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Tell it Again – The Storytelling Handbook for Primary English Language Teachers Part 2: Story notes – The Very Hungry Caterpillar Lesson One Aims ●● ●● ●● To introduce key words from the story: egg, caterpillar, cocoon, butterfly. To learn about the life cycle of the butterfly. To introduce or revise days of the week and sing a song. The sheet music is provided on page 201. Materials ● ● ‘The life cycle of the butterfly’ from page 166 – enlarged for display. ●● ●● ●● For each pupil: a copy of ‘The life cycle of the butterfly’. Flashcards with the days of the week written on them (optional). Blu-Tack (optional). Introduction Show pupils the cover of the book, point to the caterpillar and ask, ‘What’s this?’ (elicit caterpillar). Explain to the pupils that they are going to listen to a story about a caterpillar, a very hungry caterpillar. Ask pupils, in their mother tongue if necessary, ‘What do caterpillars eat?’ Write or draw their suggestions on the board. Now find out what else your pupils know about caterpillars, using the mother tongue if necessary. ‘What does a caterpillar become?’ (pupils will probably say a butterfly). Ask ‘What does it become before a caterpillar?’ (elicit or teach cocoon). Ask ‘What is a caterpillar before it becomes a caterpillar?’ (elicit egg). ‘How big is the egg?’ (elicit tiny/small). ‘What do caterpillars do?’ (elicit eat/ grow). Write or draw these key words on the board. Repeat pointing to the pictures on the board: egg, caterpillar, cocoon, butterfly. Life cycle of the butterfly Revise or introduce the adjectives, tiny, big, and fat. Distribute ‘The life cycle of the butterfly’ sheets and ask pupils to label and colour the diagram. You may want to practise the phrases a tiny caterpillar/a big, fat caterpillar. Circulate and help as necessary. Days of the week Ask: ‘What day is it?’ Teach or revise days of the week, starting with the day of this lesson. Check pronunciation by asking pupils how many syllables each word has and which syllable is stressed, clapping to help. Song: ‘Monday, Tuesday,…’ Sing the song so children can familiarise themselves with the melody. Invite children to join in, first humming and then saying the words. Once confident, pupils stand opposite each other in pairs. For each stressed syllable, they make the following actions: One Two Three Four Hands on thighs Monday Friday Clap hands Tuesday Saturday Clap partner’s hands Wednesday Sunday Clap hands Thursday X X The class could later be divided into two groups, each group singing an alternate day. The song can also be sung as a round. Optional follow-up activities Introduce the written form of the days of the week using the flashcards. Show a card to the pupils and ask: ‘What day is it?’ Teach the reply, It’s Tuesday. Show the cards again and ask: ‘Is this Monday?’ Encourage the reply, Yes, it is! or No, it isn’t! Play the following games: What’s Missing? Stick the cards on the board, ask pupils to close their eyes, remove a card and ask: ‘What’s missing?’ Sequencing. Stick the cards on the board in a jumbled order and ask pupils to put the days of the week in the correct sequence. Pupils make their own cards and jumble them up. Call out a day and ask pupils to sequence the days of the week from that day onwards. For example, if you say ‘Wednesday!’ pupils put Wednesday first and then sequence, Thursday, Friday, etc. Lesson Two Aims ●● ●● ●● ●● To begin the story up to: On Friday he ate through five oranges, but he was still hungry. To learn or revise vocabulary for fruit. To revise colours. To complete an information gap activity: How many… are there? There are… Materials ● ● ‘The life cycle of the butterfly’ from Lesson One. ●● ●● ●● For each pupil: ‘How many…?’ (information gap activity sheets) from page 167. Plastic fruit or copy the pictures of fruit in the book to make flashcards. For each pupil: an envelope to store fruit pictures. 86 Part 2: Story notes © British Council 2014
Tell it Again – The Storytelling Handbook for Primary English Language Teachers Part 2: Story notes – The Very Hungry Caterpillar Introduction Begin this lesson by revising key vocabulary from ‘The life cycle of the butterfly’. Then revise the days of the week by singing the song from Lesson One. Reading the story Show pupils the cover again and ask what they think the story is going to be about. Read the title and the name of the author. Turn to the first page, read the title and author’s name once more. Read the dedication if you wish. Turn the page and begin reading. Use the pictures to help the children understand. Turn the page and continue reading. After …a tiny and very hungry caterpillar ask ‘What do you think the caterpillar is going to do?’ Accept suggestions and say ‘Let’s see’. Turn the page and read On Monday he ate through one apple. But he was still hungry. Continue. After the Tuesday page, say ‘On…’ inviting pupils to predict Wednesday and three. Continue, encouraging pupils to predict and join in. After Friday ask ‘What’s the next day?’ (elicit Saturday). Then ask: ‘What do you think the caterpillar is going to eat on Saturday?’ Some pupils will have recognised the pattern and may say six bananas, six pineapples, etc. Tell pupils they will find out next lesson. Make sure pupils don’t see the rest of the story as it will spoil the surprise and humour for the next lesson. Vocabulary Revise colours by showing the different fruit from the story so far and asking, ‘What colour is it?’ Give the following instructions: ‘Draw a red strawberry!’ ‘Draw a purple plum!’ etc. If this takes too long, ask pupils to draw each fruit and to mark it with the corresponding colour and finish at home. Pupils can label their pictures either with the name of the fruit or with a sentence, e.g. It’s an apple. Pupils can cut up their pictures and store them in an envelope and use the cards for self-testing. If you have time, you could play ‘Simon Says’ with the pictures. For example, Simon says show me a plum! Simon says put the plum down! Show me an orange! After a few games led by you, pupils could play in small groups with one pupil calling out the instructions. Memory game Ask pupils if they can remember how many different sorts of fruit the caterpillar ate. Can they remember what the caterpillar ate on each day? Build up a table on the board using the days-of-the-week cards. Invite pupils to come and draw the fruit next to the corresponding day. Monday Tuesday Wednesday Thursday Friday Ask how many pieces of fruit the caterpillar ate all together (15). Information gap activity: How many…? Referring to the illustrations in the book ask: ‘How many oranges are there?’ Teach or revise the reply, ‘There are five oranges’. Add in the names of other fruit the pupils may know and teach or revise lemons, bananas and cherries. Divide pupils into pairs, A and B. Give each pupil the corresponding A or B copy of ‘How many…?’ and ask them not to show their partner. They have to find out the missing information by asking their partner how many pieces of each fruit there are. Invite two pupils to demonstrate. Pupil B begins, ‘How many lemons are there?’ Pupil A replies, ‘There are seven lemons’. Pupil B writes seven in the empty box and so on. When they have finished they can compare their worksheets and work out the total number of fruits (37). Fast finishers can colour and label their worksheets and make up other calculations for their classmates. For example, ‘How many yellow/red/green fruits are there?’ ‘How many orange and purple fruits are there?’ ‘How many round fruits are there?’ etc. Finish this lesson by singing Monday, Tuesday…. For the next lesson, ask pupils to think about what the caterpillar eats on Saturday. Part 2: Story notes © British Council 2014 87
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