Book planning


FOCUS AREA/S OF LEARNING: C.L.L., KW, M                                                                                                                       

CONTEXT FOR LEARNING: The children have been learning about who shares the planet with us. They have also had some eggs in school and watched them hatch. The children will have a delivery of caterpillars which they are interested in the changes that are taking place. The book, ‘The Very Hungry Caterpillar ‘ reinforces this.

Learning intention/



Planned adult-led activity

Title: ‘The Very Hungry Caterpillar’

By Eric Carle.

Adult input and specific language input.

Provision in and out of doors to provide opportunities for

Child-initiated learning.

Learning Intentions:

  • To know that the book is about a very hungry caterpillar.
  • To recall 3-5 fruits that he ate in the week.
  • To know that he changed into a butterfly.



Literacy - reading

Describes main story settings, events and principles  characters.

 Shows interest in illustrations and print in books.

Recognises familiar words and signs

Knows information can be relayed in the form of print.

Begins to read words and simple sentences.




Book by Eric Carle. Widget symbols of foods he ate. Lola’s box and rules.


 Sit the children in a semi-circle so that all the children can see you. ‘ l wonder who is in the box?’ recap on Lola’s rules for listening. ‘There’s something in the box, what do you think it could be?’Explain that Loa has bought a friend. Introduce the caterpillar and ask the children, ‘what do you think it is? Listen to their responses.


Show the children the front of the book and read the title. Explain that the caterpillar is very hungry. Shall we find out what they eat? Ask the children what do you think a caterpillar eats before starting the story? Begin to read the story to the children as you read the story emphasis how the caterpillar came out of the chrysalis at the end and turned into a butterfly. Go through each day of the week pointing to the food the caterpillar ate. ‘What fruits did he eat?’Encourage the children to count the fruit as you point to them.  As the story progresses what size is the caterpillar now>


Conclusion / Plenary

Can you tell me about the caterpillar? Why was he hungry? Discuss with the children the different foods that the caterpillar ate.

  • Can you remember what food the caterpillar ate?
  • How many did he eat?
  • What did the caterpillar change into?


Good sitting, good listening, good thinking, good looking, days of the week – Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Sunday, caterpillar, cocoon, egg, butterfly, apple, plum, strawberry, pear



1:1 bilingual support. Widget symbols to help the children understand the book.



Put the life cycle of a butterfly in the correct order.

Matching the number to quantity.

Indoor Environment:

P.D – Movement to Dream of Gerontius By Elgar as butterflies

.U.W- Where do fruits grow? Map of the world and placing fruit in the right country. Caterpillars from Insect lore

.L. –Retelling the story  using the  IPad.

E.A.D – Clay fruits and vegetables, butterflies, junk modelling –making a butterfly.. painting symmetrical butterflies

M – Matching number to quantity, 1-1 correspondence. Symmetry, tallying

 PSED – What is your favourite fruit? Why should we keep healthy?   

C.L - Retelling the story using the IPad. Books about butterflies

Outdoor Environment 

PSED – Butterfly wings –what is it like to be a butterfly?

PD – Racing, ball games, butterfly race

C&L- What does a butterfly look like?

L- Books about butterflies.

M – Matching butterflies.

UW –Life cycle of a butterfly - putting it in order. Foods that butterflies eat.

EAD – Making butterflies using junk modelling

Drawing their own butterflies.

 Planting plants that attract butterflies.