Developmental Lesson Plan

Teacher Candidate: Alyssa Madara Date: 1/29/19

Group Size: 24 Allotted Time 25 minutes Grade Level 1st grade

Subject or Topic: Penguin Unit: Day 2

Common Core/PA Standard(s):
4.1.1.A Identify and describe the basic needs of living things in a terrestrial habitat.

Learning Targets/Objectives:
The first grade student will be able to:
- Use the anchor chart along with the book to have a discussion
- Label a worksheet of a penguin with the correct parts

Assessment Approaches: Evidence:

1. “Label a Penguin” worksheet 1. Students will show understanding of the
parts of a penguin by labeling the boxes
correctly as well as coloring the penguin
realistically.

Assessment Scale:
1. “Label a Penguin” worksheet
6= student was able to fill out each box correctly
5= student was able to fill out 5 boxes correctly
4= student was able to fill out 4 boxes correctly
3= student was able to fill out 3 boxes correctly
2= student was able to fill out 2 boxes correctly
1= student was able to fill out 1 box correctly
0= student was not able to fill out any boxes correctly
Subject Matter/Content:
Prerequisites:
 knowledge from the first lesson about the Brainpop video.
 be able to understand the idea of a life cycle.
Key Vocabulary:
 Camouflage: Markings on an animal that help it blend into the background.
 Endangered species: A type of animal that is so rare that it might disappear.
 Pollution: Anything that makes the air, land, or sea dirty.
 Colony: Very large group where animals can live.
Content/Facts:
Student will be able to learn different facts from the book, Penguins Closeup, and be able to look at the
anchor chart from the book. The students will learn about the life cycle of a penguin.

Introduction/Activating/Launch Strategies:
1. The teacher will begin by calling the students over to the floor in front of the Smartboard and
 show them the live video of what the penguins are doing today.
https://explore.org/livecams/penguins/live-penguin-cam-2
2. The teacher will then read Penguins Closeup to the students and discuss the book along the
way:
 On page 2, the teacher will talk about where the penguins live- Antarctica
 On page 3, the teacher will discuss how penguins live in large groups called colonies
and that millions of birds can live in just one colony.
 On page 6, the teacher will talk about how they swim and how their wings act as
flippers in the water.
 On page 7, the teacher will talk about how this page talks about their camouflage just
like the brainpop video did.
 On page 9, talk about what chicks are: baby penguins
 On page 21, talk to the students about what an endangered species means: a type of
animal that is so rare that it might disappear.
 On page 21, also talk to the students about how there are many different types of
penguins and how they live in different parts of the world.
 On page 22, the teacher will discuss with the students what pollution means: anything
that makes the air, land, or sea dirty. The teacher will explain to the students that we
are a big threat to the survival or penguins because of all the plastic we use. Ask the
students what we can do to help eliminate plastic litter to save the penguins.
3. The teacher will ask questions to the students about the book to reinforce the materials
discussed in the book:
 “How many different kinds of penguins are there?”
 “Where can we find penguins?”
 “What can we do to help penguins survive?”

Development/Teaching Approaches
1. Once the students return to their seats the teacher will go over the anchor chart with the
students and talk about how each component of the chart refers to the book that they just read.
2. The teacher will also explain to the students that they will use this anchor chart for the final
day of the unit.
3. Once the teacher has gone over the anchor chart the teacher will pass out the “Label a penguin”
worksheet and explain to the students, “some of the words on here might be hard but some of
the words you know.” Explain to the students that they know what a neck is and where their
eyes would be.
 If the students are having trouble, tell the students to label the parts that they know and
then figure out the rest as you go on.
4. As the students are working on the worksheet, the teacher will walk around the room to make
sure the students are staying on task and that they know what they are doing.
 5. Once students are finished, they are going to color the penguin.
6. Once all the students are finished the teacher will collect all the sheets.

Closure/Summarizing Strategies:
1. To close up the lesson, the teacher will ask the students different questions about the lesson so
far.
 “What was something that you learned from the brainpop video from the first day?”
 “What was one fact that you learned from the book that we read today?”
2. The teacher will tell the students that they will be learning about the life cycle the next day.
3. Ask the students, “what do you know about the life cycle?” This will get them excited about
what they will learn on day 3.
Accommodations/Differentiation:
According to the students IEP’s they will all need assistance in certain things like keeping them on
task.
If needed, give student O more time on the worksheet

Materials:
 Anchor chart paper on penguins
 Penguins Closesup
 Label a penguin worksheet (1 for each student)
 Scissors (1 for each student)
 Glue sticks (1 for each student)
Resources:
Live Penguin Camera - penguin beach. (n.d.). Retrieved from
https://explore.org/livecams/penguins/live-penguin-cam-2

Hendry, L. (2013). Penguins Close up. Wild Dog Books.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Students were all able to label the penguin correctly with help. I had the students write the
parts in the boxes before cutting and gluing so they can put them in the correct spot. I also
pointed out the anchor chart for the students to refer to when we read the book. This helped the
students understand the vocabulary words better.

Remediation Plan (if applicable)

I would instruct the students to not take out an materials other then a pencil before I even pass
out the paper because as soon as they got the paper they immediately took out their scissors
and wanted to start cutting.

Personal Reflection Questions

1. Will the students be able to understand the vocabulary words that are shown on the anchor
chart?
2. Will the students be able to fill out the penguin labeling worksheet?
 Additional reflection/thoughts
1. The students did very well with learning the vocabulary words, we went over them in the
book and then again after I read the book. They were able to see an example of the
vocabulary word and then the definition.
2. The students were able to fill out the worksheet with my help, I had the students decide
where the words went and we went over what they were and how they compare to us. H ad
the students get them checked before cutting and gluing the words onto the page.
I believe this lesson went very well, the students enjoyed the book and how it showed real life
pictures on each page. I think this helped the students because up until that point I was reading
them fiction books. The worksheet worked very well with the lesson/book because the book
talked about certain parts that fit the worksheet like how the penguin’s belly is camouflaged and
that was a big vocabulary word that I had them learn.