DIFF 504 Co-Teaching Lesson Plan

Katie Callahan
Topic: English Language Arts - The Bag Im Taking to Grandmas
Grade: Pre-Kindergarten

Objectives:
The students will be able to retell the story using props.
The students will be able to demonstrate that they are following along with the story and are listening for directions or
cues from the text.
The students will be able to make text to self connections.
Standards:
Domain: Communication, Language, and Literacy
Pre-K Benchmark: Children demonstrate that they recognize familiar sounds, understand spoken language, and listen
purposefully.
Indicators:
-Child is able to retell a story read to him/her.
-Child demonstrates the ability to sequence events after listening.
-Child demonstrates he/she can understand and follow spoken directions.
-Child demonstrates he/she listens attentively for a variety of purposes. (e.g., for enjoyment; to gain and share
information; to perform a task; to learn what happened; to follow directions)
Pre-K Benchmark: Children demonstrate comprehension of printed material.
Indicators:
-Child makes predictions and confirms them with textual evidence.
-Child understands big ideas from read alouds.
-Child relates ideas in read-alouds to life experiences and/or other texts.
-Child uses illustrations/text in read-alouds to ask and answer open ended questions

ANTICIPATORY SET:
Teaching model used:
Team teaching both teachers deliver the
same instruction at the same time. Each
speaks freely, instruction is conversational.

PROCEDURES:
Teaching model used:
One teach, one drift - teacher has primary
responsibility for teaching while other
circulates the room.

Responsibility Teacher 1

Responsibility Teacher 2

Students are asked to answer the

questions: Have you ever spent
the night away from home?
Where did you go? What things
did you pack in your bag? Was
that something you needed or
wanted to bring?

Record things students want to

bring on a trip on the whiteboard.
Next encourage students to listen
for what the boy in the story is
bringing on a trip to his grandmas
house, ask the students to think
about whether or not they think the
boy needs these items.

1. Discuss the cover of the book

and explain to the students that
they need to pay special attention
to what the boy is packing on his
trip to grandmas.

1. Co-teacher will help to focus

students on the story, sitting in the
reading circle with the students.

2. Read the story incorporate

questions and ask students to
make predictions. Students
should be following along as this

2. Recite the repetitions in the

story with the students and
encourage their participation.
3. Help pass story board pieces
out and insure that the students

is a cumulative sequence
predictable book. Also, point to
the pictures within the text so
they are able to follow along.
3. Re-read the story, this time
each student will be given the job
of placing a piece onto the story
board, they must listen for
directions and cues in order to do
so.

know which piece they have.

4. Help students compare their
answers with the answers that had
previously been recorded on the
board.

4. Debrief with a discussion of

what the students think about
what is something they would
need to take on a trip and what is
something they would want to
take on a trip?
5. Complete extension creative
art activity.
6. Leave foam board along with
the pieces and the literature in
the library center so that students
are able to retell the story on their
own.

ADAPTATIONS or UDL connections

Students may demonstrate ability

to retell stories, sequence events,
and make test to self connections
in a variety of ways. Their
understanding may be
demonstrated by one or more of
the following:
-answers to critical thinking
st
questions (1 read)
-participation in repetition during
the story
-questions answered during
extension activity
-product of extension activity
(completed bag)
-use of literature/materials at
center time

CLOSURE:
Teaching model used:
Parallel teaching both teachers are
teaching the same information

After retelling the story using the

picture boards, students will
create their own bag that they
might use on a trip. They may
decorate it however they choose.
There will be magazine cutouts to
glue on of things they may want
or need to take. They may also
paint or draw on whatever they
would like. During this small

Students will be seated at their

tables, both teachers will float
during this activity to provide
assistance and engage students in
conversation. Both teachers will
record student comprehension
during this time.

group activity the teacher will ask

about what they are taking and
why.
Enrichment for gifted learners:
Students will create a journal
entry and dictate a narrative of
what they would take on a trip
and why they want or need those
items.

ASSESSMENT of STUDENT LEARNING:

Teaching model used:
Parallel teaching both teachers are
teaching the same information

MATERIALS:

Students will be assessed based

on their oral responses to
questions asked during the story
as well as their ability to respond
to directions and cues. While
reading students should be
actively engaged in the story by
adding in information from picture
clues and repeating lines from
previous pages. Students should
be able to understand the big
idea of the text and then make
text to self connections; this will
be evident based on discussions
during the extension activity.

-literature: The Bag Im Taking to

Grandmas by Shirley Neitzel
-literature cutouts or felt pieces
-large brown poster board (felt or
velcro board)
-magazine cutouts
-markers and crayons
-paint brushes
-paper bags (one for each
student)
-stickers
-water colors
-whiteboard
-glue

Students will be seated at their

tables, both teachers will float
during this activity to provide
assistance and engage students in
conversation. Both teachers will
record student comprehension
during this time.