August 18, 2014

Lesson Plan
First Name

Jennerra

Last Name

UH Email

Maemori9@hawaii.ed
u

Date

Semester

Spring

Year

Grade
Level/Subject

Maemori
April 15, 2015
2015
30 min

Reading Kindergarten

Title

Lesson Duration
Life of a Caterpillar

Lesson Overview
The Very Hungry Caterpillar is a great book that provides a clear example of major
events happening in a specific order. This story will challenge the students to listen with
their ears and match the pictures with the events that are occurring in the story.
Students will create a pictorial story booklet that represents and organizes the events
within the story. They will be able to retell the story using their story booklet as a guide.
Central Focus (Enduring Understandings)
Knowing the order, in which a story is arranged, leads the student towards more
effective comprehension of the reading.
Essential Question(s)
Who is the main character?
Where does the story take place?
What main events happen in the story?
Content Standard(s)/Benchmark
CCSS.ELA-Literacy.K.RL.3 With prompting and support, identify characters, settings,
and major events in a story.

Instructional Approach and Targeted Straegies/Skills

Instructional Approach: Shared Reading
Reading Component: Comprehension (listening/ reading)
Strategy/Skill: main idea and details & text structure: sequencing
Prior Academic Knowledge and Student Assets
In previous lessons, the students have practiced identifying, character and setting. They

August 18, 2014

have also been exposed to sequencing vocabulary such as first, next, and lastly. The
books that have been chosen for this activity are books that all of the students are
familiar with or have heard of before.
A story map is something that they havent worked with before. They will learn that
sequence goes beginning to end, left to right and top to bottom.

August 18, 2014

Instructional Strategies and Learning Tasks
10 minutes
The students will gather on the abc rug where majority mini lessons occur.
Teacher will start off by introducing the topic of caterpillar and butterflies.
- Build their prior knowledge with nonfiction visuals of a the life cycle of a caterpillar
(the egg, the leaves it eats, the cocoon, and the butterfly at the end) from a book
from the library or pictures off the internet
- This will give students a better idea of the real life caterpillar compared to the one
from The Hungry Caterpillar.
Present The Hungry Caterpillar and ask the students what they notice about the cover.
- Is it a picture of a real caterpillar? (No, they are just illustrations)
Set a purpose to reading
- before reading, tell the student s to pay close attention to the different things that
the caterpillar eats in the story
- also to try their best to remember what order he eats them in
During reading
- share information about real caterpillars
- make a connection: From the story, are these the kinds of food that real
caterpillars eat?
- they are very picky eaters
- they only like to eat milkweed leaves
5 minutes
After reading
- start a discussion reviewing the things that happened in the story
- as they list the events, model how to state it in order (First, the caterpillar
hatches out of its egg. Then ...)
- introduce the word sequence (have them repeat it)
- provide a definition of the word (this should be review for them)
15-20 minutes
Introduce the booklet activity that they will be doing (have a sample for them to see)
- as a class put the foods in order up on the board (set of the cutouts to tape on the
board)
- refer back to the story if needed
- leave the example up on the board for those that may forget the order
Provide step by step instructions on how they are going to complete this task.
- step 1 cut out all the pieces
- step 2 arrange them in the correct order on their desk, raise hand for permission
to start gluing
- step 3 glue the foods in order to their corresponding days (reminder: dot, dot, not
a lot to prevent pages from sticking together
- step 4 write the title on the first page, write in the days of the week, label the
foods
- step 5 painting station with sponges, when done pin it to let it dry (model how to
paint, just dib and dab, not a lot of paint needed)
- (put all this on chart paper, draw visuals as hints for those who struggle with
reading)

August 18, 2014

Ask them to repeat what they are going to do first.
Transition cue: G-O GO!
Things to monitor:
- make sure all students remain on task (no fooling around. No walking around)
- check in with the students that need extra help ( I know who these students are)
- make sure food is in the right order so they dont glue it in wrong
- remind them not to put too much glue
- if they ask whats next, tell them to read the instructions
- watch paint station to make sure they are not excessive with the paint
Academic Language Demands
Character
Setting
Sequence
Sequential language:
First.
Next
Then
Last
Assessment

Assessment activity is the booklet displayed in the picture; they will be creating this by
reading and following the instructions provided by me. Students will be asked to orally
retell the story according to how they arranged the main events of the story. They will be
prompted with essential questions to see if they understand the main points of the story.

August 18, 2014

Checklist
_____ Students were able to perform visual sequencing (ordering the picture cut
outs from the book, on their desk).
_____ Students were able to verbally retell the story in the correct order, as
placed on their desk.
Differentiation and Accommodations
TYPE OF LEARNER

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
N/A

ELL/MLL

Struggling

Accelerated

504/IEP

They will be provided lots of prompting and support. I will have

multiple visual aids that will help them through this activity.
They will monitored to make sure they remain on task and
keep up with the rest of the class.
Instead of just labeling the pictures, I would have them write it
as a sentence. I will provide them will an example of what kind
of sentence I am looking for. I will encourage them to use the
words first and last in their writing.
They will be provided lots of prompting and support. I will have
multiple visual aids that will help them through this activity.
They will monitored to make sure they remain on task and
keep up with the rest of the class.
Materials (Optional)

Nonfiction butterfly book

The Very Hungry Caterpillar
Green and red paints
Round sponges
Premade paper booklets
Print cut outs of the foods
Pencil
Markers
Chart paper
Days of the week
Scissors
Glue

August 18, 2014

Lesson Plan Reflection

What changes would you make to your instructionfor the whole class
and/or for students who need greater support or challengeto better
support student learning of the central focus (e.g., missed opportunities)?
Overall I think the whole class instruction part went fairly well. The students
were very engaged into the story even though they heard it before. They really
liked the idea of comparing realistic nonfiction texts and pictures to the fictional
storybook. They did a great job of differentiating which parts of the story were
real and what wasnt. I shouldve made my focus on comparison.
Because my lesson segment was focused on sequencing I should have
emphasized the word sequence and order. I did my best to model the proper
way to verbalize sequence by using the key words such as, first, then and last.
By the end of the lesson they were able to retell the story using their booklets
that they made.
I think next time I wouldve used a sequencing game to teach sequence. Maybe
something with the use of memory cards. This activity would have been more
ideal for kindergarteners because it allows them to practice memory and motor
skills along with the ability to put something in order. Although the booklets were
a great visual aid to help them with the story, it came out to be very messy with
the glue. Some of their booklets were glued shut due to the over use of glue.
Next time they can make a sequence strip instead of a sequence book.
Based on your reflection and your assessment of student learning,
describe the next steps to support students learning related to the central
focus and student learning objectives.
The students were able to verbally retell the story in order from beginning to end
with lots of prompting and support. Their next instructional steps would be to be
able to identify beginning, middle, and end on their own, using a different book
similar to the first one. I want to see if they are capable of distinguishing the
important parts of the story. This step builds upon their ability to comprehend a
story by breaking it apart.