My Very Hungry Caterpillar Unit

Melanie Parks

Vanguard University of Southern California

EDUG-537-01

Dr. Sylvia Kane

December 2, 2020

© Grant Wiggins & Jay McTighe 2011

 Stage 1 Desired Results
UNIT GOAL
My main goal is for students to understand and master a variety of
strategies to construct the meaning of text through concepts of print,
questions, discussions, sequencing, and literary elements. By
mastering this, it will give students a great foundation in reading
comprehension and language development.
LANGUAGE GOALS
To support all my students in academic language I will translate from
academic to social language (and back) when defining academic
vocabulary, engage students in turn and talk, small group and whole
group discussions and provide scaffolding as needed.
Transfer
Students will be able to independently use their learning to…
T1. Communicate ideas effectively in the use of drawing, dictating and
writing
T2. Use appropriate evidence to recall, support and answer key ideas
within a story
T3. Sequence events according to their order
T4. Use new vocabulary words in their speaking and writing

ELD STANDARDS Meaning

Part 1: Interacting in Meaningful Ways: A. Collaborative, B. UNDERSTANDINGS ○
ESSENTIAL
U QUESTIONS ○
Q
Interpretive, C. Productive Students will understand that…
Q1: Why do you think the author
Emerging U1. By learning literary elements chose to write a book about a
such as character, setting and caterpillar?
A. Collaborative: (1) Exchanging information and ideas with others major events it helps us recall and
through oral collaborative conversations on a range of social and answer key details while increasing Q2: How do caterpillars change as
academic topics our reading comprehension they grow?

Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. U2. By participating in whole
Expanding and Enriching Ideas, C. Connecting and Condensing Ideas group and small group it creates
understanding and builds purpose
Emerging
U3. Listening is required in order to
B. Expanding and Enriching Ideas: (4) Using verbs and verb phrases:
comprehend a text
a) Use frequency used verbs (e.g. go, eat, run) and verb types (e.g. Acquisition
doing, saying, being/having, thinking/feeling) in shared language
activities guided by the teacher and with increasing independence.
Students will know… ○
Students
K will be skilled at… ○
S
K1. The life cycle of a butterfly S1. Using multiple techniques

© Grant Wiggins & Jay McTighe 2011

COMMON CORE STATE STANDARDS K2 The role of an author and (drawing, dictating, writing) to
illustrator in a text demonstrate understanding of
RL.K.1 With prompting and support, ask and answer questions about K3. How to sequence a series of key details or events
key details in a text events in order
K4. How to define an egg, S2. Recalling important
RL.K.6 With prompting and support, name the author and illustrator caterpillar, cocoon and butterfly information from experiences or
of a story and define the role of each in telling the story sources to complete a task or
assignment
RL.K.10 Actively engage in group reading activities with purpose and
understanding. (b.) Use illustrations and context to make predictions S3. How to actively engage in a
about a text text in a whole group and small
group setting
W.K.3 Use a combination of drawing, dictating, and writing to narrate
a single event or several loosely linked events, tell about the events in
the order in which they occurred, and provide a reaction to what
happened.

SL.K.1 Participate in collaborative conversations with diverse partners

about kindergarten topics and texts with peers and adults in small
and larger groups. Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking about the topics and
texts under discussion.

© Grant Wiggins & Jay McTighe 2011

 Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Assignment Title: Butterfly Life Cycle Assignment TRANSFER TASK(S):
Criteria Expert (3) Satisfactory (2) Developing (1) Using a combination of drawing, dictating, and writing they will
Draw Student can Student includes Student includes have to describe the life cycle of a butterfly in order. First, they will
accurately some details to minimal details to have to draw a picture of the cycle, write one of our vocabulary
draw a their drawing drawing that is words (egg, caterpillar, cocoon, butterfly) to describe the cycle and
picture and that relevant to relevant to the provide a reaction to what happened by drawing the emotion.
include the content content After, students will be placed in a group of 4. Each student will be
details that responsible for presenting one of the four parts of a life cycle using
are relevant their worksheet as their guide. They will be expected to describe
to the and explain their drawing and dictate the word that they have
content written. After, students will reflect on their learning by completing
Dictate Student can Student has Student has little to a self assessment sheet.
accurately some no understanding on
dictate the understanding how to dictate the
words on how to words written during
written dictate the group presentations
during the words written
group during group
presentation presentation
Writing Student can Student has Student has little to
phonetically some no understanding on
spell or copy understanding how to phonetically
words given on how to spell or copy words
phonetically given
spell or copy
words given
Completion Student Student Student is missing 2-3
Standards addressed:
of included all included most of components to the
W.K.3 Use a combination of drawing, dictating, and writing to narrate
Assignment components the components assignment and did
a single event or several loosely linked events, tell about the events in
to the for the not include an
the order in which they occurred, and provide a reaction to what
assignment assignment and emotion for each
happened.

© Grant Wiggins & Jay McTighe 2011

 including included an page
adding an emotion to only SL.K.1 Participate in collaborative conversations with diverse partners
emotion for some of the about kindergarten topics and texts with peers and adults in small and
each page pages larger groups. Follow agreed-upon rules for discussions (e.g., listening
Total: / 12 to others and taking turns speaking about the topics and texts under
discussions
*Key: 8: Excellent 6-7: Satisfactory 5 or below: Needs work

© Grant Wiggins & Jay McTighe 2011

 Assignment Title: My Very Hungry Caterpillar Project Students will demonstrate their understanding of the text by recalling
Criteria Expert (3) Satisfactory (2) Developing (1) important events using sequencing technique. They will be responsible
Quality of Neat and Handwriting is Handwriting is for constructing this project and include the following skills: cutting,
Writing legible fair poor gluing, pasting, painting, and writing. First, students will be given seven
handwriting plates to represent the number of days of the week and paint each plate
Listening Student Student Student needed green. Second, students will be given images of each fruit to cut and
listened and needed 1-2 multiple paste on each plate according to its order. Lastly, students will be given
followed reminders to reminders in a lined piece of paper to write the days *how to write the days of the
directions stay on task order to week will be posted on the board and pocket chart for students to
complete the reference. Students will glue the written days according to its order
project onto the plate. After completing the project, students will complete a
Completion of Student Student Student is self-assessment sheet and reflect on their learning.
Assignment included all included most missing 2-3
components of the components to
to the components the assignment
assignment for the
assignment
Total: /9

*Key: 8: Excellent 6-7: Satisfactory 5 or below: Needs work

Standards addressed:
W.K.3 Use a combination of drawing, dictating, and writing to narrate a
single event or several loosely linked events, tell about the events in the
order in which they occurred, and provide a reaction to what happened.

© Grant Wiggins & Jay McTighe 2011

 Assignment Title: The Very Hungry Caterpillar worksheet
OTHER EVIDENCE:
Criteria Expert (3) Satisfactory Developing
(2) (1) The teacher will lead students in review of the text. They are going to
Days of the Student can Student has Student has recall which food did the caterpillar eat on which day and the teacher
week accurately say some little to no will place the food item in the pocket chart. The students will follow
the days of understanding understanding along by completing a worksheet.
the week of the days of on the days of
the week in the week
order
Comprehension Student Student has Student has
shows some little to no
proficiency in understanding understanding
understanding for which for which
which food food item food item
item goes goes with goes with
with which which which
day
Completion of No incorrect 2-3 incorrect 4 or more
Assignment matches matches incorrect
matches
Total: /9
Standards addressed:
*Key: 8: Excellent 6-7: Satisfactory 5 or below: Needs work
RL.K.1 With prompting and support, ask and answer questions about
key details in a text

© Grant Wiggins & Jay McTighe 2011

 AssignmentTitle:
Assignment Title:InInClass
ClassPresentations
Discussions
Criteria Expert (3) Satisfactory Developing (1) Students will actively participate in a number of whole class, small group
(2) and turn in talks throughout the unit.
Participation Student Student Student did not
actively participated participate
participated at least
at least once Standards Addressed:
twice RL.K.1 With prompting and support, ask and answer questions about
Listening Student Student Student needed key details in a text
showed needed 1-2 multiple reminders
respect reminders on respecting others RL.K.6 With prompting and support, name the author and illustrator of a
when on when they are story and define the role of each in telling the story
others were respecting speaking
speaking others RL.K.10 Actively engage in group reading activities with purpose and
and no when they understanding. (b.) Use illustrations and context to make predictions
reminders are about a text
were given speaking
Total: /6 SL.K.1 Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and
*Key: 8: Excellent 6-7: Satisfactory 5 or below: Needs work larger groups. Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts under
discussion.

© Grant Wiggins & Jay McTighe 2011

 Criteria Expert (3)
Satisfactory Developing (1)
(2)
Presentation Student Student Student did not Students will be placed in a group of 4. Each student will be
explained explained explain and/or responsible for presenting one of the four parts of a life cycle using
and/or and/or address most of their worksheet as their guide. After, they will reflect on their
addressed addressed the components learning by completing a self-assessment sheet.
all most of the for their assigned
components components section
of their for their
assigned assigned
section section
Listening Student Student Student needed
showed needed 1-2 multiple
respect reminders reminders on
when on respecting others
others were respecting when they are
speaking others speaking
and no when they
reminders are
were given speaking
Total: /6

*Key: 8: Excellent 6-7: Satisfactory 5 or below: Needs work
Standards Addressed:
SL.K.1 Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and
larger groups. Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts under
discussion.

W.K.3 Use a combination of drawing, dictating, and writing to narrate a

single event or several loosely linked events, tell about the events in the
order in which they occurred, and provide a reaction to what happened

© Grant Wiggins & Jay McTighe 2011


Monday
1 2
W, R: At the beginning of each
lesson, I will state the learning
goals including the language
goals of the unit (kid friendly
language). The unit goals and
language goals will also be
posted on the whiteboard
throughout the unit. Each
student brings assets and
knowledge from their home,
community and past school
experiences that help
contributes to their overall
learning. I will hook students’
learning and recruit interest at
the beginning of the lesson by
introducing the academic
vocabulary for the unit using
props. Students will activate
their knowledge and utilize
academic language through
collaborative small group and
whole group discussion on The
Very Hungry Caterpillar book
They will demonstrate
understanding of the language
being used in the text by asking
and answering questions after
the text has been read.
© Grant Wiggins & Jay McTighe 2011
WHERETO – Calendar
Tuesday
W, R: At the beginning of each
lesson, I will state the learning
goals including the language
goals of the unit (kid friendly
language). The unit goals and
language goals will also be
posted on the whiteboard
throughout the unit. At the
beginning of the lesson, we will
revisit the big ideas covered in
class the day before. Students
will use language through
collaborative whole group
discussion on the days of the
week and review of the text.
Students will demonstrate their
understanding on the language
being used by completing a
matching worksheet in which
they have to pair the correct
food items to the day the
caterpillar ate it. Also, students
will use their academic
vocabulary as apart of their
language when speaking and
Stage 3 – Learning Plan
Wednesday
3 4
W, R: At the beginning of each
lesson, the teacher will state
the learning goals including the
language goals of the unit (kid
friendly language). The unit
goals and language goals will
also be posted on the
whiteboard throughout the
unit. At the beginning of the
lesson, we will revisit the big
ideas covered in class the day
before Students will use
language through their writing
and demonstrate understanding
of the language being used in
the text by completing a
project.
• The Very Hungry
Caterpillar Project
T: The learning activity of
completing the Very Hungry
Caterpillar project taps into
students’ background
knowledge because they have
Thursday
W, R: At the beginning of each
lesson, the teacher will state
the learning goals including the
language goals of the unit (kid
friendly language). The unit
goals and language goals will
also be posted on the
whiteboard throughout the
unit. At the beginning of the
lesson, we will revisit the big
ideas covered in class the day
before Students will use
language by drawing, dictating
and writing the life cycle of a
butterfly.
• Butterfly Life Cycle
assignment
• Academic vocabulary
review
T: The learning activity of
completing the life cycle of a
butterfly assignment. It taps
into students’ background
Friday
5
W, R: At the beginning of each
lesson, the teacher will state
the learning goals including the
language goals of the unit (kid
friendly language). The unit
goals and language goals will
also be posted on the
whiteboard throughout the
unit. At the beginning of the
lesson, we will revisit the big
ideas covered in class the day
before Students will use
language by presenting their
knowledge on the life cycle of a
butterfly through student
presentations. This will be also a
great opportunity for students
to activate their resources they
bring knowledge in and present
that during their presentations.
• Academic vocabulary
review
• Presentations

• Introduction to the unit
• Academic vocabulary
(Pocket chart)
• Turn and Talk
• Whole class discussions
H: When choosing the text for
the unit, I wanted to find
something that would be
comprehensible to hold
students interest, but also held
enough rigor to teach rich
concepts to students and meet
the needs of my ELL students. I
felt that The Very Hungry
Caterpillar met the goals I
previously stated. When
designing the unit, I wanted to
provide students with the
opportunity to not only
navigate through the text with a
partner, but also to give
students the opportunity to
share personal experiences and
passions that might connect to
the text. This opportunity to
present these things is during
their partner book walk. For my
ELL students, I would pair them
together to make them more
comfortable sharing with others
who might speak a similar
language to them. Also, I will
give students an opportunity to
share these things with the
© Grant Wiggins & Jay McTighe 2011
answering questions related to read the text prior to knowledge because they have
the text. completing this activity. read the text prior to
Students have to think about completing this activity. O: Students are actively
• Academic vocabulary the key details of the text and Students have to think about engaged in their learning
review through whole class and small
know how to demonstrate their the key details of the text and
group discussions. Students will
knowledge by responding to the know how to demonstrate their
• Pocket chart performance task. knowledge by responding to the participate in review of
performance task. concepts learned throughout
• Days of the week • The Very Hungry the week as a whole class and
assignment Caterpillar project • Butterfly Life Cycle present in small groups on the
assignment life cycle of a butterfly.
E: Based on yesterday’s E (2): Students will be asked to
activities the partner and whole reflect on The Very Hungry E (2): Students will be asked to • Presentations
class book walk and post Caterpillar project by reflect on the Butterfly Life
reading discussion, students will completing a self-assessment Cycle assignment by completing E (2): Students will be asked to
have background knowledge on sheet
a self-assessment sheet reflect on the how they
the text and will be ready to
presented by completing a self-
extend their learning further.
• Self-Assessment • Self-Assessment assessment sheet
During the whole class review
session of the text, the teacher • Self-Assessment
will ask students to recall and
answer key details on the text.
The teacher will ask students
the essential questions of the
unit which are 1) Why do you
think the author chose to write
a book about a caterpillar? 2)
Do insects and humans go
through the same changes
during their lives? Using a
pocket chart, I will use visuals to
connect the food the caterpillar
ate to which day of the week.
Students will actively be
engaged in this by completing a
matching worksheet as they go
along. This way it not only
supports the different learning
needs (visual, kinesthetic,
auditory) of the classroom but
helps create a variety of ways to
 whole class during the whole convey language for my
class book walk. At the Emerging students and help
beginning of the lesson I will them meet the learning goals
for the unit.
hook students’ learning and
• Pocket chart
recruit interest by introducing
our main character, a
• Days of the week
caterpillar! Using props, I will assignment
introduce the new academic
vocabulary by representing the E (2): Students will be asked to
life cycle of a butterfly. give a thumbs up if they know
which food did the caterpillar
• Whole class eat on which day. Give a
discussions thumbs sideways if they know
some of the foods the
• Turn and talk caterpillar ate each day and
thumbs down if you would like
more review.
• Academic vocabulary
• Self-Assessment
O: Students are actively
engaged in their learning
through whole class and partner
discussions. Students will
participate in a book walk with a
partner first and then with the
whole class after. I set my
students up for success through
modeling of each learning
activity. For an example, for the
book walk activity, I modeled to
students my expectations for
the activity.

• Turn and talk

• Whole class
discussions

© Grant Wiggins & Jay McTighe 2011

 Summary of Key Learning Events and Instruction

Day 1:
(W) (H) (R) Introduction to The Very Hungry Caterpillar book

I will hook students’ learning and recruit interest by introducing our main character, a caterpillar! Using props, I will introduce the new academic
vocabulary by representing the life cycle of a butterfly. To start, I will have a plastic egg and define egg as a hard shell. I will proceed to open up
this plastic egg and inside will be a caterpillar puppet. I will define a caterpillar as a wormlike insect that crawls. I will show the insect eating its
main source of food: a leaf. After, I will wrap the caterpillar in fabric demonstrating a cocoon. I will define a cocoon as a shell formed around a
caterpillar and proceed to the final step. I will slowly unravel the fabric (cocoon) and a butterfly will appear! A butterfly will be defined as an
insect that flies. I will also explain the unit goals and language development orally and have it stated on a poster board.

(W) (R) Pocket Chart

Using a pocket chart, the teacher will ask students to help place the life cycle of a butterfly according to its correct using the pictures.

© Grant Wiggins & Jay McTighe 2011

(W) (H) (R) (O) Turn and Talk Book Walk Book Walk Checklist
Find and locate the following: Page Number
The teacher will model how to complete the book
walk checklist. The teacher will break students up
into pairs. They will be given a book walk checklist
that will complete in their groups.

© Grant Wiggins & Jay McTighe 2011

Whole Class Book Walk (W) (H) (R) (O)
As a whole class, the teacher will lead students through the book walk process again; adding the following elements to the discussion: author,
illustrator, front and back cover, making predications and asking any questions we might have.

Reading & Discussion (W) (H) (R) (O)

The teacher will read the text to the whole class and students listen. After reading, the teacher will lead students in a post discussion on the text
by having students respond to questions being asked. Some questions she might ask:

Who was the story about?

Why do you think Eric Carle chose to write a book about a caterpillar?
What did the very hungry caterpillar eat on Monday? Tuesday? Wednesday? Thursday? Friday? Saturday?
Where did the egg start out?
Where did the story take place?
How long did the caterpillar stay in the cocoon?

Day 2
(W) (R) Academic Vocabulary Review
Teacher will revisit the academic vocabulary for the unit by using the life cycle pocket chart as her guide.

(W) (E) Pocket Chart

The teacher will lead students in review of the text. Today, they are going to recall which food did the caterpillar eat on which day. Before
introducing the pocket chart, I will hook students’ learning and recruit interest by playing the days of the week song by Jack Hartman. After, I will
introduce the pocket chart and the students will follow along by completing a worksheet as they go through day together.

© Grant Wiggins & Jay McTighe 2011

Self-Assessment (E) 2
Students will be asked to give a thumbs up if they know which food did the caterpillar eat on which day. Give a thumbs sideways if they know
some of the foods the caterpillar ate each day and thumbs down if you would like more review.

Introduction to the Very Hungry Caterpillar project

The teacher will introduce the project to students. She will set the learning expectations and show students the final product once completed.
Today, the teacher will have student participate in coloring their plates in preparation for the project.

Day 3

(W) Academic Vocabulary Review

Teacher will revisit the academic vocabulary for the unit by using the life cycle pocket chart as her guide.

Pocket Chart review

The teacher will lead students in review of the text. They are going to recall which food did the caterpillar eat on which day using the pocket
chart.

(W) (R) (T) The Very Hungry Caterpillar project

The teacher will walk students step by step in completing the project. This will be completed as a whole class.

© Grant Wiggins & Jay McTighe 2011

Self-Assessment (E) 2
Students will take the time and reflect on how they think they did on their project.

Day 4
I will hook students’ learning and recruit interest by playing the caterpillar song from YouTube.

(W) (R) Academic Vocabulary Review

Teacher will revisit the academic vocabulary for the unit by using the life cycle pocket chart as her guide.

(W) (T) Butterfly Life Cycle Assignment

The teacher will introduce the final assignment for the unit. Using a combination of drawing, dictating, and writing they will have to describe the
life cycle of a butterfly in order. First, they will have to draw a picture of the cycle, write one of our vocabulary words (egg, caterpillar, cocoon,
butterfly) to describe the cycle and provide a reaction to what happened by drawing the emotion. This will be modeled and completed as a
whole class.

Self-Assessment (E) 2
Students will take the time and reflect on how they think they did on their butterfly cycle assignment.


Day 5
(W) (R) Academic Vocabulary Review
Teacher will revisit the academic vocabulary for the unit by using the life cycle pocket chart as her guide.

© Grant Wiggins & Jay McTighe 2011

Preparing for Presentation
Teacher will go over expectations for group presentation. This includes:
- respecting others as they are talking
-eyes on the speaker
-introduce yourself ex. Hello my name is __________ and I will be talking to you about the __________

(O) Small Group Presentations

Students will be placed in a group of 4. Each student will be responsible for presenting one of the four parts of a life cycle using their worksheet
as their guide.

Self-Assessment (E) 2
Students will take the time and reflect on how they think they did during their presentations.

© Grant Wiggins & Jay McTighe 2011