NCCU Student Name: Shontaire Butler

Field Experience School: Hilburn Academy

CT Name & Grade Level: Alexis Wengler, 2nd Grade
Lesson Title: What are the details?
Length of time needed: 45 minutes
Comprehension
SUBJECT & GRADE
NCDPI STANDARDS
Common Core
(Math/ELA)
Essential Standards
(AS NEEDED)
MATERIALS

RELATED
VOCABULARY AND
DEFINITIONS

INTRODUCTION
Who are you and why are
you there?

OBJECTIVES
What will students be able to
do by the end of the lesson?
Develop 3-4 I can or The
learner will be able to
statements, which are guided
by your standards selected
above.
HOOK
What question or activity will
you begin with to get their
attention?
(Step 1)
PRESENTATION OF
MATERIAL
Explain the concept and
show how it is done.
(Step 2 and 3)
ACTIVITY
Get the students involved.

Language Arts, 2nd Grade-Focus Area:Identify

CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot.
From Caterpillar to Butterfly by Deborah Heiligman
Life Cycle Sheets
Post-its
Stop and Jot Chart
My Thoughts Chart
Colored Pencils/Crayons
Butterfly video: https://www.youtube.com/watch?v=kVm5k99PnBk
Smartboard
Laptop
Antennae-the feelers on the head of an insect
Hibernation-when an animal sleeps through the winter
Insect-an animal with a hard-outer skin
Migration-when an animal travels a long way, at certain times of the year to find a better place
to live
Molting-when an animal sheds its skin to grow
Pupa-the stage in the life of a butterfly or moth between caterpillar and the adult insect
Thorax-the middle part of an insects body
Hello class. Today, we are going to read a book called From Caterpillar to Butterfly but first
I want to review our Stop and Jot concepts of nonfiction literature. As I read the book, I want
you to see if you thought of anything the book did not or if the book had some facts that you did
not think of. Remember sometimes the illustrations give use some information as well so I want
you to look at the pictures also. Try to connect some of the things you saw in the video to the
book.
I can recall details from the book about the life cycle of a butterfly.
I can create sentences using key vocabulary words to describe steps in the life cycle of a
butterfly.
I can use illustrations in the book to infer information about the butterfly.

Watch a video on the cycle of life for a butterfly. Music only not narrative.
https://www.youtube.com/watch?v=kVm5k99PnBk
The teacher will read the book, pointing out vocabulary words as well as details from the
pictures. During the reading, the teacher will ask leading questions and allow the students to do
some turn and talk.
The students will return to their seats and write a sentence that gives a fact about the butterflys
life cycle on a post-it. They will then share their fact and then post it on the My Thoughts

DO SOMETHING. Or
Make a visual representation
of the learning. PROVIDE
SPECIFIC AND DETAILED
STEPS. Monitor students as
they complete the activity.
(Step 4)
CLOSURE
Restate the purpose of your
lesson, or have students
restate what they have
learned.
ASSESSMENT
Determine who understands
and who does not. Create a
rubric or checklist that
matches your standards and
objectives above.

sheet. The student will then be asked to create a narrative that gives events during each stage of
the butterfly life cycle while looking at a diagram. A rubric will be reviewed and they will
follow a life cycle diagram and write one sentence for each stage.

So, with all your exposure to the life cycle of butterflies, I hope you have a better
understanding of the stages and what happens during those stages. When given information in
print form, you can gain comprehension by looking at the pictures, understanding the words and
then restating it in your own words. Today, you created a visual of the life cycle and created a
narrative to show your understanding.
The rubric will be used and the students will exchange papers and assess each others papers.
Rubric
3
____ A complete sentence for each stage (4).
____ At least 3 vocabulary words used.
____ Accurate facts
2
2 out of 3 above
1
1 out of 3 above