Patty Driver

Kindergarten
Hugh K. Cassell Elementary School

LESSON PLAN OUTLINE

JMU Elementary Education Program
I. TITLE OF LESSON Read Aloud on Duck for President by: Doreen Cronin, Illustrated by: Betsy
Lewin
II. CONTEXT OF LESSON
Read-alouds are important because they help children with comprehension, discussion of the book, aid in
predicting what will happen next, learn new vocabulary, helps children to become more interested in reading,
and those participating have more of a chance of being at a higher reading level. Because the election is now
ongoing and the students have been learning about some presidents already, I felt this book would be both
appropriate and relevant. It serves as a great introduction to voting, campaigning, and job responsibilities.
III. LEARNING OBJECTIVES
Understand: The student will understand more about the election process.
Know: Students will learn what candidates need to do in order to run for president and other positions.
Do: They will know the simplified election process described in the book and be able to see that everyone
has unique things that they were made to do.
IV. COLLECTION OF ASSESSMENT DATA
Children will complete the true and false worksheet once the story has been completed.
I will copy examples from a lower, average, and advanced reader.
I will discuss these examples in my reflection.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Reading
1.9 The student will read and demonstrate comprehension of a variety of fiction and nonfiction.
1.
2.
3.
4.
5.
6.
7.
8.

a) Preview the selection.

b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make predictions about content.
e) Ask and answer who, what, when, where, why, and how questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the topic or main idea.

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Patty Driver
Kindergarten
Hugh K. Cassell Elementary School

VI. MATERIALS NEEDED

Duck for Preseident by: Doreen Cronin, Illustrated by: Betsy Lewin
Worksheets with the vocabulary words on them
For activity: True or false Worksheet
Prepared question for the students to answer: If you were president for a day, what would you
do?
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have all necessary materials passed out on their desks for after the read aloud, so that when we are
done they can immediately get started.
I will have the new vocabulary words each on a worksheet written out, to use when we come across that
word.
B. INTRODUCTION AND ORGANIZATION
Begin discussion: Look at the front and back covers and talk about the title and pictures.
Notice the emphasis on red, white, and blue colors. Why do you think these colors were used?
Why might Duck be standing at the microphones? Why do you think there are balloons and
hats in the picture?
Explain that when the story opens, Duck is unhappy with his present job. What are some
things he can do about that?
After page with Duck covered in coffee beans: Ask: Are there any chores at home that you need to
do? Or that your brothers or sisters need to do? What about your parents?
After page with Voter Registration sign: Point out the mice protesting. What does the word protest
mean? Why would the mice not like that requirement?
After page with tally: Did Ducks number of votes go up or down?
After Duck campaign for governor page: What does the word campaign mean? Scaffold this word. It
is sort of like a game plan to win the election.
After the saxophone page: Why do you think Duck did these things? Do you think it would make
people like him? Lets make a prediction. A prediction is what you think will happen next. Do you think
duck will win the election?
After Duck wins the presidency: Ask: Was our prediction correct?
After last page: Autobiography. What does that word mean? Break it down.
What are some new facts that you learned about voting? What did Duck have to do to get elected?

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Patty Driver
Kindergarten
Hugh K. Cassell Elementary School

C. IMPLEMENTATION
We will read through a true or false worksheet together and the students will make their answer
choices at their tables. This will test comprehension and sequence of events in the story. If they seem to
be struggling, I can reread the page that describes the scenario in order to prompt the correct choice.
D. CLOSURE
I will close by asking the students, if you were president for a day, what would you do? The students
can then raise their hand and share their ideas with the group.
E. CLEAN-UP
I will need to make sure that all the materials are collected at the conclusion of the lesson.
VIII. DIFFERENTIATION
For differentiation, I will be using the tier 2 words, which are words that are not seen every day. I will
have each word written on a piece of paper. When we come across the word, I will put the paper up, say the
word, and they will repeat the word after me. Then I will go over the meaning of the word and how it was
used in the book. Then I will say the meaning again and ask what the word is at the end. By discussing, I can
look at comprehension of what was read and listen to what points they make. Lastly, I will need to be aware
of the students who struggle with their behavior. I can do so by making sure they are involved in the
interaction and checking up on them throughout the read aloud.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Opening of the Lesson:
It may be difficult to first gain my students attention. I know that I will be nervous so that may affect my
effectiveness in the beginning stages of my read aloud. In order to prevent this, I need to practice, practice,
practice! I will also need to be sure that specific students are not seated near each other in order to prevent
talking during the lesson.
Lesson:
For all of the questions that I ask, I should be prepared to scaffold the discussion if they are having trouble
answering. For the prediction section, they may not remember what a prediction is and I can walk through
the meaning with the students. When I get to the question about
Closing of the Lesson:
Students may have trouble following the directions. I will make sure to cycle around to help them with the
activity as needed.
Behavior:
Throughout the lesson, I need to be aware of behaviors during the lesson. Whether that be quietly asking the
student to listen to the reading, separating two students from each other, or I could say, I like the way that
is sitting quietly and listening.
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