Co-Teaching Lesson Plan Template

Teachers: Subject:
Garcia Math
Standard(s):
TEKS: Use state/district standards to develop the learning target(s):
1.6 F Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than
one way if possible
Language Objectives (ELPS): clear, student-friendly statement language processes or skills in one language domain used
during the lesson.
(5) Writing, Kindergarten-Grade 1. ELLs in Kindergarten and Grade 1 may be at the beginning, intermediate,
advanced, or advanced high stage of English language acquisition in writing. The following proficiency level
descriptors for writing are sufficient to describe the overall English language proficiency levels of ELLs in this
language domain in order to linguistically accommodate their instruction and should take into account developmental
stages of emergent writers.
(A) Beginning. Beginning ELLs have little or no ability to use the English language to build foundational writing
skills. These students:
(i) are unable to use English to explain self-generated writing such as stories they have created or other personal
expressions, including emergent forms of writing (pictures, letter-like forms, mock words, scribbling, etc.);
(students to watch, TC; AO; DG; TS
Objective (Explicit):
By the end of this lesson we will be able to compose a target shape using two or more shapes
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment. (DOL)
Provide a completed student achievement chart
Product:
I will be able to compose and manipulate shapes using different shapes

Sub-objectives, SWBAT (Sequenced from basic to complex):

What skills and content are needed to ultimately master this lesson objective?

Sub-objectives:
Review 2D shapes including their attributes
Ask questions to activate schema: ex. what attributes do you know about a square that help you recognize one?
Make sure anchor chart is posted and visible for students to see

Key vocabulary: square, rectangle, triangle, hexagon, Materials: Teacher Use: shapes and composing shapes
trapezoid, circle, 2-D shape, compose anchor charts, video, projector, activity for myself with
manipulatives, computer

For Students: pencil, activity cards, manipulatives, and

assessment worksheet, piece of paper
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest and curiosity?
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?
Opening: *clap clap clapclapclap* Its time for math, friends! Lets get started. Our objective for the day is we
will be able to compose a target shape using two or more shapes. Our product is I will be able to compose
and manipulate shapes using different shapes. Ask the students if they understand what composing means.

Review agenda for the lesson.

Agenda:
Review 2D shapes
Watch composing shapes video
Composing shapes activity
- I do
- We do
- You do
Closing/Assessment
Where in the real-world can we find shapes?
How can I put shapes together and take them apart to form new shapes?
Geometry is a unit of mathematics where we learn about shapes. It helps us to understand the structure of
space the shapes of objects around us.
Before we begin learning this new idea of composing or building shapes using different shapes, we are going
to review what we already know about shapes. Lets look at our anchor chart about 2-D shapes:
Whats this first shape? It is a square. Very good, this shape is a square how do we know this is a square? It
has 4 equal sides and 4 vertices. Yes, so it is a square because it has 4 equal sides! What different things
around us look like squares? Answers may vary from anchor chart. (Continue the questions for the rest of the
anchor chart).
Great, so now that we have reviewed our knowledge of 2-D shapes, we can move on to some new learning!
Who is excited for some new learning? Sweet! Me too.

Before we begin the lesson, we will review the lovely new anchor chart I created for you all and we will review
a video! While going over the anchor chart and watching the video, please lets not speak unless you are
chosen to answer a question. Lets begin

https://www.youtube.com/watch?v=RpW3tjWUZi8

8 minutes
Teacher Will: Student Will:
How will you model/explain/demonstrate all What will students be doing to actively capture and process the
knowledge/skills required of the objective? new material?
What types of visuals will you use? How will students be engaged?
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?
Activity/Lesson: (description)
Lets refer to our objective, we will compose a target shape using two or more shapes. Alright, so now I
am going to model for your expectations when completing your activity. While, I am up here modeling
you are to sit quietly, not ask any questions, keep your eyes and ears focused on what I am doing and
saying. Im going to go through the thinking process that you should go through while completing the
activity. Im going to begin now
I (Teacher) DO

The first card I notice says, build a hexagon using six triangles, the hexagon is the target shape that was
mentioned in the objective. Let me thinktriangleshmm, I know that a triangle has three sides from
what Ive already learned, but first Im look around the room for the anchor chart that I know is posted
that has the shapes and sides on it. Oh, there it is let me readokay I see the squaretheres the
triangle. Yep, it has three sides. So, these little green shapes are the triangles because they are the only
shapes with three sides. Now, lets the read the card again, build a hexagon using six triangles. Alright,
so I have 1, 2, 3, 4, 5, 6 triangles now I need to put them together to make them into a hexagon. OH, I
forgot what a hexagon was let me look for the that anchor chart again because it was made to help me
in situations like these. hexagons have 6 sides. Alright, so lets build the hexagon! Okay, now I have
my hexagon. Im going to trace it and write to the side which shapes I used and which shape I made.

Hmm, the next card I do I want to challenge myself! This card looks interesting, build a hexagon using: 3
triangles, 5 trapezoids, and 1 hexagon. I need to gather my shapes, so I am going to make sure that I
take 3 triangles, 5 trapezoids, and 1 hexagon out of my bag. If I get confused I know that I have an
anchor chart around me to help me. So, first I have to figure out how I am going to compose a hexagon
using these shapes. Well, I am going to go ahead and place my hexagon in front of me, then I am going
to place a triangle right here, then I am going to place a trapezoid on top, now I am going to place
another trapezoid just under. Again, I am just experimenting at this point I may have to change
something around. But, let me see if I am going in the right direction I am going to place this trapezoid
down here. I think I want to place a triangle right here, and a hexagon right here. It looks like I can fit
 my last triangle right here between my second triangle and my trapezoid. And I see one place open for
my last trapezoid. Its all filled up, I have composed a solid hexagon shape. Let me count my sides and
vertices.I have all six sides and all six vertices.

-STEP OUT-
Alright, now that youve seen what I did. Are there any questions that you may need answered about
what I did?

If there are no questions, move on to completing a card with the students

https://www.pinterest.com/pin/287597126179073364/

8 minutes
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach, one observe
I will teach the lesson, while the MT observes my lesson to give feedback.

Differentiation Strategy. Using the SAC

What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
Yes, I do anticipate TC, DG, TS, and SB to find the lesson challenging so I will keep a watchful eye to
ensure they are receiving feedback. My accommodations will be to make sure that I am speaking slowly
and my directions are clear and concise so they follow along.
Teacher Will: Student Will:
How will you ask students to practice skill/content taught in What will students be doing to actively practice/apply the new
the I do part of the lesson so that they have the support learning?
of you and other students?
How will you communicate the expectations for how
students are to interact with their peers?
What will you be doing while they are practicing?
What will you be looking for as evidence of
understanding?
What questions will you ask students?
How will you incorporate active responses?
What feedback will you give students?
Activity/Lesson: (description)
WE (Teacher & Students) DO

Alright, so lets do two examples together. The card says build a triangle using a triangle and a
trapezoid. What are we going to do to find out which one of these shapes is a trapezoid? Use the anchor
chart. Very good, use your anchor chart so that you can be sure you are using the correct shape to
make your new shapes. Alright, so what should we do with our two shapes that we are going to use to
make a triangle? Put them together so that we are making the target shape. Excellent, I like how you
used the words target shape, that lets me know we are focusing on our objective which is to compose a
target shape using two or more shapes. Lets put them togetherwe have our triangle. Its a bigger
triangle. We took a small triangle and a small trapezoid and composed a larger triangle. So, were going
to write it now on our paper, what shapes did we use? One triangle and one trapezoid. Great, and we
can answer that by looking back at our activity card. What was the target shape? A triangle. Yes, and
we can answer that question also by referring to our activity card, if we are not sure. Are there any
questions about the activity?

For our second example together, I am going to select this card, it reads build a hexagon using: 2
rhombuses and 2 triangles. Again, what are we going to use to make double sure that we are going to
select a rhombus? The anchor chart. Yes, yes! This makes me happy, your anchor chart is there to help
you succeed make sure you use it! So, now we have our two rhombuses and two triangles, which two
shapes do we want to put together first? One rhombus and one triangle. Okay, great thinking. Which
shape are we trying to compose? A hexagon. Yes, I want to point something out, if you look at the two
shapes that we just joined together, you can see that there are three sides, which must mean what? If
we connect the other rhombus and triangle together to the two that we just put together we should end
up with 6 total sides and 6 total vertices. Fantastic! Someone has their thinking cap on. That connection
 that _______ just made is the kind of thinking and kind of connections that I hope we are all using.
Alright, lets count our sides and vertices now that we have connected them to check if ________s
prediction is correct? .we have six sides and six vertices. Did we compose our target shape? Yes!

If no questions, move on.

Who can identify the steps in my model? Im offering dragon dollars.

We are going to pick a card, read it, then compose the target shape using several different shapes.
Then, we are going to trace the shape on the notebook paper you gave us and write in complete
sentences the name of the shapes we used and the shape that we composed.

Lets really quick review our agenda again to see if we are meeting our goals.
Based on what you know what we have done this far, where are we now? Composing shapes activity,
we do. Yes, thank you for following along, we have reviewed 2D shapes, watched our video, began our
activity I have shown you examples through modeling, we have completed examples together, now you
are going to complete the activity.

So, here is what we are going to do. Every table has a set of cards, you are going to work out two
problems with your shoulder partner, after you have created the shapes we are going to record them on
the notebook paper provided. After, you and your partner are done raise your hand so that I can come
over to you and check your work, then you are going to work individually to complete two more of these
cards on your own. The volume should not get over a 1 or whisper volume in here. Im going to be
walking around the classroom. You may begin!

10 minutes.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach, one observe
I will be modeling with the students their expectations and the MT will observe my lesson.
Differentiation Strategy. Using the SAC
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?
I will make sure to ask TC and SB questions to check for their understanding.
Teacher Will: Student Will:
What will you be doing as students are applying the new How will students apply the learning, either individually or in small
learning? groups?
How will you communicate the behavioral/work
expectations?
What questions will you ask students as they work?
What academic feedback will you give students?
If applicable, how will you ensure both group and
YOU (Students) DO

individual accountability?
Activity/Lesson: (description)
Students will work with their shoulder partner on a task card and then switch to independent on task
cards using manipulatives and recording their data. I will be walking around the classroom to check
students for understanding and clarify and misconceptions the students may have using academic
feedback and questions them to get answer their own questions.

Questions & Academic Feedback may include:

What do you know about this shapes? Its a trapezoid. Yes! How do you know this is a trapezoid? It has
six sides and six vertices. Great, those are important attribute you need to know to identify the shape.
So, looking at this first card how can you compose these shapes to look like this hexagon, the hexagon
being the target shape that is referred to in our objective? (student should begin taking me through their
thinking process)

13 minutes
 Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One teach, one observe.
I will be walking around the classroom to check for understanding and giving feedback, while the MT
observes my lesson.
Differentiation Strategy
Using the SAC,
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
I will be sure to spend time with TC and SB to check for understanding and make sure they are following
directions.

Closing and Review

Provide a summary of the lesson
How will students summarize what they have learned?
Activity/Lesson: (description)
I will ask a student what we learned today, expected response we learned how to make shapes using other shapes or
something similar.

I will then refer to the objective, the product, and the agenda to make sure we didnt miss any part of what was to be
completed and learned. I will also summarize the lesson by explain what it is we learned today, we are now able to
build and manipulate shapes to reach a target shape.

2 minutes

Student Reflection/Real-life connections:

How does this skill connect to other content areas?
What is the significance of what was learned?
How does this relate to students life (real world)?

Making a connection to your real life, what does this activity remind you of? Puzzles, because we have to put
them together to compose a target image.

1 minute
Lesson Assessment (5 8 minutes max)
Measure using DOL
Complete the POST assessment column

Students will complete an assessment that is aligned with the objective and the TEK to check for
comprehension.

6 minutes