1. Topic-
Animal Characteristics
2. Content-
Emperor Penguin, Antarctica,
3. Goals: Aims/Outcomes-
The students will write about penguins after completion of a Live/Can/Have/Are chart

4. Objectives-
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
5. Materials and Aids-
*Prepared Live/Can/Have/Are chart
*plastic eggs
*access to walk-freezer
6. Procedures/Methods-

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.

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

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.

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.

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.

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".

G. Closure-

1.Students will illustrate their writing.
2.Students may choose a partner to read their completed writing assignment.
7. Evaluation-
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.
8. Teacher Reflection-
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.

This Lesson Plan is available at (www.teacherjet.com)