McNeese State University

Department of Education Professions

Lesson Plan Template
Course: Semester:
Name Chloe Pugliese Email: msu-cpugliese@student.mcneese.edu
Primary Subject Area: Reading Grade Level: 1st or 2nd
Comprehension
Title Of Lesson: Retelling The Ugly Approximate Duration: 1 hour
Duckling
Overview of Lesson (Danielson, 1c)
This lesson will be based off the classic story, The Ugly Duckling. The bulk of the lesson will include
teacher modeling, guided practice, and independent working time. For the teacher modeling I will
provide each student with their own copy of The Ugly Duckling, and read aloud the story as they
follow along. During the guided practice students will pair up with a partner and practice reading
aloud to one another. Lastly, for their independent work, they will be required to unscramble a series
of pictures relating to the story. We will wrap up with a brief assessment and review. The intent of this
lesson is for the students practice their ability of retelling a story, reading comprehension, and
sequencing skills in accordance with the Common Core Learning Standards.
Prior Knowledge Expected of Students
In this lesson, we will be building on students prior knowledge learned in grade 1: Key Ideas and
Details # 1, 2, and 3 and Fluency #4.
Louisiana Student Standards (LSS)

This lesson coincides with many aspects of the LSS, but mainly pertains to Key Ideas and Details #1,
2, and 3 in which the student is required to- 1) Ask and answer questions about key details in a text.
2) a --Retell stories, including key details. b --Recognize and understand the central message or
lesson. 3) Describe characters, settings, and major events in a story, using key details.

Educational Technology Standard

This lesson is linked to Pre K-12 Educational Technology Standards #1(creativity and innovation), 3
(research and information fluency), 4 (critical thinking, problem solving, and decision making), and 6
(technology operation and concepts).
Additional Standards
Additional standards include speaking and listening.
Interdisciplinary Connections + Standards
Although this lesson primarily concerns reading comprehension it also pertains to visual
representation, speaking, listening, and summarizing.
Student Outcomes (Danielson, 1c)
Students will be required to express their understanding of reading comprehension and how it
applied to The Ugly Duckling by cutting out pictures from the story and placing them in
chronological order.
Lesson Procedures
Time Step By Step Lesson Procedures Pre-planned Seed Questions
1- 5 1) What made the ugly duckling
min 1) Introduction/Attention gainer run away?
2- 3 -I will meet each child at the door and 2) How can we prevent others
min instruct them to sit at their desk, read the title from feeling the way the ugly
3- 5 of the book on their desk, and quietly discuss duckling felt?
min what they think the book will be about with
4- 20 their partner until everyone has settled in.
min
5 &6- 15 2) Framing the lesson/Relevance
min -I will let all the students know that we will
7- 30 be reading the story, The Ugly Duckling,
min learning what comprehension is, and that
8- 5 min they will be expected to retell the story to their
partner, possibly the class, and also display
their understanding by unscrambling a
worksheet containing pictures of the story.
These objectives will be listed in a student
friendly manor on the white board for the
remaining remainder of the lesson.

3) Motivating Introduction/Hook
-For my motivating introduction, I will give
the students an opportunity to express what
they think the story will be about/how it will
end just based off the title.

4) Whole Group
-Have story projected on Interactive white
board. Ask a volunteer to identify the title,
and have each student highlight this on
their own copies
-Remind students to pay close attention to
the events in the story as they happen
-Explain to students that when they
understand what they read, this is called
comprehension.
-Read the story as a whole group
-Ask students to highlight a word if they do
not understand it as we read. After
finishing the story review words that
students highlighted.

5) Small Group/Paired Practice

-Instruct students to read the passage
again with their partner. Have them take
turns reading sentences or paragraphs.
-Walk around the room asking your
students guiding questions: Who are the
characters in the story? Which character
helps the ugly duckling grow into a
confident swan?
6) Guided Practice
-Get students attention by ringing a bell
-Ask the following questions to ensure that
the students grasp the basic gist of the
story: 1-Why did the duckling think he was
ugly? 2-Who did the duckling runaway to?
3-Was the duckling really a duck, and if
not, how did he find out he wasnt?
-Explain to the students that they are now
going to unscramble the story all by
themselves with the following activity

7) Individual Practice
-Pass out Story Cards activity, construction
paper, scissors, and glue to each student.
-Direct your students to cut out the
pictures and put them in order from
beginning to end. Have them glue the
pictures in order on construction paper.
-Once some of the students have finished
cutting and gluing their pictures on the
construction paper, pass out crayons for
students to use to color in their pictures
while they wait for others to finish.
- If the students finish early ask them to
discuss a time that someone helped them
feel better about themselves, similar to
how the elderly woman helped the
duckling

8) Closing Discussion
-I will call on individuals to come to the
interactive board and place the pictures in
order, which will be the same exact ones
they just unscrambled, to ensure that
everyone had the same result and
understood the story thoroughly.
 Teacher Student Materials Technology References
Materials Resources
-Interactive -Highlighters -Interactive https://www.education.com/lesson-
board -Scissors Smart Board plan/read-and-retell-a-classic/
-Reading -Glue -Projector
passage for each -Crayons -Computer
student
-Worksheet for
each student

Relevance / Rationale
The outcomes of this lesson are important in the real world, because it teaches students how to
comprehend what it is theyre reading. The skills that the students learn for this basic reading
comprehension story can be used to comprehend future stories that are much more complex and
difficult.
Exploration / Extension / Supplemental
Exploration- Ask the students to rewrite the ending of The Ugly Duckling as if the duckling had
never seen his reflection.
Extension- Have students use their book as a resource to help verbally retell the story individually to
the teacher. The students not involved in the extension portion of the lesson can quietly discuss what
their favorite part of the story was with their partner.

Assessment Criteria For Success

Informal assessment includes walking around the classroom as students do their group work and
individual work and making sure that they are grasping the story correctly. Formal assessment
includes reviewing each students unscrambled worksheet and making sure it was correctly made.
Also includes interactive white board activity in which we unscramble the pictures as a class.
Differentiation (Danielson, 1c, 3e )
I will make sure each students individual academic needs are met by appropriately placing strong
readers with weaker readers, rather than strong with strong or weak with weak. This lesson also
includes a wide variety of learning styles: hands on, visual, and auditory, so that each learner has an
opportunity to comprehend the material to their best ability.
Post Lesson Reflection