Week 5:3

Candidate’s Name:  Zulayka Adamson

Grade Level: 2nd grade

Title of the lesson: Ugly Duckling

Length of the lesson: 60 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will read the novel “The Ugly Duckling” and be able to identify key concepts such as who, what, where, when and why to develop a story sheet. Students will be able to retell the passage and identify the moral of the story.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: Students will need to know and reference the previous lesson on who, what, where, when and why. Students will be able to reference their everyday experiences to identify the moral of the story.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Support literacy development through language (academic language) Students will analyze and interpret the passage using group discussion to build a story web using who, what, where, when and why. Students will summarize the story based on the story web they created. Vocabulary General academic terms: analyze, describe, explain, interpret, retell and summarize. Content specific vocabulary Hatched, watched, excited, patiently and excitedly. Sentence Level One day and unfortunately Discourse Students will talk about the message of the passage and how they treat their classmates and friends equally.

Learning objectives Sample: Will identify the message of the story. Will retell the story using the story web they create.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Students will read the story independently and then together and work as a group to identify key concepts as a group to produce a story web. Upon completing the story web students will work independently to retell the story using the story web as a reference.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Students will read the novel independently and as a small group as a read-along. (15 min) Students will partake on a discussion on the book and complete the story web (30 min) Students will write a summary retelling the story based on the story web created. (15 min).

Instructional resources and materials used to engage students in learning. http://www.dltk-teach.com/fairy-tales/ugly-duckling/images/s/print-story.png https://s-media-cache-ak0.pinimg.com/736x/e8/84/cc/e884ccdb0d21130a3008808072f04530--story-maps-birthday-week.jpg https://www.youtube.com/watch?v=qafXdmFsTbE

Reflection By incorporating an independent reading and a read-along, students are reading for familiarity and then for comprehension. Students who need additional assistance, are able to reference the story web to put together the summary.