A Butterfly is Patient by Dianna Hutts Aston
SUBJECT: IRA
TIME: 11:10am-11:45am
STANDARDS
E03.A-C.3.1.1 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar
characters (e.g., in books from a series).
OBJECTIVES
The students will be able to
listen to an interactive read
aloud and answer thought
provoking questions as we read.
The students will be able to
identify different text features
in the text.
The students will be able to
compare themes, settings, and
plots or stories written by the
same author, (books in a
series).
The students will be asked to
develop sentences using
personification, simile, and
metaphor.
The students will be asked to
create a picture of a butterfly
like the ones identified in the
story.
TEACHER Mrs. Kendra Bergman/ Miss Kayla Morris
DATE: 3/4/2024 3/5/2024
BODY CLOSURE
(Procedures, Activities)
Day 1:
Day 1: First read. Last page
The students will be asked to join on the carpet. - “How are the butterflies
“Today I am going to read another book by Dianna Hutts related to the
Aston”. caterpillars at the
- The teacher will read the cover page including beginning?”
the title, the author, and the illustrator. - Turn and talk.
“How do you think this book will be like the other book - “How is this like what
we read which was “An Egg is Quiet”? the author did in “An
- Raise hands to share. Egg is Quiet”?”-
Teacher will write “A butterfly is…” on the board. Showed eggs in the
- “Turn and talk with a neighbor about what you beginning and the
already know about butterflies and the words animal that hatches
the author used to describe the eggs. What from them in the end.
words might the author use to describe a - “Why did the author
butterfly?” include these images?”
- Share out. “What makes a butterfly patient
Teacher will display the end papers in the beginning of seeing these images?” -They
the book along with the page of caterpillars on the patiently wait to become a
following page. butterfly after a caterpillar goes
- “What are these creatures?” “What do they have into a cocoon to develop the
to do with butterflies?” butterfly.
- Raise hands, share out. Day 2:
- “Today we will learn how a caterpillar turns - Since we have now
into a butterfly.” read this story twice
After page 12 and have also read a
- “Why do you think there is not a lot of print on book similar and by the
these 2 pages? “Does the pictures alone give same author we are
enough information to support that a butterfly is going to do a follow up
spectacular?” “How?” writing activity.
- Share out. - We have been working
After page 16 on personification,
- “Did you know that a butterfly can be this big simile, and metaphor so
or that small?” today we are going to
- Thumbs up or down be writing an example
- “Why do you think that Arian Small Blue of each that is related to
butterfly is rarely seen? – The butterfly is tiny “A Butterfly is Quiet”.
and brown not blue, not easily spotted. - After you write your
Turn and talk, share out. examples, you will
create your own
butterfly.
Students will return to their seats
to complete activity.
 MOTIVATION
(Introduction-Hook)
Day 1:
“Last week we read ‘An Egg is
Quiet’ by Dianne Hutts Aston.
We learned about eggs and how
they grow, change, and hatch
different animals. Today we are
going to be learning about
butterflies, how they grow, and
their many characteristics.”
“We have also been learning
about figurative language, what
types of figurative language
have we been learning about?”
- Simile, metaphor,
personification
Day 2:
Yesterday we read “A Butterfly
is Quiet. We are going to do a
second read today to really try
to see the similarities between
‘An Egg is Quiet’, and this
story.
Day 2: Second read MATERIALS
Students will be asked to join on the carpet.
- “Yesterday we read ‘A Butterfly is Patient’.” ‘A Butterfly is Quiet’ by Dianne
- “This story is nonfiction, what can nonfiction Watts Aston
books help with?”
- “What are some things the author was able to Whiteboard/ marker
teach you about butterflies from the story?”
- Turn and talk/ share out Lined paper with picture box for
- The teacher will read the title, author, and writing simile, metaphor, and
illustrator again and show the end papers (No personification.
discussion since they saw these yesterday)
- Create a list of the words that the author uses to Markers/ crayons/ colored
describe the butterfly and add to it as we read. pencils
- (Patient, Creative, Protecive, Poisonous)
- Which words did you find interesting/
surprising?
- Turn and talk/ share out.
- Read to page 6.
- Page 6 before reading “Look at the words. What
is the author going to write about?”
- Page 7 before reading “What do you think eye
spots are used for?”
- Read page 18, skip to page 20.
- Read page 26.

ACCOMMODATIONS:

- Follow all IEPs, 504 plans, and individual needs of students.

- All students will be sitting on the carpet as they listen to the read aloud.
- The students will participate in turn and talk activities to help with understanding of the text.
- Students with IEPs will be assisted by the instructional assistant during follow up activity along with the teacher.
- ESL students will be offered more guidance as they participate in the follow up activity and be offered to work in a small
group if desired/ necessary.

EVALUATION OF STUDENTS:

Students will be evaluated on a 4-point scale.

4: Meets standards
3: Advanced progress
2: Developing progress
1: Limited progress

SELF-EVALUATION

Day 1:

Today I read “A Butterfly is Patient” and I incorporated a lot of turn and talk activities and discussion questions
throughout the reading. I made sure to follow the standard related to these IRA’s which was to compare
different aspects of stories written by the same author. The students were more than capable of comparing the 2
stories and gave such a great discussion about the similarities between the stories. There were not a ton of
differences with these stories other than the first story was about an egg, its growth process, and the animals that
come from an egg. This story was the same just about a butterflies’ life cycle. The students were so excited for
this story before I even started reading it, I think it’s because they were more interested in butterflies than the
eggs. There was one little girl who researched a monarch butterfly in her animal research writing project and
she was thrilled to be listening to this story and was so eager to offer facts and contributions to this IRA. This
student is normally very quiet and reserved and I really saw her come out of her shell for this IRA. It was really
rewarding to see. Through seeing her respond this way, it was another eye opener that literature can really spark
interest in certain students and can lead to deep comprehension and attention in the topic being learned. I
thought it was cool to see how much literature can affect a response from students when there is a strong
interest involved. During this IRA, I asked a lot of questions that were somehow related to the first story we
read and required the students to compare the 2 stories. The students provided strong responses to the IRA, and
it was apparent that they were engaged in both read aloud’s. I think this IRA went extremely well and that the
standard being assessed was met. I felt amazing after this read aloud and that I was able to meet the learning
needs of the students.

Day 2: Professor Ache observation

Today I was observed by Professor Ache. During my observation I performed a 2nd read of the story. During
this time, I picked specific pages where I made sure to strongly correlate this read aloud to the previous read
aloud of “An Egg is Quiet”. During the read aloud I created a list of the traits a butterfly has as we read the
story. From my meeting with Professor Ache, she pointed out that I should have had the students identify the
descriptors for the butterfly that the author used rather than just reading the page and writing the trait on the
board. I see her point in this statement because it helps me ensure that the students can comprehend the text and
be able to identify the traits on their own rather than them being given the answers. After the IRA, I noticed that
I did not ask the students to turn and talk during this read aloud which is a very important factor because it
allows them to see other students thinking and have deeper understanding of the text. I think that I was so
focused on moving through the IRA to be able to get to the follow up activity so that Professor Ache was able to
observe it and I was not focused on the deep comprehension of the text which is so important. Professor Ache
pointed out that I had turn and talk activities in my lesson plan but did not incorporate that. It is definitely
important, and I will ensure for the future that this is incorporated in my IRA’s to benefit the students. During
the follow up activity I asked the students to develop their own figurative language sentences that focused on
personification, simile, and metaphor. Mrs. Bergman and I came up with this activity together to make sure we
were connecting what we learned the week prior to this IRA to check that students for understanding of
figurative language and see that they could develop their own in their writing, With this assignment. The
students were asked to create 1 sentence using each of the previously listed figurative language aspects. The
students struggled severely with this activity. We were not expecting the students to struggle with this activity
because of how well they were able to identify the figurative language in the poems the week prior. I thought
the students struggled most with personification. Mrs. Bergman and I held 1 on 1 meetings with the students as
they went thought the writing process to try to help them with developing the sentences. There were a lot of
students who struggled with developing a sentence for all the figurative language that we asked them to write.
This was concerning for me because I was being observed and I felt like I failed in my teaching. I met with
Professor Ache as the activity was beginning to come to an end and we talked a lot about it. She made me feel
more comfortable, ensuring me that this is a very hard lesson for the students, and it is the first time they are
being exposed to figurative language. She ensured me that I did a great job with my lesson and provided me
with a question that made me question my teaching for this lesson. Her question was “what would you have
done differently if you were a teacher in your own classroom?” My response to these questions was to stop the
lesson and work as a whole group to develop each sentence together and help them understand what they are
doing. I would do this because I saw that a lot of the class was struggling, and I think that this would benefit
them being able to work together rather than independently. Overall, I think the IRA went extremely well. I will
make sure to include turn and talk in all my IRAs in the future even if it is only 1 or 2 times. My meeting with
Professor Ache went very well and it made me feel better to come back to the fact that I am only a student
teacher and I still have a lot to learn and reflect on. I will only hone my skills if I make mistakes and take the
time to reflect on them.