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ASSIGNMENT 7:1

Harley Brooks
PPE 310: Health Literacy for Schools
Session 7: Assignment 7:1
Arizona State University
Christopher Lineberry
October 11, 2014

ASSIGNMENT 7:1

Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers:
Subject:
Harley Brooks
3rd Grade Science
Common Core State Standards:
Describe the function of the following plant structures:
roots absorb nutrients
stems provide support
leaves synthesize food
flowers attract pollinators and produce seeds for reproduction
Objective (Explicit):
Students will be able to identify the function of roots, stems, leaves, and flowers by matching a function
to the plant part.
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Foldable with each plant function labeled to the correct part.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT describe different plants.
SWBAT identify several plant parts.
SWBAT describe the function of roots.
SWBAT describe the function of stems.
SWBAT describe the function of leaves.
SWBAT describe the function of flowers.
Key vocabulary:
Materials:
Roots
Plants book
Stems
Leaves
Flowers
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

ASSIGNMENT 7:1

Instructional Input

Ive brought something today. Something that keeps our bodies alive and gives us breath to breath and
energy to live. What do you think it is? (plant) Plants give out oxygen so we can breath. Many plants
also give us fruits or vegetables to eat. Today we will be thinking about this question- What are the
functions of plant parts?
Teacher Will:
Student Will:
How will you model/explain/demonstrate
What will students be doing to actively
all knowledge/skills required of the
capture and process the new material?
How will students be engaged?
objective?
What types of visuals will you use?
How will you address misunderstandings
or common student errors?
How will you check for understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could teach it?
To find the answer to this question we are going Popcorn read the story
to read a book called plants and try to find the
function of each plant part.
Pause for plant functions
Read Plants
While reading pause when the functions are
described and have students stand up to do the
action of the function.
Teacher will demonstrate how to do each action
so that students understand their expectations
Teacher will instruct students to make sure they
are one step away from their desk so that they
are a safe distance away to do the action.
Roots- reach towards ground and scrunch hands
to show absorbing water and nutrients
Stem- stand straight with arms in air to show
being the backbone of plant
Leaves- bend arms and hold at sides and puff out
cheeks to show synthesizing food
Flower- wave hand to show attract pollinators
and cradle arms to show making seeds to
reproduce

Step away from desk so they have room to move

Watch teacher demonstration
Do actions of plants and functions with teacher
instructions.

ASSIGNMENT 7:1

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teachone assist
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Enlarged a copy of Plants for student with visual impairment.

Guided Practice

Write the functions on an anchor chart for students to reference to during the lesson for those that have
trouble recalling previously learned information.

Teacher Will:
How will you ensure that all students
have multiple opportunities to practice
new content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could facilitate this
practice?

Student Will:
How will students practice all
knowledge/skills required of the objective,
with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that align
to independent practice?

Teacher will explain to students that she is going

to read the functions of the plants out loud to the
class and they will do the action and say the
name of the part.

Students will listen to instructions for the activity.

Teacher will instruct students to take a step away

from their desk and make sure they have enough
room to move.

Students will listen to the function description. Wait

for teacher to say go, then do the action and say the
part that matches with the description.

Students will take a step away from desk and peers

for enough room to move.

ASSIGNMENT 7:1

Teacher will ask students to wait for teacher to

say go after reading the function so that all
students have time to think about the answer.
Read descriptions of several plant functions.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?

Independent Practice

For students with a physical disability they can do actions from their seat using only their arms. Any
students that cannot participate fully with their bodies will be offered a modification that fits what they
are physically capable of. They can also participate verbally by saying the name of the plant part with the
class.

Teacher Will:
How will you plan to coach and correct
during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the practice?

Student Will:
How will students independently practice the
knowledge and skills required by the objective?
How will students be engaged?
How are students are practicing in ways that align
to assessment?
How are students using self-assessment to guide
their own learning?
How are you supporting students giving feedback
to one another?

Teacher will hand out flower foldable.

Students will watch teacher model foldable.
Teacher will model how students are going to
put the functions of plant parts into a foldable.
Teacher will model the first plant part (roots) in
her own foldable so that students understand
what they are to do in their own foldable.

Students will work independently on their foldables,

writing in each function of the plant parts.

ASSIGNMENT 7:1

Teacher will monitor students as they work on

their foldables to find if any students are
misunderstanding the functions of plant parts.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach/one assist
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
For students that cannot write well, they will be offered a verbal assessment where they will do the
actions of the plant parts and say the functions verbally.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
Ask class to think about this question- Why are all parts of the plant important? Could a plant survive without
any of these parts? Could we survive without plants?

Video at https://youtu.be/o0jlxZZLqcw

ASSIGNMENT 7:1

Reflection
In this lesson the teacher candidate presented a content specific lesson including physical
activity. The students were engaged through the change of pace that this type of implementation
brings. The students participated in the activities that were applied. The lesson progressed in a
smooth manner, although there were some unforeseen circumstances such as the mentor teacher
having issues with the recording. So the instructional content and the guided practice were
repeated due to issue with the first recording. Although students were getting more restless
during the second take, the extra practice with the content provided them a chance to think about
the functions of plants once more.
From the session six lesson previously, the teacher candidate had made some adjustments
to the presentation of the content to manage student behavior. The teacher candidate stated at the
beginning of the lesson that the student who followed directions best, and showed their
persistence to learn would be rewarded with the duty of naming the class plant. The teacher
candidate referred back to this throughout the lesson to keep student on task while they were out
of their seats doing the motions.
The teacher candidate did not have much movement throughout the classroom because as
students were standing next to their desk, this made it hard for the teacher candidate to move
through isles and there was little to no room. The teacher candidate also wanted to model the
actions in an area that all students could see, making the front of the room a good place for this.
For other activities in the future the teacher candidate will begin to think about making changes
to where students are in the room so that she can move more freely while instructing.

ASSIGNMENT 7:1
The teacher candidate sometime counted down for students to do the activity. When she
did this there was seamless transitions and efficiency in the classroom. When the teacher forgot
to do a count down the students were off on their movement, causing problems. So for the next
lesson, the teacher candidate will take this into account and make the directions more clear and
include a count down for each movement.
When the teacher saw students on task in the lesson while the others in the class were
beginning to get chatty the teacher candidate referenced these students with positive
reinforcement. For example, the teacher candidate said, Giancarlo is ready to move on to the
next one, he has his silent signal up and he must really want to name the plant today! The
teacher also included their names in the praise to show how she cares about them and their
learning.

ASSIGNMENT 7:1

PPE 310 Evaluation Rubric for Modifcation of a SamplePhysical Activity Break

Criteria
Modification
of Sample
Physical
Activity
Break

SCORE:
x2

Exemplary (5)

Profcient (3)

Instructional plans include:

Instructional plans include:

Instructional plans include:

All modifications are grade/subject

appropriate.
Safety issues for physical activity
break are well thought out and
described in detail and highlighted
appropriately.
Classroom management techniques
for a physical activity break are
clearly defined and highlighted
appropriately.
There is evidence that the plan
provides regular opportunities to
accommodate students with physical
and cognitive disabilities in the
physical activity break and are
highlighted appropriately.

Most modifications are grade/subject

appropriate.
Safety issues for physical activity
break are somewhat well thought out
and described in detail and not
highlighted appropriately.
Classroom management techniques
for a physical activity break are
somewhat defined
There is evidence that the plan
provides some opportunities to
accommodate students with physical
and cognitive disabilities in the
physical activity break, or only
address one type of disability

Self-reflection was well thought out

and included at least 5 specific
examples from the teaching
experience on: managing classroom
behavior, teacher movement,
response latency, using student
names, and providing positive praise
Self-reflection was the appropriate
length for the assignment (1-2
pages)
Document was saved with last
name, course # and assignment
number
Rubric was attached at the end of
the assignment.
Assignment was written in third
person, APA, including title page

Self-reflection was somewhat thought

out and included 3 specific examples
from the teaching experience on:
managing classroom behavior, teacher
movement, response latency, using
student names, and providing positive
praise
Self-reflection was the appropriate
length for the assignment (1-2 pages)
Document was saved with only 1 or 2
of the following criteria last name,
course # and assignment number
Rubric was attached but not at the end
of the assignment.
Assignment was in a question and
answer format, in APA and included a
title page

SelfReflection

SCORE:
x2

Needs Improvement (1)

Few modifications are grade/subject

appropriate.
Plan activities include vague or no
descriptions for safety concerns for
performing a physical activity break
Classroom management techniques for a
physical activity break are vague
There is little evidence that the plan
provides some opportunities to
accommodate individual student needs
in the physical activity break
The aforementioned information was not
highlighted appropriately.

Self-reflection was not well thought out

and did not include less than 3 specific
examples from the teaching experience
on
Self-reflection was too short for the
assignment
Document was not saved with last name,
course # and assignment number
Rubric was not attached at the end of the
assignment.
Assignment was in a question and
answer format, was not in correct APA
and didnt include a title page