1. Topic-
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2. Content-
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| Emperor Penguin, Antarctica, |
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3. Goals: Aims/Outcomes-
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The students will write about penguins after completion of a Live/Can/Have/Are
chart
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4. Objectives-
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1.Students will participate in simulated activities to make the
concepts of the Emperor Penguins' care for the egg more meaningful
2.The students will use information gained from a National Geographic
clip to gain information about Emperor Penguins.
3.Students will share ideas in whole group to add to large Live/Can/Have/Are
chart
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5. Materials and Aids-
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*Prepared Live/Can/Have/Are chart
*kids.nationalgeographic.com/kids/animals/creaturefeature/emperor-penguin
*plastic eggs
*access to walk-freezer |
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6. Procedures/Methods-
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A. Introduction-
1.Teacher will share kids.nationalgeographic.com/kids/animals/creaturefeature/
emperor-penguin site
2.Students will participate in a simulated activity as they are given
a plastic Easter egg to hold on their feet, walk around, huddle, pass
to a partner only on feet..
3.With the cafeteria manager's permission, students will visit the
walk-in freezer. We will go in groups of 6 to feel just how cold "extreme"
cold feels.
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B. Development-
1.Following introduction of Emperor Penguins through the website,
simulated activity and freezer visit, teacher will introduce the Live/Can/Are/Have
Chart
2.Students will share information that will fit into each category.
3.Teacher will list information into the correct heading |
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C. Practice-
1.Teacher will model how to choose an idea from the completed chart.
2.Teacher will use "Think Aloud" modeling to turn her chosen idea
into a complete sentence.
3.Using "Modeled Writing" the teacher will transfer thoughts to the
written form to write a complete sentence.
4.The teacher will repeat process to write another complete sentence
from a chosen idea on the chart. |
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D. Independent Practice-
1.Students will use phonetic writing/correct spelling to complete
an independent writing assignment, choosing ideas from the chart.
2.Students will illustrate their writing. |
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E. Accommodations (Differentiated Instruction)-
1.Students are allowed to choose their own ideas to write about.
2.As students' writing skills are at various levels, they will be
allowed to write as many sentences as they are capable of.
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F. Checking for understanding-
1.Teacher will monitor students as they begin writing, stopping
by their seats to have students read what they have "so far".
2.Teacher will question to probe thinking for continued writing.
3.Teacher will encourage higher level thinking and ask students to
add "details". |
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G. Closure-
1.Students will illustrate their writing.
2.Students may choose a partner to read their completed writing assignment. |
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7. Evaluation-
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1. Informal assessment will be used to determine students' understanding
of the information about Emperor Penguins.
2.Writing rubric will be used to assess students' writing. |
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8. Teacher Reflection-
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| In the past, I have simply shared Emperor Penguin information through
read alouds and video clips. I did follow up with a modeled writing
activity. But in this manner it was difficult for the students to
retain the information needed to complete their independent writing.
Using the information from the website, in addition to the simulated
activities and visiting the walk-in freezer made the life of an Emperor
Penguin more "real" to the students and motivated them to share ideas
for our Live/Have/Are/Can chart. The teacher "think alouds" and "modeled
writing" helped the students retain information they would need for
their own writing. The whole lesson was exciting and enjoyed by all
students. Students on all writing skill levels were motivated to write
about Emperor Penguins as the information had been made more meaningful
to them. |
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