Instructional Lesson Plan

Interns Name
Logan Keller
Marisa Nelson
Grade

1st
Class Size

16
Date / Time
June 10, 2014
Subject
Reading Comprehension- Sequencing
School
Rodgers Forge Elementary

Mentor Initials
I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or
do that will serve as evidence of learning?
Standard (Use MD State Core Curriculum)
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a
story.
CCSS.ELA-LITERACY.CCRA.R.2 ANCHOR STANDARD
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas
Lesson Objective
Students will be able to sequence certain events in the story, The Very Hungry Caterpillar first by
completing a modeling activity through a flipchart. Students will then display their knowledge of
sequencing by cutting and pasting their sequence into the shape of a caterpillar in the correct order.
Formative Assessment (planned for use in this lesson)
Students will cut out shapes to create a caterpillar before sequencing events of the story given to them on
cut out pieces of paper.
II. Instructional Decision-Making What knowledge of students influences my instructional
decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or
build on students strengths?

Knowledge of
Learners
Instructional Decisions
Knowledge of Age-Level
Characteristics
- We will be keeping the kids active by having them
begin the lesson with a song and dance. We will also
Physical:
The students are full of
energy, and seek active games
and environments.
Emotional:
The students are expanding
their circle of trust for adults.
The students can manage
feelings and social situation
with greater independence.
Gaining self-esteem from
learning and demonstrating
new skills.
Social:
The students use a wide
variety of words to
demonstrate awareness,
comprehension and
understanding.
have the students use their fine motor skills on the
promethean board to drag and place certain aspects of a
sequence. Also students will use fine motor skills in
order to cut and paste the art activity.

- The students will expand their circle of trust by
participating in a lesson taught by someone other than
their regular classroom teacher.

- By introducing words such as metamorphosis and
cocoon, we will expand the students vocabulary as it
relates to the story. Students will also be able to respond
to comprehension questions before, during, and after the
story is read.
Knowledge of Academic Readiness
(based on pre-assessment)
It has been observed that 5 out of 21
students have had difficulty with
sequencing

Through modeling and guided practice, all
students will be given several opportunities to
answer questions about the text. They will also
be given opportunities to complete a sequencing
activity on the promethean board. With these
questions and activity, their knowledge will be
related back to the idea of sequencing.
Knowledge of Subgroup or
Individual Needs (IEP
accommodations, ELLs, G/T, other
strengths/needs)
1. Avnish
2. Liam
3. Hudson
These students receive regular additional support in
small group settings for phonics skills and reading
comprehension as well as additional one on one
support.
Liam has an IEP with improved comprehension of at
least 60 percent as one of the goals.

Multicultural Considerations / Equity
Measures Implications
for this Lesson

Not quite sure if this story has any
multicultural representations



Academic Language
Demands

Scaffolds to support language
1. Sequence
2. Metamorphosis
Sequence will be introduced prior to the reading to give the
students something to concentrate on during the reading. This
will be done through the use of a flipchart in order to engage the
students.

After singing the song about the life cycle of a butterfly, we will
ask the students if anyone knows what the cycle is called. We
will tell the students the new word and reinforce it during and
after the reading as well as by having them repeat the word to us
multiple times.
III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?
Instructional Materials and Technologies
1. Equity Sticks
2. Easel with words to the Caterpillar/Butterfly Song
3. Non-fiction book about life cycle of a butterfly
4. Promethean board with ActivInspire
5. The Very Hungry Caterpillar by Eric Carle Youtube video of the book being read
6. 16 plastic bags containing materials
7. 16 green construction paper with circles
8. 16 big white pieces of paper
9. A model caterpillar with the sequence of the life cycle of the butterfly.
Management Considerations (Procedures, Transitions, Materials, Behavior)

1. The students are placed in groups based on their color table, i.e the red table, the blue table, and the
yellow table.
2. Students will be asked to sit criss cross applesauce
***CHOOSE ONE OF THE FOLLOWING INSTRUCTIONAL SEQUENCES AND
DELETE THE OTHER TWO
Instructional
Sequence
Approximate
Time
Procedure
Planned Beginning
Warm-up
Motivation
Bridge

Warm Up/Motivation:
1. After morning announcements and morning message, the
teachers will teach the students a song about a caterpillar turning
into a butterfly, sung to the tune of The Wheels on the Bus.
This song can be seen on the promethean board for the students
to reference.
2. Then, the teacher will ask the students to sit criss cross
applesauce on the rug.
3. Using equity sticks, the teacher will ask, Can anyone tell us
something they know about caterpillars and butterflies, after the
song we just sang?
4. Does anyone know what it is called when a caterpillar turns
into a butterfly?
The teacher will write the word on the Promethean and
say, It is called a metamorphosis.
Then, she will ask the students to read the word out loud
with her.
4. The teacher will show the students a non-fiction book about
the life cycle of a butterfly, and talk about the life cycle by
showing pictures.
The teacher will show a picture of each stage in the life
cycle (the egg, the caterpillar, the cocoon and then the
butterfly)

Development of the
New Learning
(Clearly explain
instructional activities in
sequence.)
(Think I Do, We Do, You
Do or Modeling, Guided
Practice, Independent
Practice)

I Do:
1. Today, we are going to read The Very Hungry Caterpillar,
can someone tell me what the story is about?
2. Now, does anyone remember what sequencing means?
After using equity sticks to call on students to answer, the
teacher will remind the students that sequencing means to
put something in order.
3. While the teacher is reading, the students will be instructed to
act out the parts of the story; whenever the caterpillar eats
something, the students will say munch for however many
things he eats.
i.e: He ate through 3 plums, the students will go
munch three times.
3. While we are reading The Very Hungry Caterpillar, I want
you all to pay attention to the different sequences of the story.
4. The teacher will start to read the story. The story will be shown
on the promethean board via a Youtube video.
5. After reading, the teacher will ask the students, Can someone
name three things the caterpillar ate?

We Do:
1. After reading, the teacher will tell the students to direct their
attention over to Ms. _____.
2. Now we are going to do a sequencing activity together about
the days of the week. Together, we are going to sequence the
days of the week on the board. I want you to drag each day to its
corresponding circle on the board that puts the days in order.
Does anyone know which comes first?
3. The teacher will model the first stage, and drag the answer on
the Promethean. The students can then volunteer to come up to
the board and finish the sequencing.
4. The next sequencing slide will ask the students to remember
the parts of the story and how many pieces of each fruit the
caterpillar ate during the story. The teacher will again, model the
first fruit and proceed with letting the students gradually come up
to the board to finish the sequence.
5. Now the students will be asked to remember the stages of
metamorphosis and complete the final sequencing slide on the
board. The students will drag each word and place it in the
correct order on the board. For example: Egg, caterpillar, cocoon,
then butterffly.

You Do:
1. Now you all will have a chance to sequence the story on your
own.
2. The teacher will go over the instructions with the students
while they are still sitting at the rug.
1. At the table, each student will be given a big white
piece of paper, a plastic bag, and green construction
paper with pre-made circles.
2. The plastic bags will contain: the caterpillar heads and
the parts of the story they are sequencing. The pre-made
green circles are for the body, and the white pieces of
paper will be used for the background paper for the
caterpillars.
3. The students will cut out the green circles, and glue
them down to the white paper. Then they will open their
plastic bags and sequence the pieces of paper, over the
circles of the caterpillar. Before gluing it down, the
students will raise their hand and have a teacher check
their sequence. Next, they will illustrate the sequence in
the circles. Finally, they will glue on the head and draw
legs.
3. After explaining the general instructions, the teacher will tell
the students that each table will be sequencing a different part of
the story.
Briefly, the teacher will tell the blue group they will be
sequencing the quantities in the story; the yellow group
will be sequencing the days of the week; the red group
will be sequencing the story events.
4. The teacher will call the students back to their seats by their
tables, and let them begin.
5. As they get started, the teachers will go to each table and make
sure the students know what to do.
Enrichment or
Remediation
(As appropriate to
lesson)

In their tables, each group of students will be sequencing a
different aspect of the story.
Blue Group:
The blue group is sequencing the quantities/numbers in the story.
Their pieces of paper will say the different quantities of fruit that
the caterpillar eats. They will sequence the paper, and then draw
pictures of each amount of fruit.

Yellow Group:
The yellow group will be sequencing the days of the week. Their
pieces of paper will say the different days of the week and what
the caterpillar ate. The students will sequence the days of the
week, and then draw the amount of fruit on each day. This group
contains the three students who need additional help.

The Red Group:
The red group will be sequencing the story events. Their pieces
of paper will have 6 significant events of the story for them to put
in order. After sequencing it, the students will illustrate the parts
of the story.This group contains students who are capable of
more higher level thinking.

There will be an example caterpillar showing the sequence of the
life cycle of the caterpillar for the students to reference if they
need additional help (also will be used to model for the students).
Planned
Ending
(Closure)
Summary
Homework

When they finish, they will bring their finished caterpillars to the
reading rainbow table and will be able to go to their centers to
play. When everyone is done (or mostly everyone), the teachers
will call everyone over the rug and select one person from each
group (using equity sticks) to share their sequence and caterpillar
with the rest of the class.

The Caterpillar Song (to the tune of the Wheels on the Bus Included on the flipchart:

The caterpillars are wiggling around
Wiggling around, wiggling around
The caterpillars are wiggling around
All around the yard

The caterpillars are munching and a crunching
Munching and a crunching
The caterpillars are munching and a crunching
All around the yard

The caterpillars are building a cocoon
Building a cocoon, Building a cocoon
The caterpillars are building a cocoon
All around the yard

The butterflies are flying around
Flying around, flying around
The butterflies are flying around
All around the yard