The Very Hungry Caterpillar is a children's picture book designed, illustrated and written by Eric Carle
This is one of my all-time favorite children's books.
This mini hardcover edition of Eric Carle's classic story begins one
sunny Sunday,
when the caterpillar was hatched out of a tiny egg.
He was
very hungry. On Monday, he ate through one apple; on Tuesday,
he ate
through three plums--and still he was hungry.
Strikingly bold, colorful
pictures and a simple text in large, clear type tell
the story of a
hungry little caterpillar's progress through an amazing
variety and
quantity of foods.
Full at last, he made a cocoon around himself and
went to sleep, to
wake up a few weeks later wonderfully transformed into
a butterfly!
Eric Carle's story touches anyone who still has some growing to do.
Lesson Plan
Teacher:
School:
Date:
Class: 3rd grade
Nr. Of students: 7
Textbook:
Lesson: The very hungry caterpillar, by Eric Carle
Functions: Students will consolidate their previous
knowledge regarding the names of the days, colors, food
Students will exercise their
skill of reading and interpreting a text.
Vocabulary:
Nouns: caterpillar
,egg, leaf, apple, pear, plum, strawberry, orange, cupcake, lollipop, sausage,
chocolate cake, pickle, ice cream, watermelon, moon, sun, the days of the week
Verbs: to lay, to eat ,to start, to build ,to be
Adjectives: tiny, little , warm, red, green, orange,
purple
Grammar: review on
simple present, the plural of nouns
Skills: reading, speaking, writing, listening.
Goal: to promote nutrition education, physical activity, and literacy with
young children
Objectives: By the end of the lesson pupils will be able:
- to revise some fruit
names;
- to identify healthy and unhealthy food
- to sequence the
events
- to answer simple questions
- to use complete sentences
- to observe and discuss the lifecycle of a butterfly
Assumptions: -students should know vocabulary related to days
of the week and counting
-they have some
familiarity with the simple present tense
Anticipated problems and solutions:
-
students
may have difficulty understanding some adjectives( tiny, big, little) Solution:
teacher will dramatize and mime size
-
students
may have difficulty to remember all vocabulary and sequencing. Solution: each
child will receive word cards and pictures
Teaching
aids: copy of The Very Hungry Caterpillar, copies
of sequence paper, index cards, puppets, handouts, task cards, pictures
Teaching skills: reading, listening, speaking, writing
Methods : conversation
observation
explanation
demonstration
Time : 50’
1.Warming-
up :
Aim: To prepare the students for the lesson
Procedure: After greeting pupils, the teacher and
students sing the Hello song. The teacher asks about the weather.
Interaction: T-
Ss
Timing: 2’
2. Checking previous knowledge:
Aim: to consolidate the usage of names of fruits.
Procedure: T invites children to sit in a circle by
giving them a picture of a plum, pear , apple , orange or strawberry. The
teacher goes around the circle and asks each child to name the fruit he or she
is holding .The T. shows the Ss the cover of the book and says: “ What do you
think this book is about? Yes, this book is about a caterpillar and this
caterpillar eats fruits.”
Interaction: T- Ss, S-Ss.
Timing: 5’
3. Lead in:
Aim: to
introduce the topic/to set the context
Procedure: Teacher
shows the students some flashcards with food and asks the pupils: Are these
foods healthy or unhealthy? T. asks them to name their favorite food.
Interaction:
T-Ss
Timing: 3’
4. Pre-reading:
Activity 1: Listening, speaking and writing
Aim: to introduce the new words to pupils
Procedure: T
divides the board and writes healthy and unhealthy food. Students have to put
the pictures representing words from the story to the right place. ( apple-
healthy, lollipop- unhealthy……) T writes the words on the blackboard and pupils
in their notebooks.
Interaction:
T- Ss
Timing: 10’
Activity 2.
Listening and speaking
Aim: to make familiar to pupils some words from the text.
Procedure: T
gives students cards and in pair work they have to ask each other : Do you like
apples? Yes, I do/ No, I don’t
Interaction:
T-Ss
Timing: 5’
5. Reading:
Activity 3:
Reading
Aim: to read correctly the text
Procedure:
T makes a demonstration of reading the text. T asks students to read
the text. Each student reads a sentence, then one or two students read
the whole text. (=3 times). Then teacher reads and explains the task of the
exercise.
Interaction: T-
Ss, Ss
Timing :
7’
6. Post- reading :
Activity
4 : Listening, speaking and writing
Aim:
to check the understanding of the text
Procedure:
T adresses some questions:
Questions:
1.
What
does the caterpillar eat on Monday?
2.
How
many pears does he eat on Tuesday?
3.
How
many plums does he eat on Wednesday?
4.
What
does he eat on Thursday?
5.
does
he eat five oranges on Friday?
6.
Why does
he have a stomachache on Saturday?
7.
Does
he eat a lot on Sunday?
8.
What
does he eat on Sunday?
Activity
5: Group work
Aim: to retell the story
Procedure: T distributes the sequence paper for the
Hungry Caterpillar. Asks the Ss to put the sentences in the right chronological
order and then retell the story.
Interaction:
T’Ss, Ss- Ss
Timing:
10
Homework: Ss. are given a crossword puzzle. They are asked to
solve it and write sentences with the words from the puzzle.
Interaction: T’Ss
Timing:
1
My daughter Tamara acting out the story of The Very Hungry Cat...
https://www.facebook.com/photo.php?v=621966534496838&l=6018926614316382920
http://www.youtube.com/watch?v=85QQtDQB_HU&feature=youtu.be
