Content Area or Developmental Focus: Reading/Comprehension of Literary Text/Theme and

Genre (TEC, p. (7)(A), 2016).

Age/Grade of Children: Grade 1
Length of Lesson: One hour and 15 minutes

Goal The goal of this lesson is to increase the reading and comprehension of text,
theme, and genera.

Objective By the end of this lesson, students should be able to connect the meaning of a
well-known story or fable to personal experiences (TEC, p. (7)(A), 2016).

Standards Included Texas Essential Knowledge and Skills (TEKS).

Chapter 110. Texas Essential Knowledge and Skills for English Language
Arts and Reading Subchapter A. Elementary, 110.12. English Language
Arts and Reading, Grade 1, Knowledge and Skills,
(7) Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide
evidence from the text to support their understanding. Students are
expected to:
(A) connect the meaning of a well-known story or fable to personal
experiences

Materials The Ugly Duckling (one copy per student)

Paper and pencil for each student
Whiteboard and Marker
Highlighter (one for each student)
Projector
Blank paper (one per student)
Crayons (one box per table)
Pencils (one per student)

Introduction Hi, kiddos! Today, we are going to be reading a story called The Ugly
Duckling. Have any of you heard it before? Wait for student response.
Today, we are going to read the story and learn about comprehension. We are
going to pick out important parts of the story, and see what we think would
happen without them!

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
Lesson Development
(Brown, 2015)
Direct Instruction (25 minutes)
1. Give each student a copy of the story The Ugly Duckling, and a
highlighter.
2. Project the story onto the whiteboard. Call on volunteer to identify the
title and have students highlight on their copies.
3. Ask students how they think the story will end and make note of their
predictions on the whiteboard. Ensure to ask that students who have
already heard the story please not spoil it for others.
4. Remind students to pay close attention to the events of the story as they
happen, encouraging them to highlight sections they may think are
important.
5. Explain to students that when they understand something that they
have read, it is called Comprehension.
6. Read the story as a class. Instruct students to circle words they do not
know with their highlighter.
7. Review words students circled to ensure that they are able to
comprehend to the best of their ability.

Differentiation ESL: These students will be given a copy of the story in their first language, as
well as English to help prevent errors in translation that could hinder
comprehension (Piper, 2012).
Gifted Learners: Have these students rewrite the entirety of the story leading
up to their alternate ending to pose a creative challenge.
Remediation: These students will not be required to write the section of the
story they changed, but instead be required to draw an additional picture and
explain it.
Assessment Guided Practice (20 minutes)
(Practice/ Checking for 1. Pair off students and have them read the passage again with their
Understanding) partner. Have them take turns reading one paragraph each at a time.
2. Circulate the room and assist students who may be having trouble with
specific words.
3. Begin asking guided questions as you pass the students such as Who
helped the ugly duckling become a confident swan? or Who is the
main character in this story?

Independent Work (30 minutes)

1. After the students have finished rereading the story, have them return to
their desks.
2. Pass out a blank sheet of paper, a pencil, and crayons to each student.
3. Explain to the students that sometimes, one important event can change
the whole story. Have the students pick one of the important sections
they highlighted and rewrite that part of the story.
Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 4. Have students draw a picture of how they think this would have
changed the end of the story.
When students are finished, have them partner up and take turns sharing their
new ending with a classmate.
Assessment
1. Let students know that as they are retelling the story to their partner,
you will be walking around the classroom.
2. Pass each group and listen to their retelling as well as the explanation
of their alternate ending.
3. As you listen, make note (on a clipboard or tablet) which students
struggle to comprehend the story.
Closing Bring the students together in one large group. Ask the students how many of
them ended up with a different ending by making one important thing change.
Explain to the students that understanding the important moments helps us to
understand the entire story. Encourage students to share their stories at home
with parents and provide them the opportunity to share their parents reactions
with the class the following morning.

*It should be noted that this lesson plan is for the state of Texas
requirements where Common Core has not been implemented in the
standardized testing requirements.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 References
Brown, A. (2015, July 22). Lesson plan: Read and retell. In Education.com.
Retrieved May 7, 2017

Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading
Subchapter A. Elementary. (106). Texas Education Code. Retrieved May 6, 2017, from
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

Piper, T. (2012). Making Meaning, Making Sense: Children's Early Language Learning. San
Diego, CA: Bridgepoint Education.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department