Chelsea Lakeberg

Intro to Education
Co-Teaching Assignment
Lesson Plan
Planning:
1.What is the big idea or focus question of the game/lesson/activity?
-To teach my peers about Teacher Professionalization.
2. What is the big idea that connects this game/lesson/activity to other
learning in this class?
-This is showing the students about what a professional teacher
should be.
3. What will the final assessment expect students to do, and know?
-How a professional teacher should be, act, wear, and practice in
their future career.
4. What important characteristics of the students need to be
considered in planning and implementing this game/lesson/activity to
facilitate learning for all students? How can you utilize the UDL
worksheet (attached) to help you formulate an accessible lesson?
-Different ways of learning, different types of students, and the
different forms of education the students will be teaching.
5. Identify what student outcomes/ Ohio standards are relevant to the
game/lesson/activity.
- InTASC Standards:
1(b) The teacher creates developmentally appropriate instruction that takes into
account individual learners strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning.
Including: The research of the appropriate ways for a teacher to act in their career
and how they will have to separate their home life and the school life as we talked
about in class.
2(e) The teacher incorporates tools of language development into planning and
instruction, including strategies for making content accessible to English
language learners and for evaluating and supporting their development of
English proficiency.
This is relevant to our lesson because we incorporated a short video to help
understand the outside information and the understanding of teacher
professionalization.

6. What should the students know or be able to do during and after the
game/lesson/activity?
-During: Be able to follow along and participate in questionnaire.
After: Be able to understand Teacher Professionalization. And be
able to implement their learnings in their future careers.
7. What language/vocabulary are important for the
game/lesson/activity? How will this be presented/covered
before/during/after the game/lesson/activity?
-Before: Generic information is known.
During: More detailed information and outside commonly
unknown information was presented.
After: Expectation to know more about Teacher
Professionalization.
8. If grouping for the game/lesson/activityhow and why will groups be
divided into groups (random, ability, interest, social purposes, etc.)? If
not, how does the arrangement of the environment attend to student
learning?
- We plan on keeping the students all in one group instead of
breaking them apart because we found that each are going for
the same information and there wasnt enough information to
break it up. We planned on using the Smartboard in front of the
class because it is easy enough for all students to see.
Assessment:
9. What are your learning targets? How will they be measured
(formative, summative)?
-Students to understand teacher professionalization. They will be
measured by responses at the end of the presentation.
Teaching/Learning:
10. How will you introduce the concept/topic/big idea? What will grab
students attention?
-Using a Google Doc presentation. Making the topic relevant to
the students.
11. How will you show connection between previous experiences with
this one?
-We will show a connection because the students already have a
good idea on the teacher professionalization.
12. What are the step-by-step details of what you and the students will
do?
Slide: What does teacher professionalization mean?
(2mins)

Slide: Appearance (2mins)

Slide: Interaction with Students (1min)
Slide: Interaction with Colleagues (1min)
Slide: Professional Interests (1min)
Slide: Institutional vs. Personal (2mins)
Video: ABC News report on teacher professionalization
(4mins)
Questions (5+ mins)

13. What materials will you and the students use? What instructional
practices will you use to share learning (ppt. , demonstration, partner
practices, whole group, small groups, etc.)?
-Materials: Google Presentation, Smart Board, Speakers, Candy
Practices: Demonstration, Video, Whole class discussion
14. What different ways will be available for students to access the
instruction and materials (multiple means of representation)? What
different ways will the students be engaged with the instruction and
materials (multiple means of engagement)? What different ways will
the students show their learning (multiple means of action and
expression)?
-Auditory/ Visual Instruction
Prior Understandings, Visual Learnings, Questionnaire, Class
Discussion.
15. What kind of accommodations or differentiation strategies can you
plan for? Why? What kind of language barriers might there be? What
kind of remediation plans could you propose? What will you do with
students who finish early?
-Different ways of presenting information: Visual, lecture, video,
and discussion
Some language barriers would be presenting in the professional
way as a teacher would. There will not be any students finished
early because we will be participating as a class.
16. How will you bring closure to the game/lesson/activity? How will
students share what they have learned from the game/lesson/activity?
How will you connect content to student lives or future lessons? How
can students extend their learning after the game/lesson/activity?
-We will conclude by asking questions on what they had learned
from the presentation. And we communicated about the
connections they would make with their future careers.
17. What student-based evidence will you collect, if any, to describe
how students reflected on their learning?

- We asked about the project we did right after the presentation

to show us if they understood the information provided.

Name:
School:
(9-12)

Chelsea Lakeberg
UC

Grade level and subject area:

Stage 1-Desired Results

Established Goals: (G)
Show the students the information for Teacher Professionalization, as
they will need to implement the provided information for most of
their futures.

Have students understand the dos and donts of Teacher

Professionalization.

Understandings: (U)
Students will understand
How to become a professional
teacher and be able to implement
different key aspects from our
lesson plan in their future
careers.

Essential Questions: Q
What is the most
appropriate way for a
teacher to be when
becoming a professional
teacher? i.e. what do they
wear? Or how do they act
in certain situations?

Students will know.(K)

How to dress professionally.
How to become a professional
teacher.
How becoming a teacher doesnt
mean straightforward curriculum.

Students will be able to(S)

Prepare for their future to
become the best teacher
they can be while being
professional.

Stage 2-Assessment Evidence

Performance Tasks: (T)

Tell the students about Teacher
Professionalization.
Show the students how a teacher
can be categorized as a
Professional
Give vocab about who, what,
where, when, and why
Give the
students a mini
lesion on how to
understand
Teacher
Professionalizati
on
Give the students a news video to
understand this is nation wide.

Other Evidence: (OE)

Ask students about the mini

lesson to see the understandings
Explain that teaching isnt only
about being professional but it
has a huge impact on the
students and peers.

Stage 3-Learning Plan

Learning Activities: (L)
1. Rationale for teaching methods: Existentialism. This is a real world
application that many of the students in the classroom will face at
least once when finding a job at a teacher.
2. Rationale for content: The competitiveness will always be around to
get a job especially becoming a teacher realizing the best ways the
best foot to put forward when becoming a teacher will help become
a professional teacher.
3. Perspective: Not everyone sees and understands to competition
between teachers today and having the professional aspect with be
a huge benefit for the future careers.
4. Description of student prior knowledge: General information about
being professional and how to act, dress, and behave.
5. Academic language: fluent in basic English
6. Adaptations for students with special needs: a video to understand
the terms and lesson plan
7. Materials: powerpoint, candy
8. Introduction/Hook: In the future many of you want to become
teachers, with the society today and everything being a test to be

the best, in your case that is the best teacher.

9. Description: New content will be previewed to show students about
teacher Professionalization. General ideas of becoming what most
expect to become a teacher. The personal and the institutional views
of the professional state.
10.
Reinforcement: Questionnaire to see if students understand
the material from the lesson.
11.
Closure: As for those becoming teachers dont expect
everyday to be a walk in the park or the same as the day before
everything has room to change.
12.
Description of how long each segment of the lesson is
expected to take:
Slide: What does teacher professionalization mean? (2mins)
Slide: Appearance (2mins)
Slide: Interaction with Students (1min)
Slide: Interaction with Colleagues (1min)
Slide: Professional Interests (1min)
Slide: Institutional vs. Personal (2mins)
Video: ABC News report on teacher professionalization (4mins)
Questions (5+ mins)