Eric Carle Unit

Eric Carle
ELA Author Study Unit
Jayme Beckwith
Jennie Cyran
Aubrey Demmin
Jenna-Marie Mango
Stacey McKie
Niagara University
Spring 2008
EDU 561 L1
Professor Lisa Lubin
Description of Eric Carle Unit
Eric Carle Biography:

Eric Carle is acclaimed and beloved as the creator of brilliantly
illustrated and innovatively designed picture books for very
young children. His best-known work, The Very Hungry
Caterpillar, has eaten its way into the hearts of literally millions
of children all over the world and has been translated into more
than 45 languages and sold over 25 million copies. Since the
Caterpillar was published in 1969, Eric Carle has illustrated more
than seventy books, many best sellers, most of which he also
wrote, and more than 84 million copies of his books have sold
around the world.
Born in Syracuse, New York, in 1929, Eric Carle moved with his parents to Germany when
he was six years old; he was educated there, and graduated from the prestigious art school,
the Akademie der bildenden Künste, in Stuttgart. But his dream was always to return to
America, the land of his happiest childhood memories. So, in 1952, with a fine portfolio in
hand and forty dollars in his pocket, he arrived in New York. Soon he found a job as a
graphic designer in the promotion department of The New York Times. Later, he was the
art director of an advertising agency for many years.
One day, respected educator and author, Bill Martin Jr., called to ask Carle to illustrate a
story he had written. Martin’s eye had been caught by a striking picture of a red lobster that
Carle had created for an advertisement. Brown Bear, Brown Bear, What Do You See?
was the result of their collaboration. It is still a favorite with children everywhere. This was
the beginning of Eric Carle’s true career. Soon Carle was writing his own stories, too. His
first wholly original book was 1,2,3 to the Zoo, followed soon afterward by the celebrated
classic, The Very Hungry Caterpillar.
Eric Carle’s art is distinctive and instantly recognizable. His art work is created in collage
technique, using hand-painted papers, which he cuts and layers to form bright and cheerful
images. Many of his books have an added dimension—die-cut pages, twinkling lights as in
The Very Lonely Firefly, even the lifelike sound of a cricket’s song as in The Very Quiet
Cricket - giving them a playful quality: a toy that can be read, a book that can be touched.
Children also enjoy working in collage and many send him pictures they have made
themselves, inspired by his illustrations. He receives hundreds of letters each week from
his young admirers.
The secret of Eric Carle’s books’ appeal lies in his intuitive understanding of and respect
for children, who sense in him instinctively someone who shares their most cherished
thoughts and emotions.
The themes of his stories are usually drawn from his extensive knowledge and love of
nature—an interest shared by most small children. Besides being beautiful and
entertaining, his books always offer the child the opportunity to learn something about the
world around them. It is his concern for children, for their feelings and their
inquisitiveness, for their creativity and their intellectual growth that, in addition to his
beautiful artwork, makes the reading of his books such a stimulating and lasting
experience.
Carle says: “With many of my books I attempt to bridge the gap between the home and
school. To me home represents, or should represent; warmth, security, toys, holding hands,
being held. School is a strange and new place for a child. Will it be a happy place? There
are new people, a teacher, classmates—will they be friendly?
I believe the passage from home to school is the second biggest trauma of childhood; the
first is, of course, being born. Indeed, in both cases we leave a place of warmth and
protection for one that is unknown. The unknown often brings fear with it. In my books I
try to counteract this fear, to replace it with a positive message. I believe that children are
naturally creative and eager to learn. I want to show them that learning is really both
fascinating and fun.”
*Biography from Eric Carle’s Official Website: http://www.eric-carle.com/home.html*
Description of Unit:
Throughout this unit students are exposed to different Eric Carle
books and given a chance to grow through a literature rich experience. The
activities encompass a lot of different skills that are important for children to
grasp at a young age such as: sequencing the order of events, spelling,
punctuation, vocabulary, comprehension and listening skills. Eric Carle’s
books are not only age appropriate, but have illustrations that attract
students’ attention no matter what age. Since Eric Carle’s books are so
brilliantly presented, it is easy to find ways to incorporate all of his stories
across the curriculum. Many of the lessons could be used in different
subject areas.
Overview of Unit—Week 1
Day Book Activity Goals/Objectives
1 Mister Seahorse *Students will write *The students will listen to the
about a time when their teacher read the book, Mister
mom or dad cared for Seahorse, by Eric Carle.
them. *The students will write about a
time when there mother or father
have protected them.
*The students’ final response will
include correct spelling,
punctuation, and correct use of
capitals.
2 The Tiny Seed *Students will *Students will be able to sequence
sequence the steps of a the story in order with classmates.
flower as a whole class. *Students will be able to place
their sentence strip on the
sequencing circle in the correct
order.
3 House for Hermit *Students will create a *The students will sequence the
Crab paper sequence chain story events (in monthly
using the events in the sequence) using a paper chain.
story. *The students will create their
*Students will draw own “perfect” hermit crab shell.
and write about their *The students will describe their
own perfect hermit own “perfect” hermit crab shell.
crab.
4 The Very Hungry *Students will *Students will be able sequence

Caterpillar sequence the different things in the order that appeared
foods in the story. in the story.
*Students will learn new
vocabulary for the foods they are
unfamiliar with in the story.
*Students will create a few
sentences on their favorite food
from the book using descriptive
detail.
5 Pancakes, *Students will create *Students will be able to

Pancakes! their own recipes and understand the concept of writing
follow the idea of and using a recipe.
sequencing in recipes. *Students will be able to
understand that recipes have steps
and a procedure to follow.
*Students will create a recipe of
their own using different trail mix
materials.
Overview of Unit—Week 2
Day Book Activity Goals/Objectives
1 Little Cloud *Students will design and *The students will listen to the teacher r
write about their own cloud the book, Little Cloud, by Eric Carle.
shape. *The students will write about a shape th
want to become, pretending to be a cloud
They will describe their shape and tell w
they want to become that shape.
*The students’ final response will includ
correct spelling, punctuation, and correc
of capitals.
2 The Secret Birthday *Students will create their own *Students will be able to understand the
Message secret messages for classmates concepts of giving messages and clues fo
to discover. others to find.
*Students will create a message with clu
for other students to find.
3 Slowly, Slowly, Slowly, *Students will create drawings *Students will be able to identify adjecti
said the Sloth of him/her and describe it *Students will be able to use adjectives t
using adjectives. describe themselves.
*Students will be able to create a picture
about themselves and write a sentence th
explains the picture using adjectives.
*Students will include correct punctuatio
spelling and grammar.
4 The Mixed-Up *Students will draw their own *The students will illustrate and write ab
Chameleon mixed-up chameleon and write their own mixed-up chameleon.
about it. *The students will present their writing
during author’s chair.
*The students will understand the impor
of being an individual and being happy w
whom you are.
5 Rooster’s Off to See the *Students will perform a *Students will be able to demonstrate th
World reader’s theatre. understanding of text structure by retelli
and sequencing the story in order with
classmates.
*Demonstrate an understanding of
characters, plot and setting in the story b
performing a Reader’s Theatre
*Students will practice oral fluency
6 *Culminating Activity* * Students will create an * Students will be able to write a letter to
illustration similar to the way Eric Carle.
Eric Carle creates his * Students will be able to create an
illustrations. illustration using Eric Carle’s art style.
* Students will include correct punctuati
*Students will write a letter to spelling and grammar.
Eric Carle about their favorite
book.
Materials and Estimated Length of
Lesson
Book Materials Needed Estimated Length of Less
1 Mister Seahorse a. Student materials: pencil,
eraser, crayons, graphic
organizer for (sloppy copy) Time Estimate: 45 minutes
and final draft.
b. Teacher materials: Mister

Seahorse by Eric Carle,
graphic organizer for
(sloppy copy) and final
draft paper.
2 The Tiny Seed a. Student materials: none
b. Teacher materials: The

Tiny Seed by Eric Carle, dry Time Estimate: 1 hour
erase markers or regular
markers and chart paper, large
graphic organizer, sentence
strips, tape, flower
3 House for Hermit Crab a. Student materials: pencil,

eraser, crayons, worksheets
b. Teacher materials: A Time Estimate: 45 minutes-

House for Hermit Crab by Eric hour
Carle, worksheets
4 The Very Hungry a. Student materials: scissors,

Caterpillar glue, pictures of different foods
found in the book, vocabulary
words and pencils
Time Estimate: 1 hour
Very Hungry Caterpillar by
Eric Carle, chart paper,
different fruits to stick on the
chart paper and pre made
caterpillars.
5 Pancakes, Pancakes! a. Student materials: pencil,

eraser, graphic organizer/rough
copy paper and paper for final Time Estimate: 1 hour
draft.
b. Teacher materials:
Pancakes, Pancakes! by Eric
Carle, sample recipe, dry erase
markers or regular markers and
chart paper, trail mix
ingredients, spoons, plastic
baggies.
6 Little Cloud a. Student materials: pencil,

eraser, graphic organizer for
(sloppy copy) and final draft.
Time estimate: 45 minutes
b. Teacher materials: Little
Cloud by Eric Carle, cotton
balls, graphic organizer for
(sloppy copy) and final draft
paper.
7 The Secret Birthday a. Student materials: pencil, .

Message eraser, object to hide, graphic
organizer/rough copy paper and
paper for final draft. Time estimate: 1 hour

Secret Birthday Message by
Eric Carle, dry erase markers or
regular markers and chart
paper.
8 Slowly, Slowly, Slowly, a. Student materials: pencils,

said the Sloth paper, creative materials
(markers, crayons, colored
pencils), glitter glue Time estimate: 1 hour
b. Teacher materials:
“Slowly, Slowly Slowly,” said
the Sloth by Eric Carle,
markers and chart paper, teddy
bear
9 The Mixed-Up Chameleon a. Student materials: pencil,

eraser, crayons, My Mixed-Up
Chameleon worksheet, writing
checklist

Mixed Up Chameleon by Eric
Carle, author’s chair, My
Mixed-Up Chameleon
worksheet for students,
writing checklist for students
10
Rooster’s Off to See the a. Student materials:
World Reader’s Theatre script
b. Teacher materials: Time Estimate: 1 ½ hours

Rooster’s Off to See the World
by Eric Carle, make up a
reader’s theatre’s script for the
book, chart paper for
sequencing, dry erase markers
or regular markers.
*Culminating Activity* a. Student materials:

Writing: Directions, Eric
Carle books, writing prompts,
paper, pencils, final
copy paper (to be used later)
Art: Directions, Eric Carle
books, glue, paint brushes,
tissue paper, white
paper, scissors, crayons,
colored pencils
b. Teacher materials: art

book: The Art of Eric Carle by
Eric Carle, example letter,
example art work, letter
checklist, art checklist
NIAGARA UNIVERSITY DEPARTMENT OF TEACHER EDUCATION

LESSON PLAN FORMAT FOR CHILDHOOD PROGRAMS
Teacher Name: Jenna-Marie Mango Date: May 7, 2008

Subject of Lesson: Reading and Writing No. of Children: 25
Time Estimate: 45 minutes Grade Level: 1
I. Intended Student Outcomes

1. Objectives
a. The students will listen to the teacher read the book, Mister Seahorse, by
Eric Carle.
b. The students will write about a time when their mother or father have
protected them.
c. The students’ final response will include correct spelling, punctuation, and
correct use of capitals.
2. NYS Learning Standards

Specific Expectations for Listening and Standard Standard
Speaking Number
Language for Information and 1C Students will select and use strategies
Understanding: they have been taught for note taking,
Students will read, write, listen and speak for organizing, and categorizing information.
information and understanding 1E Students will make appropriate and
effective use of strategies to construct
meaning from print, such as prior
knowledge about a subject, structural and
context clues, and an understanding of
letter-sound relationships to decode
difficult words.
Language for Social Interaction: 4A Students will listen attentively and
Students will read, write, listen and speak for recognize when it is appropriate for them
social interaction. 4B to speak.
Students will take turns speaking and
responding to others’ ideas in
4C conversations on familiar topics.
Students will recognize the kind of
interaction appropriate for different
circumstances, such as story hour, group
discussions, and one-on-one
conversations.
Writing Number
Language for Information and 1A Students will present information clearly
Understanding: in a variety of oral and written forms
Students will read, write, listen and speak for such as summaries, paraphrases, brief
information and understanding reports, stories, posters, and charts.
1B Students will select a focus, organization,
and point of view for oral and written
presentations.
1F Students will use the process of pre-
writing, drafting, revising, and
proofreading (the “writing process”) to
produce well-constructed informational
1G texts.
Students will observe basic writing
conventions, such as correct spelling,
punctuation, and capitalization, as well as
sentence and paragraph structures
appropriate to written forms.
Language for Literary Response and 2A Students will present personal responses
Expression: to literature that make reference to the
Students will read, write, listen and speak for plot, character, ideas, vocabulary, and
literary response and expression. text structure.
2D Students will observe the conventions of
grammar and usage, spelling, and
punctuation.
Language for Critical Analysis and 3H Students will use effective vocabulary
Evaluation: and follow the rules of grammar, usage,
Students will read, write, listen and speak for spelling, and punctuation in persuasive
critical analysis and evaluation. writing.
II. Preparation
1. Materials:
c. Student materials: pencil, eraser, crayons, graphic organizer for (sloppy
copy) and final draft.
d. Teacher materials: Mister Seahorse by Eric Carle, graphic organizer for
(sloppy copy) and final draft paper.
2. Prior knowledge; Students will have an understanding of what it means to

protect someone and care for someone. Students will also know the
importance of including who, what, where, when, why, and how when
writing.
3. Need to Do Ahead of Time: Prepare photocopies (1 for each student) –

graphic organizer for (sloppy copy) and final draft paper.
III. Body of the Lesson

1. Setting the Stage for Learning/Anticipatory Set:
Ask the students, what it means to protect someone and to care for
someone? Ask the students, who can share some examples of how they
have protected/cared for someone or have had someone protect/care for
them?
Show students the book, Mister Seahorse, and ask the students what they
think this book might be about.
2. Talk with the students about the previous Eric Carle books that we have
read and learned from.
3. Read the book, Mister Seahorse, stopping several times to check for
comprehension.
4. Explain to the students that you would like them to use the graphic
organizer (sloppy copy) to write about a time when their mother or father
has protected them.
Once students are finished, check their graphic organizer. Once their
graphic organizer is checked, students can move onto final draft paper.
They will write about a time that their mother or father has protected
them. When they are done, they can draw their picture on the top portion
of the final draft paper.
5. Ask students if anyone wants to share their work with the rest of the class.
6. For students who are done early, they can draw their picture on the final
draft paper. They can also read Eric Carle books which will be available for
them to read. Students who do not finish on time can take their work home
to finish.
IV. Assessment: Students will use “My Response Checklist” to determine whether or not
they have included all necessary components in their graphic organizer (sloppy copy)
and final draft paper.
V. Reflection: (to be completed if the lesson is taught)

After teaching your lesson, provide a narrative description of what went well and
provide examples from your teaching as evidence. In addition, describe what you
would do differently next time and why. Finally, using data collected from your
assessment(s), analyze and describe whether students met your intended outcomes.
II. References:
Carle, Eric (2004). Mister seahorse. New York, New York: Philomel Books.
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_____________________.
By: ___________________
My Response Checklist
My response includes: Yes No
Completed graphic
organizer (sloppy copy)
Who
What
Where
When
Why
How
Capitals at the beginning of
every sentence and for all
proper nouns
Correct punctuation at the
end of each sentence
Neat writing
Proper spelling
Teacher Name: Stacey McKie Date: May 7, 2008

Subject of Lesson: ELA No. of Children: 25
Time Estimate: 1 hour Grade Level: 1
III. Intended Student Outcomes

1. Objectives
d. Students will be able to sequence the story in order with classmates.
e. Students will be able to place their sentence strip on the sequencing circle in
the correct order.
2. Learning Standards
Specific Expectations for Standard Standard

Listening and Reading Number
Language for Information and 1A Students gather and interpret information from children's
Understanding: Students will reference books, magazines, textbooks, electronic bulletin
read, write, listen and speak for boards, audio and media presentations, oral interviews, and
information and understanding. from such forms as charts, graphs, maps and diagrams.
Students make appropriate and effective use of strategies to

construct meaning from print, such as prior knowledge abou
1E subject, structural and context clues, and an understanding o
letter-sound relationships to decode difficult words.
Language for Literary Response 2A Students read a variety of literature of different genres: pict
and Expression: Students will books; poems; articles and stories from children's magazine
read, write, listen and speak for fables, myths and legends; songs, plays and media producti
literary response and expressions. and works of fiction and nonfiction intended for young read
Language for Critical Analysis 3D Students evaluate their own strategies for reading and listen
and Evaluation: Students will critically (such as recognizing bias or false claims, and
read, write, listen and speak for understanding the difference between fact and opinion) and
critical analysis and evaluation adjust those strategies to understand the experience more fu
Language for Social Interaction: 4A Students listen attentively and recognize when it is appropri
Students will read, write, listen and for them to speak.
speak for social interaction.
4B Students take turns speaking and respond to others' ideas in
conversations on familiar topics.
Students recognize the kind of interaction appropriate for

4C different circumstances, such as story hour, group discussio
and one-on-one conversations.
Specific Expectations for Speaking and Standard Standard
Writing Number
Language for Information and 1A Students present information clearly in a variet
Understanding: Students will read, write, listen oral and written forms such as summaries,
and speak for information and understanding. paraphrases, brief reports, stories, posters, and
charts.
1C Students use a few traditional structures for

conveying information such as chronological
order, cause and effect, and similarity and
difference.
IV. Preparation
1. Materials:
e. Student materials: none
f. Teacher materials: The Tiny Seed by Eric Carle, dry erase markers or
regular markers and chart paper, large graphic organizer, sentence strips,
tape, flower
2. Prior knowledge: Students are familiar with sequence they have had an
introductory lesson. Students also have knowledge of Eric Carle and are
familiar with his art work and different books.
3. Need to Do Ahead of Time: Prepare sentence strips and create a

graphic organizer on chart paper.
V. Body of the Lesson – Outline step by step how the lesson is going to be developed
including;
Show the students a flower and ask them what they know about flowers.
Record their ideas on a piece of chart paper. Hold up the book The Tiny Seed
by Eric Carle and discuss that a flower starts from a tiny seed and there are
steps in order for the seed to become a flower.
3. Read the book, The Tiny Seed, stop and check for comprehension.
4. Discuss what the story was about. Discuss the cycle that the seed goes
through.
5. Put students in groups of two. Give each set of partners a sentence strip.
Students will need to read their strip. This strip will have one of the steps
of a seed becoming a flower.
6. Students will then work together as a class and line up in the correct
sequential order based on the sentence strips they were given.
7. Once the students have successfully put themselves in sequential order the
teacher will go through the book and check a checklist to ensure that the
student order is correct.
8. Finally, the students will place their sentence strips on a large graphic
organizer.
9. Review with the students the purpose of the graphic organizer and how it is
a continuous cycle.
VI. Assessment: The teacher will use the text and review a class check list after the
students have put themselves in sequential order. There will be follow up lessons on
sequence where the students will be asked to sequence story events on their own.
VII. Reflection: (to be completed if the lesson is taught)

Carle, E. (1987). The Tiny Seed. New York, NY: Scholastic.

Tiny Seed Checklist
Yes No
Does the class have all of the
steps to the cycle?
Are the steps in the correct
order?
Did the class work as a team?
Did the class correctly place

their steps on the graphic
organizer?
Teacher Name: Jayme Beckwith Date: May 7th, 2008

Time Estimate: 45 minutes – 1 hour Grade Level: 1st
VIII. Intended Student Outcomes

1. Objectives
f. The students will sequence the story events (in monthly
sequence) by creating a paper chain.
g. The students will create their own “perfect” hermit crab shell.
h. The students will describe their own “perfect” hermit crab
shell.

1E Students make appropriate and
Language for Information and effective use of strategies to
Understanding: Students will read, construct meaning from print,
write, listen and speak for such as prior knowledge about
information and understanding. a subject, structural and context
clues, and an understanding of
letter-sound relationships to
decode difficult words.
2C Students understand the literary

Language for Literary Response elements of setting, character,
and Expression: Students will plot, theme, and point of view
read, write, listen and speak for and compare those features of
literary response and expressions. other works and to their own
lives.
2D
Use inference and deduction to
understand the text.
4A Students listen attentively and
Language for Social Interaction: recognize when it is appropriate
speak for social interaction. 4B Students take turns speaking
and respond to others' ideas in
4C Students recognize the kind of
interaction appropriate for
different circumstances, such as
story hour, group discussions,

Writing Number
Language for Information and 1A Students present information clearly in
Understanding: Students will read, write, variety of oral and written forms such a
listen and speak for information and summaries, paraphrases, brief reports
understanding. stories, posters, and charts.
1B Students select a focus, organization,

and point of view for oral and written
presentations.
Language for Literary Response and 2A Students present personal responses
Expression: Students will read, write, listen literature that make reference to the
and speak for literary response and plot, characters, ideas, vocabulary, an
expressions. text structure.
2D Students observe the conventions of

punctuation.
Language for Critical Analysis and 3E Students express opinions (in such
Evaluation: Students will read, write, listen forms as oral and written reviews,
and speak for critical analysis and evaluation. letters to the editor, essays, or
persuasive speeches) about events,
books, issues and experiences,
supporting their opinions with some
evidence.
IX. Preparation
1. Materials:
g. Student materials: pencil, eraser, crayons, worksheets
h. Teacher materials: A House for Hermit Crab by Eric Carle,

worksheets
2. Prior knowledge: Students are familiar with previous books read

by Eric Carle. Students are familiar with “growing up” and making
environmental changes, such as getting a toddler bed instead of a
crib, as a result of growing up.
3. Need to Do Ahead of Time: prepare worksheets needed for the

lesson activities
X. Body of the Lesson

Setting the Stage for Learning/Anticipatory Set:
Ask students to raise their hand if they have a baby brother, sister,
or maybe cousin at home that was once little but has now started to
grow up. Then ask the students for a few more examples of
“things” that grow up, such as animals. Then briefly discuss how
babies have to get a new toddler bed once they outgrow their crib,
maybe paint their room to look more grown up. After discussion,
show students the cover of the book and ask for predictions.
1. Discuss with students the previous Eric Carle books that have been
read so far this week. Tell students to look for any similarities or
differences with this book and the other Eric Carle books that have
been read.
2. Read aloud A House for Hermit Crab, stopping at various

checkpoints to monitor comprehension and listening skills. While
reading draw students’ attention to the growth changes in the
hermit crab along with the sequence of months. Draw attention to
the hermit crab changing his environment as he continues to grow.
3. After reading, discuss the story and if predictions made prior to

reading were close. Discuss the changes the hermit crab made to
his environment and the growing process involved. This will allow
opportunity to revisit the anticipatory set discussion. Revisit any
similarities or differences about the Eric Carle books that have been
read.
4. Next students will complete a paper chain story sequence activity.

Students will properly sequence the story based on the months and
the corresponding event (Events are short phrases with words
students should hopefully know or be able to sound out). (Students
will do this with minimal guidance from the teacher.) Students will
order the paper chain at their seat, have the order checked and
then illustrate each link before they glue the paper chain together.
(If needed, depending on make-up of class, maybe have students
complete with a partner)
5. Once students have finished the paper chain sequence activity,

they will draw a picture of the “perfect” hermit crab shell they would
live in if they were a hermit crab. Students will then write 2
sentences about their “perfect” hermit crab shell. Students “perfect”
hermit crab shell creations will be put on display.
6. Once students have completed both activities, there will be Eric

Carle books available to read.
XI. Assessment: Students will complete the paper chain sequence activity with
minimal guidance from the teacher. This will allow the teacher to make
informal observations about the sequence knowledge students have.
Students will complete the corresponding checklists for each activity that will
be used as a form of informal assessment.
XII. Resources:
Carle, E. (1987). A House for Hermit Crab. New York, NY: Scholastic.
XIII. Reflection (to be completed if the lesson is taught):
A House for Hermit Crab

Paper Chain Sequence Activity
Directions:  Cut each strip along the black line. Put them in order based on
events in the story. Have your teacher check the order of events. Illustrate each
link. Glue the chain together.
July
sea urchins with sharp needles
February
new, plain, big shell
April
handsome starfish
September
bright lantern-fish
January
looking for a new home
May
hard, pretty coral
March
gentle, sea anemones
December
new, smaller hermit crab
June
tidy, hard-working snails
November
happy with new friends
August
dark, gloomy seaweed
October
sturdy, smooth pebbles
January
little hermit crab moved in
Name: _____________________________________ __
My Perfect Hermit Crab Shell
______________________________________
__________
My Perfect Hermit Crab Shell  List
Do I have… Yes No
my name on my paper?
an illustration?
two sentences?
capital letters and periods?
Teacher Name: Jennie M. Cyran Date: May 7, 2008

XIV. Intended Student Outcomes

1. Objectives
i. Students will be able sequence things in the order that appeared in the story.
j. Students will learn new vocabulary for the foods they are unfamiliar with in
the story.
k. Students will create a few sentences on their favorite food from the book
using descriptive detail.
Specific Expectations for Listening Standard Standard

and Speaking Number
Language for Information and 1E Students make appropriate and
Understanding: Students will read, effective use of strategies to
write, listen and speak for information construct meaning from print, such
and understanding. as prior knowledge about a subject,
structural and context clues, and an
understanding of letter-sound
relationships to decode difficult
words.
3D Students evaluate their own
Language for Critical Analysis and strategies for reading and listening
Evaluation: Students will read, write, critically (such as recognizing bias
listen and speak for critical analysis and or false claims, and understanding
evaluation the difference between fact and
opinion) and adjust those strategies
to understand the experience more
fully.
recognize when it is appropriate for
them to speak.
Language for Social Interaction: 4B Students take turns speaking and
Students will read, write, listen and respond to others' ideas in
speak for social interaction. conversations on familiar topics.
circumstances, such as story hour,
group discussions, and one-on-one
conversations.
Specific Expectations for Reading and Standard Standard
Writing Number
1A Students present information clearly in a variet
oral and written forms such as summaries,
paraphrases, brief reports, stories, posters, and
charts.
1B Students select a focus, organization, and poin

view for oral and written presentations.
Language for Information and 1F Students use the process of pre-writing, draftin
Understanding: Students will read, write, listen revising, and proofreading (the "writing proces
and speak for information and understanding. to produce well-constructed informational text
1G Students observe basic writing conventions, su
as correct spelling, punctuation, and capitaliza
as well as sentence and paragraph structures
Language for Literary Response and 2D Students observe the conventions of grammar
Expression: Students will read, write, listen usage, spelling, and punctuation.
and speak for literary response and expressions.
Language for Critical Analysis and 3H Students use effective vocabulary and follow t
Evaluation: Students will read, write, listen and rules of grammar, usage, spelling, and punctua
speak for critical analysis and evaluation in persuasive writing.
XV. Preparation
1. Materials:
i. Student materials: scissors, glue, pictures of different foods found in the
book, vocabulary words and pencils
j. Teacher materials: The Very Hungry Caterpillar by Eric Carle, chart paper,
different fruits to stick on the chart paper and pre made caterpillars.
2. Prior knowledge: Students are familiar with the life cycle of a

caterpillar. They have learned about it in science. Students recognize that
all living things new food for energy to grow. Students also have
knowledge of Eric Carle and are familiar with his art work and different
books.
3. Need to Do Ahead of Time: Prepare photocopies (1 for each child) –

pictures found in book and worksheet to glue the sequenced pictures onto.
XVI. Body of the Lesson – Outline step by step how the lesson is going to be developed
including;
Ask the students to tell about a time they ate too much food and got sick to their
stomach. Encourage students to tell the events that led up to the point before
they felt sick. Hold up the book, The Very Hungry Caterpillar. Ask students
what they think the book may be about. Write ideas on the board. Also take
the students on a picture walk looking at the different pages. Ask them if they
have any ideas as to why the story is called The Very Hungry Caterpillar.
3. Read the book, The Very Hungry Caterpillar, checking periodically for
comprehension and talking about the different foods on the pages.
4. Discuss what the story was about. List all of the foods found throughout the
story. The foods do not need to be in any particular order.
5. Ask the students what it means to “sequence” something. (The answer

should be along the lines of: to put events or objects in a particular order)
6. Explain to the students that they are going to use the different foods in the
story during a sequencing activity. The teacher will split students into equal
working groups.
7. First, the students will cut out the different foods from the story.
8. Then, students will work as a group to put the foods in the right order.
After they are done, the teacher will come around and check for accuracy
before the students move to the next step.
9. Once given the okay, the students will glue the pictures in the correct order
on their caterpillar.
10. The students will then be given the opportunity to write about one of the
foods they have glued on the caterpillar. Students should tell whether or not
they like the food and reasons for this decision.
11. For students who finish early, have more Eric Carle books for them to read.
Students who do not finish can work on it at a later time.
XVII. Assessment: The students will be given a worksheet and have to work in groups to
sequence the different foods in the order that they appeared in the story. Students will
be assessed on how accurate their paper is and how well they work with their group
members.
XVIII. Reflection: (to be completed if the lesson is taught)

VI. References:
Carle, E. (1969). The Very Hungry Caterpillar. New York, NY: Scholastic.
(1998-2008). The very hungry caterpillar: Story sequencing cards. Retrieved April
21, 2008, from DLTK Growing Together Web site:
http://www.dltk-teach.com/books/hungrycaterpillar/sequencing.htm
My Checklist
Do I have? Yes No
Pictures that are neatly cut
All the pictures glued in the

correct place
At least two descriptive
sentences about a food on my
paper
Neat handwriting
proper grammar and

punctuation
*Students will sequence by gluing the foods in order of
how they appeared in the story. Each body circle will
require on food on it. The teacher might have to add more
body to the caterpillar depending on how many foods the
teacher decides to have his/her students cut out.*
Teacher Name: Aubrey Demmin Date: May 7, 2008

XIX. Intended Student Outcomes

1. Objectives
l. Students will be able to understand the concept of writing and using a
recipe.
m. Students will be able to understand that recipes have steps and a procedure
to follow.
n. Students will create a recipe of their own using different trail mix materials.

and Speaking Number
Language for Information and 1E Students make appropriate and
Understanding: Students will read, effective use of strategies to
write, listen and speak for information construct meaning from print, such
and understanding. as prior knowledge about a subject,
relationships to decode difficult
words.
3D Students evaluate their own
Language for Critical Analysis and strategies for reading and listening
Evaluation: Students will read, write, critically (such as recognizing bias
listen and speak for critical analysis and or false claims, and understanding
evaluation the difference between fact and
opinion) and adjust those strategies
to understand the experience more
fully.
recognize when it is appropriate for
them to speak.
Language for Social Interaction: 4B Students take turns speaking and
Students will read, write, listen and respond to others' ideas in
speak for social interaction. conversations on familiar topics.
conversations.
Writing Number
1A Students present information clearly in a variet
charts.
1B Students select a focus, organization, and poin

Language for Information and 1F Students use the process of pre-writing, draftin
Understanding: Students will read, write, listen revising, and proofreading (the "writing proces
and speak for information and understanding. to produce well-constructed informational text
1G Students observe basic writing conventions, su
as correct spelling, punctuation, and capitaliza
Language for Literary Response and 2D Students observe the conventions of grammar
Language for Critical Analysis and 3H Students use effective vocabulary and follow t
Evaluation: Students will read, write, listen and rules of grammar, usage, spelling, and punctua
XX. Preparation
1. Materials:
k. Student materials: pencil, eraser, graphic organizer/rough copy paper and
paper for final draft.
l. Teacher materials: Pancakes, Pancakes! by Eric Carle, sample recipe, dry

erase markers or regular markers and chart paper, trail mix ingredients,
spoons, plastic baggies.
2. Prior knowledge: Students are familiar with procedures and steps. They
are also familiar with the idea of using recipes to cook. The students also
have previous knowledge of Eric Carle and his books.
3. Need to Do Ahead of Time: Prepare photocopies (1 for each child) –
graphic organizer and final draft paper, buy and organize trail mix
materials.
XXI. Body of the Lesson – Outline step by step how the lesson is going to be developed
including;
Ask the students to tell what they know about following procedures and steps.
Ask students to share what they know about recipes. Hold up the book,
Pancakes, Pancakes!. Ask students what they think the book may be about.
Write ideas on the board.
2. Talk with the students about the previous lessons and the sequencing we’ve
done with the previous Eric Carle books.
3. Read the book, Pancakes, Pancakes!, checking periodically for

comprehension and understanding.
4. Discuss what the story was about. Discuss the importance of following
steps and procedures.
5. Explain to the students that they are going to create their own recipes today
for trail mix. Show the students a sample recipe. Discuss with them the
different parts of a recipe. Show the students the different trail mix
ingredients and explain to them that we are going to measure the materials
using spoons. Then, create a sample recipe as a whole group. Also, explain
to the students that they can choose up to 5 different ingredients and that
they must have at least 3. Finally, tell the students that they can use no
more than 3 spoonfuls of each ingredient they include.
6. Afterwards, allow the students to work alone on deciding what ingredients

they wish to include and how many spoonfuls of each they want.
7. Once the students have successfully filled out the organizer and had it
approved by the teacher, they can start to create their trail mix.
8. Finally, have students use their graphic organizer to create their final recipe
copy. As they are creating they may eat their trail mix.
9. For students who finish early, have more Eric Carle books for them to read.
Students who do not finish can work on it at a later time.
XXII. Assessment: The students will be given a recipe checklist to make sure that they have
included all components in their graphic organizer and final copy.
XXIII. Reflection: (to be completed if the lesson is taught)

XXIV. References:
Carle, Eric (1990). Pancakes, pancakes!. New York, New York: Simon and Schuster
Books for Young Readers.
Recipe Checklist
Do I have? Yes No
at least 3 different ingredients
no more than 5 ingredients
a recipe name
an ingredients section
a procedure or directions
section
proper grammar and
punctuation
From the Kitchen of
__________________________
Recipe Name
______________________________
Ingredients:
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Procedure:
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Name:______________________________
Date:_______________________________
_____spoonfuls _____spoonfuls
of___________ of___________
____________ ____________
________ ________
_____spoonfuls
_____spoonfulsof___________ _____spoonfuls
of___________
____________ of___________
____________ ________ ____________
________ ________
Teacher Name: Jenna-Marie Mango Date: May 7, 2008

Subject of Lesson: Reading and Writing No. of Children: 25
Time Estimate: 45 minutes Grade Level: 1
XXV. Intended Student Outcomes

1. Objectives
o. The students will listen to the teacher read the book, Little Cloud, by Eric
Carle.
p. The students will write about a shape they want to become, pretending to be
a cloud. They will describe their shape and tell why they want to become
that shape.
q. The students’ final response will include correct spelling, punctuation, and
correct use of capitals.
2. NYS Learning Standards

Speaking Number
Language for Information and Understanding: 1C Students will select and use strategies
Students will read, write, listen and speak for they have been taught for note taking,
information and understanding organizing, and categorizing
1E information.
Students will make appropriate and
effective use of strategies to construct
meaning from print, such as prior
knowledge about a subject, structural
and context clues, and an
relationships to decode difficult words.
Language for Social Interaction: 4A Students will listen attentively and
Students will read, write, listen and speak for recognize when it is appropriate for
social interaction. them to speak.
4B Students will take turns speaking and
responding to others’ ideas in
4C Students will recognize the kind of
conversations.
Writing Number
Language for Information and Understanding: 1A Students will present information
Students will read, write, listen and speak for clearly in a variety of oral and written
information and understanding forms such as summaries, paraphrases,
brief reports, stories, posters, and
1B charts.
Students will select a focus,
organization, and point of view for oral
1F and written presentations.
Students will use the process of pre-
writing, drafting, revising, and
proofreading (the “writing process”) to
produce well-constructed informational
1G texts.
Students will observe basic writing
conventions, such as correct spelling,
punctuation, and capitalization, as well
as sentence and paragraph structures
Language for Literary Response and 2A Students will present personal
Expression: responses to literature that make
Students will read, write, listen and speak for reference to the plot, character, ideas,
literary response and expression. vocabulary, and text structure.
2D Students will observe the conventions
of grammar and usage, spelling, and
punctuation.
Language for Critical Analysis and 3H Students will use effective vocabulary
Evaluation: and follow the rules of grammar,
Students will read, write, listen and speak for usage, spelling, and punctuation in
critical analysis and evaluation. persuasive writing.
XXVI. Preparation
1. Materials:
m. Student materials: pencil, eraser, graphic organizer for (sloppy copy) and
final draft.
n. Teacher materials: Little Cloud by Eric Carle, cotton balls, graphic
organizer for (sloppy copy) and final draft paper.
2. Prior knowledge; Students will know that when writing, it is important to

use descriptive words.
3. Need to Do Ahead of Time: Get cotton balls for students, prepare

photocopies (1 for each student) – graphic organizer for (sloppy copy) and
final draft paper.
XXVII. Body of the Lesson

Ask the students if they have ever looked at the clouds before and seen a
shape? Ask the students what shapes they have seen?
Show students the book, Little Cloud, and ask the students what they think
this book might be about.
3. Read the book, Little Cloud, stopping several times to check for
comprehension.
4. Explain to the students that you would like them to use the graphic
organizer (sloppy copy) to write, pretending to be a cloud, about a shape
they would like to become.
Once students are finished, check their graphic organizer. Once their
graphic organizer is checked, students can move onto final draft paper.
They will write about what shape they have become, using descriptive
words. They will also tell why they have become this shape. When they
are done, they can use the cotton balls to form their shape on the top
portion of the final draft paper.
5. Ask students if anyone wants to share their work with the rest of the class.
6. For students who are done early, they can form their shape using the cotton
balls on the final draft paper. They can also read Eric Carle books which
will be available for them to read. Students who do not finish on time can
take their work home to finish.
XXVIII. Assessment: Students will use “My Response Checklist” to determine whether or not
they have included all necessary components in their graphic organizer (sloppy copy)
and final draft paper.
XXIX. Reflection: (to be completed if the lesson is taught)

XXX. References:
Carle, Eric (1996). Little cloud. New York, New York: Philomel Books.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
___________________________.
By: ___________________
My Response Checklist
My response includes: Yes No
Completed graphic
organizer (sloppy copy)
A description of shape
Why you wanted to become

that shape
Capitals at the beginning of
every sentence and for all
proper nouns
Correct punctuation at the
end of each sentence
Neat writing
Proper spelling
Cotton balls showing shape

Teacher Name: Aubrey Demmin Date: May 7, 2008

XXXI. Intended Student Outcomes

1. Objectives
r. Students will be able to understand the concepts of giving messages and clues for others to find.
s. Students will create a message with clues for other students to find.
Specific Expectations for Listening and Speaking Standard Standard

Number
Language for Information and Understanding: 1E Students make appropriate and effective use
Students will read, write, listen and speak for of strategies to construct meaning from print,
information and understanding. such as prior knowledge about a subject,
understanding of letter-sound relationships to
decode difficult words.
3D Students evaluate their own strategies for
Language for Critical Analysis and Evaluation: reading and listening critically (such as
Students will read, write, listen and speak for critical recognizing bias or false claims, and
analysis and evaluation understanding the difference between fact and
opinion) and adjust those strategies to
understand the experience more fully.
4A Students listen attentively and recognize when
it is appropriate for them to speak.
4B Students take turns speaking and respond to
Language for Social Interaction: Students will others' ideas in conversations on familiar
read, write, listen and speak for social interaction. topics.
4C Students recognize the kind of interaction
appropriate for different circumstances, such
as story hour, group discussions, and one-on-
one conversations.
Writing Number
1A Students present information clearly in a variety of
charts.
1B Students select a focus, organization, and point of

Language for Information and 1F Students use the process of pre-writing, drafting,
Understanding: Students will read, write, listen revising, and proofreading (the "writing process")
and speak for information and understanding. to produce well-constructed informational texts.
1G Students observe basic writing conventions, such
as correct spelling, punctuation, and capitalization,
Language for Literary Response and 2D Students observe the conventions of grammar and
Language for Critical Analysis and 3H Students use effective vocabulary and follow the
Evaluation: Students will read, write, listen and rules of grammar, usage, spelling, and punctuation
XXXII. Preparation
1. Materials:
o. Student materials: pencil, eraser, object to hide, graphic organizer/rough copy paper and paper for
final draft.
p. Teacher materials: The Secret Birthday Message by Eric Carle, dry erase markers or regular
markers and chart paper.
2. Prior knowledge: Students are familiar with the idea of surprises as well as leaving clues and
playing secret games. Students also have knowledge of Eric Carle and are familiar with his art
work and different books.
3. Need to Do Ahead of Time: Prepare photocopies (1 for each child) – graphic organizer and
final draft paper.
XXXIII. Body of the Lesson – Outline step by step how the lesson is going to be developed including;
Ask the students to tell about a time they got a secret message. Hold up the book, The Secret Birthday
Message. Ask students what they think the book may be about. Write ideas on the board. Also take
the students on a book walk looking at the different pages. Ask them if they have any ideas as to why
the paper is shaped the way it is.
2. Talk with the students about the previous Eric Carle books that we have read and learned from.
3. Read the book, The Secret Birthday Message, checking periodically for comprehension and talking
about the shapes of the pages.
4. Discuss what the story was about. Discuss the idea of leaving secret messages and finding secret
messages.
5. Explain to the students that they are going to create secret messages. With the students brainstorm
an object to hide and where to hide it. Then, have the students think of 3-4 clues to find the
location of that object. Do this as a whole group example.
6. Afterwards, break the students into groups of 3 or 4. Have them pick an object to hide and decide
on a place to hide it. Then together they will brainstorm clues.
7. Once the students have successfully described the location of their object, have students formally
write up their secret message.
8. Finally, have students present their clues to the class as the class guesses the location of their
object within the classroom.
9. For students who finish early, have more Eric Carle books for them to read. Students who do not
finish can work on it at a later time.
XXXIV. Assessment: The students will be given a secret message checklist to make sure that they have included all
components in their graphic organizer and final copy.
XXXV. Reflection: (to be completed if the lesson is taught)

After teaching your lesson, provide a narrative description of what went well and provide examples from
your teaching as evidence. In addition, describe what you would do differently next time and why. Finally,
using data collected from your assessment(s), analyze and describe whether students met your intended
outcomes.
XXXVI. References:
Carle, Eric (1972). The secret birthday message. New York, New York: HarperCollins.
Secret Message Checklist
Do I have? Yes No
a object
a location
at least 3-4 clues
a neatly written message
proper grammar and punctuation

Name:__________________________
Date:___________________________
A Secret Message!
Today is your lucky day! I have a really neat surprise that I want you to
find! In order to find my surprise follow these clues carefully.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________I
f you followed my directions carefully you should have found
____________________________________________
Name:______________________________
Date:_______________________________
Clue # _____
_____________
Clue # _____ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________
_____________
Clue # _____
_____________
My object is…
_____________
_____________
_____________
Clue # _____
_____________ _____________
_____________ _____________
_____________
_____________ Clue # _____
_____________ _____________
_____________ _____________
_____________
_____________
_____________
__________________________________________________
_____________
__________________________________________________
__________________________________________________
Adjectives—colors, smells, sight, touch Other
Teacher Name: Stacey McKie Date: May 7, 2008

XXXVII. Intended Student Outcomes

1. Objectives
t. Students will be able to identify adjectives.
u. Students will be able to use adjectives to describe themselves.
v. Students will be able to create a picture about themselves and write a sentence that explains the
picture using adjectives.
w. Students will include correct punctuation, spelling and grammar.

1E Students make appropriate and effective use of strategies to

construct meaning from print, such as prior knowledge about a
subject, structural and context clues, and an understanding of
Language for Literary Response 2A Students read a variety of literature of different genres: picture
and Expression: Students will books; poems; articles and stories from children's magazines,
read, write, listen and speak for fables, myths and legends; songs, plays and media productions;
literary response and expressions. and works of fiction and nonfiction intended for young readers.
Language for Critical Analysis 3C Students recognize that the criteria that one uses to analyze and
and Evaluation: Students will evaluate anything depends on one's point of view and purpose
read, write, listen and speak for for the analysis.
critical analysis and evaluation
3D Students evaluate their own strategies for reading and listening
critically (such as recognizing bias or false claims, and
understanding the difference between fact and opinion) and
adjust those strategies to understand the experience more fully.
Language for Social Interaction: 4A Students listen attentively and recognize when it is appropriate

4C different circumstances, such as story hour, group discussions,

Writing Number
Language for Information and 1A Students present information clearly in a variety of
charts.

difference.
1D Students use details, examples, anecdotes, or

personal experiences to explain or clarify
information.
1G Students observe basic writing conventions, such

as correct spelling, punctuation, and capitalization,
Language for Literary Response and 2C Students create their own stories, poems, and
Expression: Students will read, write, listen songs using the elements of the literature they
and speak for literary response and expressions have read and appropriate vocabulary.
Students observe the conventions of grammar and

2D usage, spelling, and punctuation.
Language for Critical Analysis and 3H Students use effective vocabulary and follow the
Evaluation: Students will read, write, listen rules of grammar, usage, spelling, and punctuation
and speak for critical analysis and evaluation. in persuasive writing.
XXXVIII. Preparation
1. Materials:
q. Student materials: pencils, paper, creative materials (markers, crayons, colored pencils), glitter
glue
r. Teacher materials: “Slowly, Slowly Slowly,” said the Sloth by Eric Carle, markers and chart
paper, teddy bear
2. Prior knowledge: Students are familiar with adjectives they have had an introductory lesson.
Students also have knowledge of Eric Carle and are familiar with his art work and different books.
3. Need to Do Ahead of Time: Create paper for sentences, collect materials.
XXXIX. Body of the Lesson – Outline step by step how the lesson is going to be developed including;
Hold up a teddy bear and have the students describe it. Once they have had a chance to share discuss
adjectives and that they were using adjectives to describe the teddy bear. Introduce the book “Slowly,
Slowly, Slowly”, said the Sloth by Eric Carle. Do a picture walk and have students predict what words
they might used to describe the sloth.
3. Read the book, “Slowly, Slowly, Slowly,” said the Sloth stop and check for comprehension.
4. Discuss what the story was about. Check students predictions about the sloth.
5. Ask what words Eric Carle used to describe the sloth.
6. Have the students discuss words they would use to describe themselves. Discuss- would you use
those words all the time to describe yourself or only in certain situations?
7. Create an example to show students what they will be doing. Draw a picture of yourself doing
something and write a sentence using an adjective. Use the glitter glue to underline the adjective.
8. Finally, have the students create a picture of their own and write a sentence explaining the picture.
Once they are completed they can underline their adjective(s) with glitter glue.
9. If time permits allow students to share their pictures and sentences and then post in the classroom.
XL. Assessment: The students will be assessed by using the checklist attached to this lesson.
XLI. Reflection: (to be completed if the lesson is taught)

outcomes.
Carle, E. (2002). “Slowly, Slowly, Slowly,: said the Sloth. New York, NY: Scholastic.
Adjective Checklist
Do I have.. Yes No
a detailed picture of me doing an
activity?
a complete sentence?
an adjective in my sentence?
an adjective underlined in glitter?
correct spelling, punctuation, and

grammar?
Name___________________________________ Date_______________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Teacher Name: Jayme Beckwith Date: May 7th, 2008

Time Estimate: 45 minutes – 1 hour Grade Level: 1st
XLII. Intended Student Outcomes

1. Objectives
x. The students will illustrate and write about their own mixed-up chameleon.
y. The students will present their writing during author’s chair.
z. The students will understand the importance of being an individual and being
happy with whom you are.

Reading Number
1E Students make appropriate and effective
Language for Information and use of strategies to construct meaning
Understanding: Students will read, write, from print, such as prior knowledge
listen and speak for information and about a subject, structural and context
understanding. clues, and an understanding of letter-
sound relationships to decode difficult
words.
2C Students understand the literary

Language for Literary Response and elements of setting, character, plot,
Expression: Students will read, write, listen theme, and point of view and compare
and speak for literary response and those features of other works and to their
expressions. own lives.
2D Use inference and deduction to

understand the text.
4A Students listen attentively and recognize
Language for Social Interaction: Students when it is appropriate for them to speak.
will read, write, listen and speak for social 4B Students take turns speaking and
interaction. respond to others' ideas in conversations
on familiar topics.
circumstances, such as story hour, group
discussions, and one-on-one
conversations.
Writing Number
Language for Information and 1A Students present information clearly in a
Understanding: Students will read, write, variety of oral and written forms such as
listen and speak for information and summaries, paraphrases, brief reports,
understanding. stories, posters, and charts.
1B Students select a focus, organization, and

point of view for oral and written
presentations.
Language for Literary Response and 2A Students present personal responses to
Expression: Students will read, write, listen literature that make reference to the plot,
and speak for literary response and characters, ideas, vocabulary, and text
expressions. structure.
2D Students observe the conventions of

punctuation.
Language for Critical Analysis and 3E Students express opinions (in such forms
Evaluation: Students will read, write, listen as oral and written reviews, letters to the
and speak for critical analysis and evaluation. editor, essays, or persuasive speeches)
about events, books, issues and
experiences, supporting their opinions with
some evidence.
XLIII. Preparation
1. Materials:
s. Student materials: pencil, eraser, crayons, My Mixed-Up Chameleon worksheet,
writing checklist
t. Teacher materials: The Mixed Up Chameleon by Eric Carle, author’s chair, My

Mixed-Up Chameleon worksheet for students, writing checklist for students
2. Prior knowledge: Students are familiar with previous books by Eric Carle. Students
are familiar with the fact they often “wish” they could be someone else because that
person is lucky or more fortunate than they are.
3. Need to Do Ahead of Time: prepare worksheets needed for the lesson activities
XLIV. Body of the Lesson

Setting the Stage for Learning/Anticipatory Set:
Ask students to think of a time when they wished they could be someone else. If
needed, provide examples such as wanting to be a specific adult, super hero, or maybe
trade places with a friend. Have students think, pair, then share the time they thought
of. The teacher will then provide an example of a time when he/she wished they could
be someone else. Then ask students for predictions while showing them the front
cover.
1. Discuss with students the previous Eric Carle books that have been read so far this
week. Tell students to look for any similarities or differences with this book and the
other Eric Carle books that have been read.
2. Read aloud The Mixed-Up Chameleon, stopping at various checkpoints to monitor

comprehension and listening skills. Draw students’ attention to the way the chameleon
is changing on each page and if he appears happy.
3. After reading, discuss the story and if predictions made prior to reading were close.
Discuss the importance of being happy with yourself just the way you are. This will
allow opportunity to revisit the anticipatory set activity about wishing to be someone
else. Revisit any similarities or differences about the Eric Carle books that have been
read.
4. Explain to students they will be drawing their own mixed-up chameleon and writing
about it. On the attached worksheet students will illustrate their own mixed-up
chameleon and write at least 2 sentences describing who their chameleon wishes to be
and why.
5. After students have written about and illustrated their mixed-up chameleon, they will
complete the simple checklist with the teacher in preparation for author’s chair.
6. Students will share their mixed-up chameleon writing and illustration during an author’s
chair.
7. If students finish early, they may explore other Eric Carle literature that will be available
while the remainder of the students complete.
XLV. Assessment: Students will complete the checklist with the teacher to be sure the student has
properly prepared for author’s chair. As the student is completing the checklist with the teacher,
the teacher will also question students about why they think the chameleon in the story just
wanted to be himself in the end. This will allow the teacher to assess if students understand the
importance of being yourself as well as the procedure for author’s chair. The checklist will be
kept with the writing piece and added to the student’s portfolio.
XLVI. Resources:
Carle, E. (1984). The Mixed-Up Chameleon. New York, NY: Scholastic.
XLVII. Reflection (to be completed if the lesson is taught):

Name: _____________________________________ __
My Mixed-Up Chameleon
________________________________________________
My Mixed-Up Chameleon  List
Do I have… Yes No
my name on my paper?
an illustration?
two sentences?
capital letters and periods?
my author’s chair voice ready?
listening ears on?

Teacher Name: Jennie M. Cyran Date: May 7, 2008
Time Estimate: 1 ½ hours Grade Level: 1
XLVIII. Intended Student Outcomes

1. Objectives
aa. Students will be able to demonstrate their understanding of text structure by retelling and
sequencing the story in order with classmates.
bb. Demonstrate an understanding of characters, plot and setting in the story by performing a Reader’s
Theatre
cc. Students will practice oral fluency

Students make appropriate and effective use of strategies to

1E subject, structural and context clues, and an understanding of
and Expression: Students will books; poems; articles and stories from children's magazines,
read, write, listen and speak for fables, myths and legends; songs, plays and media productions;
literary response and expressions. and works of fiction and nonfiction intended for young readers.
Language for Critical Analysis 3D Students evaluate their own strategies for reading and listening
and Evaluation: Students will critically (such as recognizing bias or false claims, and
read, write, listen and speak for understanding the difference between fact and opinion) and
critical analysis and evaluation adjust those strategies to understand the experience more fully.
Language for Social Interaction: 4A Students listen attentively and recognize when it is appropriate

4C different circumstances, such as story hour, group discussions,
Writing Number
Language for Information and 1A Students present information clearly in a variety of
charts.

difference.
XLIX. Preparation
1. Materials:
u. Student materials: Reader’s Theatre script
v. Teacher materials: Rooster’s Off to See the World by Eric Carle, make up a reader’s theatre’s
script for the book, chart paper for sequencing, dry erase markers or regular markers,
w. Prior knowledge: Students are familiar with the term sequencing, since they have had an
introductory lesson. Students also have knowledge of Eric Carle and are familiar with his art work
and different books.
2. Need to Do Ahead of Time: Prepare a reader’s theatre script for the students based on
reading levels of students in the individual class.
L. Body of the Lesson – Outline step by step how the lesson is going to be developed including;
Show the students the front cover of the book Rooster’s Off to See the World by Eric Carle and
discuss what the story might be about. Ask students if they have ever traveling to a different place to
see a friend and maybe what events took place along the way. Record their ideas on the chart paper of
chalkboard.
3. Read the book, Rooster’s Off to See the World, stop and check for comprehension.
4. Discuss what the story was about. Discuss and sequence the events that took place in the story and
the order in which the rooster met different animals.
5. Have students talk with a partner to determine the order of events.
6. List the events in sequential order on the chalkboard.
7. Split students into different groups for the reader’s theatre. Assign them a part.
8. Have students work together on trying to decode their part. The teacher will come around to see if
they need help reading or decoding the words in their individual part. (It would be good to have the
scripts already highlighted for students, so that it is easier for them to locate their individual parts).
9. Students will have time to come up with a costume for their part (materials will be provided by the
teacher). Also if there is more than one student in the group students can discuss how they want to
act out their part.
10. Once the students have successfully read through the script, they will perform it for their
classmates. Teach may choose to invite another class to watch the performance.
LI. Assessment: The teacher will assess students on how well they put events into sequential order. Also,
students will be assessed on fluency throughout the reader’s theatre performance. There will be follow up
lessons on sequence where the students will be asked to sequence story events on their own.
LII. Reflection: (to be completed if the lesson is taught)

outcomes.
LIII. References:
Carle, E. (1972). Rooster's Off to See the World. New York, NY: Scholastic.
Reader’s Theatre Script

Narrator 1: One fine morning, a rooster decided that he wanted to travel. So, right then and there, he set out to
see the world. He hadn’t walked very far when he began to feel lonely.
Narrator 2: Just then he met two cats. The rooster said to them
Rooster: “Come along with me to see the world.”
Narrator 2: The cats liked the idea of a trip very much.
Two Cats: “We would love to”
Narrator 2: they purred and set off down the road with the rooster.
Narrator 3: As they wandered on, the rooster and the cats met three frogs.
Rooster: “How would you like to come with us to see the world?”
Narrator 3: asked the rooster, eager for more company.
Three Frogs: “Why not?”

Narrator 3: answered the frogs.
Three Frogs: “We are not busy now.”
Narrator 3: So the frogs jumped along behind the rooster and the cats.
Narrator 1: After a while, the rooster, the cats, and the frogs saw four turtles crawling slowly down the road.
Rooster: “Hey”
Narrator 1: said the rooster,
Rooster: “how would you like to see the world?”
Turtle 1: “It might be fun,”
Narrator 1: snapped one of the turtles and they joined the others.
Narrator 2: As the rooster, the cats, the frogs, and the turtles walked along, they came to five fish swimming in
the brook.
Five Fish: “Where are you going?”
Narrator 2: asked the fish
Rooster: “We’re off to see the world,”
Narrator 2: answered the rooster.
Five Fish: “May we come along?”
Narrator 2: pleaded the fish.
Rooster: Delighted to have you,”
Narrator 2: the rooster replied. And so the fish came along to see the world.
Narrator 1: The sun went down. It began to get dark. The moon came up over the horizon.
Two Cats: “Where’s our dinner?”
Narrator 1: asked the cats.
Three Frogs: “Where are we supposed to sleep?”
Narrator 1: asked the frogs.
Four Turtles: “We’re cold,”
Narrator 1: complained the turtles. Just then, some fireflies flew overhead.
Five Fish: “We’re afraid,”
Narrator 2: cried the fish. Now the rooster really had not made any plans for the trip around the world. He had
not remembered to think about food and shelter, so he didn’t know how to answer his friends.
Narrator 3: After a few minutes of silence, the fish suddenly decided that it might be best if they headed for
home. They wished the others a happy trip and swam away.
Narrator 1: Then, the turtles began to think about their warm house. They turned and crawled back down the
road without so much as a good-bye.
Narrator 2: The frogs weren’t too happy wit the trip anymore, either. First one and then the other and finally the
last one jumped away. They were polite enough, though, to wish the rooster a good evening as they disappeared
into the night.
Narrator 3: The cats then remembered an unfinished meal they had left behind. They kindly wished the rooster a
happy journey and they, too, headed for home.
Narrator 1: Now the rooster was all alone- and he hadn’t seen anything of the world. He thought for a minute and
then said to the moon,
Rooster: “To tell you the truth, I am not only hungry and cold, but I’m homesick as well,”
Narrator 1: The moon did not answer. It, too, disappeared.
Narrator 2: The rooster knew what he had to do. He turned around and went back home again. He enjoyed a
good meal of grain and then sat on his very own perch.
Narrator 3: After a while he went to sleep and had a wonderful happy dream-all about a trip around the world!
Date: May 7, 2008
Time Estimate: 1 hour+ Grade Level: 1
LIV. Intended Student Outcomes

1. Objectives
dd. Students will be able to write a letter to Eric Carle.
ee. Students will be able to create an illustration using Eric Carle’s art style.
ff. Students will include correct punctuation, spelling and grammar.

and Reading Number
Language for Information and 1A Students gather and interpret information from children's reference
Understanding: Students will read, books, magazines, textbooks, electronic bulletin boards, audio and
write, listen and speak for information media presentations, oral interviews, and from such forms as charts,
and understanding. graphs, maps and diagrams.
1D Students ask specific questions to clarify and extend meaning.
1E Students make appropriate and effective use of strategies to

subject, structural and context clues, and an understanding of letter-
sound relationships to decode difficult words.
and Expression: Students will read, books; poems; articles and stories from children's magazines,
write, listen and speak for literary fables, myths and legends; songs, plays and media productions; and
response and expressions. works of fiction and nonfiction intended for young readers.
Language for Critical Analysis and 3A Students read and form opinions about a variety of literary and
Evaluation: Students will read, write, informational texts and presentations, as well as persuasive texts
listen and speak for critical analysis such as advertisements, commercials, and letters to the editor.
and evaluation
Students recognize that the criteria that one uses to analyze and
3C evaluate anything depends on one's point of view and purpose for
the analysis.
Language for Social Interaction: 4C Students recognize the kind of interaction appropriate for different
Students will read, write, listen and circumstances, such as story hour, group discussions, and one-on-
speak for social interaction. one conversations.
Specific Expectations for Speaking and Writing Standard Standard
Number
Language for Information and Understanding: 1B Students select a focus, organization, and point of
Students will read, write, listen and speak for view for oral and written presentations.
information and understanding.
1D Students use details, examples, anecdotes, or personal
experiences to explain or clarify information.
1F Students use the process of pre-writing, drafting,

revising, and proofreading (the "writing process") to
produce well-constructed informational texts.
1G Students observe basic writing conventions, such as

correct spelling, punctuation, and capitalization, as
well as sentence and paragraph structures appropriate
to written forms.
Language for Literary Response and 2A Students present personal responses to literature that
Expression: Students will read, write, listen and make reference to the plot, characters, ideas,
speak for literary response and expressions vocabulary, and text structure.
2D Students observe the conventions of grammar and

usage, spelling, and punctuation.
Language for Critical Analysis and Evaluation: 3E Students express opinions (in such forms as oral and
Students will read, write, listen and speak for written reviews, letters to the editor, essays, or
critical analysis and evaluation. persuasive speeches) about events, books, issues and
experiences, supporting their opinions with some
evidence.
3H Students use effective vocabulary and follow the rules

of grammar, usage, spelling, and punctuation in
persuasive writing.
Language for Social Interaction: Students will 4A Students exchange friendly notes, cards, and letters
read, write, listen and speak for social interaction with friends, relatives, and pen pals to keep in touch
and to commemorate special occasions.
Students adjust their vocabulary and style to take into

4B account the nature of the relationship and the
knowledge and interests of the person receiving the
message.
Creating, Performing, and Participating in the Arts Students experiment and create art works, in a variety
of mediums (drawing, painting, sculpture, ceramics,
printmaking, video, and computer graphics), based on a
range of individual and collective experiences.
LV. Preparation
1. Materials:
x. Student materials: Writing: Directions, Eric Carle books, writing prompts, paper, pencils, final
copy paper (to be used later)
Art: Directions, Eric Carle books, glue, paint brushes, tissue paper, white
paper, scissors, crayons, colored pencils
y. Teacher materials: art book: The Art of Eric Carle by Eric Carle, example letter, example art
work, letter checklist, art checklist
2. Prior knowledge: Students are familiar with letter writing and done letters in the past. Students
also have knowledge of Eric Carle and are familiar with his art work and different books.
3. Need to Do Ahead of Time: Create letter sample, create writing prompts, create final copy
paper, create art sample, collect materials
LVI. Body of the Lesson –

Students will participate in the following two centers as a culminating activity. The centers could be made
into two lessons or done with partners. The idea can be adjusted to fit the class.
Letter Picture
• Pick your favorite Eric Carle book • Look through the Eric Carle Art Book again
• Write Eric Carle a letter • Watch the video at http://www.eric-
• Be sure to include: date, greeting, introduction carle.com/photogallery.html
(1-2 sentences), body (2-5 sentences), • Pick your favorite Eric Carle book
conclusion (1-2 sentences), and closing in your • Choose a picture
letter. • Draw the object in the picture
• Tell Eric Carle which book is your favorite and • Cut tissue paper to fit your picture shapes.
why. • “Paint” on the glue
• There are writing prompts to help you start your • Use crayons or colored pencils to add to your
letter. creation
LVII. Assessment- The students will need to complete a checklist after each center.
LVIII. Reflection- To be written after lesson is taught.
Carle, E. (1996). The Art of Eric Carle. New York, NY: Philomel Books.
http://www.eric-carle.com/home.html
Letter Checklist
Do I have.. Yes No
the date?
an introduction of 1-2 sentences?
a body with at least 3 sentences?
a conclusion of 1-2 sentences?
a closing?
the name of my favorite Eric Carle

book?
why I like the book?
correct spelling, grammar, and

punctuation?
_______________
_____________,
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
__________________________
_____________,
_____________
Resources
Carle, E. (1987). A House for Hermit Crab. New York, NY: Scholastic.
Carle, E. (1996). Little cloud. New York, New York: Philomel Books.
Carle, E. (2004). Mister seahorse. New York, New York: Philomel Books.
Carle, E. (1990). Pancakes, pancakes!. New York, New York: Simon and Schuster Books for Young Readers.
Carle, E. (1972). Rooster's Off to See the World. New York, NY: Scholastic.
Carle, E. (2002). “Slowly, Slowly, Slowly,: said the Sloth. New York, NY: Scholastic
Carle, E. (1996). The Art of Eric Carle. New York, NY: Philomel Books.
Carle, E. (1984). The Mixed-Up Chameleon. New York, NY: Scholastic.
Carle, E. (1972). The secret birthday message. New York, New York: HarperCollins.
Carle, E. (1987). The Tiny Seed. New York, NY: Scholastic.
Carle, E. (1969). The Very Hungry Caterpillar. New York, NY: Scholastic.
http://www.eric-carle.com/home.html
(1998-2008). The very hungry caterpillar: Story sequencing cards. Retrieved April 21,
2008, from DLTK Growing Together Web site:
http://www.dltk-teach.com/books/hungrycaterpillar/sequencing.htm

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Eric Carle Unit

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Eric Carle

ELA Author Study Unit

Eric Carle Biography:

*Biography from Eric Carle’s Official Website: http://www.eric-carle.com/home.html*

4 The Very Hungry *Students will *Students will be able sequence

5 Pancakes, *Students will create *Students will be able to

b. Teacher materials: Mister

2 The Tiny Seed a. Student materials: none

b. Teacher materials: The

3 House for Hermit Crab a. Student materials: pencil,

b. Teacher materials: A Time Estimate: 45 minutes-

4 The Very Hungry a. Student materials: scissors,

5 Pancakes, Pancakes! a. Student materials: pencil,

6 Little Cloud a. Student materials: pencil,

7 The Secret Birthday a. Student materials: pencil, .

b. Teacher materials: The

8 Slowly, Slowly, Slowly, a. Student materials: pencils,

9 The Mixed-Up Chameleon a. Student materials: pencil,

b. Teacher materials: The

b. Teacher materials: Time Estimate: 1 ½ hours

*Culminating Activity* a. Student materials:

b. Teacher materials: art

NIAGARA UNIVERSITY DEPARTMENT OF TEACHER EDUCATION

Teacher Name: Jenna-Marie Mango Date: May 7, 2008

I. Intended Student Outcomes

2. NYS Learning Standards

2. Prior knowledge; Students will have an understanding of what it means to

3. Need to Do Ahead of Time: Prepare photocopies (1 for each student) –

III. Body of the Lesson

V. Reflection: (to be completed if the lesson is taught)

My response includes: Yes No

Teacher Name: Stacey McKie Date: May 7, 2008

III. Intended Student Outcomes

Specific Expectations for Standard Standard

Students make appropriate and effective use of strategies to

Students recognize the kind of interaction appropriate for

1C Students use a few traditional structures for

3. Need to Do Ahead of Time: Prepare sentence strips and create a

VII. Reflection: (to be completed if the lesson is taught)

Carle, E. (1987). The Tiny Seed. New York, NY: Scholastic.

Did the class work as a team?

Did the class correctly place

Teacher Name: Jayme Beckwith Date: May 7th, 2008

VIII. Intended Student Outcomes

Specific Expectations for Standard Standard

2C Students understand the literary

Specific Expectations for Speaking and Standard Standard

1B Students select a focus, organization,

2D Students observe the conventions of

h. Teacher materials: A House for Hermit Crab by Eric Carle,

2. Prior knowledge: Students are familiar with previous books read

3. Need to Do Ahead of Time: prepare worksheets needed for the

X. Body of the Lesson

2. Read aloud A House for Hermit Crab, stopping at various

3. After reading, discuss the story and if predictions made prior to

4. Next students will complete a paper chain story sequence activity.

5. Once students have finished the paper chain sequence activity,

6. Once students have completed both activities, there will be Eric

XIII. Reflection (to be completed if the lesson is taught):

A House for Hermit Crab

Teacher Name: Jennie M. Cyran Date: May 7, 2008

XIV. Intended Student Outcomes

Specific Expectations for Listening Standard Standard

Biography from Eric Carle’s Official Website: http://www.eric-carle.com/home.html

4 The Very Hungry Students will Students will be able sequence

5 Pancakes, Students will create Students will be able to

Culminating Activity a. Student materials: