“The Chick and the Duckling”
By Mirra Ginsburg
Submitted by: Fran Vazquez
School : Garden Street School
Brewster, NY
Grade Level: 1 -2
Subject (s):
· Language Arts/Reading
· Language Arts/Literature/Writing
Overview:
This lesson is done in a small group setting.
This lesson will involve students in activating prior knowledge. There will be a guided reading lesson with the focus of comprehension, with use of a Venn Diagram. A cloze passage will be used for assessment.
Shared Writing will be done as a “Class Story”.
Materials:
· multiple copies of the book The Chick and the Duckling
· Venn diagram
· chart paper
· oak tag
· markers
· scissors
· glue sticks
· crayons
Procedures/Activities
1. Ask children if they know the names for a baby chicken and a baby duck. Then ask to share what they know about each, as you record them on the Venn diagram. Next take a picture walk through the story, and brainstorm any additional information about how they are alike or different, adding to the Venn diagram.
2. Have children read softly or silently, as you listen to two or three students read some of the story to you. If anyone is done reading before I am ready they can re read it until I stop them. As they are reading they should be asking themselves the questions we have posted on our chart for self- assessment of our reading, ie: Did I stop to think if what I read made sense? Did I re-read something that didn’t make sense? Etc.
3. Discuss as a group the following:
§ What were some of the things in the story that the Chick could do?
§ Why do you think the Chick does everything that the Duckling does?
§ Why couldn’t the Chick swim like the Duckling?
§ Do you think the Chick will try to swim again? Why or why not?
§ What did you learn about chicks and ducklings from reading this story?
4. As a written assessment have them complete the short Cloze activity and then collect. (located at end of this lesson plan)
5. Shared Writing : A Class Story
§ Brainstorm with children a list of other things the Chick and the Duckling might try to do. Next have children think about what might happen to the Chick and Duckling as they do that. Put these ideas in a web.
§ Have children decide what they would like to have happen in the story, and who they might meet along the way.
§ Write the following story frame on the board and have children finish the sentences. Record their responses on oak tag or chart paper. Make multiple pages.
The Chick and the Duckling saw a ___________________ on a flower. The _____________ said, “___________________.” So the Chick and the Duckling _______________________.
6. Once this is complete, the children can illustrate their class story with drawings or paper cut-outs.
Closure:
Re-read their Class Book together.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Cloze Activity for The Chick and the Duckling
Duckling and Chick come out of their shells. They take
a __________. They find a ______________.
They ____________butterflies. They dig
___________. Then they go for a ______________.
Duckling pulls __________ out. Duckling goes to
_______________ again. Chick says, “______
________ !”
NYS Standards / English Language Arts
Standard 1: Language for Information and Understanding
Students will listen, speak, read and write for information and understanding.
As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply and transmit information.
Standard 3 : Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and
evaluation. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).