Samantha Kole

Lesson Observation #1
Introduction to Non-Fiction (Penguins)
Topic: This lesson will be introducing non-fiction text through a book on
Penguins.
Duration: This lesson will take about 30 minutes to complete.
Purpose: The purpose of this lesson is to introduce non-fiction text and how to
write non-fiction. Through a picture book on Penguins, students will create a
whole-class chart based on facts they learned from the book. With this chart,
students will be able to attempt to create a piece of non-fiction writing on their
own.
Materials:
- Penguin Book (If You Were a Penguin by Wendell and Florence Minor)
- Can, Have, Are Poster
- Draft Books
Standards:
1. CCSS.RIK.1: With prompting asks, answers questions about details in a
text.
2. CCSS. RIK.2: With prompting identifies main topic and key details of a
text.

Objectives:
1. SWBAT classify main ideas and details from the text through a Can,
Have, Are chart.
2. SWBAT begin to construct a piece of non-fiction writing with facts on the
Can, Have, Are chart.
Assessment of Objectives: Students will participate in the making of the Can,
Have, Are chart as a whole group while I record responses. Students will then
begin to attempt to construct a piece of non-fiction writing based on the facts on
the Can, Have, Are chart. This will be the students first time being introduced to
non-fiction writing, so writing one fact will be sufficient. Students have their own
draft books to write in.
Anticipatory Set: Students will put together a large penguin puzzle as a whole
class. Two or three students will put it together while the others orderly help/
direct. Students wont know that what they are putting together is a penguin.
Once it is figured out, students will know what we will be learning about. This
gets students excited to try and figure out the topic we will be discussing, and the
puzzle is also a good visual of the topic.
Input/What-How: Students will be read the non-fiction text If You Were a
Penguin aloud, whole group. They will listen and help record facts on a Can,

Have, Are chart. After gathering information, students will begin to write a piece
of non-fiction writing using at least one fact from the chart.
Modeling: I will model by telling students we will be writing a piece of non-fiction
writing and write my own sentence based on a fact from our Can, Have, Are
chart. I will explain my thinking process about how I chose a fact and how I
compose my sentence as I write.
Checking for Understanding: Who can give me an example of a sentence
they could write that has a fact from our chart?
Guided Practice: Students will go back to their seats with the chart and my
example out for them to see. They will write their own sentence, or more, while I
walk around and assist them.
Closure: After writing, I will ask students who are finished to read what they
wrote aloud. I will then let students know that when they are finished they can
show me their work, and and then write their red words (site words) on their wipe
and write boards.
Independent Practice: Students will be given a homework sheet to practice
writing about non-fiction text at home. They will be asked to use a fact from the
Penguin Can, Have, Are chart.
Adaptations: The students in my room who are able to write more than just one
fact or one sentence will have the opportunity to write more once they show me

what they have. The students who struggle with writing will get extra help from
one of the adults in the room; whether its help with spelling or help with figuring
out which fact to use.