EDFN 4/545 M.I.

Lesson Plan Template

Lesson Plan Template

Lesson Plan Title: “The Very Hungry Caterpillar”

Developed by: Emily Gabur

Subject Area: Literacy, large motor, fine motor, modeling and imitation

Topic: The Very Hungry Caterpillar

Grade Level: Early Childhood Special Educational Preschool

Time Frame: 45 minutes

Prerequisites: The children will use their learned listening skills as they
successfully go through this provided lesson. They will also utilize their large and
fine motor skills to create a finished product at the end of the lesson.

Standards: Early Learning SD Guidelines:

6. Book Knowledge & Appreciation: Demonstrates progress in abilities to retell
and dictate stories from books and experiences, to predict what will happen next in
a story.
4. Reasoning & Problem solving: Grows in recognizing and solving problems
through active exploration, including trial and error, and interactions and
discussions with peers and adults.

Lesson Objectives:
 After reading a book about ordering items, the children will be able to
correctly place the items in order of the book on the caterpillar.
 For a creative art activity to lengthen the comprehension of the book, the
children will use fine motor skills to paint a caterpillar. This will enhance
creativity, and exploration through trial and error sense the children have to
use toilet paper roles to dip in the paint and make a circular caterpillar. The
peer model children will set examples, and the other children will imitate
their actions.
 During my lesson, children will be listening to the story, and placing the
correct food item props stated in order as the book follows. The children will
listen to the story, grab the correct food item, and place it on the caterpillar.
Albert Bandura believed that children learn by observing and imitating
others. He also believed in promoting problem solving and reflection.

Assessment: I will use observation to see if the children comprehended, and can
have a small group discussion about what the very hungry caterpillar all ate. This
will allow the children to learn from discussion, as well as use problem solving to
figure out what the caterpillar all ate. The form of assessment will be formal
observation.

Technology to be used: Smartboard, YouTube, computer,

Other Materials:
 The book “The Very Hungry Caterpillar”
 All food item props (cut out, colored, and laminated)
 Green paint
 Paper
 Google eyes
 Pink construction paper
 Pencils to write their names
 Red crayons to draw antennas
 A baggie to collect their findings from outside

Procedural Activities:
 Anticipatory set: I will start the lesson by instructing the students to stand
up and “get all the wiggles out.” This will allow the children to shake free, and
then I will use a clap system to focus the children’s attention back on the
book and I.
 I will then complete a picture walk and give the children a preview of the
book to gain their attention and keep them interested in what will happen
throughout the book. I also plan to do a teacher talk about the book to grab
the children’s attention. I will be using a book and props to complete this
lesson.
 I will read the book through one time, making sure I use expression and
changing of voice to enhance the book for the children (Verbal-linguistic
intelligence: The children who are verbal-linguistic will learn best when I am
reading the book. This will allow them to learn through storytelling.)
 After I read through the book once, I will then pass out all the food items to
the children and ask them to hold them calmly in their laps as they sit criss
cross applesauce.
 I will ask my cooperating teacher to assist as she holds the caterpillar, and I
begin to read.
o When I read, the child who has the specific food item I am reading
about will then come up and put the food onto the caterpillar. (My
cooperating teacher will be holding her arm out with a green sock that
looks like a caterpillar over it)
o Each child will have a food prop that they will have to listen for
throughout the story, and then come up and put on the caterpillar.
This will construct the children to listen carefully, comprehend, and
take action on their thoughts throughout the lesson. (Visual-Spatial
intelligence: The students will each get a piece of food that the
 caterpillar eats, and as I read through the book, the student with the
particular item I am reading about will come up and put it on the
caterpillar. This will allow the visual-spatial learning student to be
able to see the shape, pattern, colors, texture, and pictures of the food
item. Also, for the logical-mathematical learning student we will
count how man items the caterpillar has ate after every food item and
placed on the arm.
 After I am through with reading the book and all the food props are placed on
the caterpillar, we will retell the events that happened throughout the story.
 Then, we will all gather around the smartboard and listen to a song reading
the book. This will allow the bodily-kinesthetic learning and music-
rhythmic intelligence student to learn through movement of dancing to the
song as well as beats, pitches, and different types of sounds.
 When we are done with the song we will go outside and look on the grass, the
playground, plants, and sidewalk for caterpillars to enhance the natural
world for the students to learn through naturalists intelligence.
 Then, when we are ready to create our final project of making a caterpillar,
those who learn best through interpersonal intelligence will be allowed to sit
in a group setting format. This will allow them to cooperate with their
classmates, and create meaningful encounters as they watch each other make
their own projects. (Interpersonal intelligence)
 For the intrapersonal learner, they will be allowed to work on their final
caterpillar project by themselves. They will be allowed to sit by their selves,
and work through their own feelings and thrive by creating their project on
their own.

Attachments: N/A