Lesson Plan Template

Personal Target
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
 Use different strategies in transition that make the class goes smoothly from the place to other.

2. Describe what you will do to help achieve your goal (Strategies Used)
 During the transition I will use different strategies such as turn off the light and sing, calling by names.

Describe how you can tell if you’re achieving your goal (Evidence)
 If the class was organized, and when the students follow the rules in the class and being organized.

Grade: Subject: Learning Outcome:

KG2 English - Students will be able to:

Create the lifecycle of the butterfly, from
egg to a butterfly.
Resources (what materials/equipment will you and Preparation (what do you need to make or check
the students use? Be specific) before class?)

 Introduction materials:  Having enough materials.

 Making extra activities.
- Projector  Prepare story materials and the activities
To demonstrate the story by using PowerPoint.
Show them videos:
https://www.youtube.com/watch?v=l4WNrvVj
iTw
https://www.youtube.com/watch?v=5gs8_VUS
nMQ

- Costume
Caterpillar costume that I will wear it during
reading the story.
Butterfly costume, I will wear it in the end of
the story.

- Food pictures
Two apples – 4 strawberries – 5 oranges – one
peace chocolate- one ice cream- one pickle-
 one slice of cheese- one slice of salami – one
lollipop- cherry pie- one sausage- one cupcake-
slice of watermelon.

Activity 1:

Stick that has a caterpillar body

Clips show

Pictures of the life cycle of the caterpillar.

Activity 2:

Stick that has a caterpillar body

Clips show

Pictures of the life cycle of the caterpillar.

Numbers on the clips.

Activity 3:

Stick that has a caterpillar body

Clips show

Pictures of the life cycle of the caterpillar.

Pictures of the food that the caterpillar ate.

Language & Life cycle of the caterpillar – egg – cocoon – caterpillar – butterfly.
Key vocabulary
Words that they already know:

- The order of the days of the week

- Fruits
- Numbers – counting
Questions using Remembering level:
Bloom’s Taxonomy
levels What came out of the egg on a Sunday Morning?

Understanding level:

Where do you think butterflies come from?

Applying level:

Can you order the pictures based on the life cycle of the butterflies?

Analyzing level:

What did he become after he was full?

What helps him to turns up to a butterflies?

Evaluating level:

What is the life cycle of a butterflies?

Creating level:

- Create a life cycle of the butterflies

- Create a caterpillar

Introduction (warmer activity + teacher introduction/demonstration of small group activities)

On the carpet, before starting reading the story:

- I will say good morning children, how are you today?
Then, I will show them the story book, and I will ask them what do you think we will read
today, do you think we will learn about what?

I will show them a video that is about doing movements and I will let them to do it
https://www.youtube.com/watch?v=l4WNrvVjiTw
. After that, I will show them a video about the caterpillar, and ask them questions.
https://www.youtube.com/watch?v=5gs8_VUSnMQ
10 min

I will begin my lesson by asking the children the following questions:

1. Where do you think butterflies come from?

Whole

Time:

2. Have you ever saw a caterpillar or touched a caterpillar?

3. If you have touched one, how did it feel?
 4. What color butterflies have you seen?

Moreover, I will point out to the title of the story and the author, then I will say that we are going to read the
story and it is called “The Very Hungry Caterpillar”

During telling the story:

I will give each students a picture of what the caterpillar eat, and then I will wear the costume of
the caterpillar and start reading, while I’m reading I will move to students to another to collect the
food that the caterpillar eat and I will stick it to my body.

I will ask questions such as during reading the story such as:

1. What did The Very Hungry Caterpillar eat on Monday? Apples

2. How many apples did he eat? One
3. What did The Very Hungry Caterpillar eat on Tuesday? Pears
4. How many pears did he eat? Two etc….

When it becomes the end of the story, I will take off the costume of the caterpillar and I will the
wings of the butterfly.

Hot questions:

What came out of the egg on a Sunday Morning?

What did he start looking for?
what did he become after he was full?
in the end of the story, what was he?
What is the name of the house of the caterpillar?

Independent Experience (small group activity 1):

1 10 minutes

Low level students:

Students will have a stick that shows the body of the caterpillar and they will have a clips with the
pictures of the life cycle of the butterfly, and they have to put them in order based on the story.
Formative assessment:

I will assess their understanding by asking them questions and observe them in the activities, by
using check list and writing notes.

Questions:

What the butterfly was before he become to a butterfly?

Tell me about the life cycle of the butterfly?

Independent Experience (small group activity 2):

Medium level students:

Students will have a stick that shows the body of the caterpillar and they will have a clips with the
pictures of the life cycle of the butterfly, and they have to put them in order based on the story, and
stick beside the pictures numbers by order. As an example, they will put the egg picture in the body
of the caterpillar and stick number 1 beside the picture.

Formative assessment:

I will assess their understanding by asking them questions and observe them in the activities, by
using check list and writing notes.

Questions:

What the butterfly was before he become to a butterfly?

Tell me about the life cycle of the butterfly?
What came out of the egg on a Sunday Morning?
What did he start looking for?
what did he become after he was full?
in the end of the story, what was he?
What is the name of the house of the caterpillar?
 Independent Experience (small group activity 3):

High level students:

Students will have a stick that shows the body of the caterpillar and they will have a clips with the
pictures of the life cycle and the food that the caterpillar ate, and they have to put them in order. o

Formative assessment:

I will assess their understanding by asking them questions and observe them in the activities, by
using check list and writing notes.

Questions:

What came out of the egg on a Sunday Morning?

What did he start looking for?
what did he become after he was full?
in the end of the story, what was he?
What is the name of the house of the caterpillar?

I will gather the students in the carpet, and I will ask the students questions about what they have
10

learned from the story.

After that, I will make them to line up.

Closing

10 min
Time:

Assessment

Observe the students, during the activities, and during the lesson.
Ask questions during the lesson.
Check list and writing notes during the activities.

Hot questions (Formative assessment):

1. How does the caterpillar begin its life?

2. What happens to the little white egg?
3. Why does the caterpillar get a stomach ache?
4. What happens to the caterpillar inside the cocoon?
5. If you were a caterpillar what would you like to eat?
 Learning out comes Assessment Form Date and Day.....................:
Class Room ………………………..
Big Group  ...... ................................. .... .......................... .............................................................................................

Small Group 
Planning Center  Out Comes

Developed
Emerging Mastered
Reflection 2
Learning Outcome:
Students will be able to:
Create the lifecycle of the butterfly, from egg to a butterfly.

Strand: Story.
Theme: Animals and Humans

On the 21st of October, I tell a story which is about the caterpillar lifecycle. The outcome
was recognizing from where the butterflies come from, and how. During telling the story
used different strategies that am weak in classroom management, so I used to clap as
taking their attention then said when teacher Clapp student be quiet. I try to ask the
students different types of questions such as “Where do you think butterflies come
from?” “Have you ever saw a caterpillar or touched a caterpillar?” “If you have touched
one, how did it feel?” “What color butterflies have you seen?” to enhance their oral skills
and to scaffold their learning during the lesson and the activities. In the end, I assessed
the learning understanding by asking questions and writing notes and using checking list
and I told my MST to take pictures in order to understand their learning abilities.

Introduction part
Warming up- Introducing telling the story
During the introduction part, I introduced to the students what we are going to learn.
‘Today we are going to learn about where the butterflies and how‘. I gave each students
a picture of what the caterpillar eats, and then I wearied the costume of the caterpillar and
start reading, while I’m reading I moved between the students and I say “am hungry I
want food I want food” the students was helping me to collect the food that the caterpillar
eat and I will stick it to my body. Following, I asked the students questions using
Bloom's Taxonomy as it shows in the lesson plan which is the following questions:

1. What did The Very Hungry Caterpillar eat on Monday? Apples

2. How many apples did he eat? One
3. What did The Very Hungry Caterpillar eat on Tuesday? Pears
4. How many pears did he eat? Two etc….
When it becomes the end of the story, I take off the costume of the caterpillar and I wear
wings of the butterfly, and I try to fly around the students to see the butterfly.

In the active engagement part:

I put for the students a song that showed the students the caterpillar lifecycle
and the students were engaged with the song and they try to imitate the lyrics of the
song.

Phonemic Awareness
I did for them a formative assessment during the circle area which is asking
questions about the caterpillar lifecycle, I asked the students about each phase and they
have to tell me such as “what is this “then the students answer me “this is an egg, or
caterpillar”

(Active Engagement and formative assessment)

I asked the students some questions that will show me how understand the lesson
very well such as:

6. How does the caterpillar begin its life?

7. What happens to the little white egg?
8. Why does the caterpillar get a stomach ache?
9. What happens to the caterpillar inside the cocoon?
10. If you were a caterpillar what would you like to eat?

Transitions
In transition, I called their names based on their groups, it was easily smoothly
transitions but it took time, in the next time I prefer to let them wears tags that shows
colours, then I will call them based on the colours of their group. When they finished
their activities, I started to sing a song which is a clean-up song and turn off the light, so
they start to clean up and push their chairs to come back to the center easily and
smoothly.

Activities time
I did three activities, each activity based on the student’s abilities and I graded the
students by using the checklist, and the checklist three different columns which are
emerging, developing mastered, so the child who knows to solve the activity he will be
mastered, but if they don’t know at all they will be emerging phase. The first activity was
for the high level students which is students have a stick that shows the body of the
caterpillar and they will have a clips with the pictures of the life cycle and the food that
the caterpillar ate, and they have to put them in order. The second activity was for the
medium level students which is students had a stick that shows the body of the caterpillar
and they will have a clips with the pictures of the life cycle of the butterfly, and they have
to put them in order based on the story, and stick beside the pictures numbers by order.
As an example, they will put the egg picture in the body of the caterpillar and stick
number 1 beside the picture. The las activity was for the low level abilities and it was
about students having a stick that shows the body of the caterpillar and they will have a
clips with the pictures of the life cycle of the butterfly, and they have to put them in order
based on the story. All the three activities were successful, and I can assess the children
learning abilities through their work in small groups activity and asking them questions
and observe them in the activities, by using check list and writing notes.

The questions that I asked them during the small groups activity:

What the butterfly was before he become to a butterfly?

Tell me about the life cycle of the butterfly?
What came out of the egg on a Sunday Morning?
What did he start looking for?
what did he become after he was full?
in the end of the story, what was he?
What is the name of the house of the caterpillar?

Closing time
In the closing time, I reviewed what we learned in the lesson by gathering the
students again in the carpet area, then I started to ask them questions about what they
have learned from the story, and ask them some question to observe their
understanding. Students were engaged in working together as one team, that will
develop their fine motor skills, oral language skills, and social skills.

Evidence from my lesson

At the end of the lesson, I think that the students were able to create the
lifecycle of the butterfly by saying the phase for each step since they did the
activities in a good way. These pictures below prove the students’
understanding:

Next steps
In the next lesson, I will follow the feedback of my MCT and MST, I will
try to use more students center than teacher center in the activities, try to
scaffold their understanding step by step. Moreover, using different
strategies such as the reward system, giving a star for the students who sit
properly and participated with me.