# Active Lesson Plan

Title: From Head to Toe by Eric Carle

Content Area: Language Arts and Mathematics

Teacher Name:

OVERARCHING GOALS FOR THE LESSON

Students will take what they have learned
Carle’s book “From Head to Toe.”

LESSON OBJECTIVES AND STANDARDS
The goal of this lesson plan is for the students to:
 Actively do the movements that go along with Eric Carle’s
book “From Head to Toe.” This will show the students are
paying attention and focused on the group reading.
 Once the class has read the book as a whole, the students
should be able to could the number of animals and number
of legs shown in the book.
Grade 1 SC Math Standard: Number and Base Ten Sequence
 1.NSBT.4 Add through 99 using concrete models, drawings,
and strategies based on place value to:
a.) add a two-digit number and a one-digit number,
understanding that sometimes it is necessary to
compose a ten (regroup);
b.) add a two-digit number and a multiple of 10.
Grade 1 SC English Language Arts Standard:
 Standard 4: Read with sufficient accuracy and fluency to
support comprehension.
understanding.
appropriate rate, and expression on successive

IMPORTANT CONTENT CONNECTION: Describe the important concepts related to this lesson that students have as prior
or future concepts to learn.

Students have been learning about addition and subtraction in the past couple weeks. Students have also

been actively engaged in group readings and display their understanding of the book by demonstrating what
the meaning of the book is.
IMPORTANT THEORETICAL CONNECTIONS & FOUNDATIONS: Describe the important theoretical underpinnings of
the lesson, both general and content-specific theories of learning and development.

N/A
MATERIALS. List the texts, equipment, and other materials to be used by the students. List the materials, including
equipment or technology used by the teacher in presenting the experiences.

Eric Carle’s book “From Head to Toe”
Math worksheet on Eric Carle’s book
Pencil
Smartboard
Computer

Components of the
lesson. learning activities
and key questions (and time
allocation)

Anticipated
Student
Responses and

Teaching notes DIFFERENTIATION: list

Evidence of
learning. Evaluation
points or assessment
questions.

solution strategies.
(Potential Barriers &
Misconceptions)

KNOWLEDGE. Outline
procedures for activating
prior knowledge and student
interest.

“What are you
favorite animals?”

“Has anyone heard
of the author Eric
Carle?”

Eric Carle’s book,
Toe?”

Students will likely
remember the
problem.
Student should also
share to the class
what their favorite
animal is.
Some students may
not have heard of
Eric Carle’s book,

Students who have high energy may take
this activity over the top. Make sure
giving directions that you inform the
students to pay attention and follow
directions. Have each student spread out
and maintain their “personal bubble.”
Teacher will clear up any misconceptions
that are presented during the prior
knowledge section (if they don’t
remember the basic makeup of an

Are students able to
recall prior
and facts? Are the
students using
specific
vocabulary/terms
associated with
example: sum and
product)? Can
students actively
participate

“Tell me know what
problems?”

“What are some
examples on what
problem looks
like?”

INSTRUCTIONAL
STRATEGIES. Outline
what the teacher(s) and
students will do to Engage &
Educate. Active learning
here.

The teacher will
start the lesson off
by having all the
students quietly sit
on the carpet to
have a pre-lesson
discussion.
This discussion will
highlight the key
knowledge”
section.
After the class has
discussion, the

while others may
have.

Students may get
actions to do
according to what is
shown in the book. If
this arises, the
teacher can do the
activities with the
students. If coteaching, one
the book while other
demonstrated.
Students may have
a hard time counting
the number of legs
that are shown in
the book if they
strictly count the
number of legs in
the pictures. The
pictures shown in
the book and on the
worksheet do not
clearly show all legs

appropriately?

they could show a video to the class that
“sings” the book. Here is the link:
This will help students who are more of a
visual and auditory learner. This
alternative gives the teacher more
opportunity to control and monitor the
students and participate with them while
the video is playing. For a class that has
a tough time listening following to
directions, this alternative would be more
beneficial.

The teacher will be
able to evaluate their
students by looking
at student
participation and how
the perform on the
worksheet. The
teacher will have a
clear understanding
on where the
students stand if they
have a tough time

students to stand
quietly and find
their own personal
bubble. To
demonstrate what
a personal bubble
is, the teacher will
stand up and
out indicating and
explaining that
should be touching
anyone else.
The teacher will
Eric Carle’s book
and the students
demonstrating the
actions stated in
the book.
After the class has
teacher will
instruct the
students to quietly
walk back to their
seats and take out
a pencil.
The teacher will
hand out the
activity sheet that
goes along with
the book.
The teacher will

(they are
occurs, students
for help.

write on the board
the names of the
animals presented
in the book in a
word bank.
 The students can
work individually or
in pair when
completing the
work sheet. When
completing the
worksheet the
students must use
the animal names
word bank on the
board to help them
spell the names
correctly.
 While the students
are completing the
worksheet the
teacher will be
walking to monitor
and help any
students who need
it.
 Once the students
have completed
the worksheet, the
teacher will then
prompt a reflective
discussion and go
to the worksheet.
REFLECT and
SUMMARIZE. Outline how
you will close.

Some students may
still have a hard
time visually seeing

The teacher will clear up any
misconceptions that arise during this
reflective discussion. The teacher will

Are students able to
properly count the
number of legs on

The teacher will
have an end of
lesson discussion.
The discussion will
take place with the
students at their
desks with their
worksheet while
the teacher at the
smartboard/chalkb
oard
The teacher should
questions during
this discussion:
of each animal is in
the picture and
how many legs
they have.
Once the teacher
has gone through
the picture chart,
students “How
many animals are
shown in the
book?”
“What is the sum
of all the legs in
the book?
While the teacher
questions, he or
she will be writing
smartboard (with

the number of legs
on the animals.
Some students may
have a difficult time
with spelling the
names of the
animals.

assess this based on answers on the
worksheet.

the animals? Are
students able to
name the animals
shown on the
worksheet? Are
students able to find
the sum of all the
animal legs in the
book? Do students
have a firm
understanding of

the worksheet
shown) so that the
students can see
the correct
EXTENSIONS/CONNECT
IONS. What other lessons
does this lesson connect to?

This lesson
connects both
Mathematics and
English Language
Arts.
The lesson also
connects science
when discussion
the names of the
animals.

The teacher will
discuss with the
class how this can
relate to the real
world and
understanding the
names of animals.
For example, the
teacher could say
“Next time you go to
the zoo, see if you
can count how many
animal legs you see
throughout the
zoo?”.

The teacher will continue to clear up any
confusion relating to the lesson.

Are students able to
recall any previous
knowledge of how
many legs an animal
has (different animal
species).

REFLECTION: After the lesson, reflect on what went well and what didn’t go well. Write changes you might implement the
next time the lesson is taught.