IFSA Butler Daily Planner

Mary Stang
Date:
27/11/14
Pupils prior learning

Class:
Primary 5

Title:
Frog Life Cycle & Report Writing
Thinking skills and personal capabilities focus

The children have been studying life cycles and how animals change over time.
They just completed the butterfly part of this and have moved into frogs.
Students are going to begin writing a report on a frogs life cycle.

Working with others Students will be participating in partner and

whole group discussions.
Thinking, problem-solving and decision making Students are
having to take in a lot of information and decide what information
is the most important and relevant to include in their graphic
organizer.

Cross curricular skills focus

Differentiation

Communication
Listen to and discuss concepts with partner.
Participate in whole group discussion.
Listen to teacher modeling and direct instruction.

By Support Students will be explicitly taught and modeled and

how to conduct the first stage of report writing by filling out the
graphic organizer.

Learning intentions
Students will be able to:
Identify the components of a report.
Actively participate in shared writing on the life cycle of a butterfly.
Define and identify components of a life cycle is.
Introduction

Students will complete a think-pair-share. They will share out what they
think a report is and some of the things that might be important to
include in a report about the life cycle of an animal.
Teacher will then introduce the graphic organizer and discuss similarities
and differences based on their brainstormed ideas. Why is something

By Task Students who are struggling students are not asked

to/expected to go into as much detail as the core and advanced
students. They will be evaluated on a simplified checklist.
WALT:
We are learning to identify and describe the life cycle of
a frog through a report.
WILF:
I am looking for you to follow along as I model the
report planning and then for you to silently begin to
complete yours with bullet points.
Role of the teacher
Demonstrator: The teacher will be providing explicit instruction
as to how to fill out the graphic organizer. The teacher will be
modeling the process using the life cycle of a butterfly.
Facilitator: The teacher will be walking around and assisting

they forgot to include important? Could they also include something else
they thought of, but is not on the graphic organizer?
Activity
Teacher will begin modeling the completion of the graphic organizer on
the life cycle of a butterfly. Teacher will complete the title and opening
statement.
Then the teacher will ask students for their input on where they live, life
cycle, and fun facts. Depending on the engagement level of the class, this
may be call and response or think-pair-share. Teacher will record on
sheet displayed on document camera for students to follow along.
Students will get their own graphic organizer and start completing for the
life cycle of a frog. Teacher will circulate the room and support student
learning as needed.

Plenary
Briefly ask students who are interested to share the title of their report and
what their next plan of action is going to be.

students as needed once they begin their own graphic

organizer. They will provide support who need it and ask
extension questions to those who finish quickly. T
Key Questions
What else do you know about frogs that you could include?
What are the stages of the life cycle of a frog?
Where does that fit on the graphic organizer?
How does an egg become a frog? What steps does it go
through?

Resources
o Plan for Report Graphic Organizer
o Writing Utensils
o Document Camera

Assessment/Monitoring
Teacher observation while circulating the room will serve as an informal observation as to who seems to understand and who is struggling. The report
writing will be ongoing, but the graphic organizer and final report will both serve as a formal assessment for writing and comprehension of life cycle of
a frog.