The Very Hungry Caterpillar

by Eric Carle

Name: Mahra Al Qassimi

Student ID: H00330597

Course: EPC 3903 – Practicum 3b

Instructor: Robin Ogdol

(Technology, 2017)
Name: Mahra Al Qassimi

Professional Development Plan

(What do YOU need to work on to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on

- Improving my Classroom Management.

2. Describe what you will do to help achieve your goal (Strategies Used)

- I will keep the students engaged by giving them short and simple activities that they can enjoy and

understand.

3. Describe how you can tell if you’re achieving your goal (Evidence)

- I will know I achieved my goal if by the end of the lesson all the students have grasped the lesson

content, I could also use pictures/checklists as evidence.

Grade Level: Subject: Learning Outcome (ADEC code and words):

- Students will be able to recognize and identify

KG-2B English – The Very
prepositional phrases in texts.
Hungry Caterpillar by
- Students will be able to use prepositions of
Eric Carle
place correctly.

Resources (what materials/equipment will you Preparation (what do you need to make or check

and the students use? Be specific) before class?)

Whiteboard I need to ensure that the worksheets, and materials

are available and ready.

Markers Key vocabulary

Storybook In – On – Next to – Behind – Under

Worksheets Apple – banana – kiwi – mango – orange – grapes –

Pencils Where is it?

Colour pencils What am I?

Stuffed caterpillar toy.

Introduction (warmer activity + teacher active engagement)

The teacher will ask students if they’re ready for the lesson, then engage them by showing

them a stuffed caterpillar and ask them questions like “What is the caterpillars face/body

color?” or “How many legs does the caterpillar have?”

Students will be actively engaged.

The teacher will show the students the story and talk a little about the cover, such as: “What

do you see?” and have all the students read the title as a whole group. The teacher will then

begin reading the story, and as the story progresses, the teacher will ask students questions
Time: 10 min

such as: “What is this fruit called and how many do we have?”, “Should we all count together
Whole

how many fruits there are?”, and “What do you think happened to the caterpillar now?”.
 Teacher will end the story by asking the students whether or not they enjoyed it and if they

did, would they want to listen to it again. Next, the teacher will explain the worksheet and

solve one question as a whole group.

Independent Experience (small group HOTS questions:

activity 1)
Where is the…?

Since this lesson is part of whole day

Which one is the…?
teaching, it only consisted of reading the

story then moving to independent activity

which is the worksheets. Each student will

look at the pictures and write the preposition

phrases as to where is the caterpillar, is it

next to or in the orange?

The teacher will ask the students open-ended question regarding what we learned, each

student will share something with the class. Some students will say what they saw in the
Closing

15 min
Time:

book such as fruits, or talk about the butterfly, or share a memory from their experience.

We will play a game of “What/where am I?”, e.g. teacher will hide behind the chair and

student will say what type of preposition that is, or teacher will describe herself as “I am
Assessment

round and red” and students would guess what type of fruit that it.