Penguin Facts. Standards for the 21st-Century Learner. Published on AASL Learning4Life Lesson Plan Database

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1 Published on AASL Learning4Life Lesson Plan Database Penguin Facts Created by: Neely Swygert Title/Role: Teacher Librarian Organization/School Name: Gadsden Elementary Location: South Carolina Grade Level: K Type of Lesson: Lesson in a unit Type of Schedule: Flexible Collaboration Continuum: Intensive Content Area: Language Arts Science Content Topic: Penguins Standards for the 21st-Century Learner Skills Indicator(s): Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Dispositions Indicator(s): Demonstrate personal productivity by completing products to express learning Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Responsibilities Indicator(s): Contribute to the exchange of ideas within the learning community. Self-Assessment Strategies Indicator(s): Use interaction with and feedback from teachers and peers to guide own inquiry process Determine how to act on information (accept, reject, modify). Scenario: To prepare to teach the children how to research the teacher and teacher-librarian meet to design and plan a beginners lesson on research about penguins. The teacher-librarian prepares a LiveBinder of resources to share on the SmartBoard, and pulls Non-Fiction books from the shelves on penguins. When the students come as a class the teacher-librarian reads 2 Non-Fiction books, goes over the parts of a book as a review, and discusses books from readings done in the classroom. To begin to teach the students how to research, the teacher-librarian will present the "Super 3" research method. Then the students will be shown the resources bookmarked in a LiveBinder to learn where they can find resources to do research on animals. The class will brainstorm facts from the books and websites and write them on the board. Students will then draw a picture of a penguin and write a sentence or a one to two word phrase with 1 fact about penguins. These pictures and sentences/phrases will be turned into an

2 online book with voiceover by the end of the unit. The online book will be shared with the children in the classroom on a later day. Overview: Concept: Students will begin to learn about how to research and find facts for a project. The essential question for this unit is,?how are penguins alike and different from us?? Final Product: For this unit, students' pictures will be uploaded into software at where they will do a voiceover of their sentence or phrase. The final product will be an online book that the librarian will print out for the classroom to have a copy and students will be able to share the online result with their family and friends through a link provided in their take home folder. Library Lesson: Goals include: - At the end of the unit, students will be able to recognize the parts of a book and remember what an author and illustrator?s roles are in creating a book. - The students will be able to analyze penguin facts they learn and compare them to what they have learned about humans, ladybugs, and flowers. - The students will be able to evaluate what penguins need to survive in their environment. Students will be able to name the parts of a penguin. - Students will design and produce a penguin book using - Students will be able to summarize penguin facts from their lessons into their voiceover of the penguin book - The students will be able to understand the difference between fantasy and reality and Fiction and Nonfiction. - The students will be able to name at least one part of the?super 3? research method of Plan, Do, and Review. - The students will be able to begin to classify and prioritize websites for finding facts about animals. - The students will be able to develop questions and share them with the class for research purposes. - The students will be able to use technology to analyze and create a way to share their learned information with others. Estimated Lesson Time: 60 minutes Assessment Product: The students will have drawn a picture of a penguin or have colored a picture of a penguin, depending on their ability, and will have copied a fact from the board or have written one from memory. The teacher and teacher-librarian will check students to see if they followed directions in drawing, coloring, and writing a factoid about penguins. If they chose not to participate, or could not participate, they will have to share what they learned from their time with the teacher librarian. Process: The students will be reminded/taught how to identify a Non-Fiction book from a Fiction book. The students will take knowledge from their classroom learning, the Non-Fiction books they have read, and from our online research as an entire class to brainstorm a list of facts and create their product. The students will be able to tell the teacher-librarian or teacher what a Non-Fiction book is and at least 1 fact they learned about penguins. They will also participate willingly in the creation of the final product using a Web 2.0 tool. Because they are kindergartener's they will gain or lose points by their participation, their ability to ask questions if they are confused, and a willingness to answer a question when asked. Student self-questioning: What is a fact? What kind of books do facts come from? Does the website or book answer most of my questions? Did I write down the source information so I can find the specific fact again? What do I do if I cannot find any information about what I am researching, in this case penguins? Instructional Plan Resources students will use: Still image (i.e.paintings, drawings, plans, and maps)

3 Moving Image (i.e. animations, movies, tv program, video) Interactive Resource (i.e. webpages, multimedia learning objects, chat services) Software Sound (i.e. music playback file, audio compact disc, recorded speech or sounds) Text (books, letters, poems, newspapers, etc.) Interactive Resource URL: Resources instructor will use: Laptop White board Smart board Other Other instructor resources: Non-Fiction books about penguins Instruction/Activities Direct instruction: The teacher-librarian will review what Non-Fiction and Fiction books are and show the spine so that students can see the difference. The teacher-librarian will talk about the "Super 3" research method and will begin to teach the kindergarteners how to research for facts. The teacherlibrarian will read 2 Non-Fiction books and the entire class will brainstorm facts from those books onto the board. The teacher-librarian will then work with the students on the SmartBoard using a prepared LiveBinder to share online resources to find facts about penguins. After each website the students will try and add more facts to their brainstorm board. Modeling and guided practice: The teacher-librarian will guide the students through a prepared LiveBinder of online resources and demonstrates how to find facts for their online book. Through discussion the students and teacher-librarian will decide which information found are facts and what they want to write on the board for later use in their online book. Independent practice: The students will draw or color a picture of a penguin and copy from the board or write a sentence, phrase, or word fact about penguins depending on their level of ability. Sharing and reflecting: The students' pictures and facts will be turned into an online book. The teacher-librarian will share this book with the students in the classroom at the close of the penguin section of the unit as a review. The students will reflect on their experience and share facts they learned with the teacher-librarian, teacher, and other classmates. Have you taught this lesson before: No Strategies for differentiation: Based on the student needs, the student will either draw a picture or color a picture of a penguin. The student will also either copy a word, phrase, or sentence from the board or write their own fact on the picture. The students also have the option of doing a voice over of their page in the online book. AASL/Common Core State Standards Crosswalk English Language Arts:

4 CC.K.W.1» English Language Arts» Text Types and Purposes» 1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). (K) CC.K.W.2» English Language Arts» Text Types and Purposes» 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K) CC.K.W.3» English Language Arts» Text Types and Purposes» 3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (K) CC.K.R.L.10» English Language Arts» Range of Reading and Level of Text Complexity» 10. Actively engage in group reading activities with purpose and understanding. (K) CC.K.SL.1.a» English Language Arts» Comprehension and Collaboration» a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (K) CC.K.SL.2» English Language Arts» Comprehension and Collaboration» 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (K) CC.K.SL.1» English Language Arts» Comprehension and Collaboration» 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (K) CC.K.SL.3» English Language Arts» Comprehension and Collaboration» 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K) CC.K.R.F.4» English Language Arts» 4. Read emergent-reader texts with purpose and understanding. (K) CC.K.R.L.1» English Language Arts» Key Ideas and Details» 1. With prompting and support, ask and answer questions about key details in a text. (K) CC.K.R.I.2» English Language Arts» Key Ideas and Details» 2. With prompting and support, identify the main topic and retell key details of a text. (K) CC.K.R.I.3» English Language Arts» Key Ideas and Details» 3. With prompting and support, describe

5 the connection between two individuals, events, ideas, or pieces of information in a text. (K) CC.K.R.I.7» English Language Arts» Integration of Knowledge and Ideas» 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (K) CC.K.R.I.8» English Language Arts» Integration of Knowledge and Ideas» 8. With prompting and support, identify the reasons an author gives to support points in a text. (K) CC.K.R.I.9» English Language Arts» Integration of Knowledge and Ideas» 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (K) CC.K.W.7» English Language Arts» Research to Build and Present Knowledge» 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K) CC.K.SL.4» English Language Arts» Presentation of Knowledge and Ideas» 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (K) CC.K.SL.5» English Language Arts» Presentation of Knowledge and Ideas» 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (K) CC.K.W.6» English Language Arts» Production and Distribution of Writing» 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (K) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

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7 Name: Date: Today we are learning about Penguins. Where do Penguins live? What do Penguins eat? What else do you know about Penguins? Please draw a picture of what a Penguin looks like below: