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Developmental Lesson Plan

Teacher Candidate: Alyssa Madara Date: 2/1/19

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

Subject or Topic: Penguin Unit: Day 5

Common Core/PA Standard(s):

CC.1.4.1B Identify and write about one specific topic.
CC.1.4.1.C Develop the topic with two or more facts.
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:
- Fill out the post test using all the information given throughout the unit.
- Describe different aspects/basic needs of a penguin like:
 Where penguins live
 What they eat
 What a baby penguin is called
 How they get around
 List interesting facts
 What do penguins look like
- Draw a picture of what a penguin looks like based on the information they learned
throughout the unit.
- Describe the life cycle as a class

Assessment Approaches: Evidence:

1. Post test (attached below) 1. Students will show understanding of
the unit by taking the post test that
demonstrates knowledge learned
throughout the lesson.

2. Picture of a penguin 2. Students will show understanding of

what a penguin by drawing one on the
back of the post test and use the
appropriate colors.

3. “My Penguin Report” Performance 3. Students will show understanding of

assessment the unit by writing out answers from
the penguin report, this will be used
for the bulletin board.
Assessment Scale:
1. Post Test
10 points total:
Questions 1-5 worth 1 point each
Questions 6-8 worth 1 point each
Questions 9-10 worth 1 point each
Proficient- 100%-80%
Basic- 70%-50%
Below Basic- 50% and below
“My Penguin Report”
Proficient- answered all 6 questions and was able to draw a picture of a penguin
Basic- answered half of the questions and was able to draw a picture of a penguin
Below basic- was not able to answer more than half of the questions and did not draw a picture
of a penguin.

Subject Matter/Content:
- The life cycle of penguins
- What a penguin looks like
- Different characteristics of penguins
- Knowing the different parts of a penguin

Key Vocabulary:
Throughout this unit the students learned all about characteristics of penguins as well as their
life cycle. At the end of this unit the students will fill out a penguin report and show their
knowledge that they learned on the previous lessons.

Introduction/Activating/Launch Strategies:
1. The teacher will start the lesson off with the live video of penguins and talk about what
they are doing
2. The teacher will call the students over to the floor and read Penguins Hidden Talent.
The teacher will ask certain questions as they read.
 On page 5, ask a few students what kind of talents they have.
 On page 9, ask the students: “how do you think Penguin is feeling right now?”
 On page 19, the teacher will stop and ask the students: “how does the Penguin
feel now that the talent show is over?”
 On page 21-22, ask the students: “what kind of party will they throw for
 On page 27-28, the teacher will ask the students: “how do you think Penguin is
feeling now?”
3. After the teacher has read the book the teacher will send the students back to their
desks to start the report.

Development/Teaching Approaches
1. The teacher will pass out the post test that they students took before.
2. The teacher will read each question to the students. If needed pass out the dividers to
the students.
3. Once the students are done with the post test the teacher will pass out the penguin
report and instruct the students that they will be filling out the report.
4. The teacher will remind the students that spelling should not matter, the teacher will
write the correct words underneath what they wrote.
5. As the students are filling out the report the teacher will walk around the room to make
sure the students are following the directions.
6. If needed, the teacher will read the questions to the students and give ideas for the
7. Once the students are done with the report the teacher will tell the students,
“everything that you did this week will be posted in the hallway for everyone to see!”

Closure/Summarizing Strategies:
1. The teacher will close the lesson/unit by discussing what the students learned over the
course of the week. This will indicate to the teacher if they were able to understand the
concept of the lessons.
2. If the students are struggling the teacher will prompt the students using phrases like, “I
learned where the penguins can live” or “I learned the different parts of a penguin.”
3. The teacher will also talk to the students about how now if they go to a zoo they can
look at all the different penguins and know different facts about them.

According to the students IEP’s they will all need assistance in certain things like keeping
them on task.
Post test will be read to every student.
If needed, write the answers for the penguin report on the board for students O, L, N, S.

- Post test
- Penguins Hidden Talent by Alex Latimer
- Penguin anchor chart from day 2
- Dividers (if needed for post test)

Live Penguin Camera - penguin beach. (n.d.). Retrieved from

Latimer, A. (2014). Penguins hidden talent. New York: Scholastic.

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Students performed very well on the post test, only 4 students got below basic, while the rest
got proficient. This shows that the majority of the class understood the concepts taught
throughout the unit. I also asked specific questions to the students about the unit and they were
able to answer them all. I asked questions about the life cycle and different parts of a penguin.
I also added more questions to the post test so it would make it more challenging for the
students and they just did not think they were talking the same test. The students were also able
to fill out the penguin report with assistance, a few students had to finish it at another time
because we had to move on but they were all able to come up with answers to questions.

Remediation Plan (if applicable)

Next time I give a test to the students I will use the dividers for the students to use, some of the
students were looking at their neighbor’s test. I would also add a bonus question that was
opened ended on the test to see what students would write and give the students who are higher
a more challenging question to answer.

Personal Reflection Questions

1. Will the students be able to answer the 5 added questions on the post test?
2. What if the students do worse on the post test?
3. Will students be able to remember and recall what they learned throughout the week?

Additional reflection/thoughts
1. The students were able to answer all the added questions on the post test that included
tree and false and matching. I had to explain to the students what true and false meant so
they were able to answer the questions.
2. Most of the students did better on the post test, only 4 students did worse on it.
3. The students remembered a lot about the penguins and were able to recall the different
facts that we learned throughout the week. I asked questions at the end of the lesson
about different aspects of the unit and they were able to answer them.
I thought this lesson went well, the students were able to pay attention to the last book that I
read and follow along with the test questions. This lesson was mostly about the post test and
the penguin report so it was not as interactive as the other lesson but the students enjoyed
watching the live video of the penguins one last time and filling out the penguin report.
Penguin Unit Test
Name: _________________________
Multiple Choice:
1. Where do penguins live?

a. Florida
b. Pottsville
c. Antarctica

2. What do penguins eat?

a. Chicken
b. Fish
c. Fruit

3. What are baby penguins called?

a. Chicks
b. adult
c. fledgling

4. What is the first stage of the life cycle for a penguin?

a. Chick
b. Fledgling
c. Egg

5. How do penguins swim?

a. Use their feathers

b. Use their flippers
c. Use their beak

True or False
6. Penguins have a layer of fat to protect them from the cold water.

True False

7. The last stage of the life cycle of a penguin is a chick.

True False
8. Penguins live in big colonies.

True False


9. Camouflage Anything that makes the air, land, or sea


10. Pollution Markings on an animal that helps them

blend into the water.
Draw a picture of a penguin.