Co-Teaching Explicit Instruction Lesson Plan Template

Date:
Subject: Math Addition
Grade Level: Preschool
SWD 1:
Thomas Jones
Learning Disability
Mods: Breaking progress down
into small steps. Listing the
steps. Aid with self-regulation.
I will not call him in front of the
class. I will encourage him
participating group activity.
SWD 2
Damien
Emotional or behavioral
Disorder
Accommodations: I will plan the
assessment as giving the student
a math online game or app relate
with our subject. So he can
practice and play. I will assist
and give feedbacks.
Mods:
I will ask him the easier
questions. So that by answering
the questions right, it will
improve his self-esteem.
If he accomplished the steps, I
will give him a firm and praise
look.

Teacher: Cheng Cheng

Co-Teacher:
Students will engage in:
independent activities
* Cooperative learning
peer tutoring
* visuals
simulations
other ____________

* pairing
hands-on
* whole group instruction
technology integration
project
lecture
centers

NY Core Standards:
Common Core State Standards (CCSS)
Kindergarten Math: Understand addition as putting together and adding to.
Goal: Students will be able to recognize Plus sign and explain the meaning of it.
Objectives:
Students can recall the process of the procedures when we using Plus sign to indicate the meaning of putting
together and adding to. They can explain the process, and also explain the meaning of the Plus sign.
IEP Goals/objectives:
Students will recognize there is special meaning of the card. When other students use the card, they
would observed that there will be certain response.

Procedures Followed:

Co-Teaching Method

General Educator

Opening: One Teach, One Support

Body: Alternative Teaching
Closing: One Teach, One Support

Opening
Include
behavioral
expectations

Parallel
Station
*1 Teach, 1 Observe

Key
Words/Phrases
or Materials
Needed:
Special Educator
1 Teach, 1 Support
*Alternative
Team

Attention
Cue Signal

I will silently seating in front of the teacher boar,

and waiting for their attention.

Review

I will ask all students to count the number of

students, the number of teachers, and the number
of total students and teachers.

Preview

Today we are going to learn Plus Sign. After

todays class, we will know why it is very
important to have Plus Sign. It makes our
calculation much easier.
I will direct students movements.
Lets suppose today is Lucys birthday. She
invited 2 of her friends. How many friends are
there?

I do
Body

And then she wants to invite 1 more friend. So,

She is now going to her friends house. how many
friends are in here total?
( I will write down numbers on the board
separately)
We do

I will let guide students with verbally, and

pointing directions by hands.
1. Lets try one more time. Lets suppose today is
Mickeys birthday. He invited how many
friends? How many friends are there?
2. And then he wants to invite how many
friends? So, he is now going to _ of his friends
house. how many friends we have in total?
( I will write down numbers on the board
separately)
3. While we having fun in this activity, Ms. Cheng
noticed something. Im thinking if there is an
easier way for Lucy and Mickey to invited friends
without going to their house?

Materials:
*Number Magnets
*Magnet Board

*Sharpie
*Plus sign
2 big ones
5-7 small ones

4. I brought something for Lucy and Mickey. If

they use it, they only need to show their friends,
then they will come to their birthday party.
( I will give Luck and Mickey a Plus sign. I will
tell them to keep it down side.)
5. Luck and Mickey, can you show to us what is
it?
6. So, when Luck raise up her Card, that means
she wants to invite more friends.
(small plus sign put on the magnet board.
I will put + card & number of friends on the
board.)
So first, Lucy wants to invite _ friend/friends, than
you want to invite _ more friends. Total Lucy
invited _ friends.
We will practice this activity 3-4 times to different
students.
There is name for this card, which is called Plus
Sign.
You do

*Provide
immediate
corrective
feedback for
incorrect
responses.

1.While students are participating the activity, I will observe and give immediate feedback.
2. If they did the steps incorrect, I will stop and demonstrate what they should do.
3. When students complete the step, I will praise them.

Review
Closing

Now, I want one of you come to the board to be

the teacher to record the numbers of the friends.
And one of you inviting friends.
Student who will come to the board is expecting
to chose the right number, and right position to put
the Plus sign.
They will repeat this activity 3-4 times.

In the beginning of the class what did we do?

One student answer.
And, we come out with a solution for helping
Lucy and Mickey to invite their friends easier.
What is that?
One student answer.
So what did we do? I gave Lucy and Mickey
One student answer.
Whats the name of the card?

Preview

Independent
Work

One student answer.

How can we use that?
So next class, we will learn how to use different
card sign to said if you think there are too
much friends on your invitation list, so you want
to use a card to show you dont want to invite
many friends.
Im still thinking about this session. I want to plan
a Independent work which is aligning with their
age development, and a moderate challenge task.

How will you change your lesson to accommodate the needs of students with disabilities?
SWD 1:
Thomas Jones
Learning Disability
Mods:
Before the class started, I will verbally talk to him about the procedures, briefly explain the importance of
the card/Plus sign. I will ask the Co-Teacher to observe and assist him, when he seems confused about the
procedures and rules. I will not call him in front of the class, because he doesnt like this. I will encourage
him participating group activity. I will arrange him and his best friend in a group. Especially, when I
illustrate the process on the board, I will take slower steps and keep making eye contact with him. And the
Co-teacher would seat near him for better assisting him.
SWD 2
Damien
Emotional or behavioral Disorder
Accommodations: I will plan the assessment as giving the student a math online game or app relate with our
subject. So he can practice and play. I will assist and give feedbacks.
Mods:
I will ask him the easier questions. So that by answering the questions right, it will improve his self-esteem.
For example, in the beginning of the class I will ask him to count the number of students or number of the
teachers in the class.
If he accomplished the steps, I will give him a firm and praise look. While we are working in groups. I will
come around him and give him a thumps up.

How will you increase Opportunities to Respond: Using Direct Instruction. It demands students to give
immediate feedback.
Data Collection Procedure:
1.During Summarizing session (last session), I will try to ask all the students questions. This would give me
a brief summary of how much they learned, the overall of this lessons learning process, and how much this
lesson achieved its goal and objectives.
2. In the beginning of the next class, I will ask the them to show me if they can recall todays lesson, and
whats the meaning of Plus sign. And I will record the percentage of students who answered correctly, who
almost understand, and how does not understand at all.

3. I will also ask the Co-teachers feedback. Based on the Co-teachers experience with these students and
knowing them individually. I ask as him for each students behavior and improvement from his observation.
Baseline/Monitor Assessment Data:.
Based on the IEP Goals/objectives: Students will recognize there is special meaning of the card. When
other students use the card, they would observed that there will be certain response.
1. Teacher or Co-Teacher can ask the student questions like. How do you think the meaning of the Plus
sign?
2. If the student cannot answer the question right. Teacher will change another question like: What did you
see when your friends are doing the activities? If the student can explain what he or she observed, and it
related to the goal, then this student had showed a progress.
3. If the student still cannot answer, or his or her answer is still too vogue, and it does not related to the goal
at all. This student need more support and the teacher will study more about this students problem.

Reflection - after lesson taught

Student Performance
In this section, you will
reflect upon and answer the
following questions: (a) did
your students meet the
objectives of the lesson; and
(b) how do you know?
Connect your answer to
student performance.

Teacher Effectiveness
Identify instructional strengths and
weaknesses of the lesson presented.
Critically reflect on changes in your
teaching to improve student outcomes.
Provide one to three examples of how
this information will be used to guide
future planning.

Lesson Plan adapted from the Jordan School District and www.lessonplans4teachers.com