Lesson Plan
Title: The Very Hungry Caterpillar
Lesson Rationale: Students will engage in theme-based activities throughout the lesson related to the story The Very
Hungry Caterpillar by Eric Carle and the life cycle of a butterfly and other connecting content. During centers students
are encouraged to explore, use their language, practice literacy skills, and engage in play with peers. Preschoolers are
expected to maintain classroom expectations during story time as well as during table time instructions and the table time
activity. During the table time activity students will create a butterfly using different paints. Students are expected to take
turns and follow the directions/ multi-step instructions while engaging in purposeful conversation. Students will
independently trace the first letter of their name during the table time activity and assessed on their ability to complete the
task.
Minnesota’s Early Learning Standards:
Centers –
AL3.4 Engages in play with peers for extended period of time
Story Time / Table Time Instructions / Table Time Activity –
L1.11 Responds to direct questions and follows simple directions
L8.10 Retells important information from the story
L9.8 Uses letter-like symbols to make letters or words
Learning Objectives:
Student(s) can:
I. When prompted trace the first letter in their name independently with a marker
II. When asked can retell important information from the story The Very Hungry Caterpillar
Prior Knowledge: Students have been read the story The Very Hungry Caterpillar aloud to them. Students have already
been introduced and are familiar with the center options of being able to always do a puzzle or read a book, the kitchen in
the dramatic play area is a center option and the flower shop is the final week it will be open and available to students.
Students have been practicing tracing the first letter of their name during transition to classroom at the beginning of their
school day. Students have been assessed at least once a month on their ability to trace the letter of their name
independently.
Time Allotment:
Centers – 8:35 – 9:00 (8:57 give 3-minute warning)
Transition – Movement video ~ 3 minutes
Story Time – 9:03 – 9:15 – 10 minutes
Table Time Instructions – 9:15 – 9:20 ~5 minutes
Table Time Activity – 9:20 – 9:40 ~ 15-20 minutes
Anticipatory Set:
1. After Calendar have students turn their bodies to face the teacher as they go over the center options which
includes introduction to new activities as well as mentioning already introduced activities to students. This way
students are aware of what their options for them to explore the classroom.
Instructional Strategies and Procedure:
Centers 1. Introduce center options for students to engage in
2. Interact with students providing proper guidance and support to students as they
Centers (8.35 – 9:00)
1. Introduce puppet show / felt board materials – The Very Hungry Caterpillar
- Go over life cycle of a butterfly materials
- Go over different foods that the caterpillar ate
2. Students can always read a book or do a puzzle
3. Science Center – making patterns with fruits and vegetables
4. Dramatic play area – kitchen & flower shop
5. Blocks – community people
6. Sensory Table – Bug Dig! – sand, rocks, bugs, magnifying glasses, and strainers or sifters
7. Easel – Tracing circles
- Suggest that students could make a caterpillar pattern
8. Other – Spring scavenger hunt
9. Introduce The Very Hungry Caterpillar graphing activity – students roll the dice that is a picture of
either a caterpillar, a butterfly, a plum, pear, strawberry, and a green leaf. Students need at least 1
coloring utensil (some provided at writing center or students can grab their pencil boxes). Students fill in
the boxes as they roll the dice until which ever item above reaches to 5 first.
10. Planting a cucumber seed with Ms. Heather
11. Extension – The Sneaky, Snack Squirrel Game (M-TH PM)
Transition Large motor movement video at dot spots before beginning story time
Story Time 1. Watch the read aloud story of The Very Hungry Caterpillar during the read aloud pause the video to engage
students in comprehension questions through different interactive strategies
a. Review over the stages of the life cycle
Table Time 1. Introduce student’s table time activity for the day – butterfly art
Activity a. Students must use at least 2 different colors, no more than 4.
Instructions 2. After students come and grab their butterfly that is laid on the floor with their name on it they can return to
their table spots and first trace/write their letter on the back side of their butterfly.
3. Once students have traced their letter they can grab scissors and cut out their butterfly. (students can cut around
the antennas as one piece instead of around each individual antenna).
4. Once students have cut out their butterfly, they are ready for paint. The student will place their cut-out butterfly
into the box, the teacher will put at least 2 different colors into the box for students, and the students will put in
the golf balls and/or marbles.
5. Once students have completed step four they can place the lid onto the box. Demonstrate how to hold the box
and how to shake the box.
6. Check out how the butterfly has turned out inside. Once students are done they can grab their butterfly and
walk it over to the drying rack.
7. Review steps with preschoolers by asking what they have to do first. Trace their letter on the back
Transition 1. Dismiss students from their floor spot by name to come to the back of the classroom and find their butterfly
with their name on it.
Table Time 1. Follow table time activity instructions as listed above
Activity
Closure:
As students have completed all steps to their activity, placed their butterfly on the drying rack, and cleaned up their table
spot area they should wash hands to make sure they have gotten all paint off and
Informal Assessment:
Students will hand in their butterflies by placing them onto the drying rack. Once they are dry they will be hung up in the
classroom on the bulletin board for the month of April (until they complete a different activity in May).
- Once removed from the bulletin board students work will be placed into their portfolio for conferences and
materials for assessment and show the student’s progress to trace the first letter in their name.
Modifications/Adaptations:
1. Students can cut around the antennas and leave together as one piece instead of cutting around each individual antenna
on the butterfly table time art activity.
2. Provide appropriate guidance and support for students as they explore the classroom during centers, transitions, story
time, and the table time activity by:
a. Visuals of classroom routine
Resources: MN Early Childhood Indicators of Progress/MN Academic Standards
