Lesson Plan on The Very Hungry Caterpillar (Reggio New Zealand)

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Kindergarten / ECE Lesson Plan – Lesson Plan on The Very Hungry Caterpillar (Reggio New Zealand), Reggio philosophy

Title: Exploring the Central Themes of “The Very Hungry Caterpillar” through Reggio Emilia Approach

Grade Level: Kindergarten / Early Childhood Education (ECE)
Curriculum: New Zealand Te Whฤriki
Theorist: Reggio Emilia

Objective:
– To introduce and explore the central themes of “The Very Hungry Caterpillar” through Reggio Emilia approach.
– To develop children’s literacy skills, creativity, and critical thinking.
– To foster collaboration, communication, and problem-solving skills.

Materials:
– “The Very Hungry Caterpillar” by Eric Carle
– Chart paper and markers
– Art supplies (colored pencils, crayons, markers, etc.)
– Construction paper
– Scissors
– Glue sticks
– Various fruits and food items (real or pictures)
– Dramatic play area with props (e.g., butterfly wings, caterpillar costume, fruits, etc.)
– Digital devices (optional)

Procedure:

1. Introduction (10 minutes):
a. Begin by gathering the students in a circle and introduce the book “The Very Hungry Caterpillar.”
b. Discuss the author, Eric Carle, and his unique illustration style.
c. Ask the students if they have read the book before or if they know anything about caterpillars or butterflies.
d. Explain that today, they will explore the central themes of the book through various activities.

2. Reading and Discussion (15 minutes):
a. Read “The Very Hungry Caterpillar” aloud, using expressive voices and emphasizing the illustrations.
b. Pause at key moments to ask open-ended questions, such as:
– What do you think will happen next?
– How do you think the caterpillar feels?
– Why do you think the caterpillar ate so much?
c. Encourage students to share their thoughts and ideas, fostering critical thinking and communication skills.

3. Artistic Exploration (20 minutes):
a. Provide each student with a piece of construction paper and art supplies.
b. Ask them to create their own caterpillar or butterfly using their imagination and the materials provided.
c. Encourage them to experiment with different colors, shapes, and textures, just like Eric Carle’s illustrations.
d. Display their artwork on a designated wall or bulletin board, creating a collaborative art gallery.

4. Healthy Eating and Nutrition (15 minutes):
a. Introduce various fruits and food items, either real or through pictures.
b. Discuss the importance of healthy eating and how it relates to the story.
c. Engage the students in a sorting activity, where they categorize the food items as healthy or unhealthy.
d. Encourage them to share their favorite healthy snacks and discuss why they are good for their bodies.

5. Dramatic Play (15 minutes):
a. Set up a dramatic play area with props related to the story, such as butterfly wings, caterpillar costume, and fruits.
b. Allow the students to engage in imaginative play, taking on the roles of caterpillars, butterflies, or other characters from the book.
c. Observe their interactions and encourage them to use language and problem-solving skills during their play.

6. Reflection and Closure (10 minutes):
a. Gather the students back in a circle and ask them to reflect on their learning experiences.
b. Use chart paper to record their responses, highlighting the central themes they explored.
c. Discuss how the activities related to the New Zealand Te Whฤriki curriculum, focusing on the strands of Well-being, Belonging, Contribution, Communication, and Exploration.
d. Conclude the lesson by revisiting the book and summarizing the key messages and lessons learned.

Extensions:
– Encourage students to write or dictate their own stories about caterpillars or butterflies, incorporating the central themes from “The Very Hungry Caterpillar.”
– Use digital devices to explore interactive versions of the book or watch videos about the life cycle of a butterfly.
– Collaborate with the school’s garden or science program to observe real caterpillars and butterflies, connecting the lesson to the natural world.

Assessment:
– Observe students’ active participation and engagement during discussions, art activities, and dramatic play.
– Review their artwork and written/dictated stories for creativity, attention to detail, and understanding of the central themes.
– Assess their ability to categorize healthy and unhealthy food items during the sorting activity.
– Reflect on their ability to communicate and collaborate with peers during the dramatic play.

Note: This lesson plan is designed to be flexible and can be adapted to suit the specific needs and interests of the students

Country

New Zealand

Framework

Te Whฤriki (New Zealand)

Theorist

Reggio Emilia

Subject

Books

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