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Teacher Education Lesson Plan Template

Teacher: Beverly Leftwich Date: January 23, 2017

Title of Lesson: Animal Unit: Penguins Cooperating Teacher: Mrs. Jane Cason
Lesson 1

Core Components
Subject, Content Area, or Topic
Language Arts: Reading and Writing
Science: Animal Characteristics
Student Population
18 First Grade Students-5 ESL
Virginia Essential Knowledge and Skills (VBOs)
SCI 1.3.1- Describe animal characteristics.
ELA. 1.7.2- Identify and use text features such as pictures, headings, charts, and captions.
ELA. 1.7.5- Retell nonfiction texts, identifying the main idea and important details.
ELA. 1.7.6- Organize and record information by using graphic organizers.
See Think Wonder Chart
Pictures of penguins (Picture A)
Document camera/promethean board
Fantastic Facts Graphic Organizer
NGK: Penguins! By Anne Schreiber

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Reading 10%
Lecture 05%
Safety (if applicable)

(min.) Process Components
3 *Anticipatory Set
mins. Introduce the unit on penguins to students. Say, How many of you have seen a
penguin before? Give me a thumbs up if you have. As students put their thumbs up
use sticks to call on a few and ask them where they were when they saw the penguin.
Tell students that we will be spending the next few days learning about this amazing
and cute animal!
1 min. *State the Objectives (grade-level terms)
I can describe characteristics of animals.
I can record and organize information by using graphic organizers.
I can identify the main idea and important details in non-fiction texts.
12 *Instructional Input or Procedure
mins. TTW use a sheet of chart paper to create an I See, I Think, I Wonder chart. Tell the
students that they are going to look at pictures of penguins, discuss what they think or
know about penguins, and then talk about what they wonder about penguins. TTW
show students the first picture, picture A (see attached) and give students a minute to
Turn-to-Partner- SW turn to their partners and discuss only what they see. Next, SW
discuss what they think about the picture and then what they wonder. Record the
answers onto the chart. Explain that we will add information to the chart as we read
more books about penguins.
Review with students that non-fiction books teach us new things and that we will read
lots of them to learn facts about penguins.
Text- TTW introduce and read the book NGK: Penguins! Read pgs. 4-9. Stop to discuss
photographs and to introduce new vocabulary: equator, coast, blubber,webbed.
TTW review the Table of Contents, Glossary, and Diagram pg.8.

3 *Modeling
mins. Tell the students, We are going to use a graphic organizer to help us record important
details or facts that we have learned while we read. I will show you how to add an
important detail to this Fantastic Facts sheet. Students will transition back to their
seats and TTW display the sheet using the document camera. Say, While we were
reading the book about penguins, I learned that penguins like to be near the water. I am
going to write that down for fact #1. Tell the students to watch as you record the
important detail and then they will copy it onto their own Fantastic Facts sheet.
5 *Check for Understanding
mins. Ask students, What are some things that you think are important from the book and
would like to add to our Fact sheet? Remind students to not call out and to raise a
hand. Discuss the answers with students and clarify any misunderstandings. Record
one more fact to the sheet and then have students do the same.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
5 *Independent Practice
mins. Students will fill in the last two boxes of the Fantastic Facts sheet on their own. TTW
circulate around the classroom and assist students who are having trouble.
10 Assessment
mins. TSW use their Fantastic Facts graphic organizer and write a paragraph in their writing
journals on what they have learned today.
1 min. *Closure
Review the learning targets with the students. Tell students that tomorrow we will learn
about their habitats and what they eat.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Struggling learners will be provided with headings to assist them when writing down facts about penguins.

Classroom Management Issues (optional)

Remind students to put a peace sign, thumbs up or hand in the air when they have something to say. (eliminate calling
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015