Co-‐Teaching Lesson Plan
General Education Teacher: Mrs. Comitalo Special Education Teacher: Ms. Messina Grade Level: 4th
Subject Area: ELA/Writing
Content Area Standard: CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text
CC.1.2.4.A Determine the main idea of a text and explain how it is supported by the key details; summarize the text.
Measurable Goal for Lesson: SWBAT use the R.A.C.E method IOT write a response to text dependent analysis question Essential Questions: How do you write a text dependent analysis essay?
How can we know what kind of answer a teacher or a test grader is expecting?
Key Vocabulary: R.A.C.E.S: restate, answer, cite, explain, summarize, interaction Pre-‐Assessment:
Materials Needed: chart paper/anchor charts, TDA passages & questions, RACES graphic organizer for students to complete
Lesson Co-‐teaching Approach (can select more than
one)
Time General Education Teacher Special Education Teacher Considerations (may include
adaptations, differentiation, accommodatio
n, or student-‐
specific needs).
Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory Set)
One Teach, One Support
Parallel Alternative Station X Team
10
mins Anticipatory Set:
Define interaction
Interaction: talking or doing things with other people
-‐Ask students to take 30 seconds—think about an
interaction they had that caused them to be happy
à pair, share
-‐30 seconds to think about an interaction that led to another event (something else)à pair share
SWITCH SPEAKERS
-‐write appropriate responses on board under heading
“What makes a good TDA writing response?”
Write definition on board -‐use picture of two stick figures talking or playing
Now, want you to take 10 seconds to think about components of good TDA writing
-‐Ask for silent hands to volunteer
Tell students that today they are going to learn the steps to writing a good response using
As one teacher talks, the other is monitoring for behavior:
giving non-‐
verbal reminders, using proximity control,
reminding TSW to keep up with his behavior self-‐monitoring, and using attention signal for XJ as
appropriate
an easy to remember acronym: RACES
-‐ Going to begin by splitting the class into two groups
-‐ Read off groups
-‐For TSW, SDI’s:
getting attention before
instructions, instructions complete before respond
Middle:
(may include:
Instruction;
Checking for Understandin g;
Independent or Group Practice)
One Teach, One
Support x Parallel
Alternative Station Team
40 min
Restate the Question:
I DO:
-‐Good readers and writers read a question and restate it to begin their written response. The best part is that you don’t have to have even read the text yet to do this part!
-‐use example question
“How does the description of the “ice- skating” bison support the idea that animals play in groups? Use information from the passage to support your answer.”
-Model how to find the question and restate it—keep emphasizing R for Restate the question
WE DO:
I want us to think about the last writing we did about the Mystery Club… even if we forget the passage we can figure out how to Restate the question as the first
Same thing in parallel group
-‐TSW requires seating away from
distractions—
both teacher should ensure he has a good seating choice -‐-‐for XJ, delayed visual
processing for copying notes from boardà
give guided notes, where copying down decreased amounts of information
part of our response.
-Imagine the question was, “Why was solving the mystery important to both Marisa and the members of the Mystery Club? How could we be good writers and Restate the question…
YOU DO:
We haven’t read today’s passage yet but we are still able to be good writers and restate the question.
Today’s question is: How does the interaction between the family and Mr.
Hanson lead to other events in the passage? Use information from the passage to support your answer.
Can someone identify what the question is?
When I say go, you will have 2 minutes to silently and
independently Restate the question in the appropriate box on your graphic organizer
When time is up, have students share responses and make corrections as necessary. Then have students switch centers.
Quick Brain Break
When time is up, have students share responses and make corrections as necessary. Then have students switch centers.
Quick Brain Break
Teach “A” for Answer the Question
-‐Good writers restate the question and then Answer that question—and make sure to answer all parts of the question.
-‐Can someone remember our question for today’s passage?
(How does the interaction between the family and Mr. Hanson lead to other events in the passage?)
-‐Now that we know what the question is, we’re going to read the passage and look for the answer. As we read, we can highlight or underline all the big details that answer this
question.
I DO: highlight, first detail and explain to students how it helps answer the question
WE DO:
-‐continue to read passage aloud—have students use hand signal when they think there is an important detail to mark up -‐at end ask students to think about what their answer is to the question: give 1 minà pair share
YOU DO:
Students have 5 mins to
complete “A” portion of graphic organizer
End:
One Teach, One
Support Parallel Alternative Station x Team
10min Students back to whole group:
Today we learned the first to parts of RACE:
-‐R stands for ? -‐A stands for?
Exactly, good writers Restate the question and then answer it!
-‐next time we will learn the next two parts of RACE. We will learn how to cite evidence from the passage and then explain how it so that makes sense.
MOVE INTO IMAGINE IT LESSON
-‐-‐at end give Exit ticket that asks a question about that days lesson with students Restating and Answering the question
Both students in the class benefit from
appropriate praise and rewards…during this time make sure to reward students as appropriate with either whole group or individual rewards.
If students need additional time to complete Exit Ticket, ensure them that they will get the chance after lunch.
The exit ticket is crafted to meet student needs and reduce barriers: limited writing and checking for mastery of concept. Anchor Charts remain in the room for students to reference (as
*** Next lesson, reteach RACES with finding how to restate the question when the question is not as clear
-On some questions there will be an easy to find question mark. But others will be trickier. On most 4th grade TDA questions, they ask to “analyze” something. It mostly means to
“think about how”… For example, if the first question I restated was written differently, it might say, “In the passage there is the description of the “ice-skating” bison. Write an essay analyzing the way the description of the “ice-skating” bison supports the idea that animals play in groups.
needed for memory deficits)
