Caterpillar and the Dark
Lesson Plan & Printables

About This Lesson

*Link to printable worksheets are at the bottom of the page*

This lesson uses Caterpillar and the Dark as an anchor text to teach children the foundational self-advocacy skill of recognizing when they need help and knowing how to ask for it. Children learn that asking for help is not a sign of weakness : it is a sign of self-awareness. They also discover that facing scary things is always easier together. In addition to its social-emotional focus such as identifying trusted adults across a variety of settings , this lesson builds essential reading comprehension skills including event sequencing and key vocabulary acquisition.

CASEL Framework Alignment

Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and name emotions — especially bravery and fear — in the story character and in themselves
2. Name at least two trusted people in their lives they can ask for help
3. Practice language for asking for help using sentence frames
4. Understand that asking for help is a sign of strength and self-awareness

Key Vocabulary

Materials Needed

• Caterpillar and the Dark (book)
• Printed worksheets (1–5)
• Crayons or colored pencils
• Scissors (for sequencing)
• Pencils or markers
• Glue sticks (optional)
• Anchor chart + markers (classroom)
• Optional: stuffed animals (home setting)

Flexible Lesson Structures

Read Aloud Discussion Guide

Pause at these moments during the read aloud to check for understanding and build toward the self-advocacy lesson. Questions are tiered by cognitive level (Recall → Connect → Extend).

1. Look at the cover. What do you predict this book will be about? Why?
2. Has anyone ever had to be brave before? (Thumbs up — you don't have to share what it is.)
3. When you have to ask for help, what do you usually do? "When I have to ask for help, I usually ___."

1. [Pages 1 & 8 — show both pages side by side] How is Caterpillar feeling on the first page compared to the eighth page? "On page 1 Caterpillar feels ___, but on page 8 he feels ___."
2. [When Caterpillar realizes he must make a cocoon] Uh oh. How do you think Caterpillar feels right now? What clues does the story give us?
3. [When Caterpillar decides to ask Bee for help] Stop — this is a huge moment! What did Caterpillar just do? Was it easy or hard? Do you think it was brave?
4. [When Bee invents the special knock] Bee came up with a plan. What was the plan? How did it help Caterpillar feel less alone?

1. Why do you think Caterpillar asked Bee for help? Do you think Caterpillar trusts Bee?
2. Bee didn't make the dark go away — she just made Caterpillar feel not alone. What's the difference?
3. What do you think made Bee a good friend in this story? What does a good helper do?
4. At the end, Caterpillar becomes a butterfly! How do you think he felt coming out of his cocoon?
5. What does asking for help in the classroom look like and sound like? Who are the trusted people you could go to right here at school?

1. Is asking for help always easy?
2. Can you be brave AND scared at the same time? Explain your thinking.
3. What would have happened if Caterpillar didn't ask for help? Would he still have become a butterfly?
4. Bee helped Caterpillar face his fear by being there. Has anyone ever done that for you — or you for someone else?

Sentence Frames for Asking Help

Practice these together before completing the worksheets. Post them on an anchor chart or whiteboard.

• "I feel scared / worried / nervous about ___. Can you help me?" — All Ages
• "I need help with ___. Could you ___?" — Ages 6–8
• "I don't want to do this alone. Can we do it together?" — All Ages

Setting-Specific Guidance

Classroom

• Use carpet time for the read aloud
• Create a class "We Can Ask for Help!" anchor chart
• Pair children for Worksheet 5 activity
• Role-play asking for help in partners
• Display Worksheet 2 webs as a "Our Support Wall"
• Morning meeting integration: daily check-in variation

Home / Caregiver

• Caregiver participates in Worksheet 2 as a named support person
• Create YOUR family's own special knock together
• Share a personal story of when you asked for help
• Display completed Support Web on the refrigerator
• Revisit the book when child faces a real challenge

Therapy / Counseling

• Use during individual or small group sessions
• Worksheet 4 is especially powerful for safety planning
• Explore barriers to asking for help (shame, past experiences)
• Expand Worksheet 2 to include therapist or counselor
• Use the special knock concept as a real coping signal with caregiver
• Can be adapted for trauma-informed practice (normalize needing help)

Observation & Assessment

Emerging — Can identify that Caterpillar was scared. Can name at least one feeling. With support, can name one trusted person.

Developing — Can retell why Caterpillar asked for help. Names 2+ trusted people independently. Attempts sentence frames with minimal support.

Proficient — Connects story to personal experience. Can articulate why asking for help is important. Makes a specific personal plan using Worksheet 4.

Extending — Shows empathy for Caterpillar. Offers nuanced thinking. Acts as a supportive team member during activities.

Class Closing Affirmation

Read together as a class, or post on the classroom wall.