ONE DUCK STUCK



ONE DUCK STUCK

Written by Phyllis Root

Illustrated by: Jane Chapman

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This lesson plan provides developing readers with the opportunity to play with words while following the adventures of a little duck. This would be an ideal lesson plan for a small group or as a guided lesson experience focused on building word work skills.

Lesson Objectives:

To be able to read a counting story with rhyming words

To be able to identify onomatopoeia words in a rhyming text

To be able to identify rhyming words and patterns

Grade Level: K - 2

Common Core Connections:

Meaning: Multiple levels of meaning, counting, onomatopoeia

Structure: fiction structure, repetitive phrasing and rhymes, picture book

Language Convention/Clarity: onomatopoeia, ambiguous meaning

Knowledge Demands: single perspective, awareness of pond life (science)

Strategies:

Students will be able to read a counting story with rhyming words.

Students will be able to identify onomatopoeia words in a rhyming text.

Students will be able to identify rhyming words and patterns.

Materials/Resources:

- ONE STUCK DUCK e-book on Tumblebooks

- SMARTboard or other interactive white board (or projector/laptop)

- Laptops/iPads

- Rhyming words graphic organizer

- Writing books/logs

Strategic Lesson Plan:

• Display book cover on the SMARTboard and make predictions based on the title and the cover design

• Explain to students this little story has some features that help the reader with fluency and comprehension – like rhymes and repetitive phrasing

• Explain there are some special words located in this text called onomatopoeia words – that make a noise as we say them (eg. SWOOSH!)

• Ask students to read/listen carefully to the story so they will be able to identify rhyming and onomatopoeia words as they are engaged with the text

• Invite the students to begin listening/reading along to the e-book ONE STUCK DUCK in pairs or triads on the laptops/Smartboard/iPads on Tumblebooks in pairs or triads

• Circulate while students listen, offering support as needed and encouraging students to use their most useful reading and comprehension strategies

• When students are finished their first reading/listening experience, provide opportunities to share ideas and understandings from the story using ‘turn and talk’ strategy (3 – 5 minutes)

• Encourage students to share their ideas about the story - what did they notice about the rhymes? About onomatopoeia words? What happened to the duck? Who helped him in the end?

Additional Activity:

• Ask students to re-visit the text with no sound and record rhyming words on the Rhyming Word Sort graphic organizer (this can be done in pairs/triads) - share

Additional Activity:

• Ask students to create visual cards for each of the onomatopoeia words to be displayed in the classroom

The rhyming word sort activity can be used as a formative assessment activity related to vocabulary development.

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