• Give Activity Sheet #5 to the students. Have each student cut the strips apart and sequence the story. In order to practice the ordinal numbers, have them write the ordinal numbers next to each strip as they put them in order. (They can glue or tape the strips to another piece of paper.) Then divide the class into pairs. The pairs need to ask each other, ¿Qué pasó primero?/What happened first? And after the partner answers they need to agree (sí) or disagree (no) and suggest a different sentence, _____ va primero./ goes first.
• Draw a large colorful caterpillar with five sections on chart paper. Make a simple story map with the students that includes: el lugar/the setting, los personajes/the characters, los eventos/ the events, el problema/the problem, and la solución/the solution. (Write each part of the story map in one of the sections of the caterpillar—see Activtity Sheet #6.) Elicit the information from the students asking them questions such as: La oruga es un personaje en el cuento, ¿quién es el otro personaje?/The caterpillar is on character in the story, who is another? or ¿Quiénes son los personajes en el cuento?/Who are the characters in the story? ¿Por qué le duele el estómogo de la oruga?/Why does the caterpillar’s stomach hurt? Pues, la oruga tiene un problema grande./Well, the caterpillar has a big problem. ¿Qué es la solución?/What is the solution?
• Let the students name the large storymap caterpillar. Show them how names in Spanish are formed with the father’s and the mother’s last names. (Have them compare how names are formed in English-speaking and Spanish-speaking countries.)
• Give the students many choices for first and last names in Spanish (and let them suggest names). Have small groups of three students create possible names with each person in the group suggesting one part of the full name (first name, father’s surname, mother’s surname). Then have the class vote for the name they like the best. Tell the class that if this caterpillar lived in Spain it would say some of the words for the foods differently.
• In Spain, lollipops are called, chupachús or chupetes, muffins are called, magdalenas, cherry pie is torta de cerezas, and sausage is typically chorizo. Buy all or some of the following for the students to taste: Chupa Chus™ lollipops, Spanish chorizo, and Spanish cheese such as Manchego. Explain that these are products of Spain. Ask the students to point to Spain on the map. Explain that Spain is where Spanish was originally spoken. Ask the students to name a typical American brand of lollipops (i.e.: Tootsie Roll Pops™), sausage (i.e.: Oscar Mayer Wieners™ or other hot dogs), and cheese (i.e.: American).
Extension: Do the same activity for other Spanish- speaking counties that have different words than those found in the book (such as Puerto Rico where oranges are called chinas).
• Give construction paper to the students to illustrate their own versions of a caterpillar story or a story about another animal or insect character. Suggest that they change the story setting to a Spanish- speaking country where the food the character eats might be different such as in Spain or Costa Rica (where the food might be tropical fruit, arroz con habichuelas, and fried bananas). They can also name their character in the traditional manner in Spanish.
• Give, or create with the students, patterned sentences in which they can fill in blanks to make the story their own. After the students have written their final text below their illustrations, bind the books with staples and tape or tied with yarn.
• Invite parents and to the classroom to listen to the students sharing their books and reading or telling the stories or send home a videotape of the students reading their books to a class of younger Spanish students.

Assessments:

• Have the students create a rubric for their books with you. Ask them (in English) what the best book would look like (e.g.: colorful illustrations, writing with no cross-outs, neatly bound), what the elements of a good story are (e.g.: a logical sequence, a good problem, a surprise solution), and what the best writing in Spanish needs (e.g.: correct spelling and accent marks, text/message that is easy to understand). Students can assess their peer’s books and also do a self-assessment according to the criteria they have created.

• Students will sequence the story, La oruga muy hambrienta.
• Students will role-play the story.
• Students will create a story map.
• Students understand how names are formed in Spanish-speaking countries.
• Students will identify products of Spain and compare them with their American counterparts.
• Students write their own stories about the oruga they have named.
• Student share their books and read their stories to parents and other Spanish students.

Language:
Same as in previous lessons
Vocabulary:
el lugar, los personajes, los eventos, el problema, la solución
sí/no
the ordinal numbers 1° a 14°
el nombre, el apellido
Questions:
La oruga es un personaje en el cuento, ¿quién es el otro personaje?
¿Quiénes son los personajes en el cuento? ¿Por qué le duele el estómogo de la oruga? ¿Qué es la solución?
Statements:
_____ va primero.
Pues, la oruga tiene un problema grande.
(Otro personaje es) la mariposa.
La oruga y la mariposa (son los personajes en el cuento).
(Su estómago le duele porque) come mucho.
Come una hoja verde, se construye un capullo, es una mariposa.

Standards:
1.1  Students provide and obtain information when they work in pairs checking the story sequence.
1.2  Students interpret written information when they read Activity Sheet #5.
1.3  Students present information when they read the story as the narrator and when they read their storybooks to invited guests.
4.2  Students compare the practice of forming names in English-speaking and Spanish-speaking countries, words in different Spanish- speaking countries, and brands/types of food in the US and in Spain.

Materials:

• Activity Sheet #5
• Supplies to make props for the play
• Story map caterpillar on a large piece of paper
• paper and supplies for making books
• Refreshments for invited guests or videotapes