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The Very Hungry Caterpillar - Presentation
F Primary + Unit Plans Presentations World Storytelling Day English Number & Place Value Examining Literature Creating Literature Analysing, Interpreting & Evaluating Creating Texts Health and Physical Education 15 Pages

The Very Hungry Caterpillar - Presentation

In this presentation, students spend some time considering and discussing the story The Very Hungry Caterpillar in a new way. In it, they are introduced to concepts like the main character, the setting, and try and identify the central problem of the story and its solution.

This presentation was created as a part of Teach This’ Very Hungry Caterpillar unit. It 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 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 write known lower case and upper case letters using learned letter formations, functional posture and pencil grip.
  • We are learning to write known lower case and upper case letters using learned letter formations, correct posture and pencil grip.
  • We are learning to partition and combine collections up to 10 using counting strategies.
  • We are learning to connect number names, numerals and quantities to 10.
  • 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

ENe-4A old Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies MAe-4NA old Counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-3WM old Uses concrete materials and/or pictorial representations to support conclusions MAe-2WM old Uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-1WM old Describes mathematical situations using everyday language, actions, materials and informal recordings ENe-3A old Produces most lower case and upper case letters and uses digital technologies to construct texts 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 PDe-7 old Identifies actions that promote health, safety, wellbeing and physically active spaces PDe-8 old Explores how regular physical activity keeps individuals healthy ENe-8B old Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter ENe-10C old Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts PDe-10 old Uses interpersonal skills to effectively interact with others PDe-9 old Practises self-management skills in familiar and unfamiliar scenarios ENE-UARL-01 new Understands and responds to literature read to them ENE-CWT-01 new Creates written texts that include at least 2 related ideas and correct simple sentences MAE-CSQ-02 new Represents the relations between the parts that form the whole, with numbers up to 10 ENE-HANDW-01 new Produces all lower-case and upper-case letters to create texts ENE-OLC-01 new Communicates effectively by using interpersonal conventions and language with familiar peers and adults ENE-RECOM-01 new Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
VCMNA070 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond VCELY162 Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case VCHPEP059 Identify people and actions that help keep themselves safe and healthy VCHPEP062 Identify actions that promote health, safety and wellbeing 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 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

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

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