Sample Co-Teaching Lesson Plan (Direct Instruction)

Teachers:
Theresa Womack & Constance Caruso

Subject:
Verb tenses

Standard:
1. Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (AZ.3.L.1
Objective (Explicit):
SWBAT demonstrate understanding the verb Squirt and its different tenses
Evidence of Mastery (Measurable):

SWBAT write two different sentences using the verb Squirt in either past, present, or
future tense.
Sub-objectives, SWBAT (Sequenced from basic to complex):

SWBAT recall the meaning of the word squirt

SWBAT to tell how many syllables are in the word squirt
SWBAT to use the correct verb tense with the words squirt
Key vocabulary:
Materials:
Squirt
House poster
Suffixes
White board
Base word
Dry erase markers
House paper for students
Opening (state objectives, connect to previous learning, and make relevant to real life)

Teacher will bring students together on the carpet. Teacher will talk to students about the word
Squirt that was learned earlier in the week. Teacher will have students recall the definition to the
word squirt.
Teacher Will:

Student Will:

Teacher will have students gather on the carpet

and talk about the word squirt.
Teacher will ask students for the definition to the
word squirt

Students will TPS about the word squirt and its

meaning.

Students will give the definition of the word squirt to

the teacher to write on the board.

Instructional Input

Teacher will write definition on the house poster

Teacher will ask students what goes in the
chimney of the house poster

Students will tell the teacher the different suffixes that

go with the verb to put in the chimney

Teacher will write students responses in the

chimney
Teacher will ask students to come up with
sentences using the new words when we blend
the base word and suffixes together

Students will blend the base word and suffix to form

new words and TPS the words, then share out when
called on so the teacher can write the words on the
board.

Teacher will write new words on the board.

Students will TPS sentences using the new words

that are made when blending the suffixes to the base
word.
Students will do this one at a time for each word
making different sentences.
Students will share the new sentences.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?

Guided Practice

Differentiation Strategy
Teacher can ask student who seems to be having a hard time to move closer.

Teacher Will:

Student Will:

Teacher will have students help her come up with

two sentences to write on the board.

Students will help teacher come up with a subject,

verb (in new tense) and finisher for example
questions.

Teacher will use the verb tenses when writing the

new sentences

Co-Teaching Strategy

Differentiation Strategy
N/A

Independent Practice

Teacher Will:

Student Will:

Teacher will have students go back to their desks

Teacher will give each student a house work
sheet.
Teacher will give students the instructions to
copy the base word, suffixes, and definition on
house work sheet.
Teacher will also give instructions for students to
write 2 new sentences on their sheet, using the
correct verb tense.
Teacher will remind students that they are not
allowed to use the two sentences that the
teacher uses.

Students will follow teachers given instructions

Students will write the base word, suffixes, and
definition on house work sheet.
Students will write 2 new sentences using the correct
verb tense
Students will NOT use the teachers example
sentences.
Students will have a subject, verb tense, and finisher
in the sentences.
Students will read a library book when finished while
waiting on peers to finish.

Teacher will help students who might need help

Co-Teaching Strategy

Differentiation Strategy
Teacher will help students who might need help with spelling words
Teacher will pull 1 or 2 students to the back table to work on the sentence structure together.
Closing/Student Reflection/Real-life connections:
Students will be engaged by participating in the discussion about the base word, its meaning, and suffixes.
Students will be engaged by TPS with partners about the verb and its suffixes.
Students will be engaged by working on their worksheet.