Co-Teaching Lesson Plan

General Education Teacher: Ms. Taryn Ortlip

Special Education Teacher: Ms. Alexis Dennis
Grade Level: 10th grade
Subject Area: Geometry
Content Area Standard: All standards in the Triangles Unit.
Measurable Goal for Lesson: Students will be able to master 80% of content relating to triangles unit
(classification/identification, solving for missing sides and angles in various triangles, and solving for missing sides in
right triangles using Pythagorean Theorem) and prepare for Triangles Quiz by completing stations practice.
Essential Questions: What are the three angles classifications for triangles? What are the three side classifications
for triangles? How do you solve for the missing side or angle of scalene and isosceles triangles? How can you use the
Pythagorean Theorem to solve for a missing side of a right triangle?
Key Vocabulary: Scalene, isosceles, equilateral, acute, right, obtuse, Pythagorean Theorem
Pre-Assessment: Do Now exercises
Materials Needed: Copies of Do Now exercise, stations folders, timer set to five minutes per station

Lesson

Co-teaching
Approach

Time

General Education
Teacher

Special Education
Teacher

Considerations (may
include adaptations,
differentiation,
accommodation, or
student- specific needs).

9:00
am-9:20
am

The general education

teacher introduces the Do
Now exercise and informs
students that they have six
minutes to complete the four
problems on the provided
worksheet. The general
education teacher passes
papers down the rows of the
classroom and starts the
countdown timer on the
board. The general education
teacher then takes
attendance, and circulates
during the six minutes to
read directions aloud and
break down directions into
simpler terms as needed for
some students. The general
education teacher continues
to circulate and
highlight/write on some of
the Do Nows in various
colors to help students better
conceptualize and understand
what the question is asking.
During the Do Now review,
the general education teacher
circulates and ensure
students are copying down
the work on the board. The
general education teacher
will interject with follow-up
questions or step in to better
explain or clarify any
problems as needed.

The special education

teacher circulates
throughout the six minutes
given to check homework
and note it on the weekly
seating chart/data
monitoring sheet. As the
special education teacher
circulates, she notes the
problems that students
appear to struggle with the
most and assists in drawing
diagrams or sketches on
some students papers as
needed. Once the six
minutes is up, the special
education teacher calls for
all attention on the board
and leads the class in a Do
Now review, going through
each problem step by step
and scaffolding the level of
questioning to ensure all
students have questions at
their level that they feel
confident asking. The
special education teacher
will also do frequent
whole-class checks for
understanding. Once the
review is finished, the
special education teacher
will instruct all students to
make sure their name is on
the top of their paper and
pass them in to the right as
one student reads aloud the

Do Now exercises will

have
differentiated/modified
questions, questions will be
differentiated and will be
posed to students who are
able to understand and feel
confident and prepared in
answering, both teachers
will circulate and ensure all
SDIs are in place
(directions read aloud,
problems are chunked)

(can select more

than one)

Beginning:
(may include:
Opening;
Warm Up;
Review;
Anticipatory
Set)

One Teach,
One Support
Parallel
Alternative
Station
Team