Eric Carle
Jennifer Nygard
March 13, 2013
Page 1
Table of Contents
Cover ………. 1
Table of Contents ………. 2
Heading ………. 3
Content Overview ………. 4
Concept Webs ………. 5-9
Objectives (Goals) ………. 10
Story Summaries ………. 11
Author Information ………. 12
Favorite Lines from Stories………. 13
Lesson Plan ………. 14-29
Standards………. 30
Two activities ………. 31, 32
Culminating activity ………. 33
Resources and Materials ………. 34
Assessment/Evaluation ………. 35
Additional Titles By Eric Carle ………. 36
Page 2
Heading
Eric Carle
Jennifer Nygard
Grade Level: First grade
Duration: 3-4 weeks (about 1 month)
Disciplines: Language Arts, Science, Math, Social Studies, and Technology
Description of School: P.S.37 is in an upcoming neighborhood. The majority of the students are
Hispanic and speak Spanish. The school divides its grades on specific floors. First grade is on the
first floor. The classroom comfortably seats 29 students. There are three big table, and one
medium size table. The tables approximately sit 8 students. They have seat sacks on the back of
their chairs. The student’s keep their workbooks and notebooks in their seat sacks. On the desks
they have pencil and crayon holders, which they all share. One student sits by himself at a single
desk because he distracts other students. Another student is in a wheel chair and sits around a
circle desk with his Aid. There is a carpet where the students are instructed to sit when a lesson is
being taught. The teacher writes on an easel with large white chart paper on it. There is a Smart
Board that is hooked up to the teacher’s laptop. There are 4 computers in the room, but only two of
them work. The room is creatively decorated with student’s work and lessons that were written on
chart paper.
Reading Level: ranges from below average to average
Page 3
Content Overview:
Introduction: Eric Carle is an American writer who writes children’s books. A handful of
the books he has written are “A House for Hermit Crab”, “Slowly, Slowly, Slowly, Said the Sloth”,
“The Very Hungry Caterpillar”, “The Very Quiet Cricket” and “The Tiny Seed”. These books are
special because they inform readers on different habitats. The pictures clearly illustrate what these
habitats consist of and Eric Carle also finds creative ways to inform the readers about the different
creatures that we encounter.
A House for Hermit Crab: This book will allow students to see the life cycle of a Hermit
Crab and where they live. The students will be introduced to many sea creatures and their
characteristics, as well as the habitat that they live in.
Slowly, Slowly, Slowly, Said the Sloth: Sloths are very interesting, yet boring animals.
Students who have been already introduced to sloths might not appreciate them because they are
so slow and boring. This book shows that even though sloths seem boring they are special. Eric
Carle uses a wide variety of vocabulary words that are used to describe the sloth to make them
seem more interesting. The students can gain a new appreciation for sloths and also learn about
the different animals the sloth encounters within the jungle.
The Very Hungry Caterpillar: The students will be able to creatively learn about the life
cycle of butterflies. The book demonstrates this life cycle in a “kid-friendly” way that will allow any
learner the opportunity to visualize the transformation of a caterpillar to a butterfly. The students
can also practice their understanding of the days of the week along with sequencing.
The Very Quiet Cricket: This book wonderfully displays common insects that students
would be able to see outside in a park. Students will learn about the different insects and if they can
fly, also the students will be able to gain knowledge about the different sounds that each of these
insects make.
The Tiny Seed: This book contains information about the plant life cycle, which is
appropriate for this grade level. The students will also be able to refresh their knowledge about the
four seasons and different types of weather. The students will also be introduced to the concept on
how seeds are transported to different areas by weather and animals.
Conclusion: Eric Carle is an inspiring author and illustrator who stimulate the minds of our
younger generation. His very descriptive books helps young readers learn about several different
things, such as different animals and where they come from. His work has been translated into
many languages, which helped spread his creativity all over the world.
Page 4
Concept Webs:
Page 5
Page 6
Page 7
Page 8
Page 9
Objectives (Goals):

The students will understand different habitats and the animals that live in them.

The students will appreciate Eric Carle’s use of diversity of animals in different biomes.

The students will be able to recognize the different characteristics of the sea life mentioned
in “A House for Hermit Crab.”

The students will gain an understanding about sloths and appreciate their characteristics.

The students will develop knowledge about different insects and their sounds.

The students will acquire information pertaining to the plant life cycle.

The students will have a basic understanding of the life cycle of a butterfly.
Page 10
Story Summaries:
A House for Hermit Crab: Hermit Crab has outgrown his shell and seeks to find a new one that he
can call his home. On his journey he meets several different sea creatures who befriends him and
helps him create a wonderful new home.
Slowly, Slowly, Slowly, Said the Sloth: Sloths are strange creatures; at least that’s what the other
animals in the jungle believe. Several different animals ask the sloth different questions about him
such as why he is so slow, and why is he so lazy. The sloth eventually comes up with a reply that
perfectly describes him and emphasizes that he is not lazy!
The Very Hungry Caterpillar: A very hungry caterpillar eats it’s way through the week. He manages
to eat all different kinds of food until he spins himself a cocoon. Time passes and the caterpillar
turns into a beautiful butterfly. This book creatively demonstrates the life cycle of a butterfly,
which any reader would love to read about.
The Very Quiet Cricket: A young cricket has the desire to make a sound by rubbing both his wings
together. The cricket encounters several different insects that can make noises but when the young
cricket tries to make a sound he is unable.
The Tiny Seed: A tiny seed’s life cycle is dramatized by creative and captivating pictures. The wind
and animals carry the seed away and transport its to a different place, all before it gets ready to
grow. This tiny seed finally gets a chance to grow, and becomes an enormous sunflower.
Page 11
Author Information:
Eric Carle
Eric Carle is an American writer and illustrator that has captured the attention of many
young children with his creative picture books. He was born in Syracuse, New York, in 1929, and
moved with his parents to Germany when he was six years old. His dream was to return back to
America. He achieved his dream and got a job for The New York Times. Later, he was the art
director of an advertising agency for many years. Carle was then asked to illustrate a children’s
book which led him to write his own children’s books.
http://www.eric-carle.com/bio.html
Page 12
Favorite Lines from Stories:
A House for Hermit Crab:
“I’ve grown too big for this little shell.”
This quote is a simple quote that young children can understand. This quote talks about growing
up and moving. Many young children are faced with moving and this dramatic change can have a
huge impact in their learning process. This line will show children that it is okay to move and go to
a new place.
Slowly, Slowly, Slowly, Said the Sloth:
“It is true that I am slow, quite and boring…then the sloth yawned and said, “That’s just how I am, I
like to do things slowly, slowly, slowly”.”
This quote is a very strong quote. I love how the sloth is able to stand up for himself when the
Jaguar insults him and calls him lazy. Children can receive the message that no matter who you are,
you shouldn’t let people call you names and make fun of you. You do things for a reason and in
Sloth’s case he is slow but not lazy.
The Very Hungry Caterpillar:
“On Saturday he ate through one piece of chocolate cake, one ice-cream cone, one pickle, one slice of
Swiss cheese, one slice of salami, one lollypop, one piece of cherry pie, one sausage, one cupcake, and
one slice of watermelon. That night he had a stomachache!”
This quote is a great quote to read to the young students. Many young students don’t understand
that you can’t always eat junk food. This story shows how the caterpillar eats whatever he wants
but suffers from a tummy ache. Students will read the quote and subtly retain the lesson of
nutrition.
The Very Quiet Cricket:
“…the cricket saw another cricket. She too was a very quiet cricket. Then he rubbed his wings
together one more time. And this time he chirped the most beautiful sound that she had ever heard.”
This quote will show the readers how dedicated the cricket was when he wanted to make a sound.
He saw all the other insects make sounds and he couldn’t make a single noise. Finally after trying
so many times he was able to make a sound! This quote is great to share with young students
because it demonstrates on not giving up.
The Tiny Seed:
“It is the tallest flower they have ever seen. It is a giant flower.
At a young age students are very small and sometimes they feel it. This quote shows that this
flower, which was once a small seed grew, and it became a big flower. The seed all of it’s time being
small but it paid off because when it was planted and got the proper nutrition and care, it turned
out to be a giant flower, and it was the tallest flower the people have ever seen! Students can use
this quote to help them understand that they will grow up and they won’t have to feel little forever.
Lesson Plans:
(1)
Page 13
Grade: 1st grade
Type of Setting: P.S.37 is in an upcoming neighborhood. The majority of the students are Hispanic
and speak Spanish. The classroom comfortably seats 29 students. There are three big table, and
one medium size table. The tables approximately sit 8 students. They have seat sacks on the back
of their chairs. The student’s keep their workbooks and notebooks in their seat sacks. On the desks
they have pencil and crayon holders, which they all share. One student sits by himself at a single
desk because he distracts other students. Another student is in a wheel chair and sits around a
circle desk with his Aid. There is a carpet where the students are instructed to sit when a lesson is
being taught. The teacher writes on an easel with large white chart paper on it. There is a Smart
Board that is hooked up to the teacher’s laptop. There are 4 computers in the room, but only two of
them work. The room is creatively decorated with student’s work and lessons that were written on
chart paper.
Date of Lesson: March 13, 2013
Purpose: The students are learning about how Eric Carle uses multiculturalism within his work.
The students are going to see that there are different habitats and within those habitats, different
animals and organisms. This lesson will help the students learn about the ocean biome and the
creatures that live in it. The students will also gain an understanding that these animals all have
different homes.
Essential Questions:
-What creatures did Hermit Crab encounter?
-Where does Hermit Crab live?
-Why did Hermit Crab leave his shell in the beginning of the story?
Vocabulary & Key Terms:
Hermit Crab – a small crab which uses shells to protect its body
Sea anemones – a group of water-dwelling, predatory animals, flowers of the water.
Coral – marine animals
Algae – a simple plant that develops in the water
Sea urchins – small spiny animals that live in the water
Murky – dark, gloomy, and cheerless.
Gloomy – dark or dim
Skills:
The students will be able to show the following skills:
-effectively listening in the classroom
-answering questions during, and after a read aloud
-making predictions before reading a book
-participating in group discussions
-retaining information about sea creatures.
-understanding different habitats such as oceans
Objectives:
 The students will understand the ocean biome and the creatures that live in it.
 The students will be able to recognize the different characteristics of the sea life mentioned
in “A House for Hermit Crab.”
Page 14

The students will gain an understanding that animals live in all different types of homes.
New York State Learning Standards:
Social Studies:
Geography
Use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of
people, places, and environments over the Earth’s surface.
Technology:
Standard 2—Information Systems
1. Information technology is used to retrieve, process, and communicate information and as a tool
to
enhance learning.
Language Arts:
-Reading: Literature
Key Ideas and Details
1. Ask and answer questions about key details in text.
-Reading: Literature
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe it’s characters, sett, or events.
-Speaking & Listening
Presentation of Knowledge and Ideas
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts
and, feelings.
Pre-Assessment:
The objective listed is appropriate for the learners because it follows the 1st grade New York State
Learning Standards. The objectives follow the standards and allow the students to gain a good
sense of diversity within a specific area. The different animals that the students will come across in
the story “A House for Hermit Crab” will able to demonstrate this. The data that was recorded to
see if the students are on the level to learn this was observed through other lessons before hand.
Lesson Presentation:
Set-Induction
The teacher will begin by calling the students by tables to the meeting area. When all the students
are at the meeting area, ask the students to think of different creatures that live in the water. After
that, introduce the book “A House for Hermit Crab.” Test their book knowledge by asking where the
title is, what the author does and who is he, what the illustrator is and what does he do.
Procedure
The teacher will begin to read “A House for Hermit Crab”. While reading the story ask the students
questions to make sure that they are paying attention. Some questions can include “why did Hermit
Crab have to leave his shell” and “why did Hermit Crab want to decorate his house?” After the
Page 15
teacher finishes the story start a discussion about animal homes. The teacher starts by having the
students brainstorm a list of other animals that have shells. The teacher will show the students
pictures of the other types of animals that live in shells by using the Smart Board. The teacher will
make a list on the Smart Board with the students of other types of animal homes. (Ex. Ponds, trees,
caves and nests.) The teacher should have them try to think of as many animals as they can that
live in each type of home. The teacher will write down everything on the Smart Board so the
students can go back to it later when they do the activity. The teacher will explain to the students
that they are going to make a class book about animal homes. The teacher will assign each table a
home and then tell the students that they can pick an animal from the list that was written on the
board. The teacher will give each student a sheet of paper and ask him or her to complete the
sentence “A ____________ lives in a _____________________.” Then the students can illustrate it with a picture of
the animal in its home. The teacher will bind the completed pages together to make a class book.
After giving the students the instructions show them an example page that you did. Hang it up so
they can always look at it when they are making their own. Have the students go back to their seats
by calling tables. When all the students are in their seats, hand out the sheets of papers and let the
students get started.
Closure
When the students finish bind the book together. Have the students come up and present their
animal and the animal’s home to the class. After this, the students will get a better understand of
different animals and that they all live in different homes.
Materials and Resources:









“A House for Hermit Crab”
Smart Board
Pictures of different animals in their shells
Paper
Pencils
Crayons and markers
Hole puncher
String
Student’s tables
Follow-up Activity:
A follow-up activity I think would be a good idea would be have the students present their page in
the class book. All the students will get a good idea of the different types of animals around the
world and where these animals live.
Evaluation / Assessment:
The teacher will be able to assess the students by seeing how well each student grasps the concept
of different animal homes during the grand conversation. The teacher can also use the pages the
students made to also see if the student understands that there are different homes for animals.
When having the students present their page to the class the teacher can use the rubric to help
evaluate the student.
Rubric:
Page 16
Category
4
3
2
1
Uses Complete
Sentences
Always (99-100%
of time) speaks in
complete
sentences.
Mostly (80-98%)
speaks in
complete
sentences.
Sometimes (7080%) speaks in
complete
sentences.
Rarely speaks in
complete
sentences.
Vocabulary
Uses vocabulary
appropriate for
the audience.
Extends audience
vocabulary by
defining words
that might be
new to most of
the audience.
Uses vocabulary
appropriate for
the audience.
Includes 1-2
words that might
be new to most of
the audience, but
does not define
them.
Uses vocabulary
appropriate for
the audience.
Does not include
any vocabulary
that might be
new to the
audience.
Uses several (5 or
more) words or
phrases that are
not understood
by the audience.
Comprehension
Student is able to
fully explain their
animal and where
the animal lives.
Student is able to
give some
explanation about
their animal and
where the animal
lives.
Student is able to
provide a little
information
about their
animal and where
the animal lives.
Student is unable
to explain their
animal and where
the animal lives.
Differentiated:
There is a student who speaks Spanish. He usually understands instruction in English but has
trouble speaking English. The teacher will make sure that the student sits next to other students
who speak both Spanish and English. These students will assist the Spanish speaking student
during the activity.
Reference List:
“A House for Hermit Crab”
Standards:
http://www.masteryconnect.com/learn-more/core-app.html
http://www.p12.nysed.gov/cte/technology/documents/techsta1_2.pdf
http://www.p12.nysed.gov/ciai/socst/socstand/home.html
(2)
Page 17
Grade: 1st grade
Type of setting: P.S.37 is in an upcoming neighborhood. The majority of the students are Hispanic
and speak Spanish. The classroom comfortably seats 29 students. There are three big table, and
one medium size table. The tables approximately sit 8 students. They have seat sacks on the back
of their chairs. The student’s keep their workbooks and notebooks in their seat sacks. On the desks
they have pencil and crayon holders, which they all share. One student sits by himself at a single
desk because he distracts other students. Another student is in a wheel chair and sits around a
circle desk with his Aid. There is a carpet where the students are instructed to sit when a lesson is
being taught. The teacher writes on an easel with large white chart paper on it. There is a Smart
Board that is hooked up to the teacher’s laptop. There are 4 computers in the room, but only two of
them work. The room is creatively decorated with student’s work and lessons that were written on
chart paper.
Date of Lesson: March 14, 2013
Purpose: The students are learning about the famous author Eric Carle and how he incorporates
different living creatures in his books. This lesson will help the students learn about the four
seasons and the plant life cycle. The students will also be able to realize that big or small, these
living creatures make up the world we live in.
Essential Questions:
-
How are some of the seeds destroyed?
What does a seed need to grow?
What happens to the plants pedals in the autumn?
Vocabulary & Key Terms:
Autumn – the season after summer and before winter
Winter – the season after autumn and before spring
Spring – the season after winter and before summer
Summer – the season after spring and before autumn
Seed – the first part of the plant life cycle
Weed – a wild plant growing where it’s not wanted
Pedals – the colorful part of a flower
Skills:
The students will be able to show the following skills:
-effectively listening in the classroom
-answering questions during, and after a read aloud
-making predictions before reading a book
-participating in group discussions
-the ability to plant seeds and record data over a period of time.
Objectives:
Page 18
-
The students will understand the plant life cycle
The student will have complete knowledge of the four seasons.
The students will demonstrate the plant life cycle by planting grass seeds in a cup of soil.
The students will be able to record data over a month.
Standards:
Science
Standard 1: Analysis, Inquiry, and Design
Scientific Inquiry:
S1.3 Develop relationships among observations to construct descriptions of objects and events and
to form their own tentative explanations of what they have observed.
Standard 4: The Living Environment
1.1b Plants require air, water, nutrients, and light in order to live and thrive
Key Idea 4: The continuity of life is sustained through reproduction and development.
4.1b Each kind of plant goes through its own stages of growth and development that
may include seed, young plant, and mature plant.
Math
Measurement & Data
Represent and interpret data
1.MD.4 Organize, represent, and interpret data with up to three categories
Language Arts
Reading: Literature
Key Ideas and Details
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message
or lesson
Pre-Assessment:
The objectives listed are appropriate for the learners because it follows the 1st grade New York
Learning Standards. The objectives follow the standards and allow the students to gain a good
sense of the plant life cycle. Plants are organisms that students encounter everyday. These
Page 19
organisms are part of our habitats. The students will also be able to see how the seasons effect the
plant life cycle.
Lesson Presentation:
Set-Induction
The teacher will begin by calling the students by tables to the meeting area. When all the students
are at the meeting area, ask the students to think of different plants that they have seen. The
teacher will then make a KWL chart and ask the students what they know about plants. The teacher
will then ask the students what they want to know about plants. After that, introduce the book “The
Tiny Seed”. The teacher will then test the student’s book knowledge by asking where the title is,
who is the author does, and who is the illustrator.
Procedure
The teacher will begin to read “The Tiny Seed”. While reading the story ask questions to make sure
that they are paying attention. Some questions can include “How did the seed die”, “What did the
bird do to the seed”, “What did the child do to the plant”. After the teacher finishes the story the
teacher will have a grand discussion with the class and talk about the book. The teacher will then
have the students finish the rest of the KWL chart. The teacher will then let the students know that
they are going to grow their own plants in cups. The teacher will demonstrate this process by
having a Styrofoam cup and putting some dirt in it. The teacher will then put 3 grass seeds in the
dirt and put another layer of dirt on top of them. The teacher will then take a cup of water and put
in a small amount of water. The teacher will pick up the cup with the seeds, dirt, and water and put
it on the windowsill so it can get sunlight. When the teacher is done demonstrating the activity the
teacher will have a student recite what they have to do and then the teacher will ask if anyone has
any questions. The teacher will then call the students back to their seats by table. The teacher will
distribute the materials and the teacher will walk around to observe and assist. When the students
complete the activity the teacher will put the names of each student on their cups and then put
them on the windowsill. While the students are sitting in their seats the teacher will handout a
sheet with a chart. The students need to fill out the first column and date it. This sheet will be used
once a week to record the plant’s measurements.
Closure
When everything is over with the teacher will have the students put their chart away and have
another conversation on what they learned and did today. The teacher will ask questions to the
class to make sure that the students understand the plant life cycle.
Materials and Resources:
-
Styrofoam cups
Soil
Grass seeds
Page 20
-
Water
Sunlight
Worksheet with chart
“The Tiny Seed”
Whiteboard
Whiteboard marker
Pencils
Follow-up Activity:
The students are expected to fill out their chart once a week, for a month. The students need to
keep track on how tall their grass grows. The students will be able to practice their measuring
skills as well as observing a real life plant growing. When a month is over the teacher will use the
homework sheet as a measurement of assessment.
Evaluation/Assessment:
The teacher will be able to determine if the student met the objectives by the rubric below.
Rubrics:
4
3
2
1
Calculations of
Measurements
All calculations
of the
measurements
are shown and
the results are
correct and
labeled
appropriately.
Some
calculations of
the
measurements
are shown and
the results are
correct and
labeled
appropriately.
Some
calculations of
the
measurements
are shown and
the results
labeled
appropriately.
No calculations
of the
measurements
are shown OR
results are
inaccurate or
mislabeled.
Materials
All materials
and setup used
in the activity
are clearly and
accurately used.
Almost all
materials and
the set up used
in the activity
are clearly and
accurately used.
Most of the
materials and
the setup used
in the activity
are accurately
described.
Many materials
are described
inaccurately OR
are not
described at all.
Thinks about
the story
Student
accurately
describes what
has happened in
the story and
Student
accurately
describes what
has happened in
Student
accurately
describes most
of what
happened in the
Student has
difficulty retelling the
story.
Page 21
Understand
Story Elements
tries to predict
"what will
happen next."
the story.
story.
Student knows
the title of the
story as well as
the names and
descriptions of
the important
characters. Can
tell
approximately
when and
where the story
happened.
Student knows
the names and
descriptions of
the important
characters and
where the story
takes place.
Student knows
the names OR
descriptions of
the important
characters in
the story.
Student has
trouble naming
and describing
the characters
in the story.
Differentiated:
There is a student who speaks Spanish. He usually understands instruction in English but has
trouble speaking English. The teacher will make sure that the student sits next to other students
who speak both Spanish and English. These students will assist the Spanish speaking student
during the activity.
Reference List:
-
“The Tiny Seed”
Standards: http://www.masteryconnect.com/learn-more/core-app.html
http://www.p12.nysed.gov/ciai/cores.html#MST
Name:
Date:
Page 22
Growing Grass!
Week 1
Week 2
Height in
inches
Draw A
Picture
Of the
Plant
Page 23
Week 3
Week 4
(3)
Grade: 1st
Type of Setting: P.S.37 is in an upcoming neighborhood. The majority of the students are Hispanic
and speak Spanish. The classroom comfortably seats 29 students. There are three big table, and
one medium size table. The tables approximately sit 8 students. They have seat sacks on the back
of their chairs. The student’s keep their workbooks and notebooks in their seat sacks. On the desks
they have pencil and crayon holders, which they all share. One student sits by himself at a single
desk because he distracts other students. Another student is in a wheel chair and sits around a
circle desk with his Aid. There is a carpet where the students are instructed to sit when a lesson is
being taught. The teacher writes on an easel with large white chart paper on it. There is a Smart
Board that is hooked up to the teacher’s laptop. There are 4 computers in the room, but only two of
them work. The room is creatively decorated with student’s work and lessons that were written on
chart paper.
Date of Lesson: March 15, 2013
Purpose: The students are learning about how Eric Carle uses multiculturalism within his work.
The students are going to see that there are different creatures such as caterpillars. This lesson will
inform the students about the butterfly life cycle and improve their knowledge on
caterpillars/butterflies. This lesson will also improve their knowledge about order.
Essential Questions:
-How does a caterpillar transform into a butterfly?
-What are some foods that the hungry caterpillar ate?
-What happened before the caterpillar turned into a butterfly?
Vocabulary & Key Terms:
Egg – the stage before a caterpillar
Cocoon – a self built home by a caterpillar
Skills:
The students will be able to show the following skills:
-effectively listening in the classroom
-answering questions during, and after a read aloud
-making predictions before reading a book
-participating in group discussions
-sharing prior knowledge about butterflies
-drawing and labeling the steps on the butterfly life cycle
Objectives:
Page 24



The students will gain a full understanding of the life cycle of a butterfly.
The students will be able to correctly use First, Then, Next, and Last.
The students will collaboratively work as a class to share prior information about
caterpillars/butterflies.
New York State Learning Standards:
Language Arts
Reading: Literature
Key Ideas and Details
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message
or lesson
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
Speaking & Listening
Comprehension and Collaboration
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups
Writing
Text Types and purposes
1.W.2 Write informative/explanatory texts in which they name a topic, supply facts about the topic,
and provide some sense of closure.
Pre-Assessment:
The objective listed is appropriate for the learners because it follows the 1st grade New York State
Learning Standards. The objectives follow the standards and allow the students to gain a good
understanding of the butterfly life cycle. The students will also be able to practice using words that
determine order which is something they have been already introduced to.
Lesson Presentation:
Set-Induction
The teacher will begin by calling the students by tables to the meeting area. When all the students
are at the meeting area, tell a story about how it’s going to be spring and some special insects will
start to show up. Have the students name some of the animals and start the lesson when butterflies
are mentioned. The teacher will then make a KWL chart and ask the students what they know about
caterpillars/butterflies. The teacher will then ask the students what they want to know about
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caterpillars/butterflies. After that, introduce the book “The Very Hungry Caterpillar”. The teacher
will then test the student’s book knowledge by asking where the title is, who is the author does, and
who is the illustrator.
Procedure
The teacher will begin to read “The Very Hungry Caterpillar.” While reading the story ask questions
to make sure that the students are paying attention. Some questions can include “Where did the
caterpillar come from”, “What are some foods the caterpillar ate”, and “What happened before the
caterpillar turned into a butterfly”. After the teacher finishes the story the teacher will have a grand
discussion with the class and talk about the book. The teacher will then have the students finish the
rest of the KWL chart. The teacher will them inform the students that they are going to get a
worksheet (which is included in this lesson plan). The worksheet has four boxes, which are each
labeled. The labels include First, Then, Next, and Last. The students have to draw pictures of the
butterfly life cycle and write about their picture. When the teacher is done demonstrating the
activity the teacher will have a student recite what they have to do and then the teacher will ask if
anyone has any questions. The teacher will then call the students back to their seats by table. The
teacher will hand out the worksheets and walk around to observe and help the students.
Closure
When the activity is done have two students come up and show their work to the rest of the class.
Have the students explain their work.
Materials and Resources:
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Whiteboard
Whiteboard marker
“The Very Hungry Caterpillar”
Worksheets
Pencils
Follow-up Activity:
To make sure the students understood the life cycle of a butterfly the teacher will have the students
write a letter to a friend explaining the steps, in order, of the butterfly life cycle.
Evaluation/Assessment:
The teacher will be able to determine if the student met the objectives by the rubric below.
Rubric:
Understand
Story Elements
4
3
2
1
Student knows
the title of the
story as well as
Student knows
the names and
descriptions of
Student knows
the names OR
descriptions of
Student has
trouble naming
and describing
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the names and
descriptions of
the important
characters. Can
tell
approximately
when and
where the story
happened.
the important
characters and
where the story
takes place.
the important
characters in
the story.
the characters
in the story.
Thinks about
the story
Student
accurately
describes what
has happened in
the story and
tries to predict,
"what will
happen next."
Student
accurately
describes what
has happened in
the story.
Student
accurately
describes most
of what
happened in the
story.
Student has
difficulty retelling the
story.
Worksheet
The students
are able to
accurately draw
and label the
butterfly life
cycle in order
The student
makes 1
mistake when
drawing and
labeling the
butterfly life
cycle in order
The student
makes 2
mistakes when
drawing and
labeling the
butterfly life
cycle in order
The student
isn’t able to
accurately draw
or and label the
butterfly life
cycle in order
Letter to a
friend
Ideas were
expressed in a
clear and
organized
fashion. It was
easy to figure
out what the
letter was
about.
Ideas were
expressed in a
pretty clear
manner, but the
organization
could have been
better.
Ideas were
somewhat
organized, but
were not very
clear. It took
more than one
reading to
figure out what
the letter was
about.
The letter
seemed to be a
collection of
unrelated
sentences. It
was very
difficult to
figure out what
the letter was
about.
Differentiated:
There is a student who speaks Spanish. He usually understands instruction in English but has
trouble speaking English. The teacher will make sure that the student sits next to other students
who speak both Spanish and English. These students will assist the Spanish-speaking student
during the activity.
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Reference List:
-
Standards: http://www.masteryconnect.com/learn-more/core-app.html
http://www.p12.nysed.gov/ciai/cores.html#MST
“The Very Hungry Caterpillar”
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Name:
Date:
The Life Cycle of A Butterfly
First
Then
Next
Last
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Standards:
Social Studies:
Geography
Use a variety of intellectual skills to demonstrate their understanding of the geography of the
interdependent world in which we live—local, national, and global—including the distribution of
people, places, and environments over the Earth’s surface.
Technology:
Standard 2—Information Systems
1. Information technology is used to retrieve, process, and communicate information and as a tool
to enhance learning.
Language Arts:
-Reading: Literature
1.RL.1 Ask and answer questions about key details in text.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message
or lesson
1.RL.7. Use illustrations and details in a story to describe it’s characters, sett, or events.
Key Ideas and Details
-Speaking & Listening
Comprehension and Collaboration
1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups
Presentation of Knowledge and Ideas
1.SL.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts and, feelings.
-Writing
Text Types and purposes
1.W.2 Write informative/explanatory texts in which they name a topic, supply facts about the topic,
and provide some sense of closure.
Science
Standard 1: Analysis, Inquiry, and Design
Scientific Inquiry:
S1.3 Develop relationships among observations to construct descriptions of objects and events and
to form their own tentative explanations of what they have observed.
Standard 4: The Living Environment
1.1b Plants require air, water, nutrients, and light in order to live and thrive
Key Idea 4: The continuity of life is sustained through reproduction and development.
4.1b Each kind of plant goes through its own stages of growth and development that may include
seed, young plant, and mature plant.
Math
Measurement & Data
Represent and interpret data
1.MD.4 Organize, represent, and interpret data with up to three categories
Page 30
Two Activities:
Name: Different Types of Homes
Content Area: Science
Purpose: To teach the students about different animal homes.
Materials:
 “A House for Hermit Crab”
 Board
 Pictures of different animals in their shells
 Paper
 Pencils
 Crayons and markers
 Hole puncher
 String
 Student’s tables
Procedure:
 After the teacher reads “A House for Hermit Crab”, start a discussion about animal homes.
 The teacher starts by having the students brainstorm a list of other animals that have shells.
 The teacher will show the students pictures of the other types of animals that live in shells.
 The teacher makes a list with the students of other types of animal homes. (Ex. Ponds,
trees, caves and nests.)
 The teacher should have them try to think of as many animals as they can that live in each
type of home.
 The teacher writes down everything on the Smart Board so they students can go back to it
later when they do the activity.
 The teacher will explain to them that they are going to make a class book about animal
homes.
 The teacher will assign each table a home and then tell the students that they can pick an
animal from the list that was written on the Smart Board.
 The teacher will give each student a sheet of paper, and ask him or her to complete the
sentence “A ____________ lives in a _____________________.” Then the students can illustrate it with a
picture of the animal in its home.
 The teacher will bind the completed pages together to make a class book.
Assessment:
The teacher will be able to assess the students by seeing how well each student grasps the concept
of different animal homes during the grand conversation. The teacher can also use the pages the
students made to also see if the student understands that there are different homes for animals.
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Name: Our Descriptive Tree
Content Area: Language Arts
Purpose: To teach students about sloths and also improve the student’s vocabulary.
Materials:
 “Slowly, Slowly, Slowly, Said the Sloth”
 Board
 Worksheets
 Pencils
 Markers
Procedure:
 After the teacher reads “Slowly, Slowly, Slowly, Said the Sloth”, the teacher will write all the
new vocabulary words, on the board, that the sloth used to describe himself.
 The teacher will go over with the class what each word means and write the definition on
the board,
 The teacher will then hand out a worksheet with a picture of the sloth on the tree that it was
hanging on in the book.
 The teacher will then explain that in the tree there will be 8 words that describe the sloth.
 The teacher will then explain that out of the 8 words, 5 of them describe the sloth.
 The students will have to circle the 5 words that describe the sloth.
 After the students complete the worksheet the teacher will handout marker so the students
can color in the tree and the sloth.
 The teacher can then hang up the student’s work in the classroom.
Assessment:
The teacher will be able to assess the students by seeing how well the complete the worksheet. The
teacher can see how well the students understand by seeing how well they did with circling the
right words.
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Fun Culminating Activity:
After reading the books “A House for Hermit Crab”, “Slowly, Slowly, Slowly, Said the Sloth”,
“The Very Hungry Caterpillar”, “The Very Quiet Cricket” and “The Tiny Seed”, the students will be
able to understand that there are many different kinds of animals around the world. The students
will be able to make a text to world connection and they will be able to see that these different
animals are similar to the different cultures around the world. The students will understand that
within these cultures people dress differently, eat differently, and also have different traditions that
these students are not used to. In order to give the students a better sense of multiculturalism, the
teacher will find out all the different cultures of their students and create a party in the classroom.
The teacher will decorate the classroom with things from the different cultures. Things to decorate
the classroom would include maps, pictures of places, flags, and pictures of the people within the
culture. The teacher will then get food that would be eaten within the cultures and also different
types of music. The teacher would invite the student’s families to come in and the students will
gain a new sense of what these different cultures consist of. The students will learn dances from
the different cultures and listen to different music. The parents can then talk to the students and
inform them some more about the family’s culture and where they are from.
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Complete List of Resources:
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http://www.ehow.com/way_5467302_house-hermit-crab-activities.html
http://www.eric-carle.com/bio.html
http://www.eric-carle.com/
“A House for Hermit Crab”
“Slowly, Slowly, Slowly, Said the Sloth”
“The Tiny Seed”
“The Very Hungry Caterpillar”
White Board
Pictures of different animals in their shells
Paper
Pencils
Crayons and markers
Hole puncher
String
Student’s tables
Smart Board
Student’s tables
Styrofoam cups
Soil
Grass seeds
Water
Sunlight
Worksheet with chart
Whiteboard marker
Standards:
o http://www.masteryconnect.com/learn-more/core-app.html
o http://www.p12.nysed.gov/cte/technology/documents/techsta1_2.pdf
o http://www.p12.nysed.gov/ciai/socst/socstand/home.html
o http://www.p12.nysed.gov/ciai/cores.html#MST
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Final Evaluation:
Students will be assessed based on sample work that can be found in their portfolios. The
sample work that will be found in the portfolios is work that the students completed over the past
month. The teacher is looking to see if the students were able to achieve the goals that were
mentioned. This unit was based a lot on culture and how well the students understand the concept
of different cultures while reading the five books. The teacher can also evaluate the students on the
class book that was created about animal’s homes. The teacher can ask the students to present
their page to the class and have them explain it. The teacher can evaluate the presentations by
using the rubric.
Category
4
3
2
1
Uses Complete
Sentences
Always (99-100%
of time) speaks in
complete
sentences.
Mostly (80-98%)
speaks in
complete
sentences.
Sometimes (7080%) speaks in
complete
sentences.
Rarely speaks in
complete
sentences.
Vocabulary
Uses vocabulary
appropriate for
the audience.
Extends audience
vocabulary by
defining words
that might be
new to most of
the audience.
Uses vocabulary
appropriate for
the audience.
Includes 1-2
words that might
be new to most of
the audience, but
does not define
them.
Uses vocabulary
appropriate for
the audience.
Does not include
any vocabulary
that might be
new to the
audience.
Uses several (5 or
more) words or
phrases that are
not understood
by the audience.
Comprehension
Student is able to
fully explain their
animal and where
the animal lives.
Student is able to
give some
explanation about
their animal and
where the animal
lives.
Student is able to
provide a little
information
about their
animal and where
the animal lives.
Student is unable
to explain their
animal and where
the animal lives.
Additional Titles:
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Very Hungry Caterpillar, the (1969)
Tiny Seed, the (1970)
Pancakes, Pancakes! (1970)
Do You Want to Be My Friend? (1971)
Secret Birthday Message, the (1972)
Walter the Baker (1972)
Have You Seen My Cat? (1973)
I See a Song (1973)
Mixed-Up Chameleon, the (1975)
Grouchy Ladybug, the (1977)
Watch Out! A Giant! (1978)
Very Busy Spider, the (1984)
Papa, Please Get the Moon for Me (1986)
House for Hermit Crab, a (1987)
Very Quiet Cricket, the (1990)
Draw Me a Star (1992)
Very Lonely Firefly, the (1995)
Little Cloud (1996)
Hello, Red Fox (1998)
Very Clumsy Click Beetle, the (1999)
Dream Snow (2000)
Does a Kangaroo Have a Mother, Too? (2000)
"Slowly, Slowly, Slowly," said the Sloth (2002)
Mister Seahorse (2004)
10 Little Rubber Ducks (2005)
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