�The Chick and The Duckling�

							                “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

                not          catch     swim
                swim          chick
                holes
                walk         worm      me



  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).