Caterpillar and the Dark: Lesson Plan
Caterpillar and the Dark
A Social Emotional Learning Lesson on Self-Advocacy & Asking for Help
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, courage, and strength. They also discover that facing scary things is always easier together. In addition to its social-emotional focus, this lesson builds essential reading comprehension skills including event sequencing, key vocabulary acquisition, and identifying trusted adults across a variety of settings — such as teachers in the classroom, a school principal, a friend, or a family member.
Core Message and Learning: You do not have to do scary things alone. A good friend — or any trusted person — can help you feel brave. And asking for help is one of the bravest things you can do.
Educator Note: Some children may bring up fears that feel very real or intense. Welcome all fears without judgment. Normalize vulnerability by sharing (briefly) something that feels hard for you, too. Emphasize trusted adult as a category — for children whose peer support may be limited, an adult is always a valid helper. This lesson intentionally supports children in identifying trusted people across all settings they inhabit.
Competencies Addressed
By the end of this lesson, students will be able to…
Identify and name emotions — especially bravery and fear — in the story character and in themselves
Name at least two trusted people in their lives they can ask for help
Practice language for asking for help using sentence frames
Understand that asking for help is a sign of strength and self-awareness, not weakness
PreK–K Tip: Pre-cut sequencing cards to reduce fine motor demands. Have children sort and glue rather than cut. Print worksheets at least 110% scale for larger writing lines.
15–20 Minutes
- Feelings check-in (Worksheet 1) 3 min
- Read aloud the book 7 min
- Discuss: "What did Caterpillar do when he was scared?" 3 min
- Sentence frame practice: "I can ask ___ for help." 2 min
- Exit ticket: draw one trusted person 3 min
30–45 Minutes
- Feelings check-in (Worksheet 1) 5 min
- Book introduction + vocabulary preview 5 min
- Read aloud with discussion pauses 10 min
- Sequencing activity (Worksheet 3) 8 min
- My Support Web (Worksheet 2) 8 min
- Share out + closing affirmation 5 min
60–75 Minutes
- Feelings check-in + icebreaker discussion 8 min
- Vocabulary pre-teaching 7 min
- Read aloud with rich comprehension stops 12 min
- Whole-group discussion (all 3 tiers) 10 min
- Worksheets 2, 3, 4 (rotations or all) 20 min
- Friendship Team Activity (Worksheet 5) 10 min
- Share out + anchor chart class pledge 8 min
3-Day Arc
- Day 1: Read aloud, vocabulary, feelings check-in, Worksheet 1 + 3
- Day 2: Review story, deep discussion, Worksheets 2 + 4, anchor chart
- Day 3: Worksheet 5 friendship activity, role-play scenarios, class pledge, celebration
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).
🔵 Before Reading — Activate & Preview
- Look at the cover. What do you predict this book will be about? Why?
- Has anyone ever had to be brave before? (Thumbs up — you don't have to share what it is.)
- When you have to ask for help, what do you usually do? 🗣 "When I have to ask for help, I usually ___."
🟢 During Reading — Pause Points
- [Pages 1 & 8 — show both pages side by side] How is Caterpillar feeling on the first page of the book different compared to the eighth page of the book? 🗣 "On page 1 Caterpillar feels ___, but on page 8 he feels ___."
- [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? 🗣 "I think Caterpillar feels ___ because ___."
- [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?
- [When Bee invents the special knock] Bee came up with a plan. What was the plan? How did it help Caterpillar feel less alone?
🟡 After Reading — Connect to Self
- Why do you think Caterpillar asked Bee for help? Do you think Caterpillar trusts Bee?
- Bee didn't make the dark go away — she just made Caterpillar feel not alone. What's the difference? 🗣 "Asking for help doesn't make the scary thing disappear, but it makes it feel ___."
- What do you think made Bee a good friend in this story? What does a good helper do?
- At the end, Caterpillar becomes a butterfly! He did something really hard. How do you think he felt coming out of his cocoon?
- 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?
🟠 Extending — Big Ideas (Grades 1–3)
- Is asking for help always easy? Why might some people feel embarrassed to ask for help?
- Can you be brave AND scared at the same time? Explain your thinking. 🗣 "I think you can be both because ___."
- What would have happened if Caterpillar didn't ask for help? Would he still have become a butterfly?
- Bee helped Caterpillar face his fear by being there. Has anyone ever done that for you? Or have you done that for someone else?
Practice these together before completing the worksheets. Post them on an anchor chart or whiteboard.
📌 Asking for Help — Sentence Frames
🏫 Classroom
- Use carpet time for the read aloud
- Create a class "We Can Ask for Help!" anchor chart
- Pair children for Worksheet 5 activity (friendship team)
- 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)
What to Look and Listen For
Can identify that Caterpillar was scared. Can name at least one feeling. With support, can name one trusted person.
Can retell why Caterpillar asked for help. Names 2+ trusted people independently. Attempts sentence frames with minimal support.
Connects story to personal experience. Can articulate WHY asking for help takes courage. Makes a specific personal plan using Worksheet 4.
Shows empathy for Caterpillar. Offers nuanced thinking (e.g., "sometimes it's hard to ask because…"). Acts as a supportive team member during activities.
Read together as a class, or post on the classroom wall.
Lesson Worksheets
Five ready-to-print activity pages to accompany Caterpillar and the Dark — for use in the classroom, at home, or in counseling settings.
🦋 Download All 5 Worksheets
One free PDF — all five activity pages included, ready to print at home or at school.