Vondette

February 25, 2015

Functional Language Comprehension
Quack, Quack, Title and Text Structure
Time: 9:46-10:44am
Students in this classroom setting are not on track for a high school diploma.
As a result they do not receive instruction based on the Common Core.
Instead they use an extension of the Common Core called Essential
Elements. They are 6th grade students reading at comprehending at that of a
1st grade level.
Stateme
nt of
Objectiv
e

Lesson Goal:
75% of 6th grade students will be able to
correctly identify the connection
between the title and the structure of
the story, and define the term pattern in
a framed paragraph.
EE Objective: Determine how the title
fits the structure of the text.
Based off...
Common Core Objective: Analyze
how a particular sentence, paragraph,
chapter or section fit into the overall
structure of a text and contribute to the
development of the ideas.
.

IEP Goal: Students in this class have a

variety of comprehension goals in their
IEPs. As well as social goals.
Material
Book Giggle Giggle Quack By
s
Dorin Cronin
See-Think-Wonder Worksheet
Giggle Giggle Quack Worksheet
Framed Paragraph
White Boards and Markers
Picture of the Title downloaded to

Accommodations

the smart board projection

Timer
Tickets (PBIS)

Opening Classroom Norms and Expectations (3-5

(15
minutes)
minutes) See-Think-Wonder
The title Giggle Giggle Quack will
be up on the smart board projected
for students to see. They will be
given a See-Think-Wonder
worksheet. I will set the timer for 2
minutes of quiet so that all students
have the chance to think about what
they see on the board. I will ask the
students to state what they notice. It
could be words, colors, etc.
I will have the students share what

they see
Students will write or draw what
they think, following the question
What is going on in this title?
Students will get 2 minutes think
time and the opportunity to share
out. I will follow up their answers
with the question, What makes you
say that?
Students will then move onto the
Wonder section. After 2 minutes of
think time they will share out.
Present Read Aloud Giggle Giggle Quack

ation
(Go Over Norms for Read Aloud) If
and
students have a comment that
Guided
doesnt answer my question they
Practice

are to write or draw about it on their

(20
paper.
minutes) What do you think this story is
about?
(p.3) why do you think the duck is

Since this book has animal

noises, it has the potential to
make my class erupt in
silliness. It will be imperative
that I make group norms and
classroom expectations
explicit numerous times
throughout the lesson
especially in the beginning. I
will remind the students
about previous social stories
on interruptions, tickets they
can earn, and what it looks
like to be ready to learn.
The Wonder section may be
more difficult, as many of our
learners are very concrete in
their thinking. I will give the
example I wonder who is
giggling?

The class will need reminders

about silliness when they
hear the different animal
sounds.
The worksheets are
scaffolded so that students
dont have to write as much.
They also know specifically
what I am looking for

Indepen
dent
Practice
(You
Do) (510
minutes)
Closing
(5
minutes)

looking at the pencil?

(p.5) who do you think wrote this
note to Bob?
(p.12) what do you notice about this
picture?
(p.18) Stop and turn to a partner.
(Explain norms for this interaction)
Partner 1: What is the duck doing in
the picture? Partner 2: Why do you
think the duck is doing this?
Throughout the story the students
will be filling out their Giggle Giggle
Quack worksheets. At the end of the
story, we will go over the sheet
together.
What do you notice about the title
and the sentences you found in the
book? (They are similar, sound the
same, etc.)
Have you ever heard of the word
pattern? (Write the word on the
board.)
A pattern is a repeated style.
A pattern is a what?
Students will be asked to fill out the
framed paragraph as an assessment
to see what they took from the
lesson plan.

A few of the students like to

share comments that dont
answer questions or take the
class off topic. As a result I
am allowing students to write
their off task thoughts on the
paper so that we can revisit
them at an appropriate time.

The tests are differentiated

for my few different learners.
Some have fill in the blanks
for each word and others
have a blank for each letter
depending on the need.

Students will get the opportunity to

share what they thought about the story
and will answer why they think its
important for good readers to notice
patterns.

Resources Used:
http://www.rcsthinkfromthemiddle.com/ (See-Think-Wonder, Think-Pair-Share)

Michigan State University Internship Seminar (Framed Paragraph)

http://www.thefreedictionary.com/pattern (Pattern definition)
Cronin, D. Giggle Giggle Quack (2002). (Book Used)

Name: _________________ Date: ______________

Giggle Giggle Quack Paragraph

The title Giggle Giggle Quack tells the reader the
______________ of the story. A pattern is a
________________ _________________. I think
Giggle Giggle Quack is ________________________
_________________________________________.

Name: _________________ Date: ______________

Giggle Giggle Quack Paragraph

The title Giggle Giggle Quack tells the reader the
p __ __ __ __ __ __ of the story. A pattern is a
r __ __ __ __ __ __ __ s __ __ __ __. I think Giggle
Giggle Quack is _____________________________
_________________________________________.

Name __________________ Date: _____________

Directions: Fill in the blanks with the different animal
noises you hear during the story.

1.
2.
3.
4.

Giggle, Giggle,
Giggle, Giggle,
Giggle, Giggle,
Giggle, Giggle,

_____________
_____________
_____________
_______, giggle,

______, giggle, ___________

5. Giggle, Giggle, __________
6. Giggle, Giggle, __________, giggle,
_______, giggle, _________

Reflection

What went well?

Overall, I thought the lesson went well.I thought the behaviors were
appropriate, the students were thinking at a high quality level and they were
able to comprehend the material. I was nervous about picking a title with
such silly name. A lot of the time when our students hear silly noises the
whole class erupts in laughter and can be difficult to bring them back to
instruction. Knowing that, I think they did an excellent job behavior-wise! I
also think they were able to comprehend the topic. They all passed the quiz
with 100% accuracy. I really enjoyed our discussion during the See,Think,
Wonder activity. I was pleasantly surprised with the answers that the
students were able to draw and write about. Great thinking!
What would you change and how?
During the quiz I noticed Student K having trouble with the fill in the blanks. I
ended up scaffolding her quiz like I did the other student. She immediately
was able to put the correct answer down. I would have liked to just scaffold
it in the first place. I also think my lesson could have been less on the white
board. When I write on the white board I am not able to be fully engaged in
what the students are saying. It would have been nice to have the See,
Think, Wonder outline on a flip chart as well as information about patterns
already written out.
What do you understand or have you learned about your teaching?
I now realize that student behavior is a day to day phenomenon. Students
are capable of a lot with clear expectations and structure! I think the better
prepared I am, the more I am able to do with students. Now, that isnt always
the case. Like I said previously, behavior is a day to day thing. However,
preparation and high expectations from a teacher can do a lot for students.