EDU 543 VAPA Lesson Plan

Caterpillar to Butterfly & Visual & Performing Arts

Grade Level _Kindergarten_
Candidate Name: Sheryl Nicole Jones
Learning about your students: Students will re-create the story The Very Hungry Caterpillar by Eric Carle
with props they made during VAPA. Each item will be provided to the student along with a hard copy of the
story to take home to practice reading with their parents/guardians.
Describe the students in this class: Use your fieldwork school for
information. (view their web site and find supporting information)
Include the following:
Grade: Kindergarten
Average Age: 5 years of age
Boys: 8
Girls: 7
SES level: Average
Likes/dislikes: Superheroes, dolls, cartoons
General Background experience in this content area: Students were
exposed to VAPA in preschool if in this district per the VAPA group; Art is
incorporated in the daily reading.
Types of learning opportunities needed for this group: Many students
know how to create some type of art from a reading book, example: The Very
Hungry Caterpillar will follow with students creating a caterpillar & butterfly.
Developmental needs of this group in grade: Children will be able to tell
stories in sequence by using a prop they made during VAPA time.
Any other specific information needed concerning the students who
will be engaged in this lesson: Must remain age specific to keep attention &
engagement.

List potential high risk

(type of) students,
issues, or anticipated
difficulties with engaging
students in this learning
opportunity: Students with
special needs or health
concerns. These students
may put objects in their
mouths, IE beads or glue,
which could be harmful to
their health.
Some academic difficulties
are reading fluency &
writing.

State Adopted Content Standard(s): CCSS.ELA-Literacy.RL.K.10

Actively engage in group reading activities with purpose and understanding.
Component Strand:
2.0 Creative Expression
Students apply artistic process & skills, using a variety of media to
communicate meaning & intent in original works of arts.
Skills, Processes, Materials, & Tools
2.2 Demonstrate beginning skill in the use of tools & processes, such as he use
of scissors, glue, & paper in creating a three-dimensional construction.

How do these standards

integrate across the
curriculum?
List /explain possible links:
Reading put toward a craft
Language Arts: Reading
Math: Counting (in book)
Science: Caterpillar to
butterfly (transforming)
Social Studies: Time;
Chronological order

Academic learning goals (objectives): Having the students engaged in the

reading so they are able to retell the story but also be able to complete their
craft to their satisfaction. Every students butterfly should be unique. Students
should also be able to pick up on repeated words to begin the process of
reading independently.

What specifically will

students be able to know
or do? Students will have to
retell a story in their own
words.

Materials, Technology, other Resources: YouTube; watching & listening of

The Very Hungry Caterpillar, Reading the book form, creating the story &
having the caterpillar eat different foods.

Rationale: Why did you

select these materials?
Most of the YouTube videos
are fun & in cartoon form.
Students will enjoy the
videos provided.

Assessment: What evidence of learning will you collect during this

lesson that will indicate the extent the students have completed the
lesson goals? Informal assessment will be used, children will be asked to
recreate the story as their own & make themselves the caterpillar & the
students will eat their favorite healthy foods & then one day of unhealthy foods.
The students will keep all work in their classroom portfolio.

Why did you select this

evidence of learning and
how will it show student
competence? It will show
that the children will be able
to count & will also be able
to tell a story as their own.

Instructional Strategies: Inquiry lesson plans; An inquiry lesson plan focuses

on student understanding & is the central focus of inquiry learning. Students
should be actively participating in inquiry learning experiences. Students can
acquire these experiences by asking questions & working toward finding their
own solutions.

Rationale: Why did you

select these strategies? I
chose this strategy because I
wanted something that the
students would be able to
take away from the lesson.

Student Learning Activities:

Rationale: Why did you

select these activities? I
chose these activities
because the students will be
engaged with their peers at
their color groups. Color
groups can be changed or
modified based on students
needs.

Activity One: Reading

Step 1: Students will be read the story The Very Hungry Caterpillar by Eric
Carle in circle.
Step 2: Students will get into their color group for learning & complete the
tasks at their assigned groups. There will be 3 groups of 5 or 5 groups of 3
depending on activities for that day.

Step 3: Students will finish their assignments & then retell the story around the How will they help
classroom with peers. This will be documented by the teacher with DoJo
students accomplish the
points from class dojo.
lesson goal and
standard? Students will be
Activity Two: Watching
able to relate to the story by
using their favorite foods.
Step 1: Students will be watch the story The Very Hungry Caterpillar by Eric
When the children can make
Carle in circle.
it relatable to them, it makes
it easier for them to retell
Step 2: Students will retell the story but use foods they enjoy eating.
the story.
Step 3: Students will use props to retell the story.
Student Work: Make the assignment/activity (use as a model).
Students will complete art activities to be taken home for their parents.

Explain how you will use

this work sample. No
assessment will be used for
the work sample.

Student Grouping:
Reading will be done at circle time; so will the video. The activities will be done
in 5 groups of 3 or 3 groups of 5. Depending on the type of work or type of
activities we have for the students, we will not only modify the time but the
groups; smaller groups with more rotations means less time per activity, larger
groups with less rotations would mean more time per activity.

Rationale: Why did you

select this type of
grouping (ex. whole
group, small groups,
boys, girls, ELA/ELD)? I
chose the color groups so I
could modify the groups as
needed. These groups were
chosen based on the need of
the student to how much
individual prompting/help
the student groups would
need.

Progress Monitoring of Student Learning: Retellings help me see the

students comprehension of the story. I will continue the retellings &
sequencing until it is mastered.

How will you monitor how

the students are doing
with learning this lesson?
Data tracking, portfolios &/or
ABC charts will be used to
monitor student progress &
behavior.

Difficulties: List and explain the 2-3 difficulties or problems you anticipate that
all students might have with this content and these learning activities.
Students may want to copy the butterfly from the book rather than create their
own.
Butterflies are to be colored as the student sees not as the book says.
Students may want to use the same food as their food because it is right.
The caterpillar eats differently than students do, but you may like SOME of the
same things.
Students may want to be with someone else during their group.
We are all friends, maybe you will have a new friend at your group.
Students may not know or remember the name of their favorite fruit or
vegetable.

Why do you think these

might be potential
problems? Due to the age.
They are age appropriate
problems.

Adaptations: List steps that you could take to ensure learning for specific students experiencing these
difficulties in the spaces below.
ELD Learner:
Strengths: Wanting to learn American English
Weaknesses: Struggling with certain words that may not have the same
sound or pattern in ELs first language or difficulty with how to say these words.
Your intervention or adaptation: Providing visual aides with the words that
the student is struggling with so the student can make a clear connection
between the word & what it means.

Rationale: My reason for

translation is so the student
can see the story in their
native language & in
American English but also
help them make the
association in case some
words are similar in their
primary or first language.

Special Needs Learner:

Strengths: Allowing the student to freely express themselves.
Weaknesses: Student will need time to work on this project due to their
weakness in reading, spelling & writing.
Your intervention or adaptation: Allowing more time on projects so the
student is able to get them done & take them home at the same time as other
students.

Rationale: This student will

need more time to work on
the VAPA project but should
be able to take their project
home as the other students
are.

Student with Behavior Issues:

Strengths: Anything with movement really helps the student stay engaged.
Weaknesses: Anything stationary, he starts to become loud & make noises to
disrupt the whole class.
Your intervention or adaptation: Have small groups where he/she can stand
or sit. This provides the student the opportunity to choose if he/she would like
to sit or stand but will still have to be engaged in the activity.

Rationale: This student will

need a lot of movement to
help prevent disruption in
the classroom. Disruptions
will not only disturb the
teachers lesson but the
students who are in the
classroom.

Reflection: What have you learned about planning instruction for a diverse student population in
this content area? There is a bunch of diversity in the classroom; Each student has a specific style in
clothing & it reflects a true American style but each student claims their background. I have a few students
who speak Spanish but will speak to other students in American English. We have a couple other children who
speak Tagalog but they, too, speak American English to other students.
What area of this instructional plan was easy to complete? Most of the students were able to enjoy the
VAPA time. They got to work on the caterpillar & butterfly. The fruit was boring or they felt there wasnt
enough colors on the fruit. The children all enjoyed the project.
What area will you need more knowledge/skill in order to do the task well? I feel I can improve in the
area. I am not afraid to get some paint on my paints or get glue on my shirt but I would really like to improve
my VAPA skills in art. I would like to do more art projects in my class & I think I need to tap into my inner
creative self & find things that are fun for me & fun for the children as well. Learning should be fun. :)

Use form below for finding out about your students prior to planning
your lessons/fieldwork
Getting to know your students - Work Backwards: What questions can you ask to
get the information in this case study? Turn each statement into a question and
provide a source or a person you could ask to get this information.
Joe is a 5-year-old kindergartener Special Education student. He is from a low income family & his parents are
divorced. He lives primarily with his mother & is an only child. His mother works at a minimum wage job & is sometimes
not home on the weekends nor is she available for parent-teacher conferences or IEP meetings. While Joe is learning at a
fairly quick pace, he is still struggling in some content areas such as math & his writing needs improvement. Joe reads well
but is still slower than his peers. Joe gets along well with his peers & tends to play with a large group but works best in a
small group setting. Joe is seldom or never absent from school but is sometimes late getting to school but nothing too
alarming.
Question 1: How old is Joe?

Refer to IEP

Question 2: What grade is Joe in?

Refer to IEP

Question 3: What does Joe like to do for fun?

I would ask him - He will be the best resource.

Question 4: What does Joe dislike?

I would ask him - He will be the best resource.

Question 5: What does Joe like?

I would ask him - He will be the best resource.

Question 6: Does Joe like any sports?

I would ask him - He will be the best resource.

Question 7: Does Joe like any cartoons?

I would ask him - He will be the best resource.

Question 8: Does Joe like reading?

I would ask him - He will be the best resource.

Question 9: Does Joe like math?

I would ask him - He will be the best resource.

Question 10: Does Joe like the outdoors?

I would ask him - He will be the best resource.

Question 11: Does Joe have a favorite animal?

I would ask him - He will be the best resource.

Question 12: Does Joe have a favorite color?

I would ask him - He will be the best resource.

Question 13: Does Joe have a favorite book?

I would ask him - He will be the best resource.

Question 14: Does Joe have a favorite place?

I would ask him - He will be the best resource.

Question 15: Does Joe have a favorite sports team?

I would ask him - He will be the best resource.