2. CRITTERS OF ERIC CARLE Brown Bear, Brown Bear What Do You See? The Very Hungry Caterpillar A House for Hermit Crab The Grouchy Ladybug Does a Kangaroo Have A Mother Too? Presenters: Laurie Brewer, Tawanda Fisher, Connie Minga, and Suzette Ruscoe

3. Eric Carle was born in Syracuse, New York, to German immigrants. When Eric was six, he and his parents moved back to Germany. Eric hated the strict discipline of his new German school. Sad and confused, Eric longed to return to America. "When it became apparent that we would not return, I decided that I would become a bridge builder. I would build a bridge from Germany to America and take my beloved German grandmother by the hand across the wide ocean." It would be seventeen years before Eric returned. In a sense, this difficult period was a great source of inspiration for Eric's later books. As an artist, Eric strives to help children enjoy school more than he did. He says, "I am fascinated by the period in a child's life when he or she, for the first time, leaves home to go to school. I should like my books to bridge that great divide." Growing up, Eric loved to walk through the woods with his father. He fondly recalls, "He'd turn over a rock and show me the little creatures that scurried and slithered about." On these walks, filled with stories and discovery, Eric learned to love nature. Giving us another clue to where he finds his ideas, Eric says, "I try to recall that feeling when I write my books."

4. Thematic Unit: Critters of Eric Carle Concepts: animals, insects, habitats, living and nonliving, ordinal position, telling time, graphing, compound words, high frequency words Writing: classbook, journal response, sequence events in story Listening/Speaking: listen to story on Youtube, retell story including beginning, middel, ending. Songs: Itsy Bitsy Spider, The Bear Went Over the Mountain, Itsy Bitsy Caterpillar, 5 Little Ladybugs Science: classifying objects as living and non-living, lifecycle of caterpillars, ladybugs, and crabs; distinguish between plants and animals Direct Experiences: Make text to self connections: field trip to the zoo, ladybug farm, field trip to aquarium Art: Make an animal collage, make different habitats, make ocean collage, grouchy portrait Social Studies : Identify animals and their habitats, distinguish location (air, land, or water) of habitats Math : Counting ordinal position, telling time, graphing, match number and number words, measure cooking

5. Brown Bear, Brown Bear What Do You See? Is a story of animals, children, and a teacher that are looking at something. The brown bear is looking at a red bird. The red bird is looking at a yellow duck, the yellow duck is looking at a blue horse and so on. At the end, the children are looking at the teacher.  Language Arts – Students will illustrate favorite animal and write two sentences about it.  Art – Students will construct a bear quilt using their favorite animal.  Math – Students will utilize quilt to create a bar graph.  Social Studies – Students will match animals to their habitat.

6. Brown Bear, Brown Bear What Do You See? Lesson Plan Connie MingaCritters of Eric CarleJune 29,2010First Grade ObjectiveProceduresMaterialsEvaluation The students will construct and interpret a simple bar graph. Comp. 5a DOK 2 The students will use mathematical language (most, greatest, least, fewest, same) to interpret the graph. Comp 5b DOK 2 The students will recognize and write numbers to represent quantities 0 to 20. Comp. 1c DOK 1 (Whole Group) I will explain to the students what a graph is. I will explain to students that we use graphs to show or tell about things. We will use the bear quilt that was made during language to construct a graph. The students will count the number of bears on the quilt and I will shade or color in the correct number of boxes. We will continue until all animals have been counted and graphed. Then we will count the number of boxes shaded for each animal and write the number at the top of each column. Then we will discuss which animal we had the most of (greatest amount of) and circle the animals’ name. Then we will discuss which animal we had the least number of (smallest amount of) and draw a square around the animals’ name. (Independent Work) The students will construct a colors graph using skittles. They will count each color and write the number at the top of the column. They will circle the color word that had the most. They will draw a square around the color word that had the least amount. Closing: The students will share and discuss their graphs. They will share one thing they learned today. Reteach: I will work with students in a small group on graphing. The students will use bear counters to construct a graph. The students will count one color of bears at a time. They will graph one color at a time. Then they will count the bears and write the number at the top of the column for that color. They will repeat the steps for each color. Enrichment: The students will play a line graphing game. They will compare and contrast the two graphs. http://www.toytheater.com/balloon-pop.php Brown Bear Brown Bear What Do You See? chart paper markers bear quilt skittles skittle graph sheet pencil color graph sheet bear counters pencil computer internet access Teacher Observation (Formal Assessment) Teacher Observation (Formal Assessment

7. The Very Hungry Caterpillar The story of The Very Hungry Caterpillar is a simple one that emphasizes numbers and days of the week. The caterpillar is not only very hungry, but he also has unusual tastes in food. After popping out of an egg on Sunday, the very hungry caterpillar eats holes through the book's pages as he eats his way through a variety of foods, beginning with one apple on Monday and two pears on Tuesday and ending with 10 different foods on Saturday. Not surprisingly, the very hungry caterpillar ends up with a stomach ache. Fortunately, a serving of one green leaf helps. The now very fat caterpillar builds a cocoon. After staying in it for two weeks, he nibbles a hole in the cocoon and emerges a beautiful butterfly.  Language Arts – Students will create a list of different foods on cards and arrange them in alphabetical order  Math – Students will use favorite foods to create a bar graph.  Science – Students will color and order the life cycle of a butterfly.  Art – Students will use pompom balls, wiggle eyes, pipe cleaners, and construction paper to make a caterpillar.

8. The Very Hungry Caterpillar Lesson Plan Name: Laurie BrewerName of Unit: “Critters of Eric Carle”Date: June 20, 2010Grade Level: 1 ObjectiveProceduresMaterialsEvaluation 1a3 Identify and use title page, title, author, illustrator, and table of contents of a book. (DOK 1) 3d3 The student will compose a functional text (an alphabetical list of foods) (DOK 3) Whole Group: 1. Review the story elements by allowing students to play The Parts of a Book game. (www.pppst.com/partsofabook.html)www.pppst.com/partsofabook.html 2. Use this game to introduce the new story (elements) of The Very Hungry Caterpillar by Eric Carle. 3. Explain how this story fits into the Unit: “Critters of Eric Carle”. 4. Introduce the story vocabulary words. 5. As each word is introduced, place it on the story board. Use the vocabulary cards to MODEL for students the skill of putting each word in alphabetical order. 6. Read the story. 7. After the story is read, have students brainstorm a list of foods that the caterpillar ate. Compile the list on the board. 8. Explain the directions for the activity. Independent Work (Incorporating Language with the Arts) 1. Write each word from the story on a caterpillar body part. 2. Place each body part in alphabetical order. 3. Paste the caterpillar’s body parts on another sheet of paper starting with head to make a caterpillar. 4. Share and check your work with your partner (Students will be paired in ability groups for appropriate partners). 5. Present your project to the class. Closing: 1. Close the lesson by allowing the students to view a power point that focuses on facts about Eric Carle. 2. Point out how the lesson will continue tomorrow by revealing which book will be highlighted next in the Author study. RETEACH/ENRICHMENT: 1.Allow students to play the interactive game on alphabetical order to review or enrich this skill. 2.Remedial work is done in games 1-2 and enrichment work is done in games 4-5. LCD Projector Computer The Very Hungry Caterpillar book by Eric Carle Story Board Vocabulary Words Marker Board, Markers Activity Page (Caterpillar body Parts) Crayons, Markers, Glue Large Sheet of Paper Computer, LCD Projector INTERACTIVE WEB GAME www.roythezebra.com/readin g Teacher Observation Peer Assessment Teacher Observation/ Assessment during presentation Self Check

9. A House for Hermit Crab Hermit Crab moves out of his small shell on the sea floor, in search of a new residence. When he finds a bigger place, a sea anemone offers to move in with him; a starfish agrees to decorate the joint. A snail and a sea urchin are employed for cleaning and protection, a lantern fish for lighting and smooth pebbles are used for a wall. Hermit lives happily for a while, until it is time to move again, to a still larger place.  Science – Students will create a shoebox diorama habitat for an animal  Math – Students will identify favorite character and create a pictograph for class  Language Arts – Students will create a description for animals in Sea Creature tab booklet  Art – Students will decorate a crab transparency to create a sun catcher  Technology - http://www.sheppardsoftware.com/ content/animals/kidscorner/seekand find/seekandfindcoral.htm

10. A House for Hermit Crab Lesson Plan Name: S RuscoeName of Unit: Critters of Eric CarleDate: June 2010Grade Level: 1 ObjectiveProceduresMaterialsEvaluation 3. Develop an understanding of the characteristics, structures, life cycles, interactions, and environments of organisms. a. Classify animals and plants by observable features (e.g., size, appearance, color, motion, habitat). (DOK 2) Whole Group: 1. The students will listen to and view the Eric Carle book A House for Hermit Crab being read at http://www.youtube.com/watch?v=r1HrQOZZuKw http://www.youtube.com/watch?v=r1HrQOZZuKw 2. After viewing the students will view a power point presentation on various habitats at http://science.pppst.com/habitats.html 3. Then teacher and students will have a group discussion about the animals in the story and discuss what type of habitat each animal will need in order to survive. 4. The teacher will describe and model a shoebox diorama and list requirements for the students to create their shoebox habitat. Small Groups: 1. Students will work in small groups at tables. 2. Groups will choose an animal for the cup and create a shoebox diorama habitat for the animal. Closing: 1. Observation of each group’s habitat 2. Peer evaluation of each project and discussion. Enrichment: Students will find an animal picture in a magazine and write a description of what the animal would need in order to survive in a habitat. Remediation: http://www.sheppardsoftware.com/content/animals/kidscorner/seekandf ind/seekandfindcoral.htm http://www.sheppardsoftware.com/content/animals/kidscorner/seekandf ind/seekandfindcoral.htm 1. Computer 2. Internet access 3. LCD Projector 4. White Board/Screen http://www.youtube.com/watc h?v=r1HrQOZZuKw http://science.pppst.com/habit ats.html 5. Shoe boxes 6. Old magazines or pictures 7. Construction paper 8. Glue and scissors http://www.sheppardsoftware. com/content/animals/kidscorn er/seekandfind/seekandfindco ral.htm 9.A House for Hermit Crab Book by Eric Carle Teacher observation Peer discussion

11. The Grouchy Ladybug The story begins with fireflies dancing in the moonlight and two ladybugs approaching a leaf with many aphids on it. The Friendly Ladybug is willing to share the aphids but the Grouchy Ladybug wants them all for himself and offers to fight the Friendly Ladybug for them. The Friendly Ladybug replies "If you insist" and then the Grouchy Ladybug makes an excuse to the Friendly Ladybug saying that it wasn't Big Enough to fight anyway. Since the Grouchy Ladybug didn't really want to fight the Friendly Ladybug, he traveled across the land picking a fight with any creature he encountered. He begins his journey at 6 AM when he comes across a "Yellow Jacket", it was willing to fight the Ladybug by saying "If you insist"..as it raised it's stinger to the Grouchy Ladybug. The Grouchy Ladybug was again unsure of himself and he said "Oh, your not big enough for me to fight" and he flew off.

12. Technologies that will be used in this lesson include: computer with Internet connection, printer, computer drawing program, and website of Paint Picture & Story. Students will use computers to view examples of pictures developed with a paint program. Students will use a computer drawing program to draw a picture related to the story. Identify the domain, Align the standards, Address diversity and Infuse Technology Other Activities: Language: Group A: The student will write the 2 words that make compound word on a ladybug pattern. They will create background for the ladybug using a variety of art supplies. They will write a sentence with each word on their lady bug. Group B: The students will complete letter L wheel. Group C: The student write two words that make the compound word on the ladybug pattern. They will create a background for the ladybug using a variety of art supplies. They will write two words describing their illustration. Math: Group A: The students will create a ladybug clock and practice telling time to the hour and half hour. They will write one sentence about their favor time of the day. Group B: The students will create a ladybug clock and practice telling time to the hour and half hour. They will write one sentence about their favor time of the day. They will illustrate their writing using a computer drawing template. Group C: The students will create a ladybug clock and practice telling time to the hour and half hour. They will draw a picture of the grouchy ladybug meeting an animal of their choice. They will draw a clock and show the time the two animals met. They will write one sentence about their illustration. They will share their information with friends. Science: Group A: Students will explore the life cycle of the ladybug. Students will create ladybug sequence cards and put the cards in order based upon the lifecycle of the ladybug. Group B: Students will create a part of the ladybug matchbox activities. Group C: Student will create a web quest on the lifecycle of the ladybug. Group D: Students will create a life cycle wheel book. Group E: The students will create an animal card. Social Skills/Art: Group A: The students will make a ladybug with various art supplies. We will take a picture of the students displaying their grouches face. The student will write one word that describes them when they are grouchy. Group B: The students should make a diorama of a scene from the story. The scene should be one of the ladybug meeting one of the 13 animals. The student should also cover the shoebox with vocabulary words from the story and construction paper to cover any advertisements. Group C: Children can be assigned pages of the story to illustrate.

13. The Grouchy Ladybug Lesson Plan NameName of Unit: Technology Date: 6-30- 10 Grade Level: 1 st ObjectiveProcedureMaterialsEvaluation The primary learning outcomes to be achieved with this lesson include: A. Student will be able to use the mouse while operating the computer. B. Student will be able to develop a picture using a drawing program on the computer. Anticipatory Set: How many of you know people who are grouchy? They aren't very nice are they? Introduction: The Grouchy Ladybug will show us why it is important to be nice to others. Explain to students that while reading this book, maybe they could find some ladybugs and the other animals mentioned outside their own home. In addition, the book will be helpful when we later learn to tell time. Modeling: The teacher will explain the process to the students, demonstrate how to find the link and complete the project as well as show the students a finish process. Guided Practice: Assist students to open the drawing program and demonstrate how to use some of the drawing tools. Allow students to have some exploration time with the drawing program and teacher will assist when needed. 1. Book: Carle, E. (1977). The grouchy ladybug. New York: Thomas Y. Crowell. 2. Computer with Internet connection 3. Computer drawing program 4. Printer 5. Disks (one for each student’s picture) 6. Pencil and paper (to make notes for lesson plan assessment and reflections) 7. http://www.valdosta.e du/~djudd/paintlesso n.html Student will be assessed by the development of a picture using the drawing program. Satisfactory: Student is able to develop a picture through the use of the drawing program. Needs Improvement: Student is not able to develop a picture through the use of the drawing program.

14. Procedures Cont... Independent Practice: The teacher will Use oral reading strategies, such as picture walk, to introduce the book to students. While reading the book to students, discuss story with students and ask questions to check for understanding of story. The Students will control the computer and go to the paint picture website. The teacher will explain how picture was developed on the computer. The students will draw a picture on the computer about their favorite part of the book that the teacher will to read to them. The teacher assists students, if needed, to scroll up and down on Paint picture Web page.) The teacher will observe students using the computer and give assistance when needed. The teacher will ask students one or more critical thinking questions about the ending of the story. Closure Students will discuss their pictures and explain how they made their pictures in the drawing program to you. Have students tell what they learned from the grouchy ladybug. Ask students if they were going to draw another picture in the drawing program, what would they draw? Explain to students that most computers have drawing programs and maybe they could draw another picture at home or school. Teacher will review how to find the drawing program on most computers: Start --> Programs --> Accessories --> Paint Tell students that you are going to put their picture on the Internet and they will be able to go on the Internet and share their pictures with friends and family. (If possible teacher should take brief notes during the lesson and concluding discussions for the lesson plan's assessment and reflections to be added later.) Reteach Group A: Watch the video “Picture Writer” as a class. After watching the video, students will work individually to make their own Eric Carle illustrations. Group B: 1. Go to http://www.kidsolr.com/earlychil dhood/page4.htm.) and practice the interactive activity that teaches you to tell time. In your journal, write down the animals the ladybug wants to fight at 10 o'clock, 6 o'clock, and 4 o'clock. Group C: Go to (http://www.eric- carle.com/catindex.html) and click on "What is your favorite book you've written?" In your journal, tell what book Eric Carle has written that is his favorite and tell why this book is his favorite. Also, tell what your favorite Eric Carle book is and tell why this book is your favorite. Enrichment Group D (http://www.mannersoftheheart. org/default.asp?id=23). Read this "Manners of the Heart" Wilbur's Alphabet page. Click on the letters of the alphabet displayed on the manners tree and view the printable page with a "manner message". Select and print your favorite three of the ten pages to be colored. Write on the bottom of each page you color a brief note explaining why this is one of your favorite manners. Color the page and hand in for show and display. Group E will use a compound word game board to create compound words like ladybug. A game board with compound words divided into their single words will be provided to the students. TSW toss a beanbag on one word on side A and another beanbag on a second word side B. TSW put the two words together to create a compound word. TSW write down their compound words on a sheet of paper provided. TTW visually spot check their compound words.

15. Does a Kangaroo Have a Mother, Too? Do animals have mothers, too? Of course they do – just like me and you! A beautifully rendered family portrait of familiar and beloved creatures are accompanied by playful texts. Children will learn the names of animal parents and their parents.

16. References/Technology  http://www.toytheater.com/balloon-pop.php http://www.toytheater.com/balloon-pop.php  http://www.youtube.com/watch?v=r1HrQOZZuKw http://www.youtube.com/watch?v=r1HrQOZZuKw  http://science.pppst.com/habitats.html http://science.pppst.com/habitats.html  http://www.sheppardsoftware.com/content/animals/kidscorner/seekandfind/seekan dfindcoral.htm http://www.sheppardsoftware.com/content/animals/kidscorner/seekandfind/seekan dfindcoral.htm  http://hubpages.com/hub/Grouchy-Ladybug http://hubpages.com/hub/Grouchy-Ladybug