The Very Hungry Caterpillar by Eric Carle

About This Lesson

Description

Students will be introduced to sequencing, the ability to understand and talk about a story as an
ordered series of events, using the book The Very Hungry Caterpillar by Eric Carle. Sequencing
helps students recall information in proper order which facilitates comprehension. It is an
important part of problem solving across subject areas such as Language Arts, Math, Science,
and Social Studies. This lesson can be used in grades K-2.

Prerequisites

Students should have some understanding of time sequence within a larger context such as
beginning, middle, and end of a story. Also, students who require Assistive Technologies should
have them ahead of time to successfully approach the lesson.

Estimated Time

1.5 hours

Potential Use
Purpose:

Classroom Instruction

Content Areas:

English/Language Arts, Science

Common Core:

 English Language Arts

Goals
Instructional Goals

Students will be able to recognize the sequence of events within a story

Objectives

 Retell the story in the correct sequence

 Learn new vocabulary related to the life cycle of a butterfly
 Demonstrate understanding of the metamorphosis process of a butterfly

Variability

Students will be able to learn better when information is presented in a variety of ways. So, in
my lesson I chose materials, methods, and assessments that allow students with different learning
styles to be successful. Before reading the story, students will have the choice to answer
questions using a clicker, using non-verbal communication, or verbally responding. Students
will also be able to discuss with a partner before sharing their ideas/answers with the teacher.
While reading the story, students will see the illustrations of the story, be able to hold and view
the food that the caterpillar consumes, and see the new vocabulary term with its meaning and
picture. After reading, students may participate in a finger-play to further their understanding of
the metamorphosis process, watch/listen to a PowerPoint, and view/listen to a YouTube video.
Students will be working as group and individually in this lesson. For assessing, students can
demonstrate what they have learned by using a piece of paper, Microsoft Word, Microsoft
Powerpoint, Paint, or the promethium board. By varying the different ways students can show
what they have learned, they can choose a method that demonstrates their strongest ability and
interest.

Assessments
Formative Assessments

Students will take a piece of white printer paper, provided by the teacher, and fold it both
“hamburger” and “hot dog” style, so there are four squares. Students will then illustrate the
butterfly life cycle making sure to label the stages.

Teacher will use an assessment rubric to evaluate student progress.

Summative Assessments

Students have the choice to:

  Draw pictures of the metamorphosis of a butterfly
 Write the metamorphosis process of a butterfly in a list format
 Orally explain the steps of metamorphosis of a butterfly

When students choose which assessment they would like to take, they then have another option
to decide between using paper and pencil, Microsoft Word, Microsoft PowerPoint, Paint, or the
promethium board.

Teacher will check for accuracy, assist students as needed, and use the assessments to gauge how
successful the lesson was at reaching all students.

Author's Reflection

Students are given options on how they want to demonstrate what they have learned. This gives
them more flexibility and allows them to focus on their strengths

Instructional Methods
Introduction

Teacher will have students come up to the carpet as a group and introduce the lesson by asking
questions-

         Do you think we do things in order each day? (Ex. Morning routine, bedtime
routine)

         What happens when we arrive to school in the morning?

         Do animals do things in order?

         What about a caterpillar?

 

         What kind of food do you think Caterpillar’s eat?

         Do you think they eat breakfast, lunch, and dinner?

To provide multiple means of representation, students have the choice to answer these
questions using a Clicker, a classroom response system, in which the questions will be
shown on the promethium board and they can type their answer. To provide multiple
means of expression, students can answer the questions by using non-verbal responses
(nodding their head), verbal responses, or using the Clicker. To provide multiple means
of engagement, students will be able to discuss with a partner before sharing their
ideas/answers with the teacher.

The teacher will then introduce The Very Hungry Caterpillar by Eric Carle.

During

Introduce New Knowledge

The teacher will read The Very Hungry Caterpillar two times so that the students will begin to
remember what comes after which event. The first time, students will just listen to the story
being read and look at the illustrations. When the teacher approaches an unfamiliar term relating
to the life cycle of a butterfly, the teacher will explain the meaning by putting up the word, a
picture of the term, and it’s meaning for the students to refer to on the chalkboard.

Model New Skills and Knowledge

Then, the teacher will hand out various pieces of foods to the students. While reading the story a
second time, the students will get to feed the sock puppet while following the sequence of the
story.

To provide multiple means of representation, students will see the illustrations of the
story, physically be able to hold and view the food that the caterpillar consumes, and see
the new vocabulary term with its meaning and picture. To provide multiple means of
expression, students can say out loud the food they have when they feed the puppet, or
can just hand the teacher the piece of food. To provide multiple means of engagement,
 students are participating in a whole group activity and using manipulatives.

Closing

The teacher will show students the metamorphosis of a caterpillar by using her hands while also
showing pictures on a PowerPoint, to reiterate new vocabulary Then, students will work with a
partner to complete a worksheet where they have to put pictures of the metamorphosis process in
its correct sequence. Once worksheet is completed, students will watch “The Very Hungry
Caterpillar” on YouTube (https://www.youtube.com/watch?v=48kywlA0gqw) to check their
accuracy and make changes as needed.

To provide multiple means of representation, students will learn the metamorphosis of a

caterpillar by participating in a finger-play, watching a PowerPoint, and viewing a
YouTube video. To provide multiple means of expression, students can take part in the
finger-play and complete the worksheet by either matching the picture to its correct order
number or listing the events in order on a piece of paper. To provide multiple means of
engagement, students are participating in a whole group activity and working with a
partner

Author's Reflection

Lesson adapted from Laura Miller at https://docs.google.com/viewer?

a=v&q=cache:tlKY773WaRMJ:www.unco.edu/cetl/udl/udlclass/lauramiller/the%2520very
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%2520modified.doc+&hl=en&gl=us&pid=bl&srcid=ADGEEShKbDbmLzts0Iy0NpoC859vMSe
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Materials
Materials and Supplies

         The Very Hungry Caterpillar Big Book by Eric Carle

         They Very Hungry Caterpillar by Eric Carle (standard size)

  
          Computer

         Computer Speakers

         Access to Internet

         Sock Puppet

         Food manipulatives

         The Very Hungry Caterpillar YouTube video

         Paper

         Pencil 

         Promethium board

         Butterfly metamorphosis PowerPoint

        Sequencing worksheet