Date: September 29, 2013 Subject: Language Arts Grade Level: Kindergarten Signature of Classroom Teacher:

Hunter Herrick
The Very Hungary Caterpillar

I.

Standards: AL.RI.K.5) Identify the front cover, back cover, and title page of a book.
AL.RF.L.1a) Follow words from left to right, top to bottom, and page by page. AL.RL.K.3) With prompting and support, identify characters, settings, and major events in a story. AL.RL.K.10) Actively engage in group reading activities with purpose and understanding. AL.SL.K.3) Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

II. Objectives: The student will listen as while the teacher reads Eric Carles The Very Hungary Caterpillar. The student will identify the front cover, back cover, and title page of Eric Carles The Very Hungary Caterpillar. The student will follow the words from left to right, top to bottom, and page by page in Eric Carles The Very Hungary Caterpillar. The students will be able to identify characters, settings, and major events in Eric Carles The Very Hungary Caterpillar. The students will actively engage in group reading activities with purpose and understanding. The student will ask questions if material is misunderstood.

III. Introductory Activity: The teacher will introduce the lesson by telling the student that today we will be reading a new story titled The Very Hungary Caterpillar written by Eric Carle. We will be going to the reading carpet and read Eric Carles The Very Hungary Caterpillar. After we finish reading we will watch a short video about Eric Carles The Very Hungary Caterpillar. After we finish watching the video we will break into our

groups and complete seatwork on Eric Carles The Very Hungary Caterpillar while the teacher assess each reading group. IV. Development Activity: The students will gather on the reading carpet and the teacher will read Eric Carles The Very Hungary Caterpillar. Before reading the teacher will show the different parts of the book (front cover, back cover and title page). After discussing the parts of a book the teacher will demonstrate to the student how to read a book (left to right, top to bottom, page by page). After demonstrating how to read a book the teacher will now read the book to the students. After completing the book the teacher will discuss with the class what the setting, characters, major events and what order the events took place of Eric Carles The Very Hungary Caterpillar are. If any of the material is misunderstood by the student then the teacher will assist the student on finding the correct answer. After the conclusion of the reading carpet the students will remain on the carpet and a short video will be shown using the Netflix video, computer and projector. After the conclusion of the video the students will break up into assigned reading groups. V. Culminating Activity After students have gotten into their correct reading group the students will complete two worksheets. The two worksheets will be a handwriting sheet where the students can practice writing key words from Eric Carles The Very Hungary Caterpillar and a caterpillar coloring sheet. While students are working in their reading groups the teacher will pull one group at the time to the teaching table for assessment. VI. Assessment: (Formally) When the teacher has a reading group at the teaching table the teacher will guide the assessment. Each student in the group will be given a test paper. The teacher will help guide the students through the assessment by reading the questions to the student. The teacher will not assist the student by giving the students the correct answers. After every student in the group finishes the assessment the teacher will take up the test papers and at the point the teacher will review and go over the assessment. After reviewing the assessment the teacher will tell students to rotate and a new reading group will come to the teaching table. VII. Modifications for Special Needs: The student who has self-control issues will be seated with calm students and/or the teachers desk. The students who work a little slower will be given extra time if available. The student with vision issues will be accommodated for by seating the student closer to the board. The student will also be reminded to bring her glasses daily. The special needs student that is unable to be given a written assessment will be given the assessment verbally and be expected to show the correct answer with their finger (if able).

VIII. Resources:

Eric Carles The Very Hungary Caterpillar book Netflix video titled The Very Hungary Caterpillar Computer Projector Group handwriting worksheet (page 2 of PDF titled The Very Hungary Caterpillar Worksheets) Group coloring worksheet titled The Very Hungary Caterpillar Coloring Worksheet Assessment worksheet (Page 1 of PDF titled The Very Hungary Caterpillar Worksheets) Pencils Crayons IX. Self-Reflection: What worked well? What would I change about the lesson? Did I spend too much time on this lesson? What would I change? X. Alternate Activity (Plan B): If the student finishes early more reading activity sheets will be available and their Accelerated Reader books. Due to the nature of the lesson there should not be any mishaps. If technology fails then the video will be omitted from the lesson.

Links to Files in This Lesson www.netflix.com The Very Hungary Caterpillar Worksheets The Very Hungary Caterpillar Coloring Worksheet