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The Very Hungry Caterpillar Lesson

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Title: The Very Hungry Caterpillar Lesson


1
The Very Hungry Caterpillar Lesson
  • By Heather Gaughan
  • EDR 315

2
Goal Objectives
  • Goal
  • The goal of this lesson is to engage young
    readers in a story by actively
  • participating in the reading experience and
    respond to literature.
  • The students will
  • Actively participate in making predictions
    throughout the story.
  • Become familiarized with the days of the week.
  • Learn how a caterpillar transforms into a
    butterfly.
  • Given the materials the students will create
    their own butterfly.

3
Materials
  • Teacher Materials
  • The Very Hungry Caterpillar by Eric Carle
  • Student Materials
  • Clothespins
  • Coffee filters
  • Water color paints
  • Paper plates
  • Paintbrushes
  • Magnets
  • Cups
  • Newspapers

4
Standards
  • English Language Arts
  • 1) Language of Literacy Response and Expression
  • Students will respond to the text orally and
    make predications before
  • we start the book
  • 2) Language for Social Interaction
  • a. Students will share information and discuss
    the illustrations within
  • the book. We will use these observations to
    create a poem about
  • caterpillars.
  •  
  • 3) Social Studies
  • Social Studies civic, citizenship, and government
  • a. After reading the book, we will discuss the
    migration on butterflies.

5
Anticipatory Set Procedure
  • I will make flowers out of construction paper
    with a students name on each. I will place them
    on the floor in a circle, and ask the students to
    flutter as if they were butterflies to their
    assigned flower, or seat for story time.
  •  
  • 1. Have students sit on the floor in a circle for
    story time.
  • 2. As I introduce the book, I will show the front
    cover to the students.
  • 3. ELA1 We will engage in pre-reading
    questions
  • What do you think the book is about?
  • What are caterpillars?
  • 4. ELA 2(4-8) Throughout the story questions
    will continue
  • Have you ever seen a caterpillar? Where?
  • What colors are there?
  • How big is a caterpillar?
  •  
  • 5. I have selected three different pages to ask a
    question
  • What day do you think will come next?
    (pg.4)
  • What else do you think the caterpillar
    will eat? (pg.6)
  • What will happen when the caterpillar is
    full? (pg.8)

6
Procedure cont
  • Students will have the opportunity to ask
    questions throughout the story.
  •  
  • Students will read familiar words and tell the
    different colors.
  • As a class we will use the Language Experience
    Approach and formulate a collective poem about
    caterpillars from the information we had just
    gathered from the story.
  • ELA 3 I will then ask the students during what
    seasons do they typically see butterflies in
    nature. This will lead me into discussing their
    migration. In the colder months the butterflies
    we see migrate, or go on vacation south to
    warmer areas, such as South America.

7
Guided Practice
  • Have several students pass out materials for the
    activity.
  • Give each student a newspaper to cover their
    desks.
  • Pair students to share the paint.
  • Give directions for making a butterfly.
  • Model example of my butterfly.
  • Assist students who need help.
  • Put the butterflies in clothespins with students.
  • Attach the magnet strip to back of clothespin.

8
Monitoring and Adjusting
  • As an enrichment activity for the gifted students
    I will ask them to research an area where
    butterflies migrate. They will need to find the
    location, temperature, and one thing unique about
    the environment. For the struggling students we
    will engage in an activity that reviews the days
    of the week.

9
Closure
  • Review story with students.
  • Can anyone tell me what the story was about?
  • Can anyone tell me the days of the week in the
    correct order?
  • Students share their butterflies with the class.

10
Assessment
  • I will assess the students through the classroom
    activities we engaged in during this lesson.
    Through the poem we create, the conversation
    throughout the story, their ability to correctly
    identify days of the week and colors, and also
    their independent practice will provide me with
    the information I need to assess whether they
    have grasped the concept.

11
Reflection
  • Did the students enjoy the activities?
  • Was this book effective in reinforcing concepts
    they have already learned?
  • Did the discussion of butterfly migration engage
    the students?
  • Should I of further extended this concept of
    migration into a whole lesson?
  • Did the students actively participate throughout
    the lesson?
  • Did the students see connections between the
    caterpillars growth and their own?

12
Independent Practice Follow Up
  • Students will create a short story with words and
    pictures describing what they like to eat on each
    given day of the week.
  • During science time we will discuss the parts of
    the butterfly and label them on a worksheet.
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