Ellie Swanson

LA- Duck For President: Day 2

February 23, 2016
Standards:

RL.K.1
o With prompting and support, ask and answer questions about key
details in a text.
RL.K.10
o Actively engage in group reading activities with purpose and
understanding.

Objective:

The students will learn how to identify the problem and solution in a text by
participating in group discussion and completing a worksheet with a

sentence frame.
The students will work as a class and individually to identify the problem in
the text and how the characters solved it, then writing a sentence about it
individually.

Assessment:

Formative: Students will be assessed through teacher observation during

class discussion using thumbs up, thumbs down, and as they are writing

and illustrating their sentence.

Summative: Students will complete a worksheet that they will get checked
off before they leave the classroom.

Instructional Strategies and Learning Tasks:

Anticipatory Set:
o Purpose: Today we are going to read the book again. Yesterday we
talked about the problem and solution at the beginning of the book,
but today we will talk about the problem and solution at the end of

the book. Then we will complete this worksheet using a sentence

frame we will write together.
o Activate Prior Knowledge: Yesterday, we found the problem that the
farm animals had, and how they solved it. Can someone remind us
what the problem was? (The animals did not like doing chores).
And how did the animals solve this problem? (They elected duck).

Now lets see what problem Duck has today and how he solves it.
Instruction and Modeling:
o Read second half of the book. Stop once Duck has been voted in
as the governor and has discovered that being a governor is hard
work and check in with students about where the problem arises.

Discuss and write problem on board (it is hard to be in charge).

Guided Practice:
o Finish the story.
o Discuss solution (Duck returned to the farm and let Farmer Brown
take over, then Duck writes autobiography).
Closure:
o Write sentence frames on the board for solution. Construct a
response as a class and point out mechanics of a sentence (capital
letters, spaces between words, punctuation, word walls spelled

correctly).
Independent Practice:
o Students write their problem/solution sentences and draw pictures
to go with. As they finish they raise their hand and I will go around
and check and put a smile their paper, or help them rework.

Differentiation Strategies:

ELL students: Write sentence frames in yellow marker for students who
are not able to write on their own yet. Finish the sentence in yellow marker

based on what they say orally. Then they trace the yellow marker in pencil.
Student with high needs: This student has an aide. The aide will write the
sentences in yellow after the student orally tells them what to write. During
the story time make sure the student has the squeeze ball or allow him to
go back to his desk and listen if he needs.

Instructional Resources and Materials

Resources: Duck for President book, Guiding Readers February ELA K-1

from Jump and Wills, page 141

Materials: 24 copies of Day 2 worksheet