able.
Creating an
Alternate
Ending: The
teacher will repeat
the directions for
creating a new
story ending. She
will share her own
idea of an
alternate ending.
Later, she will
work with a small
group of children.
These students
need prompting to
stay on task. Miss
Allen will assist
these students in
brainstorming/
getting their ideas

Animal Search:
The teacher will
supervise students
as they search the
room for an animal
picture. She will
assist students in
their discussion of
whether or not the
animal is a farm
animal. She will
also ensure they
are staying
focused on the
activity.

Review: The
teacher will read
the list of and
share facts about
farm animals. She
will add to teacher
1s facts about
non-farm animals
if able.
Creating an
Alternate
Ending: The
teacher will share
her idea of an
alternate ending.
She will circulate
around the room
as the students
work. She will give
assistance when
needed.

and explain what happens

organized and
as each of these animals
guide them
enter the story. Both
through their task.
teachers will demonstrate
what the new ending may
look like. Teacher 1 will
give the students the
option to create a book,
storyboard, or puppets for
a skit. Teacher 2 will share
examples of each.
-Six of the students will be
working with Miss Allen at
the table used for reading
group. The rest of the class
will work with Mrs. CrowleyBrowne at their desks.
*Students will have both
the T chart we made as a
class and a T chart on the
Smart Board to use as a
resource (to assist them in
spelling or drawing
animals)
-Students who finish early
may read one of the
teachers farm animal
books. They also have the
option of playing a farm
animal game on an IPad.
Teaching model used:
Parallel Teaching, Team Teaching,
& One teach, one drift
ADAPTATIONS or UDL
connections
UDL ConnectionsMultiple Means of
Representation:
While completing the animal
search and creating our farm
animal and non-farm animal
chart the animals are
represented in numerous ways.
There is a picture of each animal
(visual). Each picture is also

Teacher 1 will
prepare the
materials for the
storybook and
storyboard.

Teacher 2 will
prepare the
materials for the
puppet show.

labeled with the animals name

(printed text).
As mentioned, there is another
T chart on the Smart Board that
the students can refer to when
creating their story ending. The
chart not only includes the
animals picture (visual) and
name (printed text), but students
can also click the picture to have
the animals name read aloud
(auditory).
Multiple Means of Action/
Expression:
The students are given the
opportunity to choose the way in
which they would like to
represent their story ending.
Students have the opportunity to
express themselves through
writing (creating a storybook),
drawings (storyboard), or
performing (creating puppet
show).

CLOSURE:
The students will put their
supplies away. They will then
share their books, puppet show,
or storyboard with their group
mates. The teachers will then
ask the students to share some
of the farm animals they used, or
heard their friends use in their
stories.

The teacher will

circulate the room
as the students
share their work.
The teacher will
ask the students
what animals were
used in the
stories.

The teacher will

circulate the room
as the students
share their work.

*Both teachers
will be responsible
for assessing the
students work.
The teachers will

*Both teachers will

be responsible for
assessing the
students work.
The teachers will

Teaching model used:

Team Teaching
ASSESSMENT of STUDENT
LEARNING:
Students will be assessed by
their story (book, storyboard, or
puppet show-will need to

demonstrate for teachers). The

teachers will look to see that
students used three farm animals
in their story and described what
happened as each of these
animals were introduced into the
story, in a sequence of events.

split the students

work, each
assessing half.
The teachers will
discuss any
notable findings in
the student work.

split the students

work, each
assessing half. The
teachers will
discuss any
notable findings in
the student work.

Teacher 1 will
prepare the
animal pictures
and T chart (on
the poster board).

Teacher 2 will
prepare the T
chart on the Smart
Board.

Teaching model used:

Team Teaching
MATERIALS:
-Move Over! (2 copies)
-animal pictures
-T chart (on poster board)
-T chart on Smart Board
-story books
-storyboards
-construction paper, popsicle
sticks, and crayons (for puppets)
-Smart Board and IPads (already
in room)
-farm books
TECHNOLOGY:
-IPad (farm games- create their
own animal farm,
(sheppardsoftware.com)
-T chart on Smart Board