Lesson Plan Template

Content Area or Developmental Focus: Language and Literacy

Age/Grade of Children: 3-5 years of age
Length of Lesson: 15-20 minutes

Goal Children will be able to recall main events of The Very Hungry Caterpillar by
Eric Carle.

Objective -Recall main events of the story

-Count various items
-Identify the stages of development for a butterfly
-Identify the number of syllables in several words
(Piper, 2012)
Standards Included -Understands various language
-Uses expressive language
-Uses and appreciates books
-Understands and shows comprehension that words can be broken down into
small units
-Decodes text
(Fuentes, 2010)
Materials -The Very Hungry Caterpillar by Eric Carle
-Paper and marker
-Story telling props (caterpillar, leaf, egg, cocoon, matching food, and
butterfly)

Introduction
Lesson Development
Differentiation
Good morning friends, today we are going to read a very exciting book about
a caterpillar that turns into a butterfly! Have any of you every watched a
caterpillar grow through their stages and turn into a beautiful butterfly? Wait
for responses. First, I want you to look at the cover of the book and tell me
what else you think will happen throughout the book? Wait for responses and
write childrens replies on paper. You all have great ideas about what might
happen in the book, lets read it and see what happens.
1. Introduce The Very Hungry Caterpillar by Eric Carle
2. Write childrens predictions on paper
3. Read story with excitement, stopping to ask questions, using props
4. Compare the story line with the childrens predictions
5. Place storytelling props in library during free choice activities
Dyslexia- Complete lesson in one setting, provide questions that are more

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 specific and give them the ability to sit by a teacher who can assist them when
needed (Dyslexia, N.d.).
Gifted- Children with gifted talents will be given a story retell chart; allowing
them to write, in words, about the beginning, middle, and ending of the story.
Learning Disabled- Children who are experiencing difficulties will be placed
closer to the teacher, the story will be read slow for them to understand, and
new words will be discussed.
Assessment Assessment will consist of observing and making mental notes of who is
(Practice/ Checking for participating, answering and asking questions, as well as making predictions.
Understanding) Also, assessment will be taken while children are engaged during center
activities, using the props to retell the storys events and engage with other
children.
Writing and documenting observations will allow teachers to see if the
children understood the story and its components; making any changes
necessary for the next storytelling.
Closing All of you made great predictions about what other things would happen in
the book. Lets see which ones happened and which ones didnt. Read
predictions and circle correct ones. Its okay to make predictions that may not
actually happen, right? Yes, of course, this is how we begin to interpret whats
going to happen just by looking at pictures. I am going to set the book and
props out in library center, so if you would like, you may retell the story with
your friends by using the props or looking at the book and pictures.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 References

Dyslexia Victoria. (N.d.). How teachers accommodate the dyslexic student. Retrieved from

http://www.dyslexiavictoriaonline.com/how-teachers-can-accommodate-the-dyslexic

-student/

Fuentes, Yvette. (2010). The head start child development and early learning framework.

Retrieved from https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/

Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev

-Sept2011).pdf

Piper, T. (2012). Making meaning, making sense: Childrens early language learning. San

Diego, CA: Bridgepoint Education.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department