Duck for President {Close Reading Lesson aligned to Common Core}
First Grade trowBridges
96 Followers
Grade Levels
K - 2nd
Subjects
Resource Type
Standards
CCSSRL.2.1
CCSSRL.2.3
CCSSRL.2.4
CCSSRL.2.7
CCSSRL.2.10
Formats Included
- PDF
Pages
9 pages
First Grade trowBridges
96 Followers
Description
Learning Objective:
The goal of this 2-3 day lesson is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deeper understanding from Doreen Cronin’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how Duck changed throughout the story.
Text Selection:
This exemplar text from Doreen Cronin has a Lexile of 680, which is at the top end of the 2-3 grade band and is, therefore, sufficiently complex for 2nd grade students.
Outline of Lesson Plan:
This lesson can be delivered in 2-3 days of instruction and reflection on the part of students and their teacher, or spread over three days. Reasons for extending the discussion regarding Duck for President to three full periods of instruction include taking more time to unpack the rich array of ideas Cronin explores in this piece, taking more time to look closely at academic vocabulary, or even working at greater length with the writing prompt. (Refer to the special note on p. 10.)
The goal of this 2-3 day lesson is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to absorb deeper understanding from Doreen Cronin’s story. By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will identify how Duck changed throughout the story.
Text Selection:
This exemplar text from Doreen Cronin has a Lexile of 680, which is at the top end of the 2-3 grade band and is, therefore, sufficiently complex for 2nd grade students.
Outline of Lesson Plan:
This lesson can be delivered in 2-3 days of instruction and reflection on the part of students and their teacher, or spread over three days. Reasons for extending the discussion regarding Duck for President to three full periods of instruction include taking more time to unpack the rich array of ideas Cronin explores in this piece, taking more time to look closely at academic vocabulary, or even working at greater length with the writing prompt. (Refer to the special note on p. 10.)
Total Pages
9 pages
Answer Key
N/A
Teaching Duration
4 days
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Standards
to see state-specific standards (only available in the US).
CCSSRL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSSRL.2.3
Describe how characters in a story respond to major events and challenges.
CCSSRL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
CCSSRL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSSRL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reviews
Questions & Answers
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