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English Unit: The Very Hungry Caterpillar
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English Unit: The Very Hungry Caterpillar

The Very Hungry Caterpillar has been a favourite with children for over 50 years. This unit is designed to help you bring an exciting range of cross-curricular activities into your classroom to go along with this classic story book. In the unit students will sequence the story, assemble sentences, count their way through fruit, make healthy eating decisions and learn a little bit about how hungry caterpillars turn into beautiful butterflies.

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Learning goals

  • We are learning to respond to stories and share our feelings and thoughts about events and characters.
  • We are learning to respond to texts, identifying favourite stories, authors and illustrators.
  • We are learning to share feelings and thoughts about the events and characters in texts.
  • We are learning to recognise characteristics of different types of texts, e.g. traditional beginnings and endings of fairy tales and rhyme in poetry.
  • We are learning to identify some features of texts including events and characters and retell events from a text.
  • We are learning to retell and adapt familiar texts through role play, performance, images or writing.
  • We are learning to retell familiar texts through role play, reciting rhymes, drawing pictures or using technology.
  • We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
  • We are learning to use comprehension strategies, such as retelling, making inferences and finding key words to make meaning from multimodal texts.
  • We are learning to understand and use the Health Star Rating system to make informed food choices.
  • We are learning to identify actions that help promote health, safety and wellbeing.

Curriculum alignment

PDe-7 old Identifies actions that promote health, safety, wellbeing and physically active spaces ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies PDe-2 old Identifies people and demonstrates protective strategies that help keep themselves healthy, resilient and safe PDe-6 old Explores contextual factors that influence an individual’s health, safety, wellbeing and ENe-8B old Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter PDe-8 old Explores how regular physical activity keeps individuals healthy PDe-9 old Practises self-management skills in familiar and unfamiliar scenarios PDe-10 old Uses interpersonal skills to effectively interact with others ENe-10C old Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts ENE-UARL-01 new Understands and responds to literature read to them ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults
VCELY153 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently VCELT159 Retell familiar literary texts through performance, use of illustrations and images VCHPEP059 Identify people and actions that help keep themselves safe and healthy VCHPEP062 Identify actions that promote health, safety and wellbeing VCELT149 Recognise some different types of literary texts and identify some characteristic features of literary texts VCELT150 Identify some features of texts including events and characters and retell events from a text VCELT171 Share feelings and thoughts about the events and characters in texts VCELT170 Respond to texts, identifying favourite stories, authors and illustrators

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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