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Mentor Teacher's Signature
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Topic Literature Lesson Plan

General Information
Name:
Katie Waller
School/Mentor Teacher: Clyattville Elementary School/Mrs. Demmons    
Grade Level: First Grade
Subject Areas:
Technology Integration with English Language Arts & Fine Arts
Date Taught:
Total Duration of Lesson:
About 45 minutes

Title of Lesson
The Very Hungry Caterpillar

Primary Learning Outcomes (PLO)
The primary learning outcomes to be achieved with this lesson include:
A. Student will be able to listen to a literature story and gain information.
B. Student will be able to develop a drawing to illustrate his/her answer to critical thinking questions.

Georgia Performance Standards (GPS)
A. Grade 1
English Language Arts
ELA1R5  The student gains meaning from orally presented text. The student
   a. Listens to and reads a variety of literary (e.g., short stories, poems) and informational texts and materials to gain knowledge and for pleasure.

Related QCC Standards
B. Grade: 1
Fine Arts
Strand: Visual Arts
3 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Uses a variety of art materials and techniques to model, construct, and compose original artworks.


 
Materials and Equipment
   1. Book: Carle, E. (1987). The very hungry caterpillar. New York: Schloastic.
   2. Computer with Internet connection
   3.  Poster with critical thinking questions
   4. Drawing paper
   5. Drawing materials (magic markers, crayons, paint, and/or colored pencils)
   6. Your product of activity to show as an example
   7. Pencil and paper (to make notes for lesson plan assessment and reflections)
   8. Modification of  lesson developed by Dr. Diane L. Judd
       URL: http://www.valdosta.edu/~djudd/literaturelesson.html

Technology Connection
Technologies that will be used in this lesson include: computer with Internet connection to share Topic Mini-Research & Literature website and connecting topic link.  Copy of my Topic Mini-Research & Literature website included with this lesson plan. 
Website Title: The Very Hungry Caterpillar and URL: http://www.valdosta.edu/~kwaller/topic.html

Procedures
Step One: Introduction
I will have a small group of students go to a computer.  I will tell the students that today they are going to study butterflies. I will show the students my butterfly and spring website and explore the one of the butterfly linking sites, Exploring Butterflies, on my topic page.  I will read a special book to the students about a caterpillar that goes through the life cycle and becomes a butterfly.  I will explain to the students the book I am going to read is about an hungry caterpillar who eats and eats and goes through the life cycle to become a beautiful butterfly I will tell the students that after reading the book, The Very Hungry Caterpillar, they will write (or dictate to me) answers to questions on a poster.  Then they will draw a picture on paper to illustrate both of their answers.  I will explain to the students that I will put their pictures on the Internet. 

Introduction questions: (Introduce lesson topic & find out students' previous knowledge with three or more questions)
1.  What all do you know about butterflies?
2.  When do you see butterflies?
3.  What does a caterpillar have to do with a butterfly?

Spark the students' interest by showing the students my Topic Mini-Research & Literature Web Page and my topic Paint picture.  I will also share (name of linking site) with the students.  I will have students contol the computer and go to my topic website.  I will show the students my Paint picture and one selected topic website linked on my Topic Mini-Research & Literature web page.  (Students will take turns and control the mouse and computer to view the topic page and connecting topic link.  Assist students, if needed, to scroll up and down the topic page.) 

Relate lesson to students' lives today and/or future: The Very Hungry Caterpillar book will tell us some interesting facts about butterflies and the life cycle that butterflies go through.  I will explain to students that learning about butterflies will be useful information that they can share with their firends and family.

Estimated Time:

About 10 minutes

Step Two: Teaching the Primary Learning Outcomes
I will read selected topic book, The Very Hungry Caterpillar, by Eric Carle, to the students. 

I will use the picture walk, oral reading strategy, to introduce the book to students.  While reading the book to students, I will discuss the story with students and ask questions to check for their understanding of story. 

Check for understanding before going on: (List four or more questions about the literature story that you will ask students while reading the book.)
1.  What is the first stage of becoming a butterfly?
2.
  Does a caterpillar become a butterfly?
3.  What is the life cycle of a butterfly?
4.  What are the different steps that a butterfly goes through?

Provide practice and feedback related to the primary learning outcomes:  Teacher will ask at least two critical thinking questions and take notes of students' answers for lesson assessment.
Critical Thinking Questions
1. Think about the book we read and if you were a caterpillar. What is some of the food you would like to eat before you formed your chrysalis and why? 
2. I
f you were a caterpillar and could turn into any type of animal when you can out of your chrysalis, what animla would it be and why?

Guided Practice: I will assist students to write their answers to the critical thinking questions on the poster, or have students dictate answers and I will write them on the poster.

Independent Practice: Students will draw a picture to illstrate their answer to one and if they have time to both of their critical thinking questions.  (The students' pictures will be saved to share with the ECED 3000 class at the end of the semester.)

Estimated Time:
About 25 minutes

Step Three: Closure

Students will discuss some of the interesting facts about the ocean that they found on the topic website and in the story.   Students will also share and tell about their pictures.  

I will tell students that I am going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family.  (If possible teacher should take brief notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later.)

Estimated Time:
About 10 minutes

Accommodation
Links for Accommodations for Special Students

1. There are three children in my class with an IEP and they are all dealing with speech issues.  Other students in the calss are not aware of the students problem.  The students have difficulty with certain words and letter sounds.  All three of the students with IEP's for speech meet with a speech teacher weekly and all are making progress.   There is little adjustments necessary for all three of these students.

2.For my students with speech problems during this lesson I will be sure that the students are clearly communicating their ideas.  It will be important that I am pronounce my information in a very clear manner.  I will help the students when they are having difficultly over a certain word or phrase.  I will also aid the students when sounding out words while writing their article to be publised in the newspaper.  There will not be any major corrections or additions to my lesson.  My lesson will simply be adjusted as needed.



*********     To here for lesson plan evaluation.  Below information will be evaluated after teaching your lesson.  **********


Assessment the Primary Learning Outcomes

Rubric for Evaluation of English/Language Arts & Fine Arts PLOs
GPS  &  QCC Standards
Level 3 Level 2 Level 1

A. English Language Arts

(GPS - ELAKR5)

Student is able to listen to information to gain much knowledge.

Student is able to listen to information to gain some knowledge. Student is not able to listen to information to gain knowledge.

B. Fine Arts


(QCC Visual Arts
K Level 3 Topic)


Student will be able to develop a drawing to illustrate his/her answer to a critical thinking question.
Student is able to develop a drawing to illustrate his/her answer to a critical thinking question with teacher guidance. Student is not able to develop a drawing to illustrate his/her answer to a critical thinking question with teacher guidance.


Evaluation of Students

Student Performance
Level
A. English Language Arts (GPS - ELAKR5)
Descriptions of Students' Evidence that Illustrate the Achieved Performance Level of their Language Arts PLO: Student will be able to listen to a literature story and gain information. 
(* To receive full credit description must include minimum of two sentences and a detailed example of the students' evidence.)
1
2
This student was able to listen to the story.  When questions were asked oraly, she seemed as if she understood.  Then the student was asked to complete an assignment dealing withe the story.  At this time she ran in to much confussion.
2
3
This student listened well to the story.  She fully understood the questions asked.  It was evident she knew what the story was about.


B. Fine Arts (QCC Visual Arts - K Level - 3 Topic)
Descriptions of Students' Evidence that Illustrate the Achieved Performance Level of their Fine Arts PLO: Student will be able to develop a drawing to illustrate his/her answer to a critical thinking question.  
(* To receive full credit description must include minimum of two sentences and a detailed example of the students' evidence.)
1
2
The picture this student drew was a little bit confussing.  Her sentences did not go along with the question.  I think she was confused what she was suppose to answer.  Once re-directed it was clear that she began to understand what to do.
2
3
This student is above average.  She was able to think about the question and complete the activity.  She really put alot of thought into her work and made it evident in her writing and drawing.


Reflections
1.  Describe and give examples   This activity gave students the chance to listen to a story.  They were then able to use their imagination to answer questions.  Their answer were different and gave them the chance to hear what other students had to say.  
 
2. Describe and give examples   Giving students a chance to think freely is essential.  The questions that were developed gave the students the chance to think on their own.  My student were able to come up with their own answer and know that there is not one answer.  

3. Describe   The one thing I would change is allow more time.  There was not enough time for the students to do the activity.  The part with the story went great.  I had to let the students only answer one question due to the time issue.  
 
 


Topic Literature Lesson Pictures by Elementary Students
(First Grade, Clyattville Elementary)

             The Very Hungry Caterpillar by Eric Carle
  Book
Critical Thinking Questions from Topic Literature Lesson
1.  1. Think about the book we read and if you were a caterpillar. What is some of the food you would like to eat before you formed your chrysalis and why?
2. 2. If you were a caterpillar and could turn into any type of animal when you can out of your chrysalis, what animla would it be and why?

 

1st Student's Answers & Comments to the
Critical Thinking Questions
1.  I would never eat in my cocoon.    I like pizza.  I like  cake.  I like  ice cream.  I  like cake because it is good.  I  like ice cream because it tastes good.

                      

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1st Student's Pictures from the Topic Literature Lesson 
Topic Lit WOrk

N/A
                                       
                                                

1st Student's
Description of Picture & Comments by Student
about their Picture
1. This student I feel did not understand the question.  I redirected her and that helped some, but she was still facing problems.

2. I understand.  I love food and I know animals do to.  There is so much food I would love to eat while I was asleep.                                       
N/A



2nd Student's Answers & Comments to the
Critical Thinking Questions
1. I f I could eat whatever I wanted it would be a cake.  If I could a dit.  It would be a horse.

                                                                      

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2nd Student's
Pictures from the Topic Literature Lesson 
Topic Lit 2


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2nd Student's

Description of Picture & Comments by Student
about their Picture
1. This student I feel understood the assignment.  She could of written some more if time would allow.  She is not very good with spelling, but she understands the concept.

2. I would want to be so many animals. I love animals.  We have horses at my house.  So I think I would want to come out a horse.                                  
N/A   

  
 
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