EDUC 2220- Educational Technology Lesson Plan The Very Hungry Caterpillar

Elizabeth Ann Moran First Grade/Language Arts

Common Core Standards:

Grade 1

1. Identify and distinguish between letters, words and sentences. (ORC Resources) 2. Identify and say the beginning and ending sounds in words. (ORC Resources) 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters. (ORC Resources) 4. Decode by using letter-sound matches. (ORC Resources) 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. (ORC Resources) 6. Blend two to four phonemes (sounds) into words. (ORC Resources) 7. Add, delete or change sounds in a given word to create new or rhyming words. (ORC Resources) 8. Demonstrate a growing stock of sight words. (ORC Resources) 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. (ORC Resources) 10. Read aloud with changes in emphasis, voice, timing and expression that show recognition of punctuation and an understanding of meaning. (ORC Resources)

Lesson Summary: Students will learn parts of a story; plot, character, setting. The students will learn the beginning, middle, and ending sound of a word. They will do a Prezi that will have plot, character, and setting. They will gather pictures online to show they know what character, plot, and setting are. The students will write words they have problems with, and will type them up on http://www.wordle.net/. They will draw a picture on http://scratch.mit.edu/ which will be their favorite part of The Very Hungry Caterpillar. Estimated Duration: The reading lesson on The Very Hungry Caterpillar, is estimated to take one week, 1 hour a day. I plan to have the students read for 20 minutes and work on extra work for about 30 minutes. I have allotted 5 minutes

before and after for the students to get their IPads and find the story book, then close the book and put up their IPads.

Commentary: I think what will be the hardest to accomplish is to keep the children engaged on what needs to get done in the allotted time frame. Also being respectful of the other classmates while they are reading or sharing their projects. To keep the students hooked, I plan to do a section in science class where we will have a caterpillar habitat in class, so they can see a caterpillar go from a caterpillar to a butterfly. Do a couple of online projects that let them have some structure to what they are doing, but the final project will be theirs.

Instructional Procedures:

Day 1: First 5 minutes, I will show my GoAnimate to introduce our story book, The Very Hungry Caterpillar. The next five minutes is allotted for the students to get their IPads, and locate The Very Hungry Caterpillar Book. I will have the children divided into four small groups. 20 minutes: Each group will read the book for the next four days, out loud in class. As the students from Group one is reading, I will listen for the child reading sounding out words they dont know. Making sure other students dont blurt out the word, but offer the student help. This can be accomplished by having other students who know the word, sound it out for the student, so they can hear how it sounds. Each student will have a sheet of paper to write down any word that is new to them, or it took them a few seconds to figure out. 5 minutes: We will put up the IPads after reading the book. 30 minutes: The students will then go to their desktop computer and log onto http://www.wordle.net/. The students will then print out their words. The words will go into their folder about The Very Hungry Caterpillar.

Day 2: First 5 minutes, the students will get their IPads, locate The Very Hungry Caterpillar. 20 minutes: The second group will read the book out loud in class. 5 minutes: The students will put up their IPads. 30 minutes: Students will go to their desktop computers. Students, who didnt finish typing their words, will finish them, and print them out. The Wordle will be saved to each students blog. Each student will take their folder and decorate the front of it by using crayons. Each students name will be printed on the tab of the folder. Students will place their folders in a pile on their desk station. Day 3: First 5 minutes, the students will get their IPads, locate The Very Hungry Caterpillar. 20 minutes: the third

group will read The Very Hungry Caterpillar out loud in class. 5 minutes: put IPads away. 30 minutes: Each student will go to their desktop computer. They will go online and save pictures to their Prezi. Their Prezi will consist of their name, The name of The Very Hungry Caterpillar, the authors name, along with three spots to add pictures. Each spot will be labeled with; beginning, middle, or ending. They will only put 2 or 3 pictures for each spot. Their Prezi will then be embedded into their blog. We will print their Prezi to include it in their folder. Each student will locate his/her folder to place their Prezi in it. The folders will then be placed in a pile on their desk station. Day 4: First 5 minutes the students will take out their IPads and locate The Very Hungry Caterpillar. 20 minutes: The fourth group will read the story out loud. 5 minutes- put IPads away. 30 minutes: students will go to their desktops. Students will go to the URL: http://scratch.mit.edu/, where they will draw a picture of their hungry caterpillar. This picture will be embedded into their blog. We will print out their picture to include it in their folder. Once the picture is in the folder, the folders will be placed back on the desk station. Each day the children reads the story; they will get better at recognizing the words on each of their lists from Wordle. Day 5: First 5 minutes: the students will take out their IPads and locate The Very Hungry Caterpillar. 20 minutes: The students will be given a questionnaire of ten questions about the story. The questionnaire will show that the student understands what the beginning, middle, and ending of words are... If they miss no more than one question, they have mastered the lesson. If they miss no more than three questions, they will be given more instruction and a second worksheet to complete. If four or more questions are missed, the student will continue to work on the sounds of words, even in other subjects. They will be given a worksheet to complete, until they finally master it. Each worksheet will be placed in their folder, so they can later look back at their progress. We will discuss the story. Each student will get a chance to tell their favorite part of the story. We will insure that each blog has all parts of the assignments embedded into it. The students will be able to add 2 to 3 sentences on their blog of what the book was about. Each student will get their folders, and insure each paper is in the folder. The folder will be added to the students Library, where it will remain until the end of the school year. They will take their collection of books that were read home to share with their parents. Pre-Assessment: I will listen to each student as they read. I will listen for them to sound out the words. I will watch the student to see if they use pictures to help the student determine what the word is. Scoring Guidelines: I will use a check list for the different standard common core for Language Arts. By using a check list for each student, I will be able to help each student be successful. The pre-assessment will be graded with a check plus, check, and check minus, which will allow me to know where each student was when we started and where each student has progressed when they do their assignments.

Post-Assessment:

The students will be given a worksheet to show their knowledge of the common core for Language Arts. The questionnaire will show that the student understands what beginning, middle, and ending sounds are in a word. If they miss no more than one question, they have mastered the lesson. If they miss no more than three questions, they will be given more instruction and a second worksheet to complete. If four or more questions are missed, the student will continue to work on letter sounds, even in other subjects. They will be given a worksheet to complete, until they finally master it. Each worksheet will be placed in their folder, so they can later look back at their progress. Scoring Guidelines: The post assessment will be graded as, minus one will be 90%, minus 2 will be 80%, and minus 3 will be 70%, and so on. The Prezis will be graded as long as the pictures in each group have the right word beginning, middle, or end. The grading of the different projects will insure that the students are learning the common core standards for the Language Arts.

Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: I will use the students in our class who are doing really well with the assignments to help the gifted or accelerated students. I will use the high school volunteers to help peer-tutor the students who are having a time comprehending the Language Arts common core standards. I will update my teachers blog, so parents will know what their children are learning. In this way the parents can help their children at home. The parents can notify me of any problems or concerns they have about their student. The students will take home their IPads every day so they can practice reading at home. They will have a sheet online for parents to initial and tell how long the children practiced reading. There will be a space for parents to leave a comment on their childs progress, or their concern. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: I will stay after school or stay in on recess to tutor the child that needs help. I will have time on Saturday and Sunday made available to parents who would like their child to have some tutoring. Flash cards will be made of beginning, middle, and ending sounds of words, so the children can practice with someone or by themselves. Worksheets can be printed off to help them practice.

Extension http://www.ohiorc.org/standards/ohio/item/englishlanguagearts/gli/34.aspx http://www.makinglearningfun.com/themepages/hungrycaterpillarprintables.htm http://www.makinglearningfun.com/themepages/HungryCaterpillarReadWriteStamp.htm The first website is the state common core standards page for the parents, so they know what their children is to be learning. Parents will also be able to find the common core standards on my teachers blog. The second website has many different pages of fun learning activities for the children to learn and do. The third Url is from the second URL, which is specifically for Language Arts. These are printable, so parents can

access these pages, print as many copies as they would like. The parents can help their students at home. They can send the papers into me, so that I can see what the students are doing, and what help I can give them.

Homework Options and Home Connections The children will be required to take home their IPads and practice reading with and to their parents. The parents will have an online sheet to sign and tell how long the child read to them. There will be a space for the parent comments or questions. I would set a guideline that the child should read at least 30 minutes a night, especially for the child having difficulty. The more practice they get, the better they will get. At the end of our reading of The Very Hungry Caterpillar, each child will be given their own paper back copy of The Very Hungry Caterpillar.

Interdisciplinary Connections Science- I will have the caterpillar environment so the children can see what a hungry caterpillar does. The two pages below tell and show the food The Very Hungry Caterpillar ate. The third URL is where to purchase the Butterfly Habitat for hatching caterpillars into butterflies. http://www.makinglearningfun.com/themepages/HungryCaterpillarEmergentReader.htm http://www.makinglearningfun.com/themepages/VeryHungryCaterpillarStoryStick.htm http://www.toysrus.com/buy/habitats-aquariums/insect-lore-butterfly-garden-1010-3979145 Art- They can color worksheets of The Very Hungry Caterpillar. http://www.makinglearningfun.com/t.asp?b=m&t=http://www.makinglearningfun.com/Activities/HungryCater pillar/VHC-ColorWordColoring.gif Arithmetic- The book teaches counting. http://www.makinglearningfun.com/themepages/HungryCaterpillar-RollaCaterpillar.htm

Materials and Resources:

For teachers

Smartboard, Desktop computer, IPad (Galaxy Pro-Note 10.1), printer, ink, paper, Butterfly Habitat, internet access, paperback copy The Very Hungry Caterpillar, (one for each student), caterpillars, worksheets, scissors, crayons, markers, updated teacher blog, volunteer high school students and/or available parents, websites available for

parents access, gradebook, sign sheet for parents online, folders, fasteners.

For students

IPads, desktop computers, printers, crayons, scissors, smartboard, paper, ink, Butterfly habitat (in classroom), worksheets, website available to parents for students to learn at home, sign sheet for reading practice and parents comments, a paperback copy of The Very Hungry Caterpillar to take home when assignment is done, folders, marker, fasteners, high school and parent volunteers.

Key Vocabulary Words you dont know, or have problems pronouncing, you will need to write them down. We will be doing something fun with them.

Additional Note I find The Very Hungry Caterpillar; author Eric Carle, to be a very fun and exciting book for children in the first grade to read. It is brightly colorful with the caterpillar and the food that he eats. The parents of my future students read this book when they were in first grade, and did the same worksheets that I intend to use in my class. Parents can share their experience that they remember with their child. These parents, also probably had the butterfly habitat in their classroom. It is exciting for me to see the look of amazement on a childs face when they experience something new and fun for the first time. These children have seen butterflies and caterpillars, but might not know that they are linked together. It will be fun to watch hungry caterpillars eat, then make the cocoon, and hatch into beautiful butterflies. References
http://www.ohiorc.org/

http://www.wordle.net/. http://scratch.mit.edu/ http://www.ohiorc.org/standards/ohio/item/englishlanguagearts/gli/34.aspx http://www.makinglearningfun.com/themepages/hungrycaterpillarprintables.htm http://www.makinglearningfun.com/themepages/HungryCaterpillarReadWriteStamp.htm http://www.makinglearningfun.com/themepages/HungryCaterpillarEmergentReader.htm http://www.makinglearningfun.com/themepages/VeryHungryCaterpillarStoryStick.htm http://www.toysrus.com/buy/habitats-aquariums/insect-lore-butterfly-garden-1010-3979145 http://www.makinglearningfun.com/t.asp?b=m&t=http://www.makinglearningfun.com/Activities/HungryCater pillar/VHC-ColorWordColoring.gif

http://www.makinglearningfun.com/themepages/HungryCaterpillar-RollaCaterpillar.htm