Submitted by:​ Brittany Bruney ​ ​CWID​:​ 50080056

Grade Level​: 1 ​Mentor Teacher​: Heather Summers
Subject/Topic:​ ELAR/Science/Writing

Informational Text / Expository Sequencing Chicken Life Cycle

Rationale​: Materials/Equipment:
Students will connect the life cycle of a chicken to Pencil
the life cycle of a duck from a previous fiction book Writers journal
reading. They will sequence the order of events in Pocket Chart
the development of a chicken’s life cycle and will Anchor Chart
create and write about the steps in the process of Life Cycle of a chicken flashcards and description
development in their writers journals. cards

TEKS Achieved: Accommodations:

1.14.c: Reading/Comprehension of 1. ​SPED:​ Students will receive extended time to
Informational Text/Expository Text:​ retell the finish their writing.
order of events in a text by referring to the words
and/or illustrations.

1.21.A: Oral and written

conventions/handwriting, capitalization, and
punctuation:​ ​ ​form upper- and lower-case letters
legibly in text, using the basic conventions of print
(left-to-right and top-to-bottom progression),
including spacing between words and sentences

Bloom’s Taxonomy: Differentiated Classroom Strategies: Curriculum

Knowledge/Remember Learning: Cooperative Groups Integration:
Comprehension/Underst Auditory Hands-On Reading
and Visual/Spatial Independent Activities Science
Application Kinesthetic Charts/Graphs/Maps Writing
Analysis Verbal/Linguistic Lecture
Create / Synthesis Intrapersonal Whole-group
Evaluation Interpersonal

Objectives:
• TSW sequence the events in the life cycle of a chicken.
• TSW write and explain the life cycle of a chicken.

Lesson Plan:
Introduction (Anticipatory Set/Focus/Motivation):
Students will be told to be seated on the carpet and take a look at the premade anchor chart about the life
cycle of a chicken. Students will be presented with questions to help them connect the life cycle of a chicken
to the book that they have previously read in class together, ​How Ducklings Grow by Diane Molleson​.
Students will be posed with the questions:
“What order do the events of a chicken life cycle take place?
How do you think the life cycle of a duck is similar to that of a chicken?

 
 
• Information Giving
An anchor chart will be made with the class over the chicken life cycle. The life cycle will feature the
sequential order of the life cycle in either pictures, blank boxes, or words for the students to match up the
life cycle cards to the anchor chart.
1.First, 2. Then, 3. Next, ... etc.
Students will be asked the question:
How do we know this event comes before the previous event?
What would happen if we took this event away?

Students will then be given the life cycle pictures and the description of the various parts of the chicken
life cycle. The students will be told to find their partner on the rug and walk around to find their matching
picture with their descriptions that they were given,

Check for Understanding

Students will find their matching description partner on the rug and match the life cycle picture to the
correct description. The partners will place the correct life cycle picture and description next to each other,
in the correct order of sequence, in the pocket chart.

Students will answer the questions regarding events that were chosen.

• Guided Practice:
Students will be given the chicken life cycle cards again, after they have initially matched the cards as
partners in the pocket chart. They will match the cards in sequential order of the life cycle of the chick.
Double-sided tape will be placed on the back of the cards so that the students can place on the anchor
chart the sequence of the life cycle and create the life cycle as a whole group.
Description cards and the life cycle cards are placed next to one another in the life cycle of a chicken.
• -A hen lays an egg in a nest.
• -Inside the egg, a new chick is growing.
• -Inside the warm egg is everything a chick needs to grow.
• -The hen sits on top of the egg to keep it warm.
• -The hen turns the egg over to keep it warm on all sides.
• -After three weeks of growing, the chick pecks a tiny hole in the shell of the egg using its egg tooth.
• -Finally, the chick hatches.
• -The chick grows and becomes an adult chicken.

Check for Mastery

Students will correctly have the chicken life cycle sequence cards placed on the anchor chart as a whole
class. They will have the matching pictures and the descriptions placed.

• Independent Practice:
After sequencing, students will write in their writing journals the sequence of the chicken life cycle. They will
focus on proper transition words.
1. First, the hen lays an egg in a nest.
2. A new chick grows inside of the egg.
3. Then, a hen sits on the egg to keep them warm and turns them.
4. After three weeks, the chick hatches.
5. Finally, the chick will grow into an adult chicken.

• Assessment/Evaluation:
Students sequence the events of the chicken life cycle using flashcards and create a life cycle as a whole
group on the anchor chart.

Students write sentences and create illustrations of the events of a chicken's life cycle in their writing
journals.

 
 

• Closure / Culminating Activity:

Students are told that they will continue to learn more about the life cycle of a chicken and how they will
be able to make the connection to the chicken eggs that are hatching in the incubators in the classroom.

• ​Enrichment/Extension:
Students can write in their writing journals about how the duck life cycle from the story is similar to the
chicken life cycle and why they are similar. They can also write about how they are different.

• Reteach:
Students will be pulled into small group teacher table for them to discuss with the teacher how chickens
develop and how to properly sequence the order of events.

• Modifications​: The lesson does not require modifications per the individuals students’ IEPS.