Ask and Answer: The Ugly Duckling

Student Teacher Name: Carson Suntrapak Date of Lesson: 4/4/2021

Grade Level(s): First grade Subject Area(s): ELA Duration: 25 minutes

Content Standard(s): RL 1.1 - Ask and answer questions about key details in a text.

Central Focus: Ask/answer questions about key details

Language Demands (consider language functions, vocabulary, discourse, and/or syntax):

● Functions: Ask/answer questions
● Vocabulary: Ugly duckling, eggs, farm, gray, reflection, who, what, where, when, why, how.
● Discourse: Worksheet table
● Syntax: Form questions and correlate answers.

Learning Objective: Students will be able to ask and answer questions from a story by completing posing their own
questions and answers.

Materials: The Ugly Duckling story, worksheet, pencil

Student Readiness Levels and Prior Learning: Students must be able to read, write, and have knowledge of proper
sentence/question structure.

LESSON PLAN SYNTAX

Teacher/Student Script Student Engagement

Note the following:
Script what you will say, ask, and do. ● Explicit language instruction to
Include anticipated student responses and actions. support language demands
● Differentiation for language learners

Anticipatory Set Teacher: “Who has heard of the 5 W’s and 1 H? It ● Students will raise their hand
stands for Who, What, Where, When, Why and How. to the question posed by the
These are important single word questions to ask teacher.
when we are wanting to gather information. If I were ● Students will listen.
to say ‘Emily wants to ride her bike and eat chips at
the park today because she loves the outside.’ The
Who would be Emily, the What would be eating
chips, When would be today, Where would be at the
park, Why would be because she loves being outside
and How would be riding her bike.’. These questions
give us all the information we need to know to
understand and comprehend what is going on in a
story or reading passage.”

Perceived Objective Teacher: “Today, we will be reading The Ugly ● Students listen.
and Rationale Duckling and creating your own questions to ask our
fellow classmates and see if their answer matches up
to the one you make.”

Input and Modeling Teacher: “I’ll start! My favorite part of the story is ● Students
when the Ugly Duckling is reunited with his mother.
So, for my worksheet, I am going to ask the question
‘WHO was reunited with their mother at the end of

© 2021 Adapted by Kevin Wong

 the story?’. I will then write down the answer below
and put ‘The Ugly Duckling’. When you ask your
partner your question, give them time to answer and
if their answer does not match the one you wrote
down, you two can discuss the events that happened
in the book.

For the WHAT, I am going to ask ‘What was the Ugly

Duckling feeling when he lost his mother?’ The
answer would be scared and sad.

For the WHERE, I would ask ‘Where did the Ugly

Duckling get lost?’ and the answer would be near the
pond.

For the WHEN, I would ask ‘When did the Ugly

Duckling realize that he was a swan?’ and the
answer would be when he was at the Farmer’s
house.

For the WHY, I would ask ‘Why did the Ugly Duckling
run away?’ and the answer would be because he felt
inferior being “ugly” according to everyone else.

For the HOW, I would ask “How did the Ugly

Duckling realize that he was a swan?’ and the
answer would be when the Farmer noticed that his
feathers were different.

There are so many questions we could pose using

the 5 W’s and the 1 H. Now, let’s try some together!”

Checking for Teacher: “Does anyone have any questions?” ● Students ask any potential
Understanding questions they may have.

Guided Practice Teacher: “Okay, so, let's start with the WHO. Who ● Students participate by
can give me a question about the story that starts posing questions starting with
with asking ‘Who..’ the 5 W’s and 1 H.
● Students will also answer
Student: “Who first told the Ugly Duckling that he was these questions.
ugly?”

Teacher: “Great job! Who can tell me the answer to

that question posed by your classmate?”

Student: “The ugly duckling’s brothers and sisters”

Teacher: “Yes! Who wants to post a question for the

WHAT?”

Teacher then asked the students to pose questions

for WHERE, WHEN, WHY, and HOW. Students will
then answer these questions posed by their
classmates.

Independent Practice Teacher: “Now, I want you all to complete the ● Students will complete their
worksheet by coming up with your own questions worksheet independently
that you have based on the story. I then want you to then partner up to discuss.

© 2021 Adapted by Kevin Wong

 write down the answer for each question. You will get
with a partner and read eachother your questions
and see if you can guess each others answers to the
questions.

Closure Teacher: “Thank you all for working so well together. ● Students will share their
This is a great, classic story that teaches so many ideas and themes they found.
valuable lessons. Who can tell me some lessons or
themes they saw when reading the story?”

Students: “Always be nice to people because they

might run away if you are mean to them”

Teacher: “Yeah! Words can hurt. We need to choose

our words carefully every time we talk to people. If
we are mean to others, it may make them want to
retreat somewhere. Good job.”

Teacher then calls on a few more students to answer.

Assessment Formative Assessment - Creating their own questions and answers.

Summative Assessment - Being able to recite what the 5W’s and 1 H are.

© 2021 Adapted by Kevin Wong