Grade Level/Age: 10th grade
Subject: English- Inclusion
Learning Focus: Active vs. Passive Voice
Co-teaching strategy: Complementary Co-teaching- Teacher 1 (T1) leads instruction and Teacher 2 (T2) clarifies and records information while facilitating learning.
Materials:
-Laptops
-Internet access
-Document projector
-Guided reading notes/ Graphic organizer
-Headphones
-White board
-Class Website
Learner Differences and Modifications/Accommodations
1. Some students need texts and assessments read aloud = Written and verbal instructions and ReadAloud application on laptops
2. Some students need assistance spelling = Ginger application on laptops
3. Some students have notes provided for them = Guided reading notes and copy of teacher notes
4. One student is hearing impaired = FM system and ReadAloud application on laptops
CSOs Objectives and Assessment
1. RLA.O.10.3.03.c Collaborate to achieve a goal =Participation during discussion
2. RLA.O.10.2.05 Students will plan and incorporate varied note taking skills to organize and synthesize information from print and electronic sources (e.g., Internet research, electronic databases for periodicals and newspapers, print reference materials) into an outline for a composition or research project (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion). = Completion of guided reading notes and graphic organizer
3. RLA.O.10.1.06 Students will create supportable predictions, generalizations, opinions, inferences and conclusions based upon an analysis of textual information. = Exit ticket
Prerequisites: Students need to be able to distinguish between subjects and verbs.
Procedures:
Explicit Core Instruction (~10 minutes)
1. T1 picks up a pen and asks the class to make me a sentence about what just happened, beginning the sentence with their name (i.e. “____ picked up a pen.”)
2. T2 writes the sentence on the document projector, and instructs students to copy it on their own sheet of paper.
3. T1 picks up the pen again, but this time tells students they must begin the sentence with “The pen...” (i.e. “The pen was picked up by ___.”
4. T2 writes that sentence on document projector, too, and instructs students to copy on their own sheet of paper.
5. T1 passes out guided reading notes, while T2 sets up “active voice” and “passive voice” definitions on the document projector.
6. T1 explains the difference between active and passive voice, while T2 clarifies lecture. T2 also underlines the parts of the definition that students need to copy in their guided reading notes.
Active Teaching/Modeling (~5 minutes)
1. T1 calls on three students to come to the front of the room, while T2 begins to pass out each student’s laptop.
2. Each student gets a sign to wear. Written on one is “The student;” on another, “bumped;” and on another, “the desk.”
3. T1 tells these three students to arrange themselves so that they make a sentence and that they must somehow interact with one another in so doing. T2 monitors student behavior and attention during demonstration, while also clarifying information.
4. As the three students sit down, T2 picks three new students to go to the front of the room.
5. These three get signs that say, “The desk” and “was bumped” and “by the student” and the same instructions.
6. Both teachers facilitate a class discussion on the differences.
Guided Practice (~15 minutes)
1. T1 gives instructions on verb chart while T2 writes
•
http://www.cnn.com/studentnews/
• http://bleacherreport.com/<br>• http://www.pbs.org/newshour/extra
• http://www.tweentribune.com
onthe board.
2. Have students all go to the same first site. T1 reiterates step one of the instructions while T2 models how to fill in the graphic organizer on the document projector.
3. Students explore websites and complete the graphic organizer. T1 will monitor student work and provide feedback while T2 organizes students into pairs.
4. After completing the graphic organizer, students work with a partner to discuss and check each others’ answers.
Independent Practice/Application (~15 minutes)
1. T1 will give instructions on exit ticket while T2 helps student access it on the class website.
2. When completed, students will submit it in the dropbox on the website.
** differentiated questions on exit ticket:
Advanced Learners: critical thinking paragraph on when active/passive voice is used
Typical Learners: short answer questions
Struggling Learners: multiple choice identification questions
Lesson Closure(~5 minutes)
1. If time allows, T1 will facilitate a class discussion while T2 helps with exit ticket.
Specially Designed Instruction
[Introduction]
Accommodations:
1. Use document projector for visual aid for notes
2. Provide guided reading notes
3. Provide teacher notes if necessary
4. Give explicit oral instructions
Technology:
1. FM system
2. Document Projector
[Active Teaching]
Accommodations:
1. Model demonstration for visual and kinesthetic learners
2. Give oral and written instructions
Technology:
1. FM system
[Guided Practice]
Accommodations:
1. Provide students a graphic organizer to keep and organize information
2. Model demonstration for visual learners
3. Give oral and written instructions
4. Allow students who need texts read aloud on to use ReadAloud application and headphones
5. Create small heterogeneous groups to support struggling learners
Technology/Equipment:
1. FM system
2. Laptops
3. Internet access
4. ReadAloud application
5. Headphones
[Independent Practice/Application]
Accommodations:
1. Give oral and written instructions
2. Allow students who need texts read aloud on to use ReadAloud application and headphones
3. Allow students who need assistance with spelling to use the Ginger application for proofreading on their exit ticket.
4. Advanced learners who finish early can work on their mind map on Mindomo.com.
5. Provide differentiated product based on ability.
Technology/Equipment:
1. FM system
2. Laptops
3. Internet Access
4. Class webpage
5. ReadAloud application
6. Headphones
7. Ginger application
