DIFF 590

Observed LP #2

Co-teaching Lesson Plan

Lindsey Powell & Madison Kuchenbeisser

Topic: Uglies Escape Room Grade: 7 Date: Thursday, 3/8/18

Lesson Objective: Assessment:

Students will be able to read and analyze
evidence/clues while following directions in
order to complete the breakout.
Students’ success with “breaking out”
depends upon their comprehension of the
presented evidence/clues and their
attention to a set of directions. Students must
complete this activity with 100% accuracy to
leave the “escape room.”

Students will be able to work collaboratively
with all peers to complete the breakout.
Students communicate with one another to
analyze the evidence and ultimately to break
out. Students will complete a reflection at the
closure of this activity to analyze how they
worked individually and as a team.

IEP Goals Addressed

Student Goal Assessment

Carlos Carlos will follow visual and Both written and verbal
auditory cues. directions will be given to
Carlos throughout the lesson
to ensure his comprehension
of the tasks that must be
completed.

Louis Louis will follow verbal In addition the the written

prompts/reminders to stay on directions and clues, Louis
task. will receive verbal directions
and explanations to ensure his
understanding. Louis will also
receive a verbal prompt when
needed that will refocus his
attention towards the tasks
that must be completed.

NY Standards:
➢ CCSS.ELA-LITERACY.RI.7.3
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Observed LP #2

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
➢ CCSS.ELA-LITERACY.RI.7.4
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word
choice on meaning and tone.
➢ CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
ideas and expressing their own clearly.

Responsibility of Responsibility of
Teacher 1- MK Teacher 2- LP

Opening: Review the setting of the Read the opening of Breakout

Teaching model used:
Team Teaching
Uglies (New Pretty Town, to engage learners: A
Uglyville, characteristics ofdystopian government has
each).
stolen the free will of the
Discuss Utopian vs Dystopian citizens and it is up to the
(how they are exact brightest and bravest to step
opposites) up and get it back. Act as a
dystopian leader to see how a
Utopian: ideal society well-meaning utopia quickly
devolves into a totalitarian
Dystopian: undesirable
dystopia. It is up to you to use
society
critical thinking - the greatest
weapon against dystopias -
and overcome the obstacles in
your path.

Procedures: Assist students with clues Assist students with clues

throughout the breakout throughout the breakout
Teaching model used: process. process.

Team Teaching

Tiered by:

Challenge
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Observed LP #2
Adaptations: The language throughout this
● Multimodality of breakout activity has been
activities modified for this specific
● Hint Cards group of students and their
levels of comprehension.
Closure: Review what a
dystopian/utopian society is
Teaching model used: and the characteristics - How
it connects to the Uglies text.
Team Teaching
Materials: Set up materials around
● Breakout EDU kit classroom.
(posters, lockbox,
locks, flashlight, etc.)
Technology: Assist students while using
● Chromebooks Chromebooks to navigate
● QR Codes websites.
Scaffolding is utilized during
this lesson since we will be
guiding students more in the
beginning in order to increase
their independence as the
activity progresses.
Hand out and explain the
Uglies Escape Room
Evaluation exit ticket.
Set up materials around
classroom.
Assist students while using
Chromebooks to navigate
websites.