Lesson Plan
Co-Teaching Lesson Plan
Subject Area: Social Studies Grade Level: Kindergarten
Class Description: Classroom Arrangement:
Students with Disabilities:
|Student |Disability Classification |IEP Accommodations and Assistive Technology |Additional Modifications for this Lesson |
|Thomas Jones |Learning Disability |Computer for writing |Visual checklist provided to help him keep track of tasks |
| | |Computer/other tech for hearing text aloud |(circle needs, cut out pictures, sort pictures, glue |
| | | |pictures, etc.) |
| | | | |
| | | |Will not be called on as one of the students to model the |
| | | |process of physically choosing an item |
| | | | |
| | | |Extra time, if needed, with worksheet |
|Shelly Tomlin |ADHD |Extra time on schoolwork |Extra time with worksheet |
| | | | |
| | | |Visual checklist to keep her organized |
| | | | |
| | | |Reminder that those who are able to sit and follow |
| | | |expectations during read aloud will be able to model packing|
| | | |an object |
I. Preparation
A. Purpose
The purpose of this lesson is for students to differentiate between needs and wants.
B. Objective(s) – must be measurable
Students will identify what basic needs are orally, by sorting images and physical objects, and in writing.
Students will give examples of what wants are orally and in writing.
Students will discuss what a choice is.
Students will distinguish between wants and needs orally, in a concept sort, and in writing.
C. Content Standards
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.
NYS Social Studies Standards – Kindergarten – Concepts/Themes – Needs and Wants
(No codes available for NYS Social Studies Standards - they just provide headings and subheadings)
Content Understanding – Basic human needs and wants: People define basic human needs and wants.
D. Essential Questions
How do we decide between the things we want and need?
Why do we need to make choices about the things we want and need?
E. Key Vocabulary
Need
Want
Choice
F. Materials
- The Bag I’m Taking to Grandma’s by Shirley Neitse
- Place for teacher to write (blackboard, whiteboard, large paper, etc.)
- Scissors
- Glue
- The Bag I’m Taking to Grandma’s sorting worksheets
- Suitcase (about the size of an overnight or weekend bag)
- Toiletry items, clothing items, toys, books, etc. (large variety that spans over needs and wants for a weekend)
II. 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 |General Education Teacher |Special Education Provider |Assessment |
|MACROBUTTON HTMLDirect [pic] |3-5 minutes |Students will be asked to identify the things they need|Follow children’s lead on lesson – rephrasing or asking|Assessing students’ prior knowledge |
|One Teach, | |to have to live. Responses will be written on the board|clarifying questions and statements throughout the |regarding needs and wants – what are |
|One Support | |(regardless of it they are a need or want – afterwards,|beginning activity |their conceptions? |
| | |we will make the distinction). Possible student | | |
| | |responses: Food, water, place to live, clothes, toys, | | |
| | |video games, etc. | | |
| | |Discuss the difference between needing food because | | |
| | |you’re hungry and wanting a new toy because it’s cool | | |
| | |or looks like fun. | | |
| | |Think-Pair-Share: Sort through the different ideas | | |
| | |that were suggested and determine if they are needs or | | |
| | |wants. | | |
B. Body of the Lesson/Lesson Development
|Co-Teaching Method |Time |General Education Teacher |Special Education Provider |Assessment |
|MACROBUTTON HTMLDirect [pic]One |10 5minutes |Introduce The Bag I’m Taking to Grandma’s by asking |Help to facilitate, clarify the discussion, ask |After the reading and discussion, |
|Teach, | |students if they have ever gone anywhere that they have|questions, etc. |students will have worksheets that have |
|One Support | |had to bring an overnight bag. Did they pack it | |6 spaces for things to pack in their |
| | |themselves? What did they include? | |“bag.” Attached will be objects that |
| | | | |they can choose from – students will be |
| | |Read The Bag I’m Taking to Grandma’s. Discuss how the | |reminded to choose the things they need |
| | |boy had to make choices about what to bring because he | |first (clothes, toothbrush and |
| | |couldn’t bring everything to his Grandma’s house | |toothpaste, hair brush, shoes) before |
| | |because he only had a certain amount of space in his | |choosing the things they want to bring |
| | |bag. Activity: Physical suitcase with clothes, toys, | |(toy, book, etc.). Needs will be |
| | |books, toiletries, etc. that students and teacher can | |identified by circling them with a color|
| | |physically manipulate. Teacher will model making a | |of their choice. |
| | |choice of what to pack (clothes, toys, toiletries, | | |
| | |etc.) to “go to Grandma’s.” 2-3 students will be | | |
| | |selected to make choices of their own – class will | | |
| | |weigh on whether it was a need or want. | | |
| | | | | |
| | | | | |
C. Closure or Concluding Activity
|Co-Teaching Method |Time |General Education Teacher |Special Education Provider |Assessment |
|MACROBUTTON HTMLDirect [pic] | |After finishing “packing,” students will gather in groups (if there are four tables in the classroom, then 2 |Based on students’ worksheets and |
|MACROBUTTON HTMLDirect |3-5 minutes |tables and 2 tables each with a lead teacher) and briefly discuss what they packed and how they made their |sharing out comments; anecdotal |
|[pic]Parallel | |choices. Was it hard to choose? Why did they choose to pack certain things? Why did they choose to leave certain|observations made while they were |
|MACROBUTTON HTMLDirect [pic] | |things at home? |working on worksheets. |
III. Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement
Extend to ELA Writer’s Notebook Journal Entry – What is one thing I need to have, what is one thing I want to have. What makes something a need? What makes something a want?
IV. Evaluation
A. Of Student Learning
The teachers will know that the learning objectives have been met if the students can identify examples of needs (clothes, hair brush, toothbrush, etc.) and wants (book, toys, candy, etc.) for a trip and explain why choices needs to be made (not enough space in the suitcase, etc.).
B. Of Teacher Processes
Teachers will discuss if the process worked well post-lesson, identify modifications that needs to be made, how roles could differ in order to better reach all students (more smaller group activities, etc. depending on how students work).
The Bag I’m Taking to Grandma’s Name: _____________________________________________________
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