The Very Hungry Caterpillar
Unit Theme: Caterpillars and Butterflies
Lesson: The Very Hungry Caterpillar
Integrated Subject: English Language Arts
Level: 2nd Grade
Projected Time: 30 minutes; about 10 minutes reading book to students, 20 minutes to create a caterpillar and butterfly.
Lesson: The Very Hungry Caterpillar
Integrated Subject: English Language Arts
Level: 2nd Grade
Projected Time: 30 minutes; about 10 minutes reading book to students, 20 minutes to create a caterpillar and butterfly.
Lesson Overview:
Students will listen to the teacher read ‘The Very Hungry Caterpillar’ by Eric Carle. After listening to the story they will create both a caterpillar and butterfly. They will learn new vocabulary words associated with the book as well as the project to follow.
Teacher Exemplar
Standards Addressed
English Language Arts Standards
Standard 2-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicators
2-1.1 Analyze the details that support the expression of the main idea in a given literary text.
Standard 2-3: The student will use word analysis and vocabulary strategies to read fluently.
Indicators
2-3.1 Use context clues to determine the meaning of unfamiliar words.
Art Standards
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicators
· VA2-1.3 Use and combine a variety of materials, techniques, and processes to create works of visual art.
Standard 2: The student will use composition and the elements and principles of design to communicate ideas.
Indicators
· VA2-2.3 Select and use various elements and principles of design to communicate his or her ideas, feelings, and stories through works of visual art.
Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicators
· VA2-3.1 Describe the content in a work of visual art.
Standard 5: The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.
Indicators
· VA2-5.1 Identify purposes for the creation of works of visual art.
Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicators
· VA2-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Standard 2-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicators
2-1.1 Analyze the details that support the expression of the main idea in a given literary text.
Standard 2-3: The student will use word analysis and vocabulary strategies to read fluently.
Indicators
2-3.1 Use context clues to determine the meaning of unfamiliar words.
Art Standards
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicators
· VA2-1.3 Use and combine a variety of materials, techniques, and processes to create works of visual art.
Standard 2: The student will use composition and the elements and principles of design to communicate ideas.
Indicators
· VA2-2.3 Select and use various elements and principles of design to communicate his or her ideas, feelings, and stories through works of visual art.
Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Indicators
· VA2-3.1 Describe the content in a work of visual art.
Standard 5: The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.
Indicators
· VA2-5.1 Identify purposes for the creation of works of visual art.
Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicators
· VA2-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Materials Needed (For Class of 22)
- Craft Felt (cut out in the shape of caterpillar, preferably a dark color) (cut out from 12" bye 12")
- Oil Pastels
- Clothe Pins/ Doll Pins (One for each child)
- Tissue Paper (variety of colors) (cut pieces 2.5" by 4.5")
- Pipe Cleaners (Cut in halves)
- Mini rubber bands
- Sharpies
Vocabulary
Hungry- having a desire to eat food
Caterpillar- a worm-like lava of a butterfly
Cocoon- a protective covering spun by the caterpillar
Butterfly- starts out as a caterpillar then changes to butterfly and is characterized by antennae, a slender body, and large, broad marked wings.
Oil Pastels- also known as oil crayon, is a waxy coloring tool
Overlapping- having one object on top of another
Illustrator- an artist who makes illustrations
Caterpillar- a worm-like lava of a butterfly
Cocoon- a protective covering spun by the caterpillar
Butterfly- starts out as a caterpillar then changes to butterfly and is characterized by antennae, a slender body, and large, broad marked wings.
Oil Pastels- also known as oil crayon, is a waxy coloring tool
Overlapping- having one object on top of another
Illustrator- an artist who makes illustrations
Objectives: The Students Will
- Identify how the caterpillar changes into a butterfly
- Interpret how they want the caterpillar and butterfly to look
- Draw on a felt to create their caterpillar
- Create their own butterfly
Assesment
The students will be assessed on the way they create their caterpillar and butterfly. They will be assessed on the different ways they show when coloring the caterpillar. They will also be assessed on how they created their butterfly.
Visual Culture Component
Elementary students see caterpillars and butterflies all around their everyday environment. Seeing them in nature the students can see that there are many different types and colors of these bugs. They will be able to identify which is which and create their own using their imagination. They can also see both butterflies and caterpillars within different museums.
Artist Connection
Eric Carle (1929- ) is an American author and illustrator. His first book was '1,2,3 to the Zoo,' but his most famous piece is 'The Very Hungry Caterpillar.' All of his work is created in a collage technique; he layers hand painted papers to create pictures.
Procedure
- Explain to the class what the lesson will be about (About 1-2minutes)
- Talk about Eric Carle and how he illustrated the book.
- Play the video of Eric Carle reading 'The Very Hungry Caterpillar' (About 2 minutes)
- During the video hand out materials
- Go over vocabulary words
- Explain each of the mini projects we will be doing and show the teacher exemplar (About 3 minutes)
- The students will then start making the caterpillar and butterfly (20 minutes)
- Show the caterpillar and how to start draw the body and feet.
- Explain how inside each part of the body for the caterpillar there should be horizontal and vertical lines
- Tell them they can choose any oil pastel colors to color inside the caterpillar.
- Show the Butterfly teacher exemplar and explain how to do it
- Take at least six pieces of tissue paper and a doll pin
- Take one piece of tissue paper put the middle of the tissue paper in the whole of the doll pin and squish it all the way to the top (do the same for the rest of the tissue paper)
- Once all tissue paper is in take a mini rubber band and attach on the end to hold
- Take two pipe cleaners and wrap around top to make antennae
- Clean up (should take about 2 to 3 minutes) while they start the activity I will explain to them that when they are done they should all trash should go in the bin, all scraps and materials should be brought to the front of the room (On the bottom of the pins put initials, and the back of caterpillar with white pastel write name)
- If they finish early they can take sharpies and make a design in the center of their butterflies
- If any of the students finish early there will be a handout for them to complete while the rest of the class finishes their work
Resources
- http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/AcademicStandardsforVisualArts.pdf South Carolina Visual Art Standards
- http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/documents/StateBoardApprovedFinalMay14.pdf South Carolina English Language Arts Standards
- http://cdn.dickblick.com/lessonplans/felt-caterpillar/felt-caterpillar-felt-caterpillar.pdf Activity to create the caterpillar.
- http://www.classroomjr.com/the-very-hungry-caterpillar-activities-and-lesson-plan/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+WooJr+%28Woo!+Jr.+|+Kids+Activities+Network%29
- http://www.eric-carle.com/home.html Background information on Eric Carle
- http://www.eric-carle.com/bio.html Eric Carle's Biography
- http://dictionary.reference.com/ To help with proper definitions
- https://www.google.com/search?hl=en&sugexp=les%3B&tok=NjZh61hcFyRQRnf2DTC6BQ&cp=8&gs_id=4t&xhr=t&q=eric+carle&bav=on.2,or.r_gc.r_pw.r_qf.&bpcl=38625945&biw=1366&bih=638&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&authuser=0&ei=t0ykUO31N5OQ8wSD_YHgCA Pictures from Google search
- https://www.youtube.com/watch?v=NWfy2CC8few Video of Eric Carle reading 'The Very Hungry Caterpillar'
- http://www.classroomjr.com/the-very-hungry-caterpillar-activities-and-lesson-plan/hungry-caterpillar-worksheet/ Worksheet if students get done early
Reflection
Three things that went well during this lesson plan was: the time allowed for the class to complete the two art activities, it gave them time to think about how they wanted to design their butterflies and caterpillars; also having a power point to show the class the steps to create each project helped so that they could see the different steps; lastly showing the video went well because it allowed them to see the author and listen to him read the book instead of just seeing a picture of him. There isn't much I would change about this lesson plan, I didn't talk about the hand outs I had if they finished early but I do think doing this in a real classroom would be the best decision because it is like a mini quiz for the students to see if they comprehended the story. There are many different ways to create a caterpillar and butterfly; if I were to do it again I could change each. For example for the caterpillar I could have them make it using egg crates and paint.