Lesson Plan: Daisy's Big Dig

TEACH-NOW Lesson Plan Template
Lesson Plan
Teacher Candidate: Sarah Beck Martin Date Lesson Taught: April 13, 2021
Name of Mentor: Jeanine Merrill (in-class, co-teaching with Gyeong-ok Yoo)
Lesson Title: Daisy’s Big Dig
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 ...

- demonstrate the ability to summarize a story using a template.
- identify explicit and implicit information about the book.
Vocabulary (and other literacy skills):

summary, enormous, brilliant (slang), loads of, idiomatic expressions (get on like a shed/house
on fire), fire brigade, nuisance,
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,
1
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 8 weeks/8 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.
Individual assessment: Summary
worksheet
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
How do other characters help Daisy? How do they express themselves?
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.
2
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

10 min
5 minutes Explicit instruction and modeling by the

Go over class norms teacher for new vocabulary.
5 minutes Teacher shows example of Summary
Go over classroom objectives worksheet that students can use as a guide
CCQs to gauge students' understanding, need
for reteaching.
Guided Practice 8 minutes
8 minutes The teacher explicitly teaches key vocabulary

Glossary worksheet: Daisy’s Big Dig. the students need to comprehend the story.
Students fill in their glossary for the book. There are two glossary worksheets: one for
The glossary covers new words and cultural mid-and-high-level students and one for
ideas. low-level students. The first allows students
to fill in all the information, while the second
Review what is in a summary. Who is the only requires the students to fill in the Korean
main character? What is a problem (or definitions; the rest of the information is
project) the character is doing? What already filled in.
happens in the story?
Teacher reviews summary parts from last
class, and instructs the students on how to fill
out their personal summary for the new
book.
Independent Practice 25 minutes
10-15 minutes The teacher sets the reading timer

Independently read the story, using the (www.online-stopwatch.com) for 10 minutes.
glossary to help understand new (5 minutes can be added after if the groups
words/cultural ideas. still need extra time).
Reminder of EOU project (self-expression The teacher explicitly instructs that writing
poster), and checking for questions. should occur first in the activity- illustration
3
second (this is because students will choose

the easiest activity first and take their time
with it instead of focusing on the language
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 the 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, prepare materials (summary and
glossary worksheets), and keep students on task/engaged,
We do: Class comprehension check, pronunciation practice
You do: Fill in the glossary and complete the summary worksheet.
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.
Materials and Resources for Lesson
Materials, Technology, and Websites Required Preparation

Daisy’s Big Dig by Angie Morgan Teachers selects the book ahead of class,
check out from the library, and bring to the
classroom
Glossary Pages Teacher prints ahead of class.
Computer/Screen In class
Summary worksheet Teacher prints ahead of class.
4
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.
Morgan, A. Daisy’s big dig
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

Lesson Plan: Daisy's Big Dig

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan: Daisy's Big Dig

Uploaded by

Copyright:

Available Formats

TEACH-NOW Lesson Plan Template

Standard(s) Addressed in Lesson:

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

Vocabulary (and other literacy skills):

Student Diversity and Differentiation of Instruction

Formative and Summative Assessments

Formative Assessment Summative Assessment

Big Ideas to be Addressed in the Lesson:

21st Century Knowledge and Skills

21st Century Knowledge and Skills Teaching Strategies

Introduction Teaching strategies

5 minutes Explicit instruction and modeling by the

Guided Practice 8 minutes

8 minutes The teacher explicitly teaches key vocabulary

Independent Practice 25 minutes

10-15 minutes The teacher sets the reading timer

second (this is because students will choose

Materials and Resources for Lesson

Materials, Technology, and Websites Required Preparation

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

Morgan, A. Daisy’s big dig

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

You might also like