Ugly Duckling Observation

Ugly Duckling

Standards:

SL.K.2 Confirm understanding of a text read aloud of information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Taken from the IN Kindergarten Curriculum Framework found at:
http://www.doe.in.gov/standards
Identify Key Objectives:
• The student will recall information from the story by answering questions regarding the story.

Identify Materials Needed:
• Ugly Duckling Story Cards

Vocabulary:
• Duckling
• Several

Identify Instructional Procedures:

• Initiation
1. Call students to sit on their sit spots.
2. Hold the 1st card up, ask the students, “What animal is this?”
3. Ask the

students, “Does anyone know what a baby duck is called?”
4. Tell the students that baby ducks are called baby ducklings.
5. Ask the students, “How are the ducks the same?”
6. Ask the students, “How many ducklings are yellow?”
7. Then ask the students, “Is the mother duck bigger or smaller than the ducklings?”
• Lesson
1. Read 1st card.
2. Read 2nd card.
3. Tell the students that the other animals said the gray duckling was an odd duck.
4. Ask the students, which of these things is odd:
a) A purple swan OR a white swan?

b) A duck barking OR a duck quacking?
5. Read 3rd card.
6. Tell the students the gray duckling is sad because he is lonely.
7. Ask the students, “What does the gray duckling want after he sees the swan?”
8. Ask the students, “How do you think he will solve his problem?”
9. Read 4th card.
10. Ask the students, “How do you think the duckling feels at the end of the story?”

• Closure
1. Hold the 1st card up, ask the students, “How is the gray duckling different from the other ducklings?”
2. Hold the 2nd card up, ask the students, “Mother duck tells the gray duckling that he is beautiful. Why is it hard for the gray duckling to believe her?”
3. Hold the 3rd card up, ask the students, “Why does the gray duckling leave the duck family?”
4. Ask the students, “Where did the gray duckling go?”
5. Hold the 4th card up, ask the students, “What does the gray duckling become at the end of the story?”
6. Ask the students, “Is he happy?”
7. Ask the students, “How do you know?”

Modifications: Students with Attention Deficit Hyperactive Disorder (ADHD)

Some of the main characteristics include, but are not limited to:
• Hyperactivity-impulsivity
• Inattention (easily distracted)
• Inability to sit

still

Modifications will include:
If any student(s) have ADHD, I will make sure that they are not sitting near someone who is going to distract them along with sitting them away from doors and windows.

I will redirect them so that they are looking at me and the story cards. If this does not work, I will ask them if they would like to go back and sit at their seats or stay at their sit spot.

Related Center-Based Activities:

Home- School Connection:
Create a “Classroom Book Bag” using a “paper made book” of the Ugly Duckling. I will provide parent instructions letting them know that we worked on this story during class. I will instruct parents to ask their child what the story was about to see if their child can recall what had happened in the story. If they cannot tell their parents what had happened, have the parents read the story to their child and ask their child to retell the story.

Community-School Connections:
After this lesson, I will take the students down to the pond so that we can look at the different animals that might be down there. Usually there are geese in this pond and if there are any when we are down there, I can have the students compare them to each other.

Assessment of

Objective(s):
During this lesson plan, I will assess the students by observing them during the story and watch to see who seems to have a hard time answering the questions that I am asking the class. If some seem to have a hard time answering questions, I will ask another student the question and go back to the student who was having a hard time answering the question and ask them the same question.

Reflection:

Guideline 2- Teaching to enhance development and learning
Section E number 4, states that “teachers provide experiences, materials, and interactions to enable children to engage in play that allows them to stretch their boundaries to the fullest in their imagination, language, interaction, and self-regulation as well as to practice their newly acquired skills” (Copple and Bredekamp, 2009). This lesson allows the students to work on their newly required skills of understanding text that is read to them. During centers, students play to expand upon their understanding of the story.

Guideline 3- Planning curriculum to achieve important goals
Section C states that “teachers use the curriculum framework in their planning to ensure there is ample attention to important learning goals and to enhance the coherence of the classroom experience for children” (Copple and Bredekamp, 2009). With this lesson plan, I followed the SL.K.2 Indiana Curriculum Framework. During this lesson, the students became familiar with understanding text read aloud to them by answering questions about the story.

Implementation Reflection:
During this lesson plan, I will observe students while I am asking them questions. If they cannot recall the story at the end, the next time I do this lesson, I will stop after reading each card and ask the students to explain to me what had happened during that card. If they still cannot recall the story at the end, I will do this along with having them repeat the card before it and keep going until they are recalling all four story cards.