General Educator: Emily Bradley

Special Service Provider: ____________________________________

Co-Teaching Lesson Plan

Subject Area: English as a New Language/ ELA
Grade Level: 8
Class Description: The classroom consists of 8 English as a New Language students with a variety of cultural and linguistically
diverse backgrounds. Student proficiency level consists mainly of Level 3, Developing proficiency. There are two students with
diagnosed learning disabilities who are at an Emerging level of English proficiency and low-average reading level.
Classroom Arrangement: Students are arranged sporadically throughout the classroom in non-assigned seating.
Students with Disabilities:
Student
Maria Colon

Thomas Jones

Disability Classification
Speech and Language
Disorder

Learning Disability

IEP Accommodations and

Assistive Technology
iPad with visual text that matches
student proficiency level

Additional Modifications for

this Lesson
Alternative Assessments for
Listening Comprehension

Visual checklist provided to

remind her of what needs to be
completed

Texts are modified to reflect

student reading ability

Culturally relevant text that is

read aloud
iPad with visual text that matches
student proficiency level

Alternative Assessment for

Listening Comprehension

Visual checklist is provided to aid

in self-regulation

Texts are modified to reflect

student reading ability

Individualized attention in
completing step-by-step tasks, but
brought into whole group
discussion to responses

General Educator: Emily Bradley

I.

Special Service Provider: ____________________________________

Preparation
A. Purpose
The purpose of this lesson is for students to be able to identify words and phrases that illustrate
characterization in a fictional passage about various cultural families. With a partner, students will take turns
reading sections of the passage out loud while the other student circles descriptive words found in the reading, and
underline any words or phrases they find to be interesting or important to the story. After each section, students will
switch roles. Once the reading is completed, each group will discuss with their partner why they circled or
underlined parts of he reading. As class, students will reflect on how these words and phrases develop the
characters in the story, and reflect on how the characters in the story are similar or different from themselves.
Co-teaching is used throughout the lesson in various styles. This lesson contains a third co-teacher, the
English as a New Language instructor to accommodate the student population that are language learners. For the
lesson, co-teaching is displayed through one-teach, one-support, where the English Language Arts teacher leads the
lesson while the English as a New Language teacher assists the majority of the classroom, intervening to guide
whole group discussions. While this is happening, the Special Education provider is assisting Maria and Thomas in
providing individualized instruction that pertains to the students IEPs. This includes having the necessary
materials readily available to answer questions in a whole group activity, and leading the pair of students through a
modified lesson. The co-teachers will come together after the lesson is completed to discuss what they have
observed throughout the lesson, and develop future lesson plans.
B. Objective(s) must be measurable
Using a word wall, students will review content material by orally defining previously learned vocabulary terms
presented on the wall (characteristic, personality, description, similar, different)
Students will read aloud fictional texts with a partner about various cultural and linguistic backgrounds such as
Spanish, African, and Asian cultures.
In pairs, students will practice oral fluency by reading aloud a portion of a text while the other student follows
along silently.
While reading a text aloud, students will cite at least 3 descriptive adjectives in the passage by circling descriptive
terms
While reading a text aloud, students will determine whether information provided in a text is relevant or interesting
by underlining at least 3 key words or sentences in the story
Students will use textual evidence to support claims made about a fictional characters personality
Students will think about how fictional characters are similar or different from themselves in a follow-up activity

General Educator: Emily Bradley

Special Service Provider: ____________________________________

C. Content Standards
Taken from New York States Common Core Engage website www.engageny.org
Grade 8 ENL
Common Core Anchor Standard (RL.1): Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or making to support conclusions drawn from the text.
Common Core Grade 8 Standard (RL.8.1): Cite the textual evidence that most strongly supports an analysis of
what the text says explicitly, as well as inferences drawn from the text.
Emerging (Low Intermediate)
Writing-centered Activity: Organize pre-identified words and phrases on an analyzing text graphic organizer to
determine what the text says explicitly, as the text is read aloud in partnership and/or small groups
Grade 8 ELA
Responding to Literature: 11. Respond to literature by employing knowledge of literary language, textual features,
and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide
spectrum of American and world cultures
Key Ideas Details: 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a decision.
D. Essential Questions
What do characters in a story teach us about ourselves?
How can we describe one another?
E. Key Vocabulary
Presented on Word Wall already collected throughout course:
Characteristic
Similar
Different

Personality
Description

General Educator: Emily Bradley

Special Service Provider: ____________________________________

F. Materials
Fictional passage about a culturally and linguistically diverse family (~400 words)
Word wall of previously learned vocabulary items: Characteristic, Similar, Different, Personality, Description
Vocabulary flash cards provided to Maria and Thomas that uses visual aids to describe vocabulary terms listed on
word wall kept in individual student folders
IPad displaying fictional text and visuals about a culturally and linguistically diverse family (~80 words) that
reflects low-average/emerging comprehension level for Thomas and Maria
Individual student checklist for IPad provided to Thomas and Maria

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

<INPUT TYPE=\On
e Teach,
One Observe

5 mins

General Education Teacher

Special Education Provider

English Language Arts

Teacher: Warm Up Activity Review vocabulary terms with
whole class by calling on
students to orally define each
term presented on the word
wall
English as a New Language
Teacher: Providing support for
ENL students, provide any
scaffolding or mediation
necessary

In whole group setting, utilize

environmental print of the
word wall to call on Maria and
Thomas for correct responses.
Additionally, students will refer
to visual vocabulary flash cards
provided for each student,
which displays a picture next to
each vocabulary item listed on
the word wall. These flash
cards are kept in a specific
folder to help students stay
organized. These
environmental prints, visual

Assessment
Informally assess
whether students are
correctly describing
previously learned
vocabulary terms
Special Education
Provider: Assess
Thomas and Maria on
how they use their
vocabulary sheet to
correctly define
vocabulary terms

General Educator: Emily Bradley

Special Service Provider: ____________________________________

learning cards, and specified

folders are all conditions listed
in the students IEP.

B. Body of the Lesson/Lesson Development

Co-Teaching
Method

Time

General Education Teacher

<INPUT TYPE=\Alt1
English Language Arts
ernative
Teacher: Display an example of
Station teaching
a text (~400 words, 2 passages)
for Special
Ten mins on SMART board. Read first
Education
section of the passage out loud
students led by
to whole class, modeling how
Special Education
provider
to circle description words and

Special Education Provider

Once the English Language

Arts teacher completes her
reading to the whole class, pair
Thomas and Maria together to
read a visual and audible text
from their iPads. The text will
be about a Spanish character
underline any interesting points and will display images and
(~2 mins).
visuals next to text material.
English as a New Language
Additionally, the iPad will read
Teacher: As a whole group,
aloud the text to the students.
have students read aloud
The Special Education provider
second passage of the same
will provide a checklist for
text. Once reading is
each student. The checklist
completed, call on students to
displays in order the tasks for
write on the SMART board any students to complete for each
words or sentences they think
page of the reading as follows:
should be circled or underlined.
1. Listen to the story and
Group students in partners
follow along using your
according to language
finger
backgrounds. Assign cultural
2. Go back and circle any
texts that are different for each
descriptive words

Assessment
Teachers will assess
oral fluency of
students as they
section of a text out
loud.
Teachers will assess
whether students can
appropriately label
descriptive words
about a characters
appearance,
personality, etc. by
circling key words.
Teachers will assess
whether students can
determine whether
information is
relevant to a story by
underlining important
information.
Special Education

General Educator: Emily Bradley

Special Service Provider: ____________________________________

group. Students will be given

remainder of time to read
passage with partner,
underlining important or
relevant information and
circling descriptive words
English as a New Language
Teacher: Floats around to each
group to assist with any
reading or fluency difficulties

3. Go back and underline

any words you dont
know
Students can use the writing
features on the iPad to do so.
After each page, students will
go through the checklist with
the Special Education provider
and check off the tasks
completed before continuing to
the next page.
For the final page, students will
read aloud the final passage.
The checklist will look like
this:
1. Read the story aloud,
following along with
your finger
2. Go back and circle any
descriptive words
3. Go back and underline
any words you dont
know
The use of assistive
technology, organizational
checklists, and passages that
are read aloud are all
conditions presented in the
students IEP

Alternative
Assessment: Students
will be assessed on
how well they use
their finger to follow
along with the iPad as
it reads the story
aloud.
Comprehension of
key terms will be
assessed according to
whether students
properly circled
descriptive words.
Additionally, the
Special Education
provider can see
which words were
underlined and use
this information to
determine future
lesson plans.

General Educator: Emily Bradley

Special Service Provider: ____________________________________

C. Closure or Concluding Activity

Co-Teaching
Method
<INPUT TYPE=\On
e Teach,
One Observe

Time

General Education Teacher

Special Education Provider

Assessment

5 mins

English Language Arts

Teacher: As a whole class, each
group will share one
personality trait of the
characters they read about.
Students will support their
argument by sharing what
descriptive words they circled
and explain why they
underlined relevant information
about their character.

As a whole class, the Special

Education teacher will call on
Maria and Thomas to share one
descriptive word they found in
their story. The Special
education provider may refer to
the students iPads to remind
them which words they circled.

Teachers will check to

see if students can
correctly describe a
fictional character by
using textual evidence

English as a New Language

Teacher: Call on pairs of
students that the teacher
observed to

Students will be integrated into

whole class discussion as
outlined in their IEP

Special Education
Assessment: Students
will be assessed
according to how
quickly they can
locate descriptive
words circled in their
iPad text.

III.

Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement

As a follow-up activity, students can think-pair-share with a partner how the descriptive words and relevant
information paints a picture about a fictional character. As a class, the teacher can ask students to reflect on the
characterization of the characters in the story and how these descriptions are similar or different from the students
own personality traits.

IV.

Evaluation
A. Of Student Learning

General Educator: Emily Bradley

Special Service Provider: ____________________________________

Students will be evaluated based on how accurately they were able to recall previously learned information
of vocabulary items regarding characterization in a fictional passage. Students will be evaluated on how accurately
they were able to circle descriptive words and phrases that described the characters in the story. Comprehension
will be assessed according to the underlined words and phrases students found important and their relevance to the
story. In addition, students will be evaluated on how critically they were able to reflect on the characterizations in
the story and how these relate to the students own personality.
Thomas and Maria will be evaluated based on their organizational skills in appropriately locating and
utilizing previously made content materials, specifically vocabulary flash cards that correspond to the general
education English Language Arts classroom. Additionally, Thomas and Maria will be evaluated based on their
understanding of the task and their ability to follow along with a text that is being read aloud to them. Thomas and
Maria will be scaffolded with the Special Education provider and organizational checklist to complete certain tasks
for each page read to them. Students will then be asked to complete the read the passage aloud individually without
assistive technology reading it for them to assess whether students can demonstrate oral and reading fluency for a
small section of the text.
B. Of Teacher Processes
Background information is activated by reviewing previously learned vocabulary and using culturally
diverse texts. Additionally, difficulty level of texts reflects Level 3 proficiency and provided by the curriculum for
general education. Texts provided to Maria and Thomas will reflect an Emerging proficiency level and low-average
reading skill. Such texts will be presented using assistive technology that can read the passage aloud to the student,
and offer features to allow students to circle and underline parts of the text. Throughout the lesson, students are
given opportunities to develop skills in reading, listening, and speaking through read alouds and responding to
class discussions
Maria and Thomas are provided the following accommodations:
Visual vocabulary flash cards displaying images next to each vocabulary item. These vocab terms reflect the
ones displayed on the word wall.
IPads that contain level-appropriate (low-average/emerging level) cultural story (~80 words) with visuals
and images next to text. The iPad contains an audible feature that reads text aloud to the student.
Checklists provided for each student that is used for each page for students to mark off once each task is
completed
Students will work in small group with Special Education provider
Maria and Thomas are provided with the following modifications:

General Educator: Emily Bradley

Special Service Provider: ____________________________________

Alternative assessment reflects student outcomes in completing checklist provided for each page. This will
assess students retention to perform tasks, as well as how completely students follow step-by-step
directions.
Alternative assessment to measure listening comprehension by seeing how timely students can follow along
with the reading using their finger as the text is being read aloud to them.
The English Language Arts teacher, English as a New Language teacher, and Special Education provider all come
together to discuss their findings and develop future lesson plans.

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.