TEACH-NOW Lesson Plan Template

Lesson Plan
Teacher Candidate: Sarah Beck Martin Date Lesson Taught: March 30, 2021
Name of Mentor: Jeanine Merrill (in-class, co-teaching with Gyeong-ok Yoo)
Lesson Title: Anton Can Do Magic
Grade Level and Course: 7th Grade, EFL Intensive Reading
Time Segment of Lesson: 45 minutes (Edit video to 10-15 minutes)

Standard(s) Addressed in Lesson:

IB MYP Language Acquisition:
Strand B: Reading
i. identify explicit and implicit information (facts and/or opinions, supporting details)
in a wide variety of simple authentic texts
iii. Analyze connections in a wide variety of simple authentic texts

Objective(s) of the Lesson: Students will be able to ...

- work in a team to summarize a short story.
- identify explicit and implicit information about the book.

Vocabulary (and other literacy skills):

summary, magic, identity, expression, characters, wanted, main character

Student Diversity and Differentiation of Instruction

Student body:
10 boys, 7 girls
Student Diversity Differentiation of Instruction
3/17 are high level speakers, high level Include more difficult definitions, more
readers comprehension questions (MYP LA phase 3-4).
3/17 are low level LL, speaking and Include more work on phonetic practice,
reading; vocabulary and content fluency. Encourage
students to use more English in the classroom
if they know the words (example. The student
knows bike, so encourage them to say ‘bike’
instead of the L1 term.
In the summary lesson, these students will
work with the teacher to identify the main
characters,

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11/17 are mid-level speakers for grade Monitor students for comprehension during
the reading period. For all students, allow
*based on Lexile reading text, some of enough time for students to write the new
these students tested average for vocabulary and explanations in their
reading, but low for speaking. glossaries. Allow time for questions in L1 or
L2.

Formative and Summative Assessments

Formative Assessment Summative Assessment

CCQs- At the end of the unit (total 6 weeks/6 classes)
Using popsicle sticks, the teacher checks students will a) turn in a personalized glossary
for comprehension across the class and b) give an oral presentation/poster
(randomized selection, not just high level discussing how they express themselves, using
students) new key expressions.
Group assessment- Summary booklet
Individual questions and check in
● If there is no summative assessment in this lesson, what/when will the summative
assessment be/take place

Big Ideas to be Addressed in the Lesson:

Who is the main character in a story? Who is the main character in today’s story?

Discussion Questions
Why did Anton think he could do magic?

21st Century Knowledge and Skills

21st Century Knowledge and Skills Teaching Strategies

Communication Teacher will facilitate a discussion about the
themes of the book read.
Critical thinking Using CCQ, popsicle sticks, and thumbs
up/thumbs down quiz, the teacher will guide
the students to think about how the text
made them feel and what they learned.
Collaboration The students will work in teams (groups of 4)
to create an illustrated summary booklet.
Students will need to talk about who is the
main character, what did the character want,
and what happened in the story.

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Teaching Strategies and Related Student Activities (Include Web 2.0 activities as
appropriate):

Teaching Strategies and Activities: What are the teaching strategies and activities that you plan
to use to help students meet the lesson’s objectives? What are the steps that you will take to
deliver this lesson (e.g., introduce the author, read the poem, ask students to…)?

Introduction Teaching strategies

5 minutes Explicit instruction and modeling by the

Go over day’s objectives teacher for new vocabulary.
Review vocabulary from last class (student Teacher shows example of Summary Booklet
glossaries) that students can use as a guide
5 minutes CCQs to gauge students' understanding, need
Check homework (students brainstorm about for reteaching.
their own identity)

Guided Practice 15 minutes

8 minutes Teacher places students in groups based on

Re-read Anton Can Do Magic in groups of their location (current Covid-permissions).
4,and take notes. The teacher reiterates the activity
requirements- taking turns reading the story-
filling out a character sheet.
Low level students are teamed together to
read with the teacher.

Independent Practice 15 minutes

10-15 minutes The teacher sets the reading timer

Summarize the story and illustrate the (www.online-stopwatch.com) for 10 minutes.
booklet in a team. (5 minutes can be added after if the groups
Team: Summarize and illustrate still need extra time).
Connection to the previous class. What is
something Anton does to express himself The teacher explicitly instructs that writing
(magic). Last week, what did Dennis do to should occur first in the activity- illustration
express himself (mime). second (this is because students will choose
the easiest activity first and take their time
Reminder of EOU project (self-expression with it instead of focusing on the language

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poster), and checking for questions. component).

The teacher will monitor the class to make
sure students are on track.
With the low level students, the teacher will
set short assignments and have them work
while teacher monitors the class.

Teacher/Student Input: Write a note on what you expect the teacher and students to do as a
part of this activity. Include a note on whether this is an “I do it”, “We do it” or “You do it” type
of activity.

I do: prepare materials, explicitly review new vocabulary, create groups, and keep students on
task/engaged, check summary booklets.
We do: Class comprehension check, pronunciation practice, work in teams to develop a
summary
You do: work in a team with your assigned role.

Review: Write down ideas on how you will review the topic, including notes on types of
formative assessments that you will use during the lesson.

At the end of class, I will draw a happy face (I did well) , a neutral face (I did okay) , and a sad
face (I did not do well) on the board and ask students to draw the face they think best
represents them on their summary booklet. This will help me determine whether the activity
was level appropriate enough for the students.

Materials and Resources for Lesson

Materials, Technology, and Websites Required Preparation

Anton Can Do Magic by Ole Konnecke Teachers selects the book ahead of class,
check out from the library, and bring to the
classroom
Glossary Pages Students have in their English files
Computer/Screen In class
Summary worksheet Teacher prints ahead of class.

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Use this space to write a paragraph or two discussing how the lesson went. Be honest
-- you can use this information in your reflections for Module 8.

Use this space to write notes on how you might change this lesson when you teach it
again:

References

Dupre, K. (n.d.). Summarizing Made Easy. Retrieved from

https://www.teacherspayteachers.com/Product/Summarizing-Made-Easy-347552.

Könnecke, O. (2011). Anton can do magic. Minneapolis, MN: Geekeo Press USA.

Online-stopwatch. (n.d.). Retrieved March 12, 2021, from http://www.online-stopwatch.com/

Wright, W. E. (2015). Foundations for teaching English language learners: research, theory,
policy, and practice (2nd ed.) Philadelphia, PA: Carlson Publishing