FIRST GRADE: NONFICTION 1
Kindergarten: Nonfiction
Tabitha Cumbow
School of Online Master of Arts in Teaching, Liberty University
Author Note
Tabitha Cumbow
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Tabitha Cumbow
Email: tachristie@liberty.edu
FIRST GRADE: NONFICTION 2
Abstract
This Language Arts Strand Project describes a science unit on the life cycle of a butterfly being
studied by kindergarten. The students have reached the unit in their science studies of animal
lifecycles, the teacher believes that the butterfly life cycle is an important and fun lifecycle to
learn about. The students will also be able to watch the butterfly life cycle with their own eyes
and document their observations as they watch their very own classroom caterpillar grow into a
butterfly. Over this unit the students will be able to practice many skills; writing, observation,
and reading comprehension. This unit provides many activities to practice these skills. Some
topics may not be related to language arts but each one is made to help students reach state-
mandated standards.
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Overview of Language Arts Strand Project
Grade Level First grade
State
Standards
Reading:
K.5 The student will demonstrate an understanding that print conveys
meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide information.
c) Read and explain own writing and drawings.
d) Read his/her name and commonly used high-frequency word
K.7 The student will expand vocabulary and use of word meanings.
a) Discuss meanings of words.
b) Increase vocabulary by listening to a variety of texts read aloud.
c) Use vocabulary from other content areas.
d) Ask about words not understood.
e) Use number words.
f) Use nouns to identify and name people, places, and things.
g) Use adjectives to describe location, size, color, and shape.
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h) Use verbs to identify actions.
K.9 The student will demonstrate comprehension of nonfiction texts.
a) Use pictures to identify topics and make predictions.
b) Identify text features specific to the topic, such as titles, headings, and
pictures.
c) Ask and answer questions about what is read.
Writing:
K.11 The student will write in a variety of forms to include narrative and
descriptive.
a) Differentiate pictures from writing.
b) Use prewriting activities to generate ideas including drawing pictures.
c) Use letters to phonetically spell words that describe pictures or
experiences.
d) Write left to right and top to bottom.
e) Compose simple sentences.
f) Begin each sentence with a capital letter and use ending punctuation.
g) Share writing with others.
Speaking and Listening:
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K.1 The student will build oral communication skills.
a) Listen actively and speak using agreed-upon rules for discussion.
b) Express ideas in complete sentences and express needs through direct
requests.
c) Initiate conversations.
d) Follow implicit rules for conversation, including taking turns and
staying on topic.
e) Listen and speak in informal conversations with peers and adults.
f) Discuss various texts and topics collaboratively and with partners.
g) Use voice level, phrasing, and intonation appropriate for various
language situations.
h) Follow one- and two-step directions.
i) if) Ask how and why questions to seek help, get information, or
clarify information.
j) Work respectfully with others
Objectives After reading stories about butterflies, students will identify the order
of the butterfly life cycle with 100% accuracy.
After reading stories about butterflies, students will be able to classify
FIRST GRADE: NONFICTION 6
what it takes for butterflies to survive
Children’s
Literature/
Reading
Materials
The Very Hungry Caterpillar by Eric Carle
National Geographic Readers: Caterpillar to Butterfly by Laura Marsh
The Story of a Butterfly: Learn about the Life Cycle and Habitat of the
Painted Lady by Margaret Rose Reed
Hello, Little One: A Monarch Butterfly Story by Zeena M. Pliska
Text Set
Throughout this unit, students will be exploring and discovering life cycles and habits of
different insects. This unit focuses on a variety of State standards, including Kindergarten
reading standard………. The students will use a combination of the texts listed as they create
their own butterfly life cycle observation journal that will help them with Writing standard….
1. The Very Hungry Caterpillar by Eric Carle
This book will help students learn the life cycle of a butterfly in a fun fiction story. This
story is about a little caterpillar who is very hungry and eats a variety of food. By the end
of the story the catperillar has gone through several stages of the life cycle and ends by
turning into a beautiful butterfly. Even though caterpillars tend to only eat leaves this
story is a great resource to introduce the life cycle of a butterfly.
2. National Geographic Readers: Caterpillar to Butterfly by Laura Marsh
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This story is a great resource for the students. It is a nonfiction story about the life cycle
of a butterfly. Along with telling the life cycle of a butterfly the story also has real life
pictures of caterpillars and butterflies. This book is intended for the students to be able to
read as an informational text to learn more about caterpillars and butterflies.
3. The Story of a Butterfly: Learn about the life cycle and habitat of the Painted Lady by
Margaret Rose Reed
This story is a nonfiction book, but this is a perfect picture book to help comprehend the
life cycle of a butterfly. In this story the students will learn about the butterfly the Painted
Lady. The students will learn about the life cycle as well as where the Painted Lady lives.
4. Hello, Little One: A Monarch Butterfly Story by Zeena M. Pliska
This nonfiction story is just for fun reading. It is about two friends that normally wouldn’t
be friends becoming friends.
Lesson Plan
LESSON PLAN TEMPLATE
PRELIMINARY INFORMATION
Candidate Name: Tabitha Cumbow Grade Level: First Grade
Candidate’s Endorsement:
Elementary Educations
Central Focus: Butterfly Life Cycle
Subject: Language Arts Learning Segment Theme: insects
Where in the learning segment does
this lesson occur?
☒Beginning ☐Middle
☐End
Lesson Structure or Grouping:
☒Whole Class ☐Small Group ☐1:1
Other (specify): Click or tap here to enter text.
STUDENT ASSETS (KNOWLEDGE OF STUDENTS)
Complete this section if you are in a practicum setting. If you are not in a practicum setting,
please list N/A.
Personal (Interests, family
backgrounds, experiences, etc.)
N/A
Cultural (Traditions, dialects,
worldview, literature, arts, etc.)
N/A
Community (Landmarks, community
events, etc.)
N/A
FIRST GRADE: NONFICTION 8
Developmental (Cognitive, physical,
social, and emotional)
N/A
CONTENT STANDARDS
State Standards K.7 The student will investigate and understand that
plants and animals have basic
needs and life processes
a) living things need adequate food, water, shelter,
air, and space to survive;
b) plants and animals have life cycles
K.1 The student will demonstrate an understanding
of scientific and engineering
practices by
a) asking questions and defining problems
ask questions based on observations
identify a problem based on need
make predictions based on observations
b) planning and carrying out investigations
make observations to collect data
record information from investigations
d) constructing and critiquing conclusions and
explanations
make simple conclusions based on data or
observations
f) obtaining, evaluating, and communicating
information
FIRST GRADE: NONFICTION 9
communicate observations using pictures,
drawings, and/or speech
National Standards K-LS1-1. Use observations to describe patterns of
what plants and animals (including humans) need to
survive. [Clarification
Statement: Examples of patterns could include that
animals need to take in food, but plants do not; the
different kinds of food needed by different types of
animals;
the requirement of plants to have light; and that all
living things need water.]
InTASC Standards Standard #5: The teacher understands how to
connect concepts and use differing
perspectives to engage learners in critical thinking,
creativity, and collaborative
problem solving related to authentic local and global
issues.
Standard #7: The teacher plans instruction that
supports every student in meeting rigorous learning
goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills,
and pedagogy, as well as knowledge of learners and
the community context.
LEARNING OBJECTIVE(S)
These must be behavioral and measurable.
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Statements of what students will know, understand, and be able to do at the end of the lesson
(consider all three domains). Include condition, performance, and criterion.
The student will describe the butterfly life cycle with 100% accuracy.
The students will describe what it takes for a caterpillar and butterfly to survive with 100%
accuracy.
BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET
How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?
“In science class the students are beginning to learn about animal life cycles. In preparation for
this unit the teacher is wanting to introduce the life cycle of a butterfly.
Prior to this lesson the students have had to learn about the traits of a butterfly during the
camouflage unit and have developed a sense of how butterflies survive in the world.
Launch: The teacher will begin the lesson by passing out a KWL chart. Once the teacher
passes out the KWL she will show pictures of butterflies.
“What do you know about this butterfly? Do you know how it survives? Do you know where
butterflies come from?” (Give several minutes for students to write or draw pictures in their
KWL chart.) Once students are done with the ‘What they know part’ have them write what
they would like to know about butterflies. Once students are done writing have them turn to a
partner to share what they wrote in their charts.
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MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING
For example: How will you engage students with ideas/texts to develop understanding? What
questions will you ask? How will you promote question generation/discussion? What activities
will you use to engage students in learning—for individuals, small groups, or the whole class?
How will you incorporate technology? How will you address the academic language
demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem student will solve during the lesson—with the correct answers.
Instruction/Modeling The teacher will play “The Butterfly Song for
Children’ by Miss Patty on the smart board. This
will allow time for students to move and get their
brains working.
Read The Very Hungry Caterpillar by Eric Carle
Display a picture of the butterfly life cycle up on the
board.
Relate the life cycle to the story
“What happens first in the story? What happens first
in our life cycle? What happens next in our story?
FIRST GRADE: NONFICTION 12
What is the next step in the life cycle? What is the
next thing to happen to Caterpillar? What is the next
step in the life cycle? What happens at the end of the
story? What is the last step to the life cycle?”
Explain to the students that The Very Hungry
Caterpillar is a fiction book, so that means it is made
up. Ask the students what caterpillars really eat? Do
caterpillars really eat cake, apples, oranges, etc.?
Guided Practice As a class you will begin to grow butterflies.
The teacher will bring out the butterfly enclosure
where she will place a caterpillar and food. Explain
to the students that every day they will document
how the caterpillar looks and what stage it is in.
the teacher will guide the students through their first
journal entry together.
Day 1: the caterpillar is in the second stage of the
life cycle. It needs to eat lots of leaves to grow big.
FIRST GRADE: NONFICTION 13
Independent Practice Each set of partners will receive a National
Geographic Kids Butterfly book to read.
After reading the book together the students will
work independently to complete the life cycle
wheel.
END: CLOSURE
How will you end the lesson in a way that promotes student learning and retention?
The teacher will end the lesson by playing the Butterfly Song again. After the song is played
the teacher will pass out exit tickets. On this ticket the students will either draw or write
something they learned and something they still want to know about.
FIRST GRADE: NONFICTION 14
EVIDENCE AND ASSESSMENT OF STUDENT LEARNING
How will you know whether your students are meeting your learning objective? What tools
will you use to measure their progress? How will you provide feedback to promote student
learning?
Diagnostic/Pre-assessment(s) (could
be prior to the lesson)
The students will share what they already know
about butterflies and caterpillars on their KWL
chart. They will share out loud to the class. This is
how the teacher will know what the students know
before starting the lesson.
Formative Assessments/
Feedback to Learners (part of the
activities in the lesson)
The formative assessment for this lesson will be the
life cycle wheel the students complete during their
independent work.
Summative Assessment (matches the
objective)
The exit ticket the students will fill out at the end of
the lesson will be used as a summative assessment.
What I Want to Know
FIRST GRADE: NONFICTION 15
The students have the opportunity write down
everything they learned and what they still want to
learn or know more about.
ACADEMIC LANGUAGE DEMANDS
Language Demand(s) N/A
Language Support(s) The teacher will supply dictionaries and pictures
along with words to support language and
vocabulary.
Essential Vocabulary Eggs, CATERPILLAR, CHRYSALIS, BUTTERFLY, STAGE
LU SOE-SPECIFIC LESSON REQUIREMENTS
Character Education The students have prior knowledge in insects from
the discussion of spring and what happens when it
turns into spring.
Materials Smart board
Wifi
KWL Chart
Exit ticket
Life cycle wheel
The following books:
The Very Hungry Caterpillar by Eric Carle
National Geographic Readers: Caterpillar
to Butterfly by Laura Marsh (Enough copies
for whole class)
The Story of a Butterfly: Learn about the life
cycle and habitat of the Painted Lady by
Maragret Rose Reed
Hello, Little One: A Monarch Butterfly Story
by Zeena M. Pliska
Technology Connection Technology is included in this lesson by having the
ability to listen to a read aloud of each story
FIRST GRADE: NONFICTION 16
watching and listening to the Butterfly song and
having the access to a computer to look up
vocabulary words.
CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM:
How will you support students to meet your goals? EXPLICITLY describe what you will do!
List planned supports (instructional strategies, learning tasks and materials, and other
resources deliberately designed to facilitate student learning of the central focus).
Planned Supports The teacher will support the students by guiding,
modeling, and allowing them the access to read the
books in different ways, such as: read together,
listen to, or read to self.
SUPPORTS: DIFFERENTIATION/EXTENSION
How will you provide successful access to the key concepts to all the students at their ability
levels?
Exceptionalities (special needs
[IEPs/504 plans], gifted and talented,
accommodations, etc.)
N/A
ELL N/A
Learning Styles/Student Engagement N/A
Extension N/A
REFERENCES: RESOURCES
Cite all sources used in the development of the lesson materials and resources, including URLs
or other references.
Click or tap here to enter text.
The Butterfly Song for Children (Official Video) Egg Caterpillar Chrysalis| Miss Patty.
(2019). Retrieved from https://www.youtube.com/watch?v=1EQeYA5Qbic.
Carle, E., & Free, K. R. (2022). The Very Hungry Caterpillar. Findaway World, LLC.
Caterpillar to Butterfly National Geographic Readers Read Aloud. (2021). Retrieved from
https://www.youtube.com/watch?v=qQWTIcp8n70&t=314s.
Hello, Little one A Monarch Story by Zeena M Pliska and Fiona Halliday Read Aloud by
Dana Reads. (2021). Retrieved from https://www.youtube.com/watch?
v=MekDGMImO3M.
FIRST GRADE: NONFICTION 17
Marsh, L. (2012). National Geographic Readers: Caterpillar to butterfly. National Geographic
Society.
Pliska, Z. M. (2020). Hello, little one: A Monarch butterfly story. St Martins Pr.
REED, M. R. (2022). Story of a butterfly;learn about the life cycle and habitat of the painted
lady. SOURCEBOOKS EXPLORE.
The Very Hungry Caterpillar - Animated Film. (2016). Retrieved from
https://www.youtube.com/watch?v=75NQK-Sm1YY&t=65s.
REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN
Cite all research used to support instructional design, including URLs or other references.
Tompkins, Gail. (2016). Language arts: Patterns of practice (9th ed.). Pearson.
Mini-Lessons
1. Mini-Lesson sequencing and comprehension
(Reading Strand)
K.9 The student will demonstrate comprehension of nonfiction texts
The teacher will read the story to the class. After reading and doing their whole group
work the students will break off into their reading groups. During these groups is when
the students will sequence when the caterpillar ate what foods.
FIRST GRADE: NONFICTION 18
2. Very Hungry Caterpillar Story Map
(Writing Strand)
K.11 The student will write in a variety of forms to include narrative and descriptive.
During small group work the students will complete this story map independently. The
teacher will supply a book at the station but will encourage the students to do it on ther=ir
own without looking in the book.
FIRST GRADE: NONFICTION 19
3. About the story
(Writing Strand)
K.11 The student will write in a variety of forms to include narrative and descriptive.
During reading stations, the students will pick at least one of the following papers to fill
out about one of the stories they read. They may read any of the two; The Story of a
Butterfly: Learn about the Life Cycle and Habitat of the Painted Lady by Margaret Rose
Reed and Hello, Little One: A Monarch Butterfly Story by Zeena M. Pliska. The students
will read the book they have chosen and fill out the paper based off the book they read.
FIRST GRADE: NONFICTION 20
Reading Groups - Tiered Activities
Group 1: On grade level
The teacher will present a copy of National Geographic Kids: Caterpillar to Butterfly to
each student. This book was selected due to its knowledge of the butterfly life cycle, as well as
the vocabulary. The teacher will ask the group to follow along and read as he/she reads. The
students are encouraged to read out loud, as the students read the teacher will back off the
reading till it is only the students. After reading the teacher will ask the students if there are any
words the students did not recognize or know. (Give time for the students to answer) After the
students answer discuss the words and definitions together. The students and teacher will find the
word in the book, they will reread the sentence to see if they can figure out what the words mean
by using context clues. If the students are still unsure look the words up together in a dictionary.
As the students are finding new words and their definitions they will write the word in their
personal dictionary, and either draw a picture or write what the word means.
Group 2: Above grade level
The teacher will present a copy of National Geographic Kids: Caterpillar to Butterfly to
each student. This book was selected due to its knowledge of the butterfly life cycle, as well as
the vocabulary. The teacher will have the group break into partners to read the story together as
partners. After reading the teacher will ask the students if there are any words the students did
not recognize or know. (Give time for the students to answer) After the students answer discuss
the words and definitions together. The students and teacher will find the word in the book, they
will reread the sentence to see if they can figure out what the words mean by using context clues.
If the students are still unsure look the words up together in a dictionary. As the students are
FIRST GRADE: NONFICTION 21
finding new words and their definitions they will write the word in their personal dictionary and
draw a picture and write what the word means.
Group 3: Below grade level
The teacher will present a copy of National Geographic Kids: Caterpillar to Butterfly to
each student. This book was selected due to its knowledge of the butterfly life cycle, as well as
the vocabulary. The teacher will read the book to the students, as the teacher reads the students
will follow along with their finger. As the students are following along they are looking for
words they recognize and can read out loud. After reading the teacher will ask the students if
there are any words the students did not recognize or know. (Give time for the students to
answer) After the students answer discuss the words and definitions together. The students and
teacher will find the word in the book, they will reread the sentence to see if they can figure out
what the words mean by using context clues. If the students are still unsure look the words up
together in a dictionary. As the students are finding new words and their definitions, they will
write the word in their personal dictionary and draw a picture of what the word means.
FIRST GRADE: NONFICTION 22
Assessments
Assessment 1
The KWL chart is a good way to keep students’ thoughts organized. It shows what they
already know about the topic, what they hope to learn about, and then at the end you can see
what they learned. This assessment will be used to monitor the student’s growth in the topic. It
also can be used to engage the students, because the teacher will be able to pull things the
students want to learn about into the lesson.
FIRST GRADE: NONFICTION 23
Assessment 2
The exit ticket can be used every day during the lesson. You can see what the students learned as
well as what they still want to know more about. For example during the lesson the teacher spoke
about chrysalis and what it was if the student writes chrysalis or draws a picture of the chrysalis
in the what I want to know box the teacher knows that the student did not comprehend what was
being taught about the chrysalis. The teacher then can go back and visit the topic of chrysalis.
FIRST GRADE: NONFICTION 24
References
The Butterfly Song for Children (Official Video) Egg Caterpillar Chrysalis| Miss Patty. (2019).
Retrieved from https://www.youtube.com/watch?v=1EQeYA5Qbic.
Carle, E., & Free, K. R. (2022). The Very Hungry Caterpillar. Findaway World, LLC.
Caterpillar to Butterfly National Geographic Readers Read Aloud. (2021). Retrieved from
https://www.youtube.com/watch?v=qQWTIcp8n70&t=314s.
Hello, Little one A Monarch Story by Zeena M Pliska and Fiona Halliday Read Aloud by Dana
Reads. (2021). Retrieved from https://www.youtube.com/watch?v=MekDGMImO3M.
Marsh, L. (2012). National Geographic Readers: Caterpillar to butterfly. National Geographic
Society.
Pliska, Z. M. (2020). Hello, little one: A Monarch butterfly story. St Martins Pr.
REED, M. R. (2022). Story of a butterfly;learn about the life cycle and habitat of the painted
lady. SOURCEBOOKS EXPLORE.
The Very Hungry Caterpillar - Animated Film. (2016). Retrieved from
https://www.youtube.com/watch?v=75NQK-Sm1YY&t=65s.
Tompkins, Gail. (2016). Language arts: Patterns of practice (9th ed.). Pearson.
