LESSON PLAN

Sample Co-Teaching Lesson Plan (Direct Instruction)

Subject:
3rd Grade Reading

Teachers:
Morgan Grieser
Standard:
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language. (3.RL.4)
Arizona Physical Education Standard 2: the physically literate individiual applies knowledge of concepts,
principles, strategies and tactics related to movement and performance.
Educational Technolgy Standards- Strand 1: Creativity and Innovation; Concept 1: Knowledge and Ideas;
Grade 3: PO 1 Evaulate information to generate ideas and processes.
Objective (Explicit):
The students will be able to understand the meanings of the vocabulary words used in their story A Cookie
for the Cowboys.
Evidence of Mastery (Measurable):
Students will be able to use the vocabulary words in the correct context by filling in the words in the correct
sentences on a comprehensive worksheet with 4/6 correct.
Sub-objectives, SWBAT (Sequenced from basic to complex):
The students will follow along as the story, A Cookie for the Cowboys, is read aloud.
The students will particpate is a powerpoint discussion that includes the vocabulary words used in the story
and be able to make an educated guess at the words meaning .
The student will be able to act out (or physically give an example of) the words to show their meaning.
Key vocabulary:
Materials:
A pencil
tending to take care of
Harcourt Bright Suprises story A Cookie for
stray Wandering or lost
the Cowboys
ranchers a person who owns a large farm for raising
Projector
animals, such as cattle, sheep, or horses.
Lap top
market a place where goods are sold
vocabulary presentation:
profit money gained by selling something.
http://www.mpsaz.org/bskills/elem-

ela/elementary/read_el/elem_read_intra/ele_r
dg_toolkit/harcourt_vocab/vocab_3rd_grade/lo
gin/
Harcourt vocabulary worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)

Instructional Input

Today we will be reading your weekly story A Cookie for the Cowboys. We are going to be focusing on your
vocabulary words and how they are used in the reading. So as we read our story this week, and work on the the
other activities lets try and see if we can figure out what they words mean. Our objective today will be to play
detectives and try and discover the words we will be working on in our class and in your regular classes.
Teacher Will:

As students come in, have them get a pencil

but not their folders and sit at the horseshoe
table.
Have one student get 5 Harcourt books from
the bookshelf ( one for each student).
Students will then be directed to open to the
correct page (179) and wait for all students to
arrive.
After all students have arrived, tell the students
to follow along with their fingers as the teacher
reads the story aloud.
Read the story aloud, and make sure to stop at
each vocabulary word, and ask them what it
means in the context of the story.
After talking about the individual word, have
each student act out the word using the
meaning of the word as it it used in the story.
(each student needs to be out of their chairs for
this)

Student Will:

Come in to the classroom, grab a pencil, and

sit down at the horsehoe table.
Get books from the book shelf
Turn to page 179.
Follow along with their fingers as the teacher
reads the story.
Give educated guesses on what the
vocabulary words meaning are based on how
they are used in the reading selection.
Participate in the vocabulary discussion.
Put the Harcourt books away.
Go to bean bag/ smart board area of class
and wait quietly for teacher instruction.

Guided Practice

Complete reading A Cookie for the Cowboys,

and have one student to go put the books
away.
Have students go sit in front of the smart board
on the bean bags quietly.
Co-Teaching Strategy/Differentiation
Co-teaching approach: One teaches, one observes.
Differentiation:
The teacher will keep an eye Blake because he is known to not stay on the correct pages during reading
time. Make sure to follow his fingers and make sure he is following along with the teacher read- aloud.
Teacher Will:
Student Will:

Have the vocabulary powerpoint (provided by

Mesa Public Schools District ) pulled up and
ready for the students on the smart board.
http://www.mpsaz.org/bskills/elemela/elementary/read_el/elem_read_intra/ele_rdg
_toolkit/harcourt_vocab/vocab_3rd_grade/login/
Make sure to point out before beginning the
instruction, that students know that they
cannot talk over other students.
Go through each of the vocabulary words and
point out the different examples given for each
word before showing the students the
defenitions.
Make sure to ask the students questions about
their observations of what the words mean.

Follow along with the vocabulary powerpoint

and make observations about each of the
vocabulary words and their meanings.
Make sure not to talk over other students
while still particiapting in the group
discusssion.

Co-Teaching Strategy/Differentiation

Independent Practice

Co-teaching approach: One teaches, One observes.

Differentiation: Teacher should make sure to ask Blake his observations of the different words because he
often gets talked over in group disucssions. He is the quietest student in the group. Also make sure to keep
and eye on Jonathan and make sure he is participating as well. Ask questions to keep the students on task
and pariticpating as necessary.

Teacher Will:

Group students into partners but tell them to

listen to the directions before moving.
Give students word matching cards. There
should be 12 cards. Have students turn them
upside-down so that the text is not showing.
They need to be laid out in two rows of six. The
student will take turns flipping two cards from
any row and try to find a match. The student
should match the vocabulary word with its
correct defenition. The student who matched
the most words/ defenitions wins.
Make sure students set up the game correctly
and then release them to play the game.
Students may switch partners and play is there
is time.
Have students put away all resources and
return to their desks.
When students are done, hand out the 6
question vocabulary assessment and have
them get a pencil.

Student Will:

Wait until all directions are given and they

are released to play to find partner and
appropriate place to play.
Use inside voices and appropriate behavior
during game.
Follow all directions while putting away
materials and returning to desks without
talking.
Get out a pencil and put name on top of
paper while waiting for teacher to read
assessment aloud.
Take test without talking.

Read the questions and the directions aloud for

all students.

Co-Teaching Strategy/Differentiation
Co-teaching Approach: Same
Differentiation: all sentences and direction will be read aloud on the assessment for those students that
still have a hard time reading (Stephan).
Closing/Student Reflection/Real-life connections:
After reading our new story and going through the powerpoint, does everyone feel like they used their detective
skills and figured out the meanings of their six vocabulary words? Eventhough we arent Cowboys, do you think we
can use these words too? How so? Well let put on our Cowboy Hats, and see how much we learned today.