General Educator: __Jennifer Lee & Connie Torres_________

Special Service Provider:

Co-Teaching Lesson Plan

Subject Area:
English
Class Description: English Literature- Whole Class
their
Students with Disabilities:
Student

I.

Disability Classification

Grade Level: 2nd grade

Classroom Arrangement: Teacher lecturing at the
front of the classroom and students are sitting at
desks
IEP Accommodations and
Assistive Technology

Additional Modifications for

this Lesson

Preparation
A. Purpose
Thepurposeofthislessonistohelpstudentsdetermineifthetopicofabookisrealorimaginary.Students
willlearnthatbooksthatgiveinformationthatistrueareclassifiedasrealandbooksthatgiveinformation
thatisnottrueorcanthappeninreallifeareclassifiedasimaginary.
B. Objective(s)
When provided with a short story, Students will correctly identify the main idea of the story 3 out of 3 trials
Students will correctly list at least 3 traits of a work of fiction and traits of a work of fact 3 out of 3 trials Students will correctly describe at least one way how an illustration is related to the topic of a book 3 out of
3 trials
C. Content Standards
CCSS.ELA-LITERACY.RL.2.4A
Read grade-level text with purpose and understanding

General Educator: __Jennifer Lee & Connie Torres_________

Special Service Provider:

CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
D. Essential Questions
Why are books based on real ideas important?
Why are books based on imaginary ideas important?
How is the illustration related to the main idea of the story?
What similarities do you see between a book based on real ideas and a book based on imaginary ideas?
What differences do you see between a book based on real ideas and a book based on imaginary ideas?
E. Key Vocabulary
Real
Imaginary
F. Materials
Four picture books (Two works of fact and two works of fiction)
Ex. The tale of Peter Rabbit & The cover of Rabbit (Watch Me Grow)

General Educator: __Jennifer Lee & Connie Torres_________

II.

Special Service Provider:

Procedures (This is an example to use if you were co-teaching. Complete your duties and then add hypothetical
duties for the special education teacher.)

A. Anticipatory Set
Co-Teaching
Method

Time

<INPUT TYPE=\On5 3 Min

e Teach,
One Support

General Education Teacher

Special Education Provider

Show students the cover of The tale

of Peter Rabbit & The cover of
Rabbit (Watch Me Grow).
Tell the students the differences
between the rabbits in each book
Explain that real rabbits do not talk or
walk on two feet like humans

If needed, the special education provider

could repeat or rephrase the teachers
instructions

Assessment
-Ask students for
other evidence of
how to determine if
something is real or
imaginary

B. Body of the Lesson/Lesson Development

Co-Teaching
Method

Time

<INPUT TYPE=\On
e Teach,
One Support

5 Min

General Education
Teacher

Special Education Provider

The teacher should point out

that the illustrations in each
book are a good context clue
to determining if the book is

based on real or imaginary

information/ideas.
Read a few sentences from

each book to show the

difference between a fact
and fiction
Open to a page in the book of
fiction and give an example
of how it is not true
Ex. The bird is talking (Birds
do not talk)

Bring the student an extra copy of the books the

general education teacher is using.
Give the student more time to look through the
book / flip through the pages
Explain the evidence of how each book is based
on real or imaginary ideas

Assessment
-Ask students for other
evidence of how to
determine if something
is real or imaginary
-Move on when
students are able to
answer correctly 3 out
of 3 trials

General Educator: __Jennifer Lee & Connie Torres_________

Special Service Provider:

Turn to another page in the

same book and as the class for
more examples of evidence
that it is a work of fiction
Open to a page in the book of
fact and give an example of
how it is based on real
information
Ex. Rabbits have five toes on
their front paws
Turn to another page in the
same book and as the class for
more examples of evidence
that it is a book based on real
information

C. Closure or Concluding Activity

Co-Teaching
Method
<INPUT TYPE=\On
e Teach,
One Support

Time
7 Min

General Education Teacher

Ask students to draw a picture of
either a work based on real or
imaginary information based on
books that have been read in class

Special Education Provider

Bring a few books based on real
ideas and a few book based on
imaginary ideas
Ask the student to choose a book
and draw a picture

Assessment
Ask students:
-If they drew a picture
based on a book based on
real ideas or book based
on imaginary ideas
-Have them explain why
they drew what they drew

III.

Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement

General Educator: __Jennifer Lee & Connie Torres_________

to hold
choice.

Special Service Provider:

A basket of books (mix of fact and fiction books) will be brought out. Students will be told to pick out two books
(books based on real ideas and a few book based on imaginary ideas). Then the teacher will ask the students
up the book they believe to be based on facts The teacher will inform and reinforce the students of their
Then, repeat this process by talking about books based on imaginary ideas.

IV.

Evaluation
A. Of Student Learning
Were students actively participating in answering question?
Did students identify context clues in each book?
Did students use context clues to determine their answer?
Were students engaged in the lesson?
B. Of Teacher Processes

Were all learning objectives or experiences addressed through this activity?

Did I alter my instructional plan as I taught the lesson?
Were there specific points in the lesson when the children had difficulty?
What additional assistance, support, and/or resources would have enhanced this lesson?
If we do this activity again, would we do anything differently to improve student learning? Why?