LESSON PLAN OUTLINE

JMU Elementary Education Program

Hunter Gwyn
Ronda Heatwole, Pleasant Valley Elementary
Wednesday, September 27th, 2017; after lunch, 1:15pm
Submitted September 26th, 2017
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in advance.)

A. TITLE/TYPE OF LESSON

The Very Busy Spider Read Aloud

B. CONTEXT OF LESSON

The students have been learning about various insects such as caterpillars,
butterflies and bees, and have been introduced to spiders through the nursery
rhyme Little Miss Muffet. Reading The Very Busy Spider to the students will
expand their knowledge of spiders, and further develop the childrens
vocabulary, oral language, and print and book awareness. The students have also
been introduced to the concept of the five senses of perception, and this book
allows students to utilize their sense of touch through pronounced spider web
designs they can feel on the pages.

C. LEARNING OBJECTIVES
Understand what are the Know what are the facts, Do what are the specific
broad generalizations the rules, specific data the students thinking behaviors students
students should begin to will gain through this lesson? will be able to do through this
develop? (These are typically (These knows must be lesson? (These will also be
difficult to assess in one assessed in your lesson.) assessed in your lesson.)
lesson.)
The students will understand The students will know that The students will recognize
the characteristics and habits they can feel the webs and that they are using their
of spiders. They will also other objects with their senses of sight, hearing,
understand that they are fingers/hands through their and touch to interact with
using their senses to listen to sense of touch. They will the world.
and see the story, as well as also know that they can
feel the book. listen to and see the story
and other stimuli with their
sense of hearing and sight,
respectively.

D. ASSESSING LEARNING

Before I begin the reading, I will point out that the webs the spider creates on
each page can be felt with our senses of touch. After I have finished reading the
book, I will have each student to come up to the front and ask him or her to
 confirm that they can feel the webs on the page with their sense of touch by a
vocal response, or a nodding of the head.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL

STANDARDS if required)

Virginia Literary Foundation Block 1 Oral Language

Virginia Literacy Foundation Bock 2 Vocabulary
Virginia Literacy Foundation Block 5 Print and Book Awareness
Virginia Science Foundation Block 1 Scientific Investigation,
Reasoning and Logic

F. MATERIALS NEEDED

The Very Busy Spider (Secured by myself)

G. PROCEDURE
The students will be gradually coming into the room as they come back
one by one from their bathroom break, so I will begin talking about
spiders once most of the students have made it back to the classroom.
I noticed theres a spider on this book, do you all see the
spider?
I remember there being a spider in another story we heard.
Who remembers Little Miss Muffet?
Retell Little Miss Muffet Nursery Rhyme
Are you all scared of spiders?
Well I like spiders.
Did you know spiders arent insects like caterpillars, butterflies
and bees, they are arachnids, meaning they have eight legs.
Lets see if the spider on the front of the book has eight legs.
Count legs and have students count along
The coolest part about spiders is that they can make silk inside
their body, and spin webs where they live and sleep.

I will introduce the book and the author once most of the students have
made it back to the room and have the students think about why the
spider might be busy and what they do when they are busy.
This book is called The Very Busy Spider by Eric Carle.
Why do you think Carle calls it a very busy spider?
Weve heard of busy bees who make honey and protect the
hive, so what kinds of things do you think spiders do?
Well lets find out what makes the very busy spider so busy.
Lets make sure to use our ears to hear the story, and our eyes
to see the pictures and words.

I will open the book and, before I begin reading, point out that I can feel the
webs on the pages with my sense of touch. I will then tell the students that
they can use their sense of touch to feel the web on the last page of the
 book after I have finished reading it, but they first use their sight to see the
book, and their sense of hearing to hear the story.

While reading, I will stop on each page and ask the children what animal
appears on the page, as well as what sounds they make.
What animal is that?
Is that a cow?
What sound does a cow make?

After finishing the book, I will have each individual student come up to the
front and ask them if they can use their sense of touch to feel the spider
web on the page, and wait for a response. Once all the children have felt the
web and confirmed to me that they have done so, I will hand the class back
over to the coordinating teacher.

H. DIFFERENTIATION

Some of the students in the class speak primarily Spanish, so I will call each
animal by both its English name and its Spanish name, so that all of the students
can get an understanding of what the illustrated animal on each page is.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
My class moves to different rooms frequently through out the day because of
construction. After lunch, the students typically go back to their first classroom
of the day, then move to their mobile unit after a an extended period of time that
my coordinating teacher determines. It is possible that all the students may not
get a chance to feel the webs in the book before we must move rooms. To
account for this, I will bring the book with me when we move rooms so that
every students gets a chance to touch it, and confirm that they can feel it.