Coteach 2 Lessons Cooperating Teacher/Peer

Planning Dates:

9/8/2011

Teaching Date and Time:

9/13/201110:30am & 12:55pm

SU Student:

Jena Niehus

Coteacher:

Mrs. Andersen

Support Staff: (e.g., Special Education teacher, paraprofessional)

Not applicable

Texas Essential Knowledge and Skills: §113.7.2: To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include Yankee Doodle. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.

§113.7.b.18.B: sing or recite The Star-Spangled Banner and explain its history;

§113.7.b.18.C: recite and explain the meaning of the Pledge of Allegiance

Technology Standards:

This lesson will utilize a web video, power point., projector, doc-cam, and audio sound.

English Language Proficiencies:

§74.4.5.d.B.i. Usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and preteaching to preview or build topic-related vocabulary.§74.4.5.d.B.ii. Often identify and distinguish key words and phrases necessary to understand the general meaning during social and basic instructional interactions that have not been intentionally modified for ELLs.§74.4.5.d.B.iii. Have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech.

Write LESSON OBJECTIVES:Students will hear the song about the Pledge of Allegiance and the Star Spangled Banner. Students will interact with the issue of controversy relating to the absence of the song and pledge and will discuss their thought and opinions on the issues.Students will use sentence stems to organize and state their thoughts during discussion. Students will hear through video, song, and discussion the importance of The Pledge of Allegiance and the Star Spangled Banner.Students will work with partners or individually to complete two worksheets, they will refer to a text in order to complete this task.

Write STUDENT OUTCOMES: Be sure to write in observable and measurable terms. Be careful not to write procedures or activities in this section.What do we want the students to know at the end of the lesson?

Knowledge:

Students will know the origin of the Pledge of Allegiance and the National Anthem

Francis Scott Key wrote the Star Spangled Banner in 1814 when he saw that the American flag was still flying after British attack. The Pledge of Allegiance was first written to honor Christopher Columbus and came out in The Youth’s Companion, a children’s’ magazine in 1892.

What do we want the students to understand at the end of the lesson?

Enduring Understandings:

Students will understand that…

The Pledge of Allegiance is a promise of loyalty. The Star Spangled Banner is our national anthem, and what importance a national anthem holds.

What do we want the students to do by the end of the lesson?

Skills:

Students will …     (VERBS)

write down any questions or comments on the lesson topic explain the importance of The Star Spangled Banner and the Pledge of Allegiance find important facts in text and use it to complete sentences

Describe ASSESSMENT EVIDENCE: Given your lesson objectives and the demands of the lesson design – what performance tasks are expected and what represents a quality response?Embedded Performance Task(s):1.  Students participate in headline conversation/discussion by raising their hands to answer the question and by using the provided sentence stems. 2.  Students work in pairs or independently to complete the worksheets, they use the text to find their responses and to process the background information.  

3.  Students independently write down any questions or comments that relate to the lesson.

Post-Lesson Assessments:Assess of student work sample for the following:

write the responses to the questions and statements on the worksheets participate in the conversation/discussion, by either answering the questions or actively listening, sitting facing the front and listening to the speaker write question or comment on the note cards

Co-teaching Approach(es) Used: Identify which coteach model(s) is being used and provide a descriptive commentary on why this model was chosen – consider the needs of the students, the demands of the lesson, and the qualities of each teacher involved. Describe each teacher’s strengths in the areas of curriculum, instruction, and assessment as they relate to this lesson. Describe what unique talents, interests, life experiences you each bring to the lesson.

SUPPORTIVE PARALLEL COMPLEMENTARY TEAM TEACHINGMrs. Andersen and I choose the team teaching model because it was well in place with the lesson we designed. We both feel comfortable with the content as a whole and designed a lesson that we could both teach, but have divided it up among the two of us. The team teaching model will allow both of us to spend instructional time with the class, and will also provide additional support when not the one speaking. We will both be invested with the lessons entirety and will each facilitate and engage with certain portions of the lesson. As a pre-service teacher this model works well for me, because it allows me to observe and also teach in an equal manner, thus receiving the best practice. Team Teaching this lesson benefits the students because both teacher are actively engaged and involved, and the one who is not teaching can respond to individual student needs. In addition, students are receiving equal instruction from both of us and our roles are not typecasted as teacher and helper.

Sketch and Describe the environmental arrangements: Explain how the students will be seated and/or grouped. Explain what spaces in the room will be used.

The room arrangement will remain the same, as it provides optimal seating from a viewpoint perspective and is already constructed to support behavior management. Students are at tables and able to have easy access to a partner when paired work is permitted. The use of tables allows easy teacher movement around the entire room, and this will be especially useful when doing the discussion/conversation at

the start of the lesson. The front of the room will be used for the presentation of the video, and headline. The tables will be used to accompany student work and conversation.

student tables (approximately 4 students a table)

teacher desk area front of room presentation area classroom door

Write the detailed procedures to be followed during the lesson: Be sure to indicate which teacher is doing each part of the procedures. Your procedures will vary depending on the coteach model you choose. How will you communicate the need to adjust instruction during the lesson? How will you convey equal leadership to your students?Anticipatory or Focus Activities: (How will you introduce and establish a clear purpose for the lesson? How will you ignite interest?)The students will hear the Star Spangled Banner playing when they first come into class. In addition, there will be a headline question posted on the doc-cam, and it will present the topic in a controversial issue. This will serve to quickly ignite student interest and encourage whole class participation.

Primary Lesson Procedures: (What are the step-by-step procedures for teaching? Include what you will tell, show/model/demonstrate, and the questions you will ask.) BE SURE TO IDENTIFY SPECIFIC TEACHING LEARNING STRATEGIES TO BE USED DURING THE LESSON. (cooperative learning strategy, graphic organizer, problem based activity, use of learning styles) Also, be sure to identify the expectations for student talking, movement, and decision making.

1. Students enter the room and hear the Star Spangled Banner playing. 2. Students take their seats and are introduced to a headline story. The headline story is on the doc-cam and visible to whole class. Ms.

Niehus will read the headline, Government decides to eliminate National Anthem! 3. Ms. Niehus will engage students in a discussion/conversation about the headline using sentence stems. Sentence stem will be written

on hand held dry erase board, and held by Ms. Niehus. When student raises hand to answer Ms. Niehus can walk close to student with board to ensure visibility and the use of the sentence stem within their response. Sentence Stem: The Star Spangled Banner is important to us because… Give students time and opportunities to respond to the headline and encourage questions and every response that is given. Being supportive creates a stronger will for participation.

4. After questions, students will watch video, Mrs. Andersen will introduce the video and start The Star Spangled Banner video. (approximately 13minutes)

5. After students have watched the video, the whole class will sing The Star Spangled Banner together. The words will be on the doc-cam or projected from the computer for visibility.

6. Pass out the Patriotic Song worksheet. Explain to students that before starting the teacher will read the passage at the start of the worksheet.

7. Ms. Niehus will read the passage and answer any questions before turning students loose. (students can work in partners on the worksheet, whatever is not finished will be homework.)

8. Play the Pledge of Allegiance song to the class. 9. Mrs. Andersen will lead the class in another headline story. Cooper Elementary decides to leave the Pledge of Allegiance out of

morning announcements!10. Using white boards and sentence stems, I feel, I believe or I think, Mrs. Andersen will lead another discussion/conversation about the

headline. 11. Mrs. Niehus will hand out he A Promise of Loyalty worksheet and will read the passage on the front and answer any student

questions before starting worksheet. Students will work on the sheet individually or with a partner.

Closing Procedures: (How will you bring the lesson to a close so that there isn’t an abrupt end?)At the end of class before students line up, Mrs. Niehus will hand out a note card. Students must right either a question relating to the day’s lesson or a thought they had about the lesson. This card, once completed, serves as their ticket to line up and leave class. Teacher can use the cards to further future discussion and to gather a sense of understanding of how the day’s lesson went.

Are there any students who are identified to receive particular accommodations? Are there any students whom the teacher thinks will need particular support this specific lesson? Consult any education plans for specific students and rely on your cooperating teachers knowledge of students.Student 1 Will not count off for any spelling errors, read orallyStudent 2 Will not count off for any spelling errors, read orallyStudent 3 Will not count off for any spelling errors, read orallyStudent 4 Will not count off for any spelling errors, read orallyStudent 5 Small tasks/chunking, focus reminders, seating near instruction, short breaksStudent 6 teacher will wear audio amplifier, check for instruction understandingList the specific materials you will need for this lesson: What do the teachers need? What do the students need? What materials need to be made? What materials exist? Teachers: Students:note cards (exist) pen or pencilworksheets (copies made) given worksheet headlines (exist)songs (exist)visual words (exist)white boards (exist)sentence stems (made)

Describe what each coteacher is responsible for doing before, during and after the lesson: Co-teacher Name: Jena Niehus Mrs. Andersen

What are the specific tasks I do BEFORE the lesson?

write lesson plan write sentence stems

make worksheet copies prepare videos and songs

What are the specific tasks I do DURING the lesson?

This set of responsibilities can be identified in the procedures.

This set of responsibilities can be identified in the procedures.

This set of responsibilities can be identified in the procedures.

What are the specific tasks I do AFTER the lesson?

Read the questions and comments on the note cards, and determine understanding and pieces of the lesson that need to be reviewed.

Work with Mrs. Andersen in reviewing the answers students wrote on the two worksheets.

Discuss and reflect on the lesson with Mrs. Andersen.

Review the answers students wrote on the two worksheets.

Discuss the comments and questions on the note cards.

Discuss and reflect on the lesson with Ms. Niehus.

After the lesson is taught, both teachers will meet to discuss the lesson and complete and “OUR LESSON” Sheet (see attached).