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Literature Response

Literature Response. The Very Hungry Caterpillar Lis Corado Ana Perez Alicia Sanchez. The Very Hungry Caterpillar. Project #2 GLAD Literature Response Activity. The Hungry Caterpillar by Eric Carle

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Literature Response

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  1. Literature Response The Very Hungry Caterpillar Lis Corado Ana Perez Alicia Sanchez

  2. The Very Hungry Caterpillar • Project #2 GLAD Literature Response Activity. The Hungry Caterpillar by Eric Carle The teacher will introduce the book “The Hungry Caterpillar” by Eric Carle to the students. To build student’s background knowledge, the teacher will ask students what they know about butterflies. The teacher will input the information on a K-W-L chart.

  3. Student Objectives L.A • (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: • (A) identify elements of a story including setting, character, and key events;

  4. Math • (2) Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. • (A) count forward and backward to at least 20 with and without objects; • (C) count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order; • (D) recognize instantly the quantity of a small group of objects in organized and random arrangements; • (E) generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20; • (F) generate a number that is one more than or one less than another number up to at least 20; • (I) compose and decompose numbers up to 10 with objects and pictures.

  5. Science • 10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (D) observe changes that are part of a simple life cycle

  6. IntroductionTeacher will use the following song as a hook to the lesson.

  7. Students will create a KWL chart to build background knowledge

  8. Language Arts ConnectionStudents will sequence the key events of the story by creating a foldable.

  9. Science connectionAfter teacher models activity and discusses expectations, students will create a graphic organizer.

  10. Math ConnectionStudents will sequence the stages of a butterfly cycle.

  11. REFERENCES BUTTERFLY BALLAD USED AS INTRODUCTION http://www.superteacherworksheets.com/pz-butterfly-ballad.html GLAD ACTIVITIES EXAMPLES http://www.cloverpark.k12.wa.us/Clover_Park/pdfs/ELL_teacher_docs/GLAD_strategy_overview.pdf FOLDABLE IDEA http://learningenglish-esl.blogspot.com/2010/07/very-hungry-caterpillar-book.html MIND MAP GRAPHIC ORGANIZER http://www.home-speech-home.com/the-very-hungry-caterpillar-in-speech-therapy.html TEKS http://www.tea.state.tx.us/index2.aspx?id=6148

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