Read Aloud: The Ugly Duckling Purpose: Objectives:

Transcription

1 Read Aloud: The Ugly Duckling Maggie Hall Purpose: The purpose of this lesson to provide students with a story that they can use to predict, comprehend, and generate three main ideas of the beginning, middle, and end of the story. The students will also focus on vocabulary skills and learn how to look words up for meaning and see the meaning of words used in stories. 2.8 The student will read and demonstrate comprehension of fictional texts. a) Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text. j) Read and reread familiar stories, poems, and passages with fluency, accuracy,and meaningful expression The student will demonstrate comprehension of information in reference materials. a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. d) Use online resources. Objectives:

2 The student will be able to answer questions given by the teacher about predictions, context clues, and retelling of information based on The Ugly Duckling to the degree of 80% accuracy. The students will be able to draw and write the main ideas of the beginning, middle, and end on a work sheet provided with 80% accuracy. Procedure: Beginning/ Introduction: The class will meet together on the carpet and the teacher will introduce the vocabulary words for the week The students along with the teacher will look up every definition in the glossary of the book together and students will read the definitions aloud (A) The students will then be asked to read the corresponding story with the vocabulary words in the basal The teacher and students will coral read the short story as another way to practice vocabulary usage with the new words (A) After the introduction of the vocabulary words and short story about animals the student will be asked to listen for the next story Development: The students will listen to the teacher read The Ugly Duckling (A) Before the teacher begins the story the teacher will ask questions that force the students to make predictions: o What do you think this story is about based on the title? o What do we know about the story based on the title? o Does duckling mean adult or baby duck? o What do you think will happen in this story? In the middle of the story when the ugly duckling finds a group of swans and feels close to them, the teacher will stop

3 and reflect on what the students have predicted and what they think is going to happen (A) o Why did the duckling feel close to the swans? o Do you think the baby duckling remembers how to swim? o What do you think will happen next? o Do you think the baby duckling will ever find her mother again? After the story the students will be asked to retell some of the main ideas of the story (A) The teacher will ask questions about comprehension: o What did you learn about the baby duckling? o Did the baby duckling find its way home? o Was the baby duckling ever really a duckling at all? o Was the baby duckling still a baby? Summary: After the reading is done the students are asked to go to their seats and the teacher will pass out a work sheet. The worksheet is composed of beginning, middle, and end sections (V) The students will complete the worksheet and draw a picture of what happened in those sections (K) After the students are finished, the teacher will ask the students how they answered the questions and make sure to focus on the main idea of each part of the story. If a student is not correct about the main idea of the beginning, middle, or end, the teacher will prompt them to the correct answer. For advanced students: These students were asked to draw their favorite part of the story and write in their journals about that part upon completion of the work sheet For struggling students: these students are asked to draw the main ideas first, and then the teacher is there for support when writing the main ideas

4 Materials: The Basal The Ugly Duckling Story Beginning/ Middle/ End WS Pencils Colored pencils EĂŵĞ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ĂƚĞ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ!!"#$%"&'('))"$"*(+,-." ĞŐŝŶŶŝŶŐ ^Ğƚ ƵƉ! DŝĚĚůĞ ŽŶŇŝĐƚ! ŶĚ ŽŶĐůƵƐŝŽŶ! Evaluation Part A:

5 I will know if the students can use predictions, context clues, and retelling of a story if they can answer the questions that I ask before, after, and during the story. I will know if the students can write the main idea by checking the worksheets for accuracy and also by sharing the main ideas as a class. I will know if the students can draw the main ideas by looking at their worksheets and asking them to explain drawings of necessary. Evaluation Part B: Did the students meet the objectives? o The students met the first objective by answering prediction questions about the title. Some of the students had heard the story or heard of the story so they could predict something that they remembered in the story. Also one student could predict that the duck was going to grow up because it was a duckling. The other students mentioned that the duckling was ugly and wondered if it would stay ugly. During the middle of the story I asked some more questions for understanding. The students who had correct predictions and the ones with out correct predictions came up with new predictions to the end of the story. The students used their context clues by predicting that maybe the duckling wasn t even a duck at all. The students constantly thought and predicted what would happen next. The students at the end of the story could repeat the main ideas, however, they repeated a lot more details than just the main ideas but as a class we discussed details and main ideas and came up with the main ideas and why they were the main ideas because they changed the story if they were not there. o The students met my second objective by being able to write the main ideas after the discussion we had about

6 the story. Hover, the students were not very successful in drawing an actual main idea, instead they kind of drew whatever came to mind in the story. Some students did follow that direction and could retell through their picture what was happening pertaining to a main idea in the beginning, middle, or end. Did the students understand what they were doing? o The students understood what they were doing when it came to filling out the beginning, middle, and end of the worksheet. However the students did not really understand the drawing of the main ideas as well as the writing. I think this is because drawing main ideas is abstract because usually students just write the ideas and never are asked to draw them o Even though the students did not fully understand the drawing exercise, they still enjoyed doing this part of the exercise. What were the strengths? o One of my strengths was reading the story out loud and elaborating on details, I also did a short think out loud before questions were asked and I felt like this really helped the students think about what was going on and prompted their own thoughts. o Another strength was my ability to have the extra time needed for the struggling students, I could work with each of them and help clarify directions and also help them think of main ideas by asking questions about what happened in the story. What were the weaknesses? o One weakness that I did have was trying to keep the students focused and concentrated on the story since the story was not a picture book. This really took away from the excitement of the book and students seemed to loose interest. o Another weakness was that the advanced students were still bored with the extra activity that they had

7 to complete, I wish I would have come up with a more challenging exciting activity for them to complete while the other students were still working.