#3670. The Very Hungry Caterpillar: A sequencing lesson

Reading/Writing, level: Kindergarten
Posted Mon Feb 13 10:54:53 PST 2006 by Leslie Morgan (morganla@pickens.k12.sc.us).
Forest Acres Elementary, Easley, SC
Materials Required: • The Very Hungry Caterpillar, by Eric Carle
Activity Time: 30 minutes
Concepts Taught: Days of the week, story sequencing

K-R1.5-- Begin identifying the title and author of a text.
K-R1.6--Demonstrate the ability to retell stories.
K-R1.7--Continue recalling details in texts read aloud.
K-R1.11--Respond to texts through graphic art.
K-R2.1--Identify characters and settings in a story.
K-RS3.1--Organize and classifying information by constructing categories.

Student will review the days of the week and order of events by reading The Very Hungry Caterpillar and creating their own book.


1. Sequence story events and days of the week, according to the book The Very Hungry Caterpillar.
2. Individually demonstrate comprehension by retelling The Very Hungry Caterpillar story through an individually created book.

• The Very Hungry Caterpillar, by Eric Carle
• Sentence Strips with book summary
• Book illustrations
• Student Booklet
• Crayons, scissors, glue

I. Have students sit together on the floor in a group. Stimulate discussion by asking questions relevant to the topic and class activities. For example:

1. Does everyone remember how we use our calendar in class each morning so we know what month it is, what day of the week it is and what the date is? Who knows what the days of the week are? What day of the week is today?
2. Do you think that each day we do things in an order? (Get up in the morning, brush our teeth, eat breakfast, etc.
3. Who can tell us what order they did things in today? What happens in this classroom each day we come in to school?

4. Do you think that everyone has an order to how they do some things each day? What about animals? Do they have an order? What do you think a caterpillar does each day? What types of food do you think they eat each day? Do you think they have breakfast, snack, lunch and dinner like we do?

II. Tell students that today they are going to learn more about the days of the week by reading about a very special caterpillar and his order of events during the week. Show the students the book, preview each page together and ask them questions about what they think is going to happen in the story. Read the story and discuss what happened to the caterpillar on each day, focusing specifically on what he ate.

1. After discussing the book ask students if they know a good definition for the word order. Discuss the words first, second, last etc. and what the order of the book was.

2. The teacher will then read each sentence strip out loud and out of order. They will then be distributed to a student as well as the illustrations that go with it. We will re-read the story and after each event, the teacher will request the correct sentence strip and illustration be brought up and displayed in the correct order.

3. Read the display over again to the students and reinforce the sequence of events.

4. Show the students the student book that the teacher created. Explain that each of the students will be able to create a storybook as well. Each student will become an illustrator of his or her very own The Very Hungry Caterpillar book.

a. Students will be seated at the table in front of a booklet. Scissors and glue will be provided first. Student will cut the page of days and food into sections and glue it onto the appropriate page (emphasize order again.)

b. The teacher will then read the book page by page and provide a few minutes for students to illustrate each page.

Accommodations and modifications: Visual learners will be stimulated by various colors used and visual display of sequences. Auditory learners will be stimulated by a story read aloud and class discussions. Kinesthetic learners will be able to illustrate their own booklet.

Technology: The teacher used the computer to create booklet.

Assessments: The teacher will continuously monitor the students while they are completing the sequencing activity. Teacher will also monitor participation during group discussions. Books created during evaluation activity will also allow teacher to assess students individual ability through a story retelling sheet (adapted from retelling sheet created by L.M Morrow) and decide on follow up activities