The Very Hungry Caterpillar Unit: Lesson #2

Preplanning

Lesson objective:
Students will correctly sequence the story order of The Very Hungry Caterpillar using pictures on the SMARTBoard.

Materials:
· A copy of The Very Hungry Caterpillar
· SMARTBoard: Sequencing activity with story pictures from The Very Hungry Caterpillar

Lesson Opening
“So friends, as you know we have been reading The Very Hungry Caterpillar together. We all love this story very much and today we are going to read it again. After we finish the story, I want to see if you can put the story in the correct order with all of these fun pictures I have! Let’s begin our story together”

Lesson Body
· While reading the story, stop and have the children predict what comes next in order to work on their memory and sequencing skills.
Model: “Look at the little egg on the leaf! I wonder what happens next? I know! The egg will POP and out comes the caterpillar!”

Lead: “Oh my, that caterpillar is SO hungry! What does he eat first? Everyone answer! (Apple)

· Test individually prior to group reading while looking at the book one-on-one with the different children
Test: “Sara, he just ate one apple, do you know what he eats next?”
“Cecilia, the caterpillar is so big now! What happens to him next?”

· For the SMARTBoard activity, there will be various pictures depicting the story that the children will sort into the correct sequence.
Model: “We have all of these different pictures from The Very Hungry Caterpillar up here on the SMARTBoard. We are going to work on putting the pictures in the right order so they are just like our book. I am going to find the first picture that starts our story---look there is the leaf where the caterpillar’s egg laid!” (move the leaf picture)

Lead: “Now what comes next? Everyone tell me!” (move the caterpillar picture)

Test: “Liam, can you find what comes after the caterpillar popped out of his egg?” (move the apple picture)

*Differentiation: When testing each child in the sequencing activity, I will provide appropriate scaffolding when necessary depending on the different children’s knowledge, needs and present capabilities. For example, in my test question written out directly above, if Liam was not able to initially provide the correct answer of an apple I would prompt him, “After he came out of his egg he was very hungry, do you remember what he ate first?” etc. I will also assist some of the children in the SMARTBoard activity that need help sorting or maneuvering the actual images on the board.

Lesson Closing:
“What a fabulous job y’all did on putting the pictures in the correct order! We should know what order stories are in that we read and you are such good readers that you were able to put these pictures in the right order for one of our favorite stories!”

Evaluation:
I will formally assess each child one-on-one after our read aloud. I will assess the child’s sequencing ability by recording if they did or did not correctly sequence the pictures when prompted. I will use the chart below to record my findings and also have a note box where I can record notes in order to better understand any unsuccessful trials.

Directions: Place an X in the corresponding box if the child correctly completes the picture sequencing activity.
Child’s Name
Trial 1
Trial 2
Trial 3
Notes
Percentage
Sara

X
X

2/3=100%
Liam

X
X

3/3=100%







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The Very Hungry Caterpillar Unit: Lesson #2

Preplanning

Lesson objective:
Students will correctly sequence the story order of The Very Hungry Caterpillar using pictures on the SMARTBoard.
Standard:

ELA 1.2-Use pictures and words to make predictions regarding a story read aloud.

Materials:
· A copy of The Very Hungry Caterpillar
· SMARTBoard: Sequencing activity with story pictures from The Very Hungry Caterpillar

Lesson Opening


“So friends, as you know we have been reading The Very Hungry Caterpillar together. We all love this story very much and today we are going to read it again. After we finish the story, I want to see if you can put the story in the correct order with all of these fun pictures I have! Let’s begin our story together”


Lesson Body
· While reading the story, stop and have the children predict what comes next in order to work on their memory and sequencing skills.
Model: “Look at the little egg on the leaf! I wonder what happens next? I know! The egg will POP and out comes the caterpillar!”
Lead: “Oh my, that caterpillar is SO hungry! What does he eat first? Everyone answer! (Apple)
· Test individually prior to group reading while looking at the book one-on-one with the different children
Test: “Sara, he just ate one apple, do you know what he eats next?”
“Cecilia, the caterpillar is so big now! What happens to him next?”
· For the SMARTBoard activity, there will be various pictures depicting the story that the children will sort into the correct sequence.
Model: “We have all of these different pictures from The Very Hungry Caterpillar up here on the SMARTBoard. We are going to work on putting the pictures in the right order so they are just like our book. I am going to find the first picture that starts our story---look there is the leaf where the caterpillar’s egg laid!” (move the leaf picture)
Lead: “Now what comes next? Everyone tell me!” (move the caterpillar picture)
Test: “Liam, can you find what comes after the caterpillar popped out of his egg?” (move the apple picture)
*Differentiation: When testing each child in the sequencing activity, I will provide appropriate scaffolding when necessary depending on the different children’s knowledge, needs and present capabilities. For example, in my test question written out directly above, if Liam was not able to initially provide the correct answer of an apple I would prompt him, “After he came out of his egg he was very hungry, do you remember what he ate first?” etc. I will also assist some of the children in the SMARTBoard activity that need help sorting or maneuvering the actual images on the board.
Lesson Closing:

“What a fabulous job y’all did on putting the pictures in the correct order! We should know what order stories are in that we read and you are such good readers that you were able to put these pictures in the right order for one of our favorite stories!”
Evaluation:
I will formally assess each child one-on-one after our read aloud. I will assess the child’s sequencing ability by recording if they did or did not correctly sequence the pictures when prompted. I will use the chart below to record my findings and also have a note box where I can record notes in order to better understand any unsuccessful trials.
Directions: Place an X in the corresponding box if the child correctly completes the picture sequencing activity.
Sequencing Activity Pictures:
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Description: C:UsersAmandaDesktopSequencing Picturescaterpillar.jpg
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The End!