Name: Cara Hearty

Section: A
EDT 315E
ECE LITERACY LESSON PLAN (modified)
Note: This lesson plan is modified. You will learn to write an objective for each lesson, and how to
assess each lesson based on your objective.
PLAN:
Description of learners:
A very inclusive classroom (with both a general education teacher and a special education
teacher) consisting of 13 boys and girls
There are seven boys and eight girls
Learners ranging from the age of three to the age of five years old
There is one ELL student
1. There are six students that require special attention (Two students with severe autism, one
student with down syndrome, one student with an emotional disturbance diagnosis, and two
students that have difficulties with speech)
Ohio Early Learning and Development Standard: Topic: Reading ComprehensionActively engage
in group reading with purpose and understanding.
Key Vocabulary: Politely, Iceberg, Walrus
In order for the students to understand what the pigeon is saying in the book, I will first have to
mention what these three words mean. I will explain what the word politely means by
conversing with one of the students. I would ask the student Could you please hold the book for
a moment? In response to this, the students will more than likely say yes and I can explain how
I asked politely for him/her to hold the book (if student says no, I will explain to them that I
asked politely and that because I asked politely, they should show the same politeness to me). In
order to explain iceberg and walrus, I would bring in a picture of both the iceberg and walrus.
When these words arise in the story, I will show these pictures to the students after I have asked
them what the words mean/what the words are, and explain to them what the words actually
mean/are.
Academic Language:
Politely: Although politely is also a key vocabulary word, I found it important to include it in my
academic language. Being a polite person is the moral of the story, The Duckling Gets a
Cookie?! so it is important that the students understand that being polite can get you what you
want/deserve. The duckling in the story receives a cookie after being polite to the audience. The
pigeon is wondering why the duckling received the cookie and he did not. Because the duckling
is so polite, he decides to give the cookie that he received at the beginning of the story to the
pigeon. The duckling is being polite by giving the pigeon the cookie, while the pigeon learns to

be polite by telling the duckling thank you after receiving the cookie. The pigeon learned from
the duckling that he could get what he wants by asking politely. Adding this to the academic
language will ensure that the students comprehend what it means to be polite and what can come
of being polite to someone. Polite is also a good spelling word for the future.
Materials, Resources & Technology: List everything you will use to complete the lesson.
The Duckling Gets a Cookie!? By Mo Willems

Photos of an iceberg and a walrus

Post-it notes for myself so that I know when to stop and ask questions
ENGAGE:

Procedures:
Allotted Time: 10 minutes
Before Reading:
I will use accents/different voices (enunciation, emphases, etc.) for each character in order to
help the students understand what is happening in the story.
Discussion Questions to ask the students before reading
o What do you do when you really want something?
o Have your friends ever done something to make you feel special? What have they done?
o Have you ever asked your parents or a friend for something that you want or think you
deserved?

During Reading: After reading the introductory where the duckling says Hello and continues
by asking the audience/readers, May I have a cookie, please? I will stop and ask the students
whether or not they think we, as a class, should give the duckling a cookie. This will keep the
students engaged in what is happening in the text. When the pigeon lists off all of the things that
he asks for, but doesnt receive, I will ask the students what other things the pigeon might ask
for. This forces students to use their imagination and think outside of the box to show their
comprehension. At this moment in the book (when the key vocabulary words are said), I will
bring out the photos I brought to explain what the key vocabulary words are. Here, I will ask
them what they know about the key vocabulary words.

After Reading: I plan to ask the children what the duckling did for the pigeon in the end. This
way I can ensure that the students understood what was happening in the text. I also plan to ask
whether or not the students enjoyed the end of this book. Once asking this, I will ask how the
ending could have changed, or how else could this book have ended. If I believe that the students
understand what the plot is, I will also ask why the pigeon received the cookie (was he nice and
polite?I will use the words nice and polite interchangeably so that they realize the similarities
between the two words).
REFLECT:

What worked in this lesson for your student and why

What didnt work in this lesson for your student and why

 How did the activity meet the diverse learning needs and characteristics of your students?
How successful was the activity in terms of furthering your students learning about this
objective? (for assessments, what data did you get from this lessonreading levels, etc.)?
Evaluate the quality of your efforts to use academic language to further your students
learning
How will you plan future literacy lessons based on what you have learned about your
students after completing this lesson?

IreadmystorytoasmallgroupofchildrenintheAMsessionofmypreschoolplacementclass.
AsIwasreadingTheDucklingGetsACookie!?byMoWillemstomystudents,Inoticedthatalot
ofthethingsinmylessonplanthatIplannedtodo,Iwasnotabletodo;however,somethingsin
mylessondidwork.Whenusingemphasisonthewordsinthestory,thestudentsreactedexactly
thewayexpected.Iusedemphasisanddifferentvoicesforeachofthecharactersonthewordsin
thestoryinordertokeepthestudentsengagedandtohelpthemunderstandtheconceptofhaving
dialogueinastory.Thechildrenreactedtotheplotbylaughingwhentherewerefunnypartsand
watchingasIpointtothewordsinthestory.
Whilereadingthestory,Ifoundmyselftrippingovermultipledifferenthitches.Becausethisis
suchalargeclasswithsuchawiderangeoflearners,Ifoundthatthestudentsinmyclassbecome
distractedveryeasily.Itwasfirstverychallengingtogetagroupofstudentstogethertoreada
story.Althoughthestudentswereinterestedinmybook,theywouldratherreadbooksthatthey
havechosenthemselves.Aftergettingasmallgrouptogethertoread,Ifounditimpossibletoask
thequestionsbeforeandduringthereading.Iattemptedtoscaffoldmyquestionsbyrepeating,
rewordingandreiterating.EvenafterIdidthesethings,thestudentsdidnotdesiretoanswer.They
respondedtoeveryquestionwith,IdontknoworKeepreading!Theyweretoointerestedin
thereadingtohavemestopinthemiddleofitandaskquestions;someofthestudentsevenleftthe
circlebecausetheydidnotwanttotakepartinthequestionanswersection.Mystudents,although
interestedduringthereading,ranawayveryquicklyafterthereadingwasover,givingmenotime
toaskthequestionsthatIhadoriginallyplannedtoaskafterthestory.Theybecamedisinterested
fromthelessonveryquickly.Afterattemptingtogetthembacktothecircle,theyrefusedandran
awaytoplaysomethingelse.Ihadmanydifficultieswiththislesson,butoverall,itseemedthatthe
studentswereabsorbedbythereading.

ThequestionsIusedinmylessonweredevelopmentallyappropriateforchildrenatpreschool
age,butwerenotdevelopmentallyappropriateforthespecificchildrenthatIreadto;however,the
activitystillmetthediverselearningneedsandcharacteristicsofthosespecificchildren.The
activitymettheseneedsandcharacteristicsbecauseofthestorybeingtold.Accordingtoonline
sources,TheDucklingGetsACookie!?byMoWillemsismeantforchildrenattheagesof2to6
yearsold.Thesourcealsostatesthatthebookismeantforthegradelevelofpreschooltofirstgrade
(AmazonBooks).Ihadadifficulttimeexpressingthekeyvocabularyforthisstorybecausethe
studentsknewallofthevocabularywordsIchose.
Ithinkthatmyactivitycouldhavethepotentialtofurthermystudentslearning,butbecausethey
didnotcooperatetheyIthoughttheywould,Idonotthinktheactivitycouldhavefurtheredmy
studentslearning.Ithinkthatmajorityofthestudentshadtheirmindwanderingsomewhereelse
whilethestorywasbeingsaid;however,Ithinkthatthestudentsthatwereengagedinthestory,
couldhavelearneddifferentwaysoftellingastory(basedonmyemphasisofwordsandaccents).
Iattemptedtousemyacademiclanguagebyshowingmultipleinstancesthroughouttheschool
daywhereIportrayedpoliteness.IwentoutofmytoshowthemandexplaintothemthatwhenI
saypleaseandthankyouIamshowingpoliteness.
BasedonthethingsthatIhavelearnedaboutmystudents,InowknowthatIshouldreviewmy
lessonbasedonmyspecificstudents.Ihadalotofdifficultieswiththislessonwithmyspecific
groupofchildren.IthinkthatifIalteredthelessontomeettheneedsofeachchildinsteadofjust
ageappropriateactivities.Iwillplanformyfutureliteracylessonsbybasingmylessonsoffof
attainingcompleteunderstandingofthestory.Iwillgivethestudentstheinformationneededto
understandthestorymoreclearly.

Overall,Ihadanawesometimereadingthisbookaloud.Ifeelthatitmighthavebeeneasierto
readtoamorecoherentgroupofstudents,butthesmallgroupthatIreadtowasexcitedtolistento
metalkinadifferentaccent.Theywereexcitedtolistenandlaugh.

Seescoringsheetbelow;mustbeattached.
SCORINGRUBRIC:(Staplethispagetoyourlessonplanwhenyouturnitin)
LessonPlan
Allaspectscompleted.Lessonisplannedpriortoinstructionandallsections(exceptREFLECTION)
areuploadedtoNiihkapriortoinstruction.
1 2
Professionalaspects
LanguagefromtheOhio Early Learning and Development StandardsisusedintheStandard;ENGAGE
sectioncontainsprofessionalideas(theODEELAModelCurriculum;thearticleprovidedtoyou;ideas
presentedinclass).
123
Reflection
Reflectionportionissubstantialanddetailed.Writteninparagraphform.
123
Examples
Examplesfromboththeteacher(you)andthestudents(donotusestudentnames)areincludedto
supportyourpoints.
12

Total=10possible