You are on page 1of 4

Melanie Southard

Suzanne Turner, Cub Run Elementary
Monday 9/26
Submitted 9/26
JMU Elementary Education Program
Charlie the Caterpillar Read Aloud

This lesson is appropriate at this time for the students in my classroom because they are emergent
readers. Interactive read alouds allow children to use critical thinking skills to help develop reading
comprehension skills, encourages them to make predictions about what comes next in the story, and
gets them excited about reading on their own which is something that needs to be heavily
emphasized. I know the students are ready for this activity because it is a part of their daily routine.
During free time numerous students choose to pick up books and try to read them. Often times the
students ask to be read to so it is apparent that they are eager to hear stories as well as read on their

Understand-Students will begin to
understand the life process of the
butterfly, they will understand
lessons of bullying and exclusion,
and the plot of the story.

Know- The students will know
who the main character is, know
different emotions such as feeling
sad or lonely, and know the
difference between looking left
and looking right.

Do-Student will be able to make
predictions about what happens
next to Charlie. Students will be
able to share personal connections
to the class about emotions Charlie
experiences. Students will act out
looking left and right.

As a group, I will read through the book, stopping at different pages to ask them different assessment
Who is the main character? What is the title of the book? What do you think happens next in the story?
Who can demonstrate looking left and looking right? When have you ever felt sad or lonely? When
have you ever felt happy to play with someone? What have you learned from the story about Charlie?
K.3 The student will build oral communication skills
e) Participate in group and partner discussions about various texts and topics.
K.9 The student will demonstrate comprehension of fictional texts
b) Relate previous experiences to what is read
c) Use pictures to make predictions
d) Begin to ask and answer questions about what is read
g) Discuss characters, setting, and events
Charlie the Caterpillar by Dom DeLuise-CT
 Introduce the title of the book: Charlie the Caterpillar

Melanie Southard
Suzanne Turner, Cub Run Elementary
Monday 9/26
Submitted 9/26



Introduce the author of the book: Dom DeLuise
Introduce the illustrator of the book: Christopher Santoro
Show the class the first page and have them make predictions about what the story is about.
Ask the class what they know about caterpillars and butterflies.
Stop reading after page four and describe how every time they text says “so he looked to the
left, and he looked to the right, and then he went straight ahead”. Demonstrate looking left and
looking right and have the students repeat it while looking left and right.
Stop after page 8 and ask students to describe a time that they felt sad or lonely.
Stop after page 12 and ask the students what they think will happen next.
Stop after page 16 and ask the students what will happen to Charlie next.
Stop after page 24 and ask the students how they think Charlie feels now that he has his
Finish Story
Ask the students who the main character was.
Ask the students to describe what makes someone a good friend and what made Charlie a
good friend to Katie.
Ask students to share a time when they were a good friend to someone or someone was a
good friend to them.
Explain that many stories have lessons within them. What lesson do you think this story was
trying to teach us?
Conclude by summarizing the story and explaining that it is important not to be mean or treat
other people different because they look different than we do. It is important to be a good
friend to all of those around us.

I believe that this read aloud will be suited for all students to participate in. After the read aloud is
finished, I will make the book available during centers for the students to reread. I will also offer to
reread the book to anyone who asks in order to promote further comprehension.
 The students may not know an answer to the questions I ask. If this happens, I will provide the
appropriate scaffolds in order to guide the students in giving correct answers.
 The students may get antsy. I will politely ask the students to sit on a certain spot on the rug
and redirect their attention to the story.
 A student could give an inappropriate response when I ask about personal connections. I will
do my best to ignore the comment, not make a big deal of it, and move onto the next student’s
response. If the response is concerning, I will pull the student aside later, or let my CT know
about the situation and decide where to go from there.

Melanie Southard
Suzanne Turner, Cub Run Elementary
Monday 9/26
Submitted 9/26

Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
My actual teaching did not differing very much from my plans. I was very nervous about this lesson
because it was the first time that I had ever written a lesson plan as well as the first time I taught a lesson
to an actual class. Because I was extremely nervous about messing up I made sure to read over the book
many times and memorized where I had planned to stop and what questions I asked. I asked all of the
questions in my plan expect one. This was during the lesson on page 24 when I had planned to ask how
they thought Charlie felt now that he has his wings. During this section of the book, the students were very
excited and calling out that he was about to get his wings so I thought that it was best to not stop the flow
of the story. Another thing that also changed was, I did stop more times than planned and asked for
predictions. Often times throughout the reading, a few of the students would call out and start guessing
what was going to happen next without me asking so I would stop and acknowledge their predictions and
then ask for more from other students. I am not sure if this was the right thing for me to do at this time but
I learned that the students love to give their input and opinions and the more they are asked to do so, the
more they become invested in the story.
II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
The assessment portion of my lesson was discussion based at the end of the reading. Based on the answers
given to the questions, each student called on demonstrated understanding about who the main character
was and what happened to Charlie throughout the book. This also helped reinforce the life cycle of the
butterfly which was the theme for that week. My favorite aspect of this lesson was when I was able to ask
them what the lesson was in the story. Each child raised their hand and I made sure to call on everyone.
They talked about being a good friend, sharing and not judging people on how they look. After
establishing the lesson we talked about how to be a good friend to our fellow classmates. This helped the
children realize and think about ways they could apply this lesson to their environment. It was
heartwarming to hear all of the ideas that the students came up with on how to treat their classmates with
III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
If I were to teach this lesson in my own classroom, I would have spent more time on the vocabulary and
plot of the book. I would have also liked to have done a follow up activity but my teacher told me I only
had 15 minutes to do my read aloud before we had to do center work. I think it would have been
developmentally appropriate to spend more time on the parts of the story and different components such as
vocabulary, recognizing the beginning, middle, and end, etc. By also involving a developmentally
appropriate follow up activity, this can reinforce the objectives of the lesson to make sure they are fully
understanding what I want them to be learning.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
If I were the teacher I would start teaching them the components of a story such as beginning, middle, and
end. After we were finished reading and we started our discussion, I first asked if they remembered who

Melanie Southard
Suzanne Turner, Cub Run Elementary
Monday 9/26
Submitted 9/26
the main character was. Every student started shouting out “Charlie” which is the correct answer. They
have mastered the concept of the main character or who the book is supposed to be about. When I added
the follow up question what happened first in the book, many student raised their hands. I got mixed
responses such as “Charlie was born” which is the correct answer to some parts of the story that were
considered middle and end such as “Charlie became a butterfly” and “Charlie and Katie were friends”.
Based on some of these answers I can tell that some do not have a grasp on sequential order of a story. As
a result, the next topic I would read would be a retelling story lesson and the importance of knowing a
story’s beginning, middle, and end.
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
I have learned from my students that they are so much more intelligent and thoughtful than I first
imagined. While planning my lesson I was cautious about the questions I would ask because I was afraid
they would not understand what I was trying to ask them. On the contrary, every question I asked, almost
every child’s hand flew up and they all had something to say. I also learned that these young children have
amazing imaginations. When I asked multiple times throughout the story, what do you think will happen
next, each student had a completely different answer ranging from a simple phrase such as “he’s going to
get his wings” to an elaborate story about Charlie waking up, eating his cocoon, and flying away to go find
his family so that he is not lonely anymore. Regardless of the topic, just from being in practicum, I have
learned that they love to tell stories no matter if they are real or fictitious.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
From this lesson I have learned that it is okay for teachers to be flexible and that it is ok not to have a
100% structured plan. I am pretty sure that I psyched myself out because I was so nervous I was going to
mess up or do a bad job. Often times when teaching a lesson things are not going to go as planned. With
this being the first lesson I’ve ever taught, the thought of something not going as planned freaked me out
so to calm myself I practiced and followed to my plan as much as possible. I have also learned that lesson
plans are a lot of work and anyone who says teaching is easy is wrongly mistaken. The amount of time and
thought that goes into one lesson blew me away. I’m sure I will get better and more time efficient with
practice but I sure did underestimate it.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
This lesson has made me rediscover why I want to be a teacher. Having a group of students in front of you
answering your questions in the most creative ways imaginable is why I want to teach kindergarten. The
amount of knowledge and imagination they have is remarkable and we can foster and help them grow this
as teachers. I learned so much about my students based on the answers they came up with and I learned
many new ideas and perspectives in 15 short minutes with them than I have thus far. I learned that I am in
the right profession. I learned how passionate I am to help student achieve academically and in other
senses as well.