N/A. Safety (if applicable) Time (min) Process Components 3 “Anticipatory Set mins. | Tell students that there are many different types of penguins. Show them pictures of the different types of penguins emphasizing the emperor penguin, little (fairy) penguin, ‘macaroni penguin, discuss the ways that penguins move. (Attachment A) Reference the ! See, ! Think, | Wonder, chart and add new commentary. Tmin, | *State the Objectives (grade-level terms) {can describe characteristics of animals. | can record and organize information by using graphic organizers. | can identify the main idea and important details in non-fiction texts. “Instructional Input or Procedure/Modeling Antarckica vet? Introduce the book, Penguin Baby by Michelle Lynch and Joi Washington, ‘Show the front cover and ask students to predict what they think the book will be about. Remind them that we are reading another non-fiction text about Penguins so that we can learn new things. chart. he 22” «Continue reading and stop throughout the book to sok questo an cee 50 GaP sot” what the students see Fosenny aad fearing add ofp a Vaca] oe + Begin a list a vocabulary wird t inate Subtle aes I oaR Re ine m4 x 5 ls \ ‘on penguins. Noy @ x = | *Check for Understan TR mins. | TTW listen to students as they share thoughts and ideas with their kt 85 | discuss the important details from the book. Clarify any misunders sey, students may have. Tum to Partner-Read pages 2-3 and stop and ask, “How are baby penguins | Je, Of dp different from aduit penguins?” Students will discuss the differences between \'|}y | on? \eeftit and baby penguins based on the photographs. Add to the Penguins Facts. ‘ “Modeling TTW'tell the students that she is going to write a paragraph about penguin babies Review with the students the details of writing sentences including punctuation, spelling, and capital letters. Model how to write a paragraph and ask students to help warm and the mommy penguin hunts for food. Baby penguins have light colored fur. Point out the spaces between words and sentences, the periods, and capital letters that’ you remember the facts from the book. TTW write, “Penguin babies are very cute. Yyv} ? ent They hatch from an egg when they are born. The daddy penguin has to keep them g\ wk begin each sentence. Have students read the paragraph aloud as a group. 10 | ‘independent Practice Pdow’ mins. | Tell the students that they are going to write their own paragraph about how penguins [“ced\“\y+ move. Place the pictures of penguins and how they move onto the document camera eh for students to view. Provide struggling students with sentence frames to help them se — | with writing the paragraph. Pass out graphic organizes and alow students to use them shy when writing their paragraph. V5 yy, cemminded tern of Hn | toe | Assessment arse oF saphic at9 org onaet | Man? \ /” | mins. | Circulate around the classroom and observe how students use phic organizer. / Make note of students who do notuse it and pegin writing on their own. { Forrnabive asseston SEEMED red could Da 0 Malet by Kaine C0 we ita endo. CAFES Foran ag ised Aust 201: wa Clee, gi re ens thet they were ty wrike gene nd nub jump ne h come to you Lndep “oon cdently 9 working re Heo Students, 9