Teacher: Erin McAlpin Date: February 6th, 2018 District: LISD School: Donald Elementary

School
Subject Area: ELA Grade Level: 3rd Unit Title: Mr. Popper’s Lesson Title: Mr. Popper’s
Penguin’s Penguin’s Review Activity
Relevant TEKS
3.10 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about
how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Students are expected to identify language that creates a graphic visual experience and appeals to the senses.

3.13 Reading/Comprehension of Informational Text/Expository Text.

(A) identify the details or facts that support the main idea
(B) draw conclusions from the facts presented in the text and support those assertions with textual evidence
(C) identify explicit cause and effect relationships among ideas in texts
(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.

Figure: 19 TAC §110.10(b) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both
assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater
depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:

(D) make inferences about text and use textual evidence to support understanding;

(E) summarize information in text, maintaining meaning and logical order; and 


(F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual
evidence. 


Content (Big Ideas: Definitions, Facts, Process/Integrated Skills, Explanations, etc.)

 Students will review skills on sequencing
 Students will review skills on inferencing
 Students will review skills on making predictions
 Students will review skills on completing a main idea summary for specific chapters in the book
  Students will review and conduct in-depth character analyses of three main characters for the book

Learning Objective(s):
The students will be able to properly summarize the pertinent information in their assigned chapters from the book Mr. Popper’s Penguin’s with
80% accuracy
Given a list of comprehensive questions, the student will be able to summarize pertinent information in each chapter they are assigned for
review of Mr. Popper’s Penguin’s within one hour with 100% accuracy.
Relevant ELPS - Language Objective(s):
§74.4. English Language Proficiency Standards. (c) Cross-curricular second language acquisition essential knowledge and skills.
(2) (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken
messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
(3) (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;
Relevant TX CCRS:
III. Speaking A. Understand the elements of communication both in informal group discussions and formal presentations (e.g.,
accuracy, relevance, rhetorical features, organization of information).
1. Understanding how style and content of spoken language varies in different contexts and influences the listener’s understanding.
B. Develop effective speaking styles for both group and one-on-one situations.
2. Participate actively and effectively in group discussions.
IV. Listening B. Listen effectively in informal and formal situations.
1. Listen critically and respond appropriately to presentations.
V. Research B. Select information from a variety of sources.
3. Synthesize and organize information effectively.
Assessments:
Diagnostic Assessment/s: Group worksheets
Formative Assessments: Group commercial presentations
Summative Assessment: Mr. Popper’s Penguin’s book test
5E Teaching Model:
Engage Teacher will explain to students in a whole class setting at their desks, that today’s review activity will be a mini commercial
project where students create their own chapter review commercials as groups to present to the entire class at the end of the
lesson. This will work as the student’s review for the test the following day, as each group will work on different chapters and
present in chronological order.
Show student generated book commercial example from YouTube as hook to whole class.
(https://www.youtube.com/watch?v=xUjXdiI8P7A)
 Teacher will ask guiding questions of students after watching the video to prompt students to reflect on how to shape their
own book commercials:
 “Did the student in this book commercial announce both the title of the book and the author? Why do you think he did
that?”
 “Does the student in this commercial use different tones of voice for different parts of his speech? Do you think he did
this for a specific reason?” (Steering students to understand pitch and tone are vital in commercial presentations)
 “Did the student in this commercial use props? Why did he use props?” (Steering students to understand props can be
used for presentations, but must serve some purpose to the content of the presentation itself)
 “Does the student list a summary of the main plot points of the book by using examples of key points throughout the
book? Why do you think he uses examples to explain his thinking?” (Steering students to understand that when they
summarize their chapters, they should use examples from the chapters they are assigned)
 “Does the student include a “pitch” that excites the audience to “buy” or read the book?” (Steering students to create
commercials that not only summarize their chapters, but also engage the audience to pay attention and learn)
 “Since we know that this book commercial is telling us about an entire book instead of just a few chapters like we will
be doing today in our groups, do you think that when we create our own group commercials reviewing the chapters we
are assigned, that we will have more time to give more detail?” We will have less material to cover in the same
amount of time, so we need to keep in mind that our book commercials should have more examples and details
explaining the main points of the assigned chapters.
Explore “We will be pairing you together as partners for this project. Each pair will be assigned one or two chapters in the book,
these will be the chapters you will create your book commercial project on. This activity is a way for you all to review the
important parts of each chapter in the book, so we will be paying special attention to your presentations. We will go over the
guidelines for what we expect to see in your book commercial presentations by reviewing the rubric together.”
Students will be placed into groups of three (with one group of two) ahead of time, with each group being assigned the same
number of chapters as group members. Each group will be given an iPad with the corresponding chapters uploaded to the iPad,
and full use of the timer function when needed for rehearsal. Groups will also receive their group’s worksheet that details a list
of what the group is expected to do during the lesson, as well as questions that the group should answer regarding their
chapters during their commercial presentations. Before pairing in to designated groups, the class will review the commercial
rubric together, to gain a better understanding of activity expectations.
Groups will have 15 minutes to review the chapters they have been assigned by answering the questions on their group
worksheet, using their books and group iPad. The group worksheets are featured below.
Explain Groups will have 15 minutes to rehearse their commercials using the timer function on the iPad’s to keep it within the two and
a half minute mark. Groups may also use the time to create one poster board detailing the information listed on their group
worksheet for the commercials. Questions include:
  An in-depth explanation of the character analysis of the main character, Mr. Popper
 An in-depth explanation of the cause and effect highlights of the book, and explaining what cause and effect are
 An in-depth explanation of the character analysis of the two other main characters, Mrs. Popper and Captain Cook
Elaborate Groups will present their final commercial skit to the class in chronological order of the chapters in the book, going no longer
than two and a half minutes. Teacher will use the rubric outlined to the class before the project began to grade student’s
performance and ability to properly review their group’s chapters for the class. The review rubric is featured below this lesson
plan.
Evaluate Students will be given the Mr. Popper’s Penguins final test the following day, which details 25 multiple choice and written
answer questions. The test will measure the complete comprehension of the students in terms of the entire book, with questions
focusing on the main plot points of the book.
Language Modification(s):
Students with receptive language needs will be seating closer to the front of the room for instruction and given the option to rehearse their group
commercials in the hall to minimize distractions from noise.
Diversity and Equity (Accommodations, Modifications, Adaptations)
Accommodations: students may use the alarm/timer function on their group iPad’s to help with time management during the activity. If needed,
students may also use a word process to type notes or give responses on their group worksheet.
Modifications: if needed, students may receive group worksheets listing fewer questions to answer when turning in individual worksheet for
review.
Materials and Resources:
 iPad’s with chapter pictures and timer app capability
 Mr. Popper’s Penguin’s by Richard and Florence Atwater
 Poster boards
 Writing utensils
 Group worksheets
 Rubrics
Technology:
 Groups will use classroom iPad’s to review the chapters they have been assigned and use the timer function when rehearsing their
commercials
 https://www.youtube.com/watch?v=xUjXdiI8P7A
 Student’s commercials will be videotaped and looped into one full iMovie clip to make a full book commercial

Reflections and Documentation/Evidence of Lesson Effectiveness:

What happened during the lesson? (Brief summary --- help the reader know how you were able to follow your lesson plan.)

What parts of the lesson led to engagement and student learning?

In thinking about your first two responses --- So What does it mean about your planning? So What does it mean about student
learning? So What does it mean about your learning to teach?

Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply what you learned from teaching
this lesson to your teaching of future lessons?
 Mr. Popper's Penguin's Book Commercial Review Activity
Group 4: ____________________________________________________________________

Chapters 9, 10, &11

Group Check List:

q Listen to directions
q 15 minutes to review chapters, plan commercial, record plan/script on sheet
q 15 minutes to rehearse commercial
q 2 and a half minutes to present commercials

Your presentation must include:

q What happened at the barbershop that made the barber mad at Mr. Popper?
q Who seems to be in charge, Mr. Popper or Captain Cook?
q Who sends Greta to the Poppers?
q Why did Greta get sent to the Poppers? (Captain Cook's feelings?)
q What happened to the house in Chapter 11? (Think weather)
q Give three main personality traits of Mrs. Popper
q Give three main personality traits of Captain Cook

Our group plan/script:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
 Mr. Popper's Penguin's Book Commercial Review Activity
Group 5: ____________________________________________________________________

Chapters 12, 13, & 14

Group Check List:

q Listen to directions
q 15 minutes to review chapters, plan commercial, record plan/script on sheet
q 15 minutes to rehearse commercial
q 2 and a half minutes to present commercials

Your presentation must include:

q What do you know about penguins and eggs? How is this different than the story?
q Why did Mr. Popper name the penguin babies these peculiar names?
q Why do the Poppers decide to train the penguins?
q How do the Poppers structure the performance? (Hint: music?)
q How did Mr. Popper come up with the idea to train the penguins?
q What did Mr. Popper name the performance?
q Why wouldn't Mr. Popper let Mr. Greenbaum change the name of the performance?

Our group plan/script:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________
 Mr. Popper's Penguin's Book Commercial Review Activity
Group 6: ____________________________________________________________________

Chapters 15, 16, & 17

Group Check List:

q Listen to directions
q 15 minutes to review chapters, plan commercial, record plan/script on sheet
q 15 minutes to rehearse commercial
q 2 and a half minutes to present commercials

Your presentation must include:

q Who wins the sparring match?
q How much does Mr. Greenbaum pay the Poppers a week?
q Why does Mrs. Popper play the piano in the basement with gloves on?
q What was the effect of Mr. Popper writing a letter to Admiral Drake?
q What was the effect of Captain Cook starting to act sick and not eating?
q What was the effect of the Poppers running out of money but having two children and 12
penguins to feed?
q What was the effect of the final act in Mr. Greenbaum's line-up not showing up?

Our group plan/script:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
 Mr. Popper's Penguin's Book Commercial Review Activity
Group 7: ____________________________________________________________________

Chapters 18, 19, & 20

Group Check List:

q Listen to directions
q 15 minutes to review chapters, plan commercial, record plan/script on sheet
q 15 minutes to rehearse commercial
q 2 and a half minutes to present commercials

Your presentation must include:

q What are the different states the Poppers Performing Penguins travel to?
q Does Mr. Popper get arrested?
q Who pays Mr. Popper's bail?
q Does Admiral Drake want all of the Poppers to go to the North Pole?
q What did the firefighters and policemen put on the animals heads?
q Why did Mr
q What is the ending of the book?

Our group plan/script:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________
 Mr. Popper’s Penguin’s Review Commercial
Group Number: ________________________
Group Names: ____________________________________________________________

Category 4 3 2 1
Speaks Speaks clearly Speaks clearly Speaks clearly Often mumbles
Clearly and distinctly all and distinctly and distinctly or cannot be
(100-95%) the all (100-95%) most (94-85%) understood OR
time, the time, the time, mispronounces
mispronounces no mispronounces mispronounces more than one
words. one word. no more than word.
one word.
Group Group has Group has Group has Group has
Worksheet answered each answered at answered at answered fewer
question on the least 5 least 3 than 3
group worksheet questions on questions on questions on
in their the group the group the group
presentation. worksheet in worksheet in worksheet in
their their their
presentation. presentation. presentation.
Stays on Stays on topic all Stays on topic Stays on topic It was hard to
Topic of the time. most (99-90%) some of the tell what the
of the time. time (89-75%). topic was.
Content Shows a full Shows a good Shows a good Does not seem
understanding of understanding understanding to understand
the topic. of the topic. of parts of the the topic very
topic. well.
Preparedness Group is Group seems The group is Group does not
completely pretty prepared somewhat seem at all
prepared and has but might have prepared, but it prepared to
obviously needed more is clear that present.
rehearsed. rehearsal. rehearsal was
lacking.
Use of Class Used time well Used time well Used some of Did not use
Time during each class during each the time well class time to
period. Focused class period. during each focus on the
on getting the Usually focused class period. project OR