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PRESCHOOL LESSON: STORYTELLING OF “THE VERY HUNGRY CATERPILLAR” BY ERIC CARLE

LEVEL: Nursery

OBJECTIVES: At the end of the lesson the pupils should be able to:

1. sequence events
2. contrast a caterpillar from a butterfly
3. create the life cycle of a butterfly
4. make a butterfly artwork

MATERIALS: White cartolina, markers, ruler, cut-outs of fruits and objects seen in the story, watercolor, masking tape, strips of paper for prepared answers, cut-outs of the life cycle of a butterfly, board paper, assorted crepe paper, paste, popsicle sticks

TIME FRAME: 50 minutes

PROCEDURE:

1.) Unlock five words taken from the story. Use pictures or concrete objects and act out action words. For describing words, you need to use either actions or more explanations to give the meaning.
caterpillar, hungry, through, cocoon, nibbled

2.) Ask questions that will prepare the pupils for the story.
What do you like to eat when you are hungry?
(Show the book cover before asking the following question.)
What kinds of food do you think the very hungry caterpillar ate in the story?

3.) Read the story with expression and stop every now and then for comprehension check and prediction.

4.) Sequence events by using chart paper and cut-outs of fruits and objects seen in the story. Ask volunteers to tape the objects on the chart paper to show the correct sequence of events. Put seven columns on this chart paper for the days of the week. These columns will act as the areas on the chart paper where the pupils will tape the cut-outs.

5.) Show another chart where the pupils will tape the characteristics of a caterpillar and those of a butterfly’s. The chart should have a table with two columns where the pupils will tape the prepared descriptions. Prepare descriptions that the pupils will use to distinguish a butterfly from a caterpillar. Read each description aloud and ask what is being described.

It is usually green and long.
It has wings.
It is beautiful.
It crawls on leaves.
It scares some people.
It is colorful.
It can fly.
It has a hairy covering.

6.) Ask the pupils which of the two looks better for them and ask them why. Explain the relationship between the caterpillar and the butterfly. Tell them that they are actually talking of the same thing even if the butterfly looks more beautiful than a caterpillar.

7.) Use another chart to show the life cycle of a butterfly. Ask the pupils to tape the cut-outs that will form the life cycle of a butterfly. Use a blank chart paper and decide if you prefer to make the life cycle from top to bottom or from bottom to top of the chart paper.

8.) Demonstrate the artwork related to the story. The students will make a colorful butterfly by pasting pieces of crepe paper on a pre-cut butterfly. Tape a popsicle stick at the back of the finished product.

(Note: Can be used with Preschool Worksheet: Storytelling of “The Very Hungry Caterpillar” by Eric Carle.)

PRESCHOOL LESSON: COLORS

LEVEL: Nursery/Kinder

OBJECTIVES: The pupils should be able to:

1. identify primary and secondary colors
2. identify objects having primary and secondary colors
3. draw and color their drawings to make a color book (kinder)
4. draw and color their drawings on a piece of oslo paper (nursery)

MATERIALS: Bond paper (cut into 1/2 crosswise), pencils, crayons, stapler, oslo paper, colorful objects (primary and secondary colors only), magic box or magic basket for the colorful objects

TIME FRAME: Around 30 to 40 minutes

PROCEDURE:

1.) Show a big picture of a rainbow to the pupils. Ask them what they see. If they say “rainbow” or “colors” or “red,” accept the answers. If they cannot give the correct ones, you can give the name of the rainbow and the different colors by pointing to each one. No need to tell the students yet about the difference between primary and secondary colors. Kinder-level pupils are expected to know more than nursery-level pupils. If you know a rainbow song, sing it or make one using the melody of a nursery rhyme song.

2.) Show the colorful objects that you have with you one at a time. Make sure to say first that you have a magic box or magic basket that has colorful objects inside. Make it dramatic for the pupils. Ask the pupils to give the name of the object and the color.

3. ) Play the game “Touch the Color” and ask the students to touch any object inside the room, even their clothes, that has the color you will mention. Make sure you put the colorful objects all over the room to add to the things the pupils can touch.

4. ) For kinder pupils, model how to make a color book. Ask the class to name objects that are red. Start by saying, “Strawberries are red. Some apples are red.” Let them pattern their answers after your sentence. Prompt them if needed. Draw the answers on different pieces of bond paper to show them how to go about it. Then, show them how to color each drawing.

5.) For nursery pupils, model how to make a color sheet. Ask the class to name objects that are red and let them pattern theri answers after your sentence. Draw the answers on a piece of oslo paper to show them how to go about it. Then, show them how to color each object.

6.) For kinder pupils, distribute pieces of bond paper, 1/2 crosswise to the pupils and tell them to choose their favorite color and to think of objects that have that color. They should draw and color those objects. Put a cover and title each color book according to the chosen color (e.g. My Orange Book). Don’t force them to draw too much if they cannot but encourage them to draw at least four objects. Those who want to do more, let them. A variation can be asking them to draw multi-colored objects and to title the booklets as “My Rainbow Book.”

7.) For nursery pupils, distribute oslo paper. Ask them to choose their favorite color and to think of objects with that color. They should draw and color those objects on a sheet of paper. Write the title for them like “My Orange Objects.” You can also make a variation of this activity by asking them to draw objects that are like the colors of the rainbow. Therefore, you must title the work as “My Rainbow Objects.”

8.) Let the pupils exchange work with one another so they can see the work of their classmates. Encourage them to make sentences based on the drawings of their peers.