Penguin Thematic Unit Lesson PlansDiana, Jessica, Mandi, Nicole, Philca

Lesson # 1 - Penguin Integration Introduction                       Level: 1-5 ELL                                                                         Grade: 3 (Ages: 7-8)

Lesson Overview:

Objectives: Generate interest in penguins, recall what the students already know and come up with questions to pursue, introduce new vocabulary, start the penguin portfolio

Language Learning

Objectives

introduce new vocabulary

formulation of questions

Concept Objectives

Questions wordsGlobal span of

penguinsVariety of types of

penguinsPenguins are new to

the Calgary zoo

Strategy ObjectivesEngage students in the subject

(penguins)Generate connections between

student’s funds of knowledge and new topic (penguins)

Activities Summary1. Gallery Walk of penguin pictures: including pictures of their natural habitat,

the zoo exhibit, diet, pop culture, family units, and the variety of types of penguins. Students in groups of 3/4 move about the room observing a variety of penguin related pictures. They have the freedom to discuss the pictures amongst themselves.  The teacher may encourage discussion and the sharing of ideas about the pictures in the ELL students home language.

2. Teacher introduced new vocabulary words using the pictures to help describe the word (habitat, diet, penguin,Humboldt, Gentoo, Rockhopper and Kings, Antartica, ). The words and the pictures that highlight them are then placed on a word wall for continual referencing.

3. KWL chart. Students fill out their own individual KWL chart through a class discussion. Students can choose to fill out the chart individually or with the information that the entire class generates.  The KWL chart becomes the first part of the student’s penguin portfolio.

4. If time permits show clip from the Calgary herald http://www.calgaryherald.com/news/calgary/Penguin+Plunge+exhibit+opens+eager+crowds+Calgary/6171956/story.html

Back up activity - Have materials available to start decorating the cover of the penguin portfolio.

MaterialsGallery walk penguin photos

KWL pre printed graphic organizersPenguin portfolio folders for each student

Calgary Herald video clipVideo clip for warm up

Teaching Phase:Warm Up:    (use a video clip to grab student’s attention and get them thinking about the subject)  or introduce with a fun poem if video equipment is not avaliable

PenguinI know a birdThat cannot fly:Penguin is its name.It cannot fly,But it can swimWith speed that wins it fame!I know a birdThat lives on iceAnd waddles by the sea.It looks so cuteIn its black-and-white suit,As handsome as can be!Meish Goldish

Six Little PenguinsSix little penguins off an iceberg did dive,One bumped his beak, then there were five.Five little penguins swam the ocean floor,One saw a whale, then there were four.Four little penguins spun around, whee-ee!One spun off, then there were three!Three little penguins, with nothing to do,One went fishing, then there were two.Two little penguins, having lots of fun,One fell of, then there was one.One little penguin, when the day was done,Went home to sleep, then there were none.

New Language, Concepts, Strategies:   

Gallery WalkWord WallNew Language: Penguin, habitat, exhibit,zoo, diet, types of penguins, AntarticaNew Concepts: The penguins are new to the Calgary zoo, there are different types of penguins that live in different habitats and have different diets.Strategies: Combination of group work initially in the gallery walk providing opportunity for home language to be used in brainstorming and accessing funds of knowledge for the ELL students.  Ability to work in groups or individually with the KWL charts; again support the use of the home language within groups and allow the use of bilingual dictionaries. Word wall offers a change for the introduced vocabulary to be recycled and referenced visually.

Practice, Reinforcement, ExtensionKWL charts, Word wall

Vocabulary Grammar-Function Focus

NEW:  Penguin, habitat, exhibit,zoo, diet, Humboldt, Gentoo, Rock hopper and Kings, Antarctica, portfolio, species

RECYCLED:

Question words

Lesson # 2 – Storybook Reading: “And Tango Makes Three”Level: 1-5 ELL                                                                         Grade: 3 (Ages: 7-8)

Lesson Overview:

Objectives: Introduce the story, recycle vocabulary, introduce new vocabulary, story comprehension, introduce life cycle and habitat information, start/add to the penguin portfolio

Language Learning

Objectives

introduce new vocabulary

recycle vocabulary

Concept ObjectivesPenguins have families,

role of parentsIntroduction to Penguin

life cycle and how Penguins are born and

their habitat

Strategy ObjectivesUse mediated reading and QAR to

expand vocabulary, knowledge about Penguins, and reading

comprehension

Activities Summary1. Introduce students to the book “And Tango Makes Three.” Have them look

at the front and back cover and discuss what they think the book is about. Write down their responses on the board.

2. Go over vocabulary words from the book with the students, prior to reading it. They will be displayed in a graphic organizer with pictures next to each of the words. Question their knowledge about the recycled words from the previous lesson. Add the new vocabulary words to the word wall.

3. Read the book to the students. The teacher should pause when each of the vocabulary words is reached, and go over it with the students.

4. Once the story is finished, have the students break into table groups and give them a list of QAR questions of varying levels to question what the students have learned.

Back up activity - Have materials available to start/continue decorating the cover of the penguin portfolio. Suggest adding a picture from “ And Tango Makes Three”

Materials“And Tango Makes Three” Storybook

Graphic Organizer with vocabulary words and picturesList of prepared QAR questions

Teaching Phase:Warm Up: Introduce the cover of “And Tango Makes Three” to the students and have them inquire into what the story is about. 

New Language, Concepts, Strategies:   

Mediated ReadingQRAWord WallNew Language: Families, couple, nest, stone, rock, hatch, chickNew Concepts: Penguins live in families with a parent couple. The start of the life cycle of a penguin and the need to keep the eggs warm. How penguins feed and what they do each day.Strategies: Initially question students about what they think the story is about to spark interest. Use mediated reading to go over new and old vocabulary words to assist all students in learning new words, and recycling previously learned words. Include pictures to aid ELLs. Use QRA to ensure that students are comprehending the story and the new vocab. By splitting the students into groups, it will allow ELLs to work with their peers. Provide a dual language edition of the story to the ELL if available or with a bilingual dictionary. The story promotes diversity and is relatable to students who feel unique or different in the classroom. .Practice, Reinforcement, ExtensionWord wall, Mediated Reading, Reading comprehension

Vocabulary Grammar-Function Focus

NEW:  Families, couple, nest, stone, rock, hatch, chick , life cycle, relationship

RECYCLED: Penguin, zoo, habitat, exhibit, diet

Question words

Lesson # 3 – Map and Response to Calgary Zoo Article Level: 1-5 ELL                                                                         Grade: 3 (Ages: 7-8)

Lesson Overview: Introduce the Global Tv clip, the Calgary Herald article, and the world map. Also, review recycled vocabulary, introduce new vocabulary, and go over the use of quotation marks.

Objectives:

Language Learning Objectives

Concept Objectives Strategy Objectives

Introduce new vocabulary, recycle vocabulary

GrammarDeriving word meaning

Listening and writing

RelocationReading maps

Learning about local events

ComprehensionLocate, gather, interpret info

Categorize & classify infoStudents develop & define key vocab

Inferring

Teaching Phase:Warm Up: Ask students what they know about the penguins that are new to the Calgary zoo. Inform students that they will be using local media (Calgary Herald article & Global Tv video clip) to learn more about these animals.

New Language, Concepts, Strategies: Pre-teach/define difficult words in article plus new vocab words Strategies for deriving word meanings (look around the word for context clues,

looking in the word, make your best guess at the word’s meaning)

MaterialsCalgary Herald Article on penguins

Video clip (Global Tv)Map of World (origin worksheets)

Pencil crayonsCloze sentence worksheets

Penguin breeds coloring sheet (labeled with correct color for each part of body)

Activities Summary1.Write a response about the article2. Locate origins on map and color3.Learning strategies for deriving word meaning4. Cloze sentences

Quotation mark lesson. Explain what they mean, where students will see them (e.g. the article on penguins they will be going over next) and have students practice writing a few sentences using them.

Give students a copy of the Calgary Herald Article on penguins and have students follow along as you read the article out-loud

Have students write a response about the article; what they liked, did not like, what they thought should have been included, or comments about what was said.

Students then pair up to read their response out-loud to each other Show Global Tv video clip Ask students to recall what they remember about the Global Tv video clip.

Write the name of the types of penguins on the board and ask students where they came from. Once information is written on the board students can search/locate these places on their Map which they will also color

Practice, Reinforcement, Extension Map color (origins)- locate the correct country each penguin came from on the

map and color according to the directions Cloze sentences worksheet

Vocabulary Grammar-Function FocusNEW: strut, waddle, bickering, clustered, exhibition, “ice-breaking ceremony”

RECYCLED: penguin, habitat, diet, Humboldt, Gentoo, Rockhopper, Kings, insulation, Antarctica

Quotation marks

Reflection/Journal Contingency Plan

WHAT WORKED?

WHAT DIDN’T WORK?

USE THIS LESSON AGAIN? YES / NO

Extra cloze sentences sheet or penguin breeds coloring sheet

Lesson # 4 – Life Cycle of a Penguin Level: 1-5 ELL                                                                         Grade: 3 (Ages: 7-8)

Lesson Overview: Introduce students to the life cycle of penguins as well as new vocabulary related to biosciences. Also, teach students verbs of penguins and verbs of the life cycle.

Objectives:

Language Learning Objectives

Concept Objectives Strategy Objectives

Introduce new vocabulary, recycle vocabulary

Verbs of penguins, verbs of life cycle

science-life cycle/reproduction ComprehensionSequencing/orderingMake connections/ draw

conclusionsInferences

Compare/ contrast

Teaching Phase:Warm Up: Ask questions/review knowledge of penguins thus far.Show life cycle clip & go through the diagram/flow chart of the life cycle with students

New Language, Concepts, Strategies: Introduce new vocabulary Have students create a word/concept map using the new words introduced

and encourage them to recycle previously learned words related to the topic Verbs of life cycle & verbs of penguins (cover both regular and irregular

verbs) eg) move present: move, past: moved, future: will move eg) swim present: swim, past: swam, future: will swim

Thinking, listening, and responding activity. (instructions under Grammar- Function focus)

MaterialsLife cycle video clipDiagram/flow chartCrossword sheets

Cloze sentence sheets

Activities Summary1. Shared writing (in pairs)2. Word/concept map3. Thinking, listening, and responding4. Crossword5. Cloze sentences

Pair students up for the shared writing activity. Students will collaboratively write a story and use as many of the new vocabulary and recycled vocabulary words learned as possible. Students must also decide ahead of time whether this story will take place in the past, present, or future and use the appropriate verbs

Practice, Reinforcement, ExtensionCrosswordCloze sentence worksheets

Vocabulary Grammar-Function FocusNEW: life cycle, extinct, birth, death, maturity, reproduction, growth, mating, feeding, hatching, chicks, march, incubate

RECYCLED: penguin, habitat, diet, Humbold, Gentoo, Rockhopper, Kings, insulation, Antarctica, strut, waddle, clustered.

Ask students Yes/ No questions with “Do penguins…? (Life cycle)

Instruct students to listen to both sentences read aloud and tell you which one they believe sounds right. (Verb practice)

Reflection/Journal Contingency Plan

WHAT WORKED?

WHAT DIDN’T WORK?

USE THIS LESSON AGAIN? YES / NO

Create an alternate ending or art work to the collaborative story they did earlier

Lesson # 5 – Blubber Glove ExperimentLevel: 1-5 ELL                                                                         Grade: 3 (Ages: 7-8)

Lesson Overview: Review previously learned material/vocabulary, access student funds of knowledge and personal experiences to generate inquiry, introduce new vocabulary, explain and carry out experiment, discuss results and review vocabulary learned.

Objectives:

Language Learning Objectives

Concept Objectives Strategy Objectives

ŸIntroduce new vocabularyŸRecycle previously learned vocabularyŸFollowing directionsŸForming/Using descriptive language

Ÿ Penguin habitatŸ Penguin adaptation and survival- How they keep warm, swim better (escape predators), last long periods without food.

Ÿ Posing questions to faciliate inquiryŸAccessing funds of knowledge and previously learned materialŸPartner workŸHands on experimentation with materialsŸUsing pictures, artifacts, actions to help explain concepts/vocab

Activities Summary

1. Start with class discussion - ask students:·       What they have already learned about the environment penguins

live in (Show pictures of environments to aid ELLs).·       What issues might they encounter in this type of environment that

may influence survival? (Cold weather/water, access to food).·       Recycle previously learned vocabulary/concepts during discussion

and refer to word wall (Diet, habitat, Antarctica, life cycle).·       Ask students what they do to stay warm in the winter (move

around, wear coats/mittens/sweaters, layer, turn up heat, etc.). If they were swimming in cold water? (Wear wetsuits; don’t stay in water for long periods of time). – Use props or actions to help guide ELLs in answering/understanding.

·       But penguins don’t wear coats!  – Ask students how they think penguins are able to withstand the cold weather/waters (blubber, feathers).

2. Introduce new vocabulary (adaptation, blubber, insulation, buoyancy, food reserve). Help teach new vocab with pictures and examples to aid ELLs (E.g. Picture of a lifejacket to explain buoyancy – students know that it helps you float). Add these words to the word wall.3. Explain directions and demonstrate experiment to the students, have them partner up (have ELLs work with non ELLs wherever possible) and hand out materials. They will take turns doing the experiment, while one person records results and observations.

Experiment and Directions:PART I: Insulation

1.     Cover one hand with plastic bag2.     Fill second bad with shortening, put covered hand into this bag

and knead to make sure hand is completely surrounded.3.     Seal bag around wrist with tape or elastic band (optional)4.     Cover other hand with two plastic bags without shortening (this

is the control)5.     Place both hands simultaneously in bucket of cold ice water;

have partner time and record how long each hand remains under water.

PART II: Buoyancy1.     Remove bags of lard from students hands and seal it so water

doesn’t seep through2.     Attach weights to each bag (with and without shortening) and

place in water.3.     How many weights can each bag hold before it sinks to the

bottom?4. Discuss results and observations from experiment as a group and what it means for penguins living in extreme conditions. Review new vocabulary words learned from experiment and explain that blubber also acts as a food reserve for when penguins have to go long periods of time without food during mating season (sitting on eggs to incubate them).*Photographs will be taken of each student while doing the experiment to be printed and put into their penguin portfolios.Back-up Activity: Have students work in groups to build their own “penguin ” (insulation containers) that will keep in warmth using a variety of given materials. Students will take into account what they have learned about how humans and penguins stay warm in cold temperatures. Using thermometers, students will measure water temperature in their containers at a start and end time in order to see which group built the best insulator.

Teaching Phase:Warm Up:  Facilitate a class discussion by asking students questions how they keep warm and what they know about penguin habitats and survival in harsh conditions. New Language: Adaptation, blubber, insulation, buoyancy, food reserveConcepts: Animal adaptation and survival strategies/characteristicsStrategies:  Facilitating inquiry by posing questions, group or partner work, learning through direct hands on experimentation and observation, use of pictures and props to aid in concept understanding.

Practice, Reinforcement: Collaboration and discussion with peers after experiment to recycle and reinforce vocabulary understanding.

Extension: Have students go home and find other materials that float (have buoyancy), make good insulators, etc.

MaterialsClear plastic bags (ziplock)

Masking tape or elastic bandsVegetable shortening or lard (Crisco)

Buckets or tubsCold water with Ice cubes

StopwatchWeights

Pictures and props to support vocabulary understanding

Vocabulary Grammar-Function Focus

NEW:  Adaptation, Blubber, Insulation, Buoyancy, Food Reserve

RECYCLED: Habitat, Diet, Life Cycle, Antarctica

Writing SentencesDescriptive writing

Lesson #6 – Climate Change and Global CitizenshipLevel: 1 – 5 ELLGrade: 3 (Ages: 7-8)Lesson Overview: Introduction to topic with video clip, facilitate inquiry through questions and class discussion, research in groups, create mind map and brainstorm conservation ideas, group presentations of findings to class.

Objectives:

Language Learning Objectives

Concept Objectives Strategy Objectives

Introduce New VocabularyRecycle old Vocabulary

Verbal skills (presentation/public speaking)

Reading and writing skills (researching)

Climate changeGlobal citizenship

ConservationEndangered animals

Group WorkPosing questions to facilitate

InquiryResearch (online, texts)

Activities Summary1. Introduction to topic: show a short video clip on climate change to get them

thinking (WWF)2. Facilitate Class discussion: What do you know about climate change? What

Activities Summaryare its causes and consequences? What areas of the world are affected? Are any species of penguins affected/endangered due to climate change?

- teacher displays all related ideas on board through creation of concept map

- introduce new vocabulary and put on word wall.3. Have students work in groups or pairs to research climate change and its

impact on penguins- Key Questions: What is climate change? (causes and effects), Are penguins affected? (which species, where?)

4. Once students have researched key aspects, have them create their own mind map: Introduce concept of Global Citizenship/conservation and ask students to brainstorm ways we can do to reduce or impact and contribution to climate change.

5. Students will give a quick presentation of their findings and conservation ideas in their groups to the class. (5 mins) In their presentation, they need to address 3 key points: What is climate change? How are penguins affected? What can we do to reduce our impact?

*Mind maps can be copied and out into each students’ penguin portfolios

Teaching Phase:Warm Up: Introduce the topics of climate change and global citizenship by showing short video to get them thinking.

New Language, Concepts: Climate Change – causes and effects Global Citizenship – what can we do to help Conservation – what is being done/can be done to help endangered

penguin species? Endangered Animals – how are penguins affected?

Strategies: Group or partner work – make sure ELL students are paired with stronger

affluent students who can help them Research techniques Inquiry (through questions)

MaterialsVideo clip of climate change or Global Citizenship

Online resources, textbooks, articles, etc.Graphic Organizers

Practice, Reinforcement: Each student should record their own research findings to reinforce their

reading and writing skills. Collaboration with group members/peers helps recycle vocabulary and

understanding Provide students with graphic organizer to help with focus and direction

within their research Presentations of each groups findings to recycle vocabulary and concepts

Extension: Students can create a poster or online mind map collage/presentation to display their research findings and ideas.

Vocabulary Grammar-Function FocusNEW: Endangered, Climate, Conservation, Global, Citizenship

RECYCLED: Habitat, Antarctica

Writing sentencesVerbal skills – intonation, pronunciation

Lesson #7- Exhibit ExplorationLevel: 1 – 5 ELLGrade: 3 (Ages: 7-8)

Lesson Overview: Students will design a penguin exhibit based on their knowledge learned in previous lessons on what penguins require.

Objectives:

Language Learning

Objectives Recycle

vocabulary

Concept Objectives

Math- perimeter, area, volumes, 2D

and 3D shapesDiet

Strategy ObjectivesTo integrate the information learned in

previous lessons (penguin vocab, life cycle, insulation, Calgary zoo exhibit information) into creating a penguin exhibit. Integrates

Science, Math and Language ArtsCaters to ELL students since they will be

provided with visuals and requires previously learned vocabulary knowledge and the ability

to work with non ELL students  

Activities Summary

1. View online virtual tour of zoo exhibit at the Calgary Zoo and have students take note of the different elements required for a penguin habitat. http://www.calgaryzoo.org/content/view/772/879/ and read this article to find out the conditions needed for the penguin exhibit http://www.ctv.ca/CTVNews/Canada/20120218/calgary-zoo-penguins-exhibit-20120218/

2. Students will create their own exhibit. They will sketch it and measure its dimensions with a ruler. They will measure the perimeter, the length and width, calculate the area, and the volume of water in the exhibit. They will also include and identify both 2D and 3D objects. Allow ELL students to work with a non ELL student in order to ask vocabulary questions. Allow them to work on computers or the use of a bilingual dictionary when designing the exhibit.

3. Using knowledge learned from previous lessons as well as online research, students will include the correct dietary food and habitat conditions (ie temperature, cleanliness of enclosure) for the penguins in the exhibit, as well as the penguin species they will include in their exhibit.

4. Students will write a description of their habitat. This will include vocabulary words from the word wall, and an explanation for the reasons why they chose the measurements and elements they did for their exhibit. Add exhibit and description to portfolio.

5. If time allows, have students work on Zoo Tycoon to create a marine animal exhibit.

http://zootycoon.com/Downloads/Demos.htm

MaterialsAccess to the computer lab or Info Commons

RulersPaper

Zoo Tycoon

Teaching Phase:Warm Up: Have a class discussion with students to offer ideas about important elements of a zoo exhibit. Brainstorm about the temperature, the amount of water/snow area, the volume of water needed, food that needs to be included etc. Then show the virtual tour to the class of the new Calgary Zoo Penguin Plunge Exhibit

New Language, Concepts, Strategies:   Integrate a number of subjects for cohesion of the penguin theme. Visuals of the exhibit will be helpful for ELL students, and the ability to work with a partner and

the computer. The Zoo Tycoon program is also offered in a number of different languages. This lesson incorporates many math curricular concepts.

Practice, Reinforcement, ExtensionPractice and reinforce concepts previously learned to this lesson. Extend what students have learned in the creation of the exhibit.

Vocabulary Grammar-Function

FocusNEW:

RECYCLED: Penguin, zoo, habitat, exhibit, diet, Humboldt, Gentoo, Rockhopper and Kings, Antartica, Families, Couple, Nest, Stone, Chick, Insulation, Buoyancy, Food Reserve

Descriptive Writing

Lesson # 8 -   Penguin Accordion Book                     Level: 1 – 5 ELLGrade: 3 (Ages: 7-8)

Lesson Overview:

Objectives:

Language Learning Objectives

Concept Objectives

Strategy Objectives

Create a narrative: beginning. middle and endRe use the new vocabulary you have used within the context of a story.Produce complete sentences

  The story of a penguin  

Recycle key vocabulary and demonstrate an understanding of it by producing sentences properly using the words.Creatively think about penguins and story writing.

Activities Summary1. Brief introduction to penguin activity. Show an example book. 2. Brainstorm as a class ideas for a penguin book on the board using a concept map3. On your own write down a few ideas for your book using a graphic organizer (What is my penguin’s name? Where is he/she from? What does my penguin like to do? Who are my penguin’s friends?). Allow the use of home language to help student’s generate ideas and dictionaries to help them find the vocabulary words needed to write their stories. Allow access to the word wall to assist in vocabulary.4. Penguin Accordion Book (Create penguin cover, write the story, illustrate your book)

The penguin books are added to the penguin portfolio and can be shared.

MaterialsPenguin Accordion book example

Pre folded accordion pages for the bookPenguin template to create the title page

Markers, pens, (illustration making materials)Graphic organizer sheets

Teaching Phase:Warm Up:  Introduce and read the sample accordion book    

New Language, Concepts, Strategies:   

Concept: Creating a narrative with the knowledge you have about penguinsStrategies: group discussion and creation of a concept map to generate ideas for individual stories. Access to the word wall to re enforce and assist with the use of new language. Graphic organizer to help student sort out their ideas before they put pen to paper.

Practice, Reinforcement, Extension

Practice and Reinforcement: Re use the new language and knowledge you have learned about penguins.Group work to generate ideas and refresh prior learner knowledge.

Extension:  add more pages and illustrations to your book. Share your book with others.

Lesson # 9 - Field Trip to Calgary Zoo Level: 1 – 5 ELLGrade: 3 (Ages: 7-8)

Lesson Overview: Wrap up penguin unit with a field trip to see new penguins.

Objectives: Learn additional information about the penguins at the zoo by collecting data and using vocab that was previous learned.

Language Learning Objectives

Concept Objectives Strategy Objectives

To recycle words used in unitUse new language to obtain more information about the

penguins at the zoo

Life CycleHabitat, Different species

GeographyDiet, country origin

Endangered/ threatened

Vocabulary Grammar-Function FocusNEW:  

RECYCLED:

Writing complete sentences

Narrative writing

Activities Summary

1. See the penguin exhibit at the zoo2. Data collection3. Opportunity to speak to keeper

Teaching Phase:Warm Up: Review language used in unit and investigate species at the zoo in their exhibit.

New Language, Concepts, Strategies: Penguin facts at the zoo Zoo experience - talk about different animals at the zoo Note taking Data Collection

Practice, Reinforcement, Extension Use previous learned vocab to ask questions about the exhibit with other

students and zoo keepers. Zoo experience

Vocabulary Grammar-Function FocusNEW: Penguin facts at the zoo, endangered

RECYCLED: exhibit, habitat, diet, penguin, zoo

Asking, describing, retelling, following directions, interpretation

MaterialsWorksheet for data collection

Fieldtrip permission formPen/Pencil

Lesson # 10 – Portfolio Compilation

Level: 1 – 5 ELLGrade: 3 (Ages: 7-8)

Lesson Overview: Collect previous work completed during penguin unit into a portfolio

Objectives: To complete unit and recycle vocab and concepts as a group.

Language Learning Objectives

Concept Objectives Strategy Objectives

Recycle vocabulary in unitUse vocabulary to share new

knowledge with other classmates

Review all concepts in unit

Activities Summary

. Gather previous work2.Finish any work 3. Create portfolio4. Share with classmates

Teaching Phase:Warm Up: Review concepts learned by going through previous work completed on the penguin unit

New Language, Concepts, Strategies: Portfolio Compilation Review Penguin unit Summary of unit Time to ask any remaining questions

Practice, Reinforcement, Extension Reinforcement of vocab used by reviewing previous work on unit Share work with friends and family

Vocabulary Grammar-Function FocusNEW: Compilation

RECYCLED: exhibit, habitat, endangered, species, Penguin, habitat, exhibit, zoo, diet, Humboldt, Gentoo, Rockhopper and Kings, Antartica, portfolio

Following directions, retelling, explaining, describing

MaterialsMarkers

GlueScissors

PaperWorkbook for portfolio

List of work that should be included