Jessica Hane

CEP 801A
Co-Teaching Project
March 20, 2014
Co-Teaching: My Five Senses

Student Background Information:
This lesson is being taught in a kindergarten classroom of 20 students,
ranging five to seven years old. In this diverse group of learners, two students have
autism. One of these students is affected more severely by it than the other, and was
in a self-contained classroom for a year and a half until he was taken out this
semester. The first day back from winter break in December, the student was taken
out of self-contained completely and was fully immersed in the general education
room. He now spends the majority of the day in the general education classroom,
and goes to the resource room for one hour everyday. This student does not always
follow directions the first or second time asked, and gets upset and frustrated very
easily. He often shows refusals to work and yells out, You cant make me! to any
adult who tries to calm him down or get him to do work. Since the student spent a
year and a half in the self-contained room, he is a year older than his classmates. His
older age is clearly noticeable when he is academically placed among his classmates.
He is at or above grade-level in all academic areas, thus putting him at the first-
grade level he should be at for his age. It is important to recognize this student in
teaching, as he requires gentle reminders of directions, and is capable of doing
higher-level work, but will often refuse to complete assignments.

Co teaching/Collaboration Context
Members of this co-teaching lesson will be my MT from last semester, Diane
Marquardt, and myself. Diane is a kindergarten general education teacher. We got
along great last semester and had really similar teaching styles, as well as the same
overall classroom management. We both are very calm and created a relaxed, open-
minded classroom where students felt comfortable and were excited to learn.
However, there were still students who needed gentle reminders on the side during
group instruction/discussion. Therefore, Diane and I decided to follow the one
teaching, one assisting model. Before deciding to use this model, we sat down
together and had a conversation about how we saw the co-teaching lesson being
implemented. We decided that the class usually benefits from instruction as a whole
group since there are only 20 students, and they enjoy learning from their
classmates. Therefore, we wanted to keep the one teaching one, assisting model so
that the one assisting can help students who need those reminders of what is
expected or that may need help staying on task.
We both shared that we felt comfortable doing either the teaching or
assisting, but eventually decided that Diane would do the teaching and I would do
the assisting since she has been lead teaching the students all semester, and I have
had more experience helping students who need more support as I have been in the
resource room for the past couple months. Therefore, value will be added to
teaching this lesson, because we will be able to team together to affectively teach all
students both as a group and with extra one-on-one support directly in the
classroom.

Identify a Unit/Identify the content of the lesson:
Diane and I chose to co-teach a five-day unit on the five senses mixed with a
bit of writing. The unit covers GLCE S.IP.00.11 - Make purposeful observation of the
natural world using the appropriate senses. Before beginning the unit, we discussed
what we expected students to know as well as what we wanted them to be able to
do when the unit was finished. The desired content knowledge is that students will
understand the terms sight, sound, taste, touch, and smell and how we use all of
these senses through the use of different body parts (eyes, ears, mouth/tongue,
hands/feet/skin, and nose). We also wanted students to know that we can describe
different objects using our five senses. After learning the content knowledge, we
wanted students to be able to apply this by observing and orally describing objects
using the five senses.
We also discussed types of assessments to use throughout the unit. In order
to give the most effective lesson, we decided to do an informal pre- and post-
assessment through discussion as well as a post-assessment worksheet similar to
one used during the unit. The discussion done at the beginning and end of the unit
will ask similar questions to see how students answers vary from the beginning to
end. We also agreed that informal assessments would be done throughout the unit
by observing student work, using thumbs-up/thumbs-down, and asking many
students to describe his/her thinking process throughout lessons when appropriate.
Another component we discussed, was expected behaviors throughout the
unit. We agreed that we have created a positive, warm, and fun learning
environment through use of the school-wide PBIS chart, and that we will be sure to
continue using that to maintain this learning environment. This system allows
students to be rewarded for positive behaviors through the use of tickets. Diane and
I agree that we are consistent with giving as close to a 5:1 ratio of tickets for positive
behavior as we can. That is, we reward students a lot more for their positive
behaviors than we punish for negative behaviors. We also try to orally praise
students when they get a positive behavior ticket, because it helps remind other
students what expected behaviors look like and makes others strive for those
behaviors. Diane and I will continue to use this consistently together and trust each
other to give tickets and move clips for all students, as it also allows students to
view each of us as equal teachers in the room.
One last discussion Diane and I had, was where we would position ourselves
in the room. We decided that during rug time when students sit on the rug at the
front of the classroom, Diane will sit in the chair in front of all the students. I will sit
on the rug behind all of the students. This set up allows students to focus their
attention towards Diane for a discussion/instructions/story without the distraction
of having two teachers to try and focus on. My role behind the students is just as
important as Dianes, as it is my role to ensure that all students are focusing their
attention to the front. When I see students who are distracted by classmates they
are sitting near, or by something they see in the classroom, it is my job to quietly
redirect them towards the speaker and make sure that they know what is
happening. While I do this, I will also be observing students who do not appear to be
participating. I will quietly go sit by them and ask them to share their ideas with me.
This allows us to assess these students in a less intimidating way who are not as
comfortable raising their hand and sharing during group discussions.
The first day of the unit will take about 20 minutes, and is spent activating
background knowledge and informally pre-assessing through discussion. The
purpose of this is to see what students already know about the five senses, so that
we can ensure the lessons will be beneficial. This lesson will be done on the rug, and
Diane will lead the discussion on what our five senses are. After all students have
had an opportunity to share, Diane will use a list format to write the five senses on
the board (hear, smell, look, touch, and taste). Then she will ask if anyone can tell us
what body part we use for each of the senses. Again, after discussion she will write
the body parts on the board as they line up with each sense (i.e. hear-ears, smell-
nose, etc). A barrier many kindergarten students face is that they do not yet know
how to read, therefore we will also have a picture of each of the senses next to each
word. Diane will wrap up the discussion by telling students to point to their body-
part used for each sense as she reads over the list we have created as a class. For
example, when she reads and points to the word hear, students should point to their
ears. I will be helping correct students during this, and also encouraging those who
are not participating to show me what body parts would be used for different
senses.
The second lesson will take about 30 minutes. We will be in the same setting
as the first day with students sitting on the rug. Diane will remind students of what
the five senses are by beginning with a read-aloud called My Five Senses by Aliki.
We then go into discussion of different words we can use to describe an object using
our five senses (i.e. salty, sour, hot, cold, etc.). Diane facilitates the discussion and
writes words that students share on the five-column word and picture chart we
created (each sense has a column for describing words that would go with it). This
chart will be used as a reference for students in a later lesson. We will wrap up the
lesson by reviewing the chart. Again, during this lesson I am assisting those who
need extra reminders or redirection on the rug to make sure they are following
along.
Day three takes about 30 minutes, and also begins on the rug. Diane reviews
the five senses as well as the chart made in the previous lesson by asking students to
share one of our senses, or a word we can use to describe with our senses. This also
works as a brief informal assessment to see what students remember from the last
lesson, which we will then use to adjust the lessons accordingly if needed. In this
lesson, students will listen, smell, look, feel, and taste popcorn that is made in the
microwave in the classroom, then they will describe it using their senses and write
these words on their worksheets. Once students are in their seats, they are directed
to listen carefully as the popcorn cooks and be ready to describe what they hear
when it is done. After the popcorn is finished, Diane will ask students to describe
what they heard to their neighbor, then share out as a whole class and decide on a
word (i.e. pop) to write on the worksheet where it says my popcorn sounds..
She will model this by using the ELMO to display the same worksheet that the
students have. As she writes the word on her sheet, students can either write this
word or their own describing word. During this, I will monitor students by walking
around the room and listening to students describe the sound to each other, while at
the same time checking on their work and helping those that need it by adding more
scaffolding such as helping them write or point to where they should be writing. The
same process is done for smell, look, feel, and taste. However, once we move into
look, feel, and taste, students will each get a small pile of popcorn placed in front of
them to explore. They will describe what they see, then pick it up and describe what
they feel, then finally eat it and describe how it tastes. After students finish their
worksheets as a class, Diane and I will circulate around, asking students to describe
the popcorn to us. This will allow us to assess orally for students who are emerging
writers and not yet making real words in their writing.
Day four will last 20 minutes and begins on the rug with a brief discussion,
lead by Diane, of how students can describe popcorn using their five senses. This is
done to remind students of what was done in the previous lesson, and also give us a
brief assessment of what students retained from the lesson. After all students have
had a chance to share, Diane will use the ELMO to show students the cookie
worksheet that they will be completing in the lesson. She will model how to fill it out
using a think-aloud. For example, she will say, My chocolate chip cookie sounds
sour? Ormy chocolate chip cookie sounds crunchy? Hmmwell I know candy
tastes sour, so sour describes a taste. Oh I know, it sounds crunchy! then she will
model how to circle the correct answer on her worksheet. Students will then go to
their tables where they have a cookie and worksheet waiting for them. After a few
minutes to explore their cookies, Diane will then read aloud each question as
students follow along. This allows students to correctly answer questions on the
worksheet without letting reading stand in the way of the content. As Diane reads
each question, I will walk around and help students who need extra support, re-
reading problems when needed, and redirecting students to ensure they are all on
task.
The unit finishes up on day five with a 20-minute lesson. Students will begin
on the rug while Diane models how to fill in the writing prompt that is at each of
their seats. The bottom half says, My favorite food is __________because____________,
and the top half is blank for students to draw a picture of their favorite food.
Students will need to pick their favorite food, and tell why they like it using one of
their five senses. For example, My favorite food is ice cream because it tastes
creamy. After Diane models how to write by stretching sounds and using words
from the chart we created, students will go to their tables to work independently.
During this time, Diane and I will both circulate around the room to help students
that need extra support. If students struggle with writing, we will have them tell us
verbally their sentence, and we will write for them. These pages will all be collected
afterwards and will be put together in a class book to be read at a later date.

Evaluation
This unit of teaching my five senses was appropriate and effective for this
group of kindergartners. Students had a lot of fun exploring food and using it to
learn. I also really enjoyed being back in the classroom, and they seemed to really
like it as well. Lessons involving food or different/fun materials can make classroom
management challenging, and can quickly turn into a chaotic lesson. However, due
to the classroom environment we created, as well as the help of co-teaching, we
were able to keep the lessons running smoothly allowing students to have fun and
learn at the same time. By working together, we were able to assist all students,
including those who needed extra support as well as those that were more advanced
and needed more of a challenge. It was clear through students writing on day five
that they all were able to describe their favorite food by using at least one of their
five senses. Through discussions at the end of the unit, we were assured that
students were able to describe other things such as the weather or animals by using
their senses. For example, students shared ideas such as, I like snow because it
looks white and feels fluffy or I like my dog because he is brown and feels soft.
As stated earlier, Diane and I have always worked really well with one
another, and have very similar teaching and classroom management styles. We were
able to help each other out in the classroom when needed, and fed ideas off each
other in the planning. Also, we both value each others ideas and respect one
another as teachers. Therefore, it was easy and fun to create this co-teaching unit
with her, and overall made our unit stronger. However, not all co-teaching always
runs this smoothly. If teachers do not agree on teaching styles, or have different
personalities, it can be very challenging to plan lessons together and create a
positive learning environment for students. I think co-teaching can be very
beneficial for students, and make lessons much stronger, as long as both teachers
have good collaboration and communication skills.

Co teaching Lesson Template

Co-Teaching Lesson Plan

Unit Title: My Five Senses
Subject/Topic Areas: Science/My Body
Big Ideas: Our body has 5 senses, all in which help us discover the world around us
Designed by: Jessica Hane and Diane Marquardt
School: Haisley Elementary
Grade Level: Kindergarten
Time Frame: Two-Three Days

STAGE 1 Desired Results

Established Goals:
Students will understand
o The terms sight, sound, taste, touch, and smell and how they allow us to
distinguish materials.
o That we are able to use all of these senses through the use of different
body parts (eyes, ears, mouth/tongue, hands/feet/skin, and nose.)
o That we can describe objects using our senses of sight, sound, taste,
touch, and smell.
Students will be able to observe and describe objects using the five senses.
Students will employ learning-to-learn strategies group discussions, active
listening, hands-on exploration.

What key knowledge, skills, and strategies will students acquire as a result of this
unit?

Students will know Students will be able to
All of the five senses.
What body parts we use for our five
senses.

Orally describe objects using their five
senses.


STAGE 2 Determine Acceptable Evidence
What evidence will show that students understand?
Performance Tasks
Students will use their five senses to orally describe their popcorn to a classmate with
describing words (adjectives). Both teachers will move around the room to listen to
these discussions.
Using the popcorn worksheet, students will write the describing words they used to tell
classmates about their popcorn. For students who struggle with writing, we will remind
them of the list of words we wrote on the board to use, and will also encourage them to
stretch their sounds (a term we use often) to make their best guess.

Other evidence (quizzes, tests, prompts, observations, dialogues, work samples):
When given a chocolate chip cookie, students will receive a worksheet in which they
have to circle the correct describing word for each sense. (i.e. My chocolate chip cookie
sounds.sour or crunchy). Diane will read each option for the class to ensure that the
content is being assessed without issues of reading getting in the way. I will work closely
with struggling and nonreaders during this assessment.
Student Self-Assessment and Reflection
Given the prompt, My favorite food is______because_________ students will use at
least on of their senses to write or orally tell what their favorite food is and why. For
students who struggle with writing, one of the teachers will write what the student says.
Above the writing, all students will draw a picture of what they described. Each
students page will be collected and made into a class book that will then be read aloud
to the class.
STAGE 3 Plan Learning Opportunities and Sequence Instruction
Sequence of Teaching and Learning Activities:
Day One (20 minutes)
My co-teachers role: Leads discussion - what are the five senses? After all students
who wanted to have shared, she will write the five senses on the board and read
through them. Then she will go into a discussion of what body parts are used for
each of the senses. Again, after everyone has had a chance to share, she will write
these on the board.
My role: Observe students and recognize who is not sharing in the discussion.
Quietly sit next to that student on the rug and ask what he/she thinks the five senses
are.

Day Two (30 minutes)
My co-teachers role: Read-aloud My Five Senses by Aliki. Lead discussion on how to
describe something using our five senses. Records these descriptive
words/adjectives on the board (i.e. salty, sour, hot, cold, etc.).
My role: Observe students and recognize who is not sharing in the discussion.
Quietly sit next to that student on the rug and ask how he/she might describe what
something sounds like, tastes like, etc.

Day Three (30 minutes)
My co-teachers role: While students are sitting on the rug, review what the five
senses are, as well as what words we can use to describe something using our five
senses. Students will go back to their seats while Diane leads the popcorn activity.
Using the ELMO to display her popcorn worksheet, she will write the words that
students use to describe how the popcorn sounds, smells, looks, feels, and tastes.
When students have finished eating their popcorn, she will give each student a
popcorn worksheet of their own to write the words just as she did.
My role: Monitor students to ensure they are following directions and using each
sense as told. For example, when they are suppose to listening to the popcorn pop, I
will remind students to listen and think about what they hear.
Both: As students complete their worksheet, we will both walk around the room and
help students who are struggling by providing more scaffolding. We will also use
this time to informally assess students by asking them to describe the popcorn to us
using their five senses.

Day Four (20 minutes)
My co-teachers role: Students will begin on the rug to discuss the ways they would
describe popcorn to a friend or family member. Diane will again lead this discussion,
allowing each student a chance to share. She will then show them the cookie
worksheet and model how to fill it out using a think-aloud. She will send all the
students to their table where they have a worksheet and cookie waiting for them.
She will give students a minute or two to feel, touch, look at, smell, and taste. Then
she will read each question aloud to the whole class as they follow along answers
questions on their own.
My role: Again, if students are not sharing in the whole group, I will quietly sit by
them and ask them to describe the popcorn to me. I will also provide more
scaffolding when necessary. As students transition back to their seats, I will give
reminders to students who need it of where they should be going. I will then walk
around and help students who are struggling with the worksheet as Diane reads the
problems aloud, I will re-read questions to students who need it.

Day Five (20 minutes)
My co-teachers role: As students are sitting on the rug, Diane will show students the
sheet of paper that is already on their desk. The top half of the sheet is blank and the
bottom half has the prompt, My favorite food is _________ because_________ written
on it. She will model how to fill in the blanks with their favorite food, and then a
reason of why using at least one of their five senses. For example, My favorite food
is ice cream because it tastes creamy. We have done worksheets like this before, so
many students may already know the directions. However, she will remind them
that they each need to draw a picture on the top half, and that when we are done the
pages will all be put together to make a class book. She will then allow students to
go to their table to work on their own sheet.
My role: Again, I will sit behind the students as Diane models how to fill in the sheet,
making sure that all students are paying attention. If I see students who do not
appear to be listening, I will sit next to them and give quiet reminders. As students
transition back to their tables, I will make sure they are staying on task and getting
to their tables rather than getting distracted by walking around the room. As
students work on their page at their tables, I will move around assisting those that
need help and provide more scaffolds when needed.
Co teaching Components (if not discussed above):
My role:
My co teachers role

Accommodations and adaptations in the teaching to account for students learning
and performance characteristics (list all)
Repeated directions to certain individuals in a small group or one-on-one setting.
More scaffolding by writing most of the words for some students so they only have to
fill in a few letters in a word.
Provide some students with a list of the senses and adjectives at their table rather than
just on the board.
Some students will need most things read one-on-one rather than as a whole class.

Class wide and Individual Supports (list all)
Write the describing words on the board for all students to use as a reference.
Model writing through think-alouds.
Provide extra time when needed.
Evidence-based Practices: Teaching practices
Diane and I used the one teaching, one assisting co-teaching model. This worked
well in our classroom since we have a couple of students with autism, as well as
other at-risk students who often need extra individual supports. We also provided a
lot of wait time for students whenever we asked questions, and were always
supportive of answers to help build confidence in all students.

Evidence- based Learning Strategies:
During each lesson, we allow students to share their thinking process to let them
share why they think a certain way. This allows for deeper understanding by
describing your own thought process. We also model activities and provide think-
alouds to help students learn to think when they are working.

Collaborative/Cooperative Activity: rules, routines, roles, sequence of steps or
procedures
We use PBIS in our school, and are very good about implementing it in our
classroom. We have the same expectations for our students, and trust each other to
make decisions about student behaviors. This allows both of us to be viewed as
teachers in the room by all of the students.