EDRL 442 Life of a Caterpillar

8/10/2019 EDRL 442 Life of a Caterpillar

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NEVADASTATECOLLEGE

TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT

Sandra Montgomery & Melissa Waite

Description of Classroom:

2nd

grade general education classroom

Background:Elementary students with varying degrees of reading fluency and comprehension and a wide range of

ethnical backgrounds.

Content Objective(s):Student will explain the life cycle of a butterfly.

Language Objective(s):Students will identify how rhyme affects a text by reading a book and a poem.Students will listen to and respond to oral communication through uestioning and discussion.

Students will expand their vocabulary through a shared reading and read!aloud.

Students will demonstrate phonemic awareness in a rhyming activity.

Nevada Standards:"#.2.$ % etermine the meaning of words and phrases in a text relevant to a grade 2 topic or sub'ectarea.

"(.2.) % *now and apply grade!level phonics and word analysis skills on decoding words.

+.,.-.2 % Students know living things have predictable life cycles.

e! "ocabular!:"hyme! have or end with a sound that is similar to another

redict! to make a guess about the future

+ife cycle! series of changes of a living thing/egg0 larva or caterpillar0 chrysalis and adult butterfly1

Best #ractices: (put an X next to those that you address in your lesson)

#reparation Scaffolding $rouping Optionsdaptation of content X Modeling X Whole 3lass

X +inks to background X 4uided practice Small groups+inks to past learning #ndependent practice artners

X Strategies incorporated X 5erbal scaffolds X #ndependent

X rocedural scaffolds

%ntegration of #rocesses &pplication &ssessment

X +istening X 6ands!on X #ndividual

X Speaking X uthentic /Meaningful1 X 4roup

X "eading X +inked to ob'ectives Written

Writing X romotes engagement X 7ral


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'eacing Strategies:"ead loudShared "eading

8se of Whiteboards

3ontext "eading and "hyming Strategies

arm *p &ctivit!: 3lass will begin in the reading corner of the classroom. 9he teacher will introduce the new book:3aterpillar Spring0 -utterfly Summer; by Susan 6ood. 9he teacher will point out the parts of a

book< title0 author0 artist0 cover. /t this point do not open the book0 it will ruin the read!aloud1.

Lesson Se+uence:ay ="ead :3aterpillar Spring -utterfly Summer; as a "ead loud. Show the students the fun pictures after

reading each page. -efore the teacher turns and reads the last page0 the teacher will have the students

close their eyes and visuali>e what they think will happen next. 9eacher can give clues to guide them

during the visuali>ation process. fter time is given0 the teacher will open the last page0 where abutterfly pops out0 and then read the page.

Is this picture of the butterfly similar to what you pictured in your mind?

How was it the same? How was it different?

?ow read :3aterpillar Spring -utterfly Summer; as a 2nd "ead loud. 9his time the students will be

instructed to say the last word with the teacher and to pay attention to the sounds of the words at the

end of each sentence or phrase. Make sure that the pictures are shown at the end of each page. /9he

pictures are bright0 engaging and fun.1

What are some things that you noticed about the ending sounds that we read in each of the sentences?

What is it called when words sound the same?

Lets see if we can come up with some words that rhyme? 9he teacher will write down a word and say

it0 then have the students come up with a word/s1 that rhyme with the given word. 9hen place thestudents in groups and have the students play the rhyming spinner matching game.

#nstruct the students to get into groups )!$. 9hey will be directed to a table where there will be a

color!coded spinner with words on it. lso at the table will be a list of words. 9hey will each taketurn spinning the spinner. Whatever word their arrow points to they will have to find a word off of the

list and color it the same color as the word on the spinner. Each person will take turns until all of the

words on the list are color coded.

ay 2

9he teacher will gather the students in the reading corner and do a uick review of yesterday@s storyand rhyming activity.

9he teacher will then engage students in a shared reading by using a poem called :caterpillar; by

3hristina "ossetti. 9he poem will be written on a poster board with the final word of some of thelines missing.

9he students will read the poem with the teacher pausing where ever there is a blank. 9he teacher


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then has a helper come and point to the words as the class is reading it again. 6owever thistime when the pointer comes to a blank the whole class will pause and each student will be asked to

write down a word which they believe fits in the blank. / different helper may be called on at the end

of each blank1.

9he class will discuss some of the choices and choose which word they believe best finishes the line0

the teacher will need to point out that in order to choose the best word for the poem0 the word shouldrhyme and make sense.

fter all of the blanks are filled in the class will once again read the whole poem0 inserting the

?ew words that they came up with.

discussion will then take place about the book and how it relates to a butterfly@s life cycle.

5iew website http


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'e Caterpillar

-rown and furry

3aterpillar in a hurryF

9ake your walk

9o the shady leaf0 or stalk.

May no toad spy you0May the little birds pass by youF

Spin and die0

9o live again a butterfly.

!hristina "#

$ossetti#

EDRL 442 Life of a Caterpillar

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