Claflin University School of Education
Reflective Lesson Plan Model
PART I: PLANNING
Title of Lesson:
Sequencing Lesson Plan for The Very Hungry Caterpillar
Source
Teacher Vision
Subject Area (s)
Social Studies/English
Grade Level
2nd Grade
(Curriculum Standards)
CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Description and Background Information
Introduce the book by asking students to consider the title. Ask, "What do you think a very hungry caterpillar eats?" and allow students an opportunity to share their ideas. Begin reading the book to your class. As you read, pause to identify the parts of the text. For instance, before reading the first page say, "Let's see what happens at the beginning of the book." When you get to the part where the caterpillar begins to eat you might say, "Here comes the middle of the story." Finally, as the caterpillar builds his cocoon you might wonder aloud, "I think this is the ending of the book." After you have read the book, draw a three-column chart on the board or chart paper, with the column labels, "Beginning," "Middle," and "End." Since you are modeling this for students, think aloud and go back through the book to do a picture walk while you say something such as,
"What happened at the beginning of The Very Hungry Caterpillar? Well, in the beginning, there was an egg. The caterpillar was born in the beginning of the story. Let's see. I'll look back at the book to find out what else happened at the beginning of the story. At the beginning of the story, it was Sunday."
Record these ideas in the "Beginning" column of your chart.
· There was an egg.
· The caterpillar was born.
· It was Sunday.
Lesson Objectives
Sequencing refers to the ability to understand and talk about a story as an ordered series of events. This lesson is designed to introduce this skill to primary students using the book The Very Hungry Caterpillar by Eric Carle. In this lesson, students discuss events at the beginning, middle, and end of the story, and then sequence the events. This lesson is the first in a set of sequencing lessons designed for primary grades.
For students to be able to successfully sequence events in a text, they should have some understanding of time sequence within a larger context of the beginning, middle, and end of a story. They should be able to determine the order of events in a story and thereby understand the author's purpose.
Measurable Objectives:
Explain to students that they will be discussing what happens at the beginning, middle, and end of the story. At the end of the lesson, you will ask them to tell what happens at the beginning, middle, and end of the story so that you will know whether they have learned what you want to teach them.
Anticipatory Set
Tell students that they will learn about the beginning, middle, and end of a story. Have them identify the beginning, middle, and end of common things, such as:
· A school day
· How a caterpillar becomes a butterfly
· Sounds in words such as: cat
· A field trip
· Songs during a favorite cartoon episode, such as Sponge Bob Squarepants
· A baseball game
· A week
Part II: IMPLEMENTATION
Guided Practice
Complete the next part of the chart with students, asking the question, "What happened in the middle of the story? What happened at the end of the story?" If a student offers an idea that fits better in another section of the chart, you might reply with a comment such as, "Oh, I remember that part, too. Let's find that illustration in the story. Here it is, near the end of the book. I think it would be great to add that to the 'end' section of our chart."
Independent Practice
For independent practice, have students identify events in the beginning, middle, and end of the story, writing a sentence and drawing a picture for each section. An extension activity is to create a collaborative book, The Very Hungry Animal. The class will be separated into three groups to form "Beginning," "Middle," and "End" groups. Be specific about where the groups will start and stop their portions of the story. For instance, the "Beginning" group could start the story with the chicken being born. The "Middle" group could write about what the chicken becomes in the next stage of life. The "End" group could write about the what the chicken becomes in their final stage of life.
Closure
Use examples from the school day to help students understand sequencing. As you go through the school day, stop to have students draw what they are doing at that time of the day. Note the time of day and have them write a few words about what they are doing below their illustrations. Do this twice each day at different times over three days. At the end of the three days, have students sequence their illustrations to create a book of their day, progressing through events from the beginning to the end of the school day.
Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
Reflective Lesson Plan Model
PART I: PLANNING
Title of Lesson:
Sequencing Lesson Plan for The Very Hungry Caterpillar
Source
Teacher Vision
Subject Area (s)
Social Studies/English
Grade Level
2nd Grade
(Curriculum Standards)
CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Description and Background Information
Introduce the book by asking students to consider the title. Ask, "What do you think a very hungry caterpillar eats?" and allow students an opportunity to share their ideas. Begin reading the book to your class. As you read, pause to identify the parts of the text. For instance, before reading the first page say, "Let's see what happens at the beginning of the book." When you get to the part where the caterpillar begins to eat you might say, "Here comes the middle of the story." Finally, as the caterpillar builds his cocoon you might wonder aloud, "I think this is the ending of the book." After you have read the book, draw a three-column chart on the board or chart paper, with the column labels, "Beginning," "Middle," and "End." Since you are modeling this for students, think aloud and go back through the book to do a picture walk while you say something such as,
"What happened at the beginning of The Very Hungry Caterpillar? Well, in the beginning, there was an egg. The caterpillar was born in the beginning of the story. Let's see. I'll look back at the book to find out what else happened at the beginning of the story. At the beginning of the story, it was Sunday."
Record these ideas in the "Beginning" column of your chart.
· There was an egg.
· The caterpillar was born.
· It was Sunday.
Lesson Objectives
Sequencing refers to the ability to understand and talk about a story as an ordered series of events. This lesson is designed to introduce this skill to primary students using the book The Very Hungry Caterpillar by Eric Carle. In this lesson, students discuss events at the beginning, middle, and end of the story, and then sequence the events. This lesson is the first in a set of sequencing lessons designed for primary grades.
For students to be able to successfully sequence events in a text, they should have some understanding of time sequence within a larger context of the beginning, middle, and end of a story. They should be able to determine the order of events in a story and thereby understand the author's purpose.
Measurable Objectives:
Explain to students that they will be discussing what happens at the beginning, middle, and end of the story. At the end of the lesson, you will ask them to tell what happens at the beginning, middle, and end of the story so that you will know whether they have learned what you want to teach them.
Anticipatory Set
Tell students that they will learn about the beginning, middle, and end of a story. Have them identify the beginning, middle, and end of common things, such as:
· A school day
· How a caterpillar becomes a butterfly
· Sounds in words such as: cat
· A field trip
· Songs during a favorite cartoon episode, such as Sponge Bob Squarepants
· A baseball game
· A week
Part II: IMPLEMENTATION
Guided Practice
Complete the next part of the chart with students, asking the question, "What happened in the middle of the story? What happened at the end of the story?" If a student offers an idea that fits better in another section of the chart, you might reply with a comment such as, "Oh, I remember that part, too. Let's find that illustration in the story. Here it is, near the end of the book. I think it would be great to add that to the 'end' section of our chart."
Independent Practice
For independent practice, have students identify events in the beginning, middle, and end of the story, writing a sentence and drawing a picture for each section. An extension activity is to create a collaborative book, The Very Hungry Animal. The class will be separated into three groups to form "Beginning," "Middle," and "End" groups. Be specific about where the groups will start and stop their portions of the story. For instance, the "Beginning" group could start the story with the chicken being born. The "Middle" group could write about what the chicken becomes in the next stage of life. The "End" group could write about the what the chicken becomes in their final stage of life.
Closure
Use examples from the school day to help students understand sequencing. As you go through the school day, stop to have students draw what they are doing at that time of the day. Note the time of day and have them write a few words about what they are doing below their illustrations. Do this twice each day at different times over three days. At the end of the three days, have students sequence their illustrations to create a book of their day, progressing through events from the beginning to the end of the school day.
Revised 6-2013
THE CLAFLIN IMPERATIVE
PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A
MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY