Lesson Plan

Template

1. Lesson Plan Information

Subject/Course: Language
Grade Level: JK/SK
Topic: Retelling The Very Hungry Caterpillar

Name: Maya Mistry

Date: May 5/2014
Time:
Length of Period: 10 minutes

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
1.10 Orally retell simple events and simple familiar stories in proper sequence. (Language)
2.9 retellstories,inpropersequence,thathavebeenreadbyandwiththeELKteam,usingpicturesin

thebookand/orprops
Learning Skills (Where applicable):
Communicating, questioning, retelling
3. Content
What do I want the learners to know and/or be able to do?
Demonstrate their understanding of the book The very hungry caterpillar
Retell in sequence the events of the story (using the days of the week and what the caterpillar ate)
Today learners will:
Retell the story the very hungry caterpillar
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
Observations and anecdotal records
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Learners will bring the prior knowledge of the lifecycle of a caterpillar to butterfly. They will also bring
knowledge of particular vocabulary that comes for the caterpillar lifecycle (i.e. caterpillar, cocoon, chrysalis,
etc..) Learners will also bring prior knowledge of the book as it was read to them before. They also have
prior knowledge of 3 ways to read a book, which will connect to the retelling portion.
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion
of all learners? (Must include where applicable accommodations and/or modifications for learners
identified as exceptional.)
To ensure inclusion the activity will be placed in an activity center in which students will be able to have the
option to visit the activity and participate at their own comfort level. I will be seated at the center as a

support for students as well as to guide them.

B. Learning Environment
Students will be gathered on the carpet in front of the rocking chair for the read aloud.
Different stations will be set up for students to rotate to each activity.
C. Resources/Materials
Charts
Marker
Book The Very Hungry Caterpillar
Paper
Pictures (of the food the caterpillar ate, days of the week)
Chart paper
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of learners prior
knowledge, activities, procedures, compelling problem)
We will begin with a discussion about how to retell a story, what information do you need in order to retell a
story. Develop an anchor with students that will be placed in classroom to refer (beginning, middle and end)
Discuss with students what beginning, middle and end are. Go over an example using the days of the week
(beginning-Sunday, Monday, middle- Tuesday, Wednesday, Thursday, End- Friday & Saturday) or the order
in their day. Ask why it is important for events in a story to be in a certain order?
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared,
and guided instruction).
Bring back the Very hungry caterpillar and discuss the book students will be asked what happened in
the beginning, middle and end. On chart paper write down students thoughts into the section (beginning,
middle, end)
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the
learning experiences together for/with the students? How will I check for understanding?
To demonstrate the activity as a whole group we will do the first two steps (days of the week) to retell the
story. Using the labeled days of the week, students will be asked questions that will guide them in retelling
the story ( On Monday, what did the caterpillar eat?) What happened in the beginning of the story?
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded
practice, and gradual release of responsibility.)
Learners will be able to demonstrate their learning by attempting the activity as individuals or in small
groups at the activity center. I will be there to guided and answer any questions, but students will take more
of the responsibility to place the items in the order similar to the book. The book as well as an audio clip will
be available for the students to listen to while retelling the story.
CONCLUSION: How will I conclude the lesson?
To conclude, students will gather in a circle to share what the have learned at the activity centres.
7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?

To become a more effective teacher I need to focus on supporting students sound out the letters when
reading the words. I can also support students by allowing each group member to have a turn. I can also be
more effective by regulating behaviour and redirecting students attention to the task at hand.