Mr. McGinty's Monarchs

by Linda Vander Heyden

When Mr. McGinty discovers the monarch butterflies are disappearing, he and his dog set out on a mission to save them — one milkweed plant at a time.

Big Idea

One person's curiosity and care can make a big difference for nature.

Discussion Questions

1.What did Mr. McGinty notice about the monarchs? What did he do about it?
2.What are the stages of a monarch butterfly's life cycle?
3.Why are milkweed plants important to monarchs?
4.Have you ever seen a monarch butterfly? Where?
5.How can one person help protect an animal or insect?

Classroom Activity

Monarch Life Cycle Wheel

Students create a monarch butterfly life cycle wheel showing the four stages: egg, caterpillar, chrysalis, and butterfly.

Lesson Plan

⏱ 40 minutes📦 Paper plates, markers, colored pencils, brad fasteners (optional), reference images of monarch life cycle

Learning Goals

Understand the monarch butterfly life cycle
Learn about the relationship between monarchs and milkweed
Develop environmental stewardship and awareness
Make text-to-world connections about conservation

Activity Steps

1.Give each student a paper plate divided into 4 sections.
2.In section 1, students draw an egg on a leaf.
3.In section 2, students draw a caterpillar.
4.In section 3, students draw a chrysalis.
5.In section 4, students draw a butterfly.
6.Students label each stage and add arrows showing the cycle.
7.Discuss how Mr. McGinty helped save the monarchs.

Standards Connections

ELA: RI.K-3.3 (Informational Text — Connections)
ELA: RI.K-3.7 (Illustrations)
Science: LS1.B (Growth and Development)
Science: LS2.A (Interdependent Relationships)

Pace-Write-Read Study with Pace-Write It!

Focus question: How does an author slow down and speed up a true story so readers care about helping nature? In Mr. McGinty’s Monarchs by Linda Vander Heyden, readers follow Mr. McGinty and his dog as they notice monarch butterflies are disappearing and take action by planting milkweed. The pacing moves between calm observation, important facts, and action steps, helping young readers feel both the problem and the hope of conservation.

Element	How to notice or teach it in the novel
Pace	Read: Notice how Mr. McGinty’s Monarchs moves at a gentle picture-book pace when Mr. McGinty watches nature, then quickens as he and his dog begin their mission to help monarchs by planting milkweed. Classroom Activity: Write 3 sentences about helping an animal, with sentence 1 slow and noticing, sentence 2 showing a problem, and sentence 3 showing quick action.
Plot	Read: Notice the clear biography plot in this book: Mr. McGinty discovers monarchs are disappearing, learns what they need, and responds by planting milkweed to protect them. Classroom Activity: Make a beginning-middle-end plan for a true-story-style piece about someone solving a nature problem.
Prosody	Read: Notice how the language in Mr. McGinty’s Monarchs sounds smooth and thoughtful when read aloud, matching the caring tone of Mr. McGinty’s work with the butterflies. Classroom Activity: Read one page aloud with a partner and mark where your voice should sound soft, excited, or serious, then write 2 lines to be read with expression.
Word pause	Read: Notice where a reader may naturally pause after important words like monarchs, milkweed, or disappearing so the meaning can sink in. Classroom Activity: Write 2 sentences about a plant or animal and add slashes to show where a reader should pause for effect.
Concept	Read: Notice the big idea that one person can help nature in small, steady ways, and that conservation begins with understanding what living things need. Classroom Activity: Write a sentence stem response: “A small act can make a big difference because _____.” Then add one example from butterflies or another animal.
Voice & World View	Read: Notice the respectful, hopeful voice that shows the world as a place people should care for, especially when monarch butterflies are in danger. Classroom Activity: Write 3 sentences in a caring voice about why your community should protect a plant, animal, or habitat.
Setting & Place	Read: Notice how the outdoor places in Mr. McGinty’s Monarchs matter because monarchs depend on the right habitat and milkweed to survive. Classroom Activity: Describe a schoolyard, garden, or park as a place where an animal could live, using 3 setting details.
Point of View	Read: Notice that the story tells Mr. McGinty’s work from an outside point of view, letting readers watch his actions and learn from his example. Classroom Activity: Rewrite one moment from the book as if Mr. McGinty is saying, “I saw… I wondered… I decided…”.
Original Characters	Read: Notice how Mr. McGinty stands out as a real person with a special mission, and how his dog adds warmth and companionship to the conservation journey. Classroom Activity: Create a character sketch for a helper in nature, giving the person one habit, one goal, and one animal friend.
Dialogue	Read: Notice whether the book uses little or no direct dialogue and instead lets actions and narration carry the biography forward. Classroom Activity: Add 2 lines of dialogue to a scene where Mr. McGinty explains to a child why milkweed matters.
Details	Read: Notice the specific details about monarch butterflies, disappearing habitats, and milkweed plants that make the true story believable and informative. Classroom Activity: Write 4 factual details you could include in a nature story so your reader learns while reading.
Descriptions	Read: Notice how descriptions of butterflies, plants, and outdoor spaces help readers picture the beauty of the monarchs and the urgency of saving them. Classroom Activity: Write a 3-sentence description of a butterfly garden using color, movement, and plant details.
Strong First Lines	Read: Notice how the opening quickly introduces Mr. McGinty and the important problem of monarch butterflies disappearing, pulling readers into the biography. Classroom Activity: Write 2 possible first lines for a story about helping nature; one should begin with a noticing moment and one with a problem.
Immediacy & Engagement	Read: Notice how the book makes the monarch problem feel important right now by showing what Mr. McGinty does instead of only telling facts. Classroom Activity: Write 3 sentences that make a nature problem feel urgent by using words like today, now, or before it is too late.
Story Scenes & Summaries & Unique Structures	Read: Notice how Mr. McGinty’s Monarchs likely mixes story scenes of Mr. McGinty at work with short summaries of the larger monarch conservation effort. Classroom Activity: Write one scene sentence about planting milkweed and one summary sentence about why many people should help monarchs.
Flashback & Flash Forward & Cliffhangers	Read: Notice whether the book briefly looks back to when monarchs were more common or forward to a future where more butterflies return because of conservation. Classroom Activity: Write a “Before… Now… Next…” sequence about an animal habitat being lost and restored.
Tension & Suspense & Surprise	Read: Notice the tension created by the idea that monarch butterflies are disappearing, and the hopeful surprise that one person’s steady actions can help. Classroom Activity: Write 3 sentences that build tension in a true story: problem, worry, action.
Page Turns and Chapter Breaks	Read: Notice how page turns in this picture book can reveal new facts, new butterfly images, or the next step in Mr. McGinty’s mission. Classroom Activity: Plan a 4-page mini-book and write a page-turn ending for page 1 that makes readers want to see page 2.
Performance	Read: Notice how this book could be performed with gentle, serious, and hopeful voice changes as Mr. McGinty observes, learns, and acts. Classroom Activity: Practice reading one short section aloud and add one gesture for noticing, one for planting, and one for butterflies flying.
Personality	Read: Notice Mr. McGinty’s personality traits—observant, patient, kind, and determined—as he keeps helping monarchs one plant at a time. Classroom Activity: Write a character sentence for Mr. McGinty using this frame: “Mr. McGinty is _____ because he _____.” Then write your own helper character sentence.
Humor	Read: Notice any lightness added by Mr. McGinty’s dog or the gentle tone, which can make a serious topic feel welcoming for young readers. Classroom Activity: Write a small, funny-but-kind moment that could happen while planting a garden with a pet helper.
Pause	Read: Notice where the story invites readers to pause and think—especially after learning monarchs are disappearing or after seeing Mr. McGinty’s simple solution. Classroom Activity: Add a thinking pause to your writing by ending a sentence with an important idea, then starting a new line with your reaction.
Poetry and Poetic Devices	Read: Notice whether the author uses sound, imagery, or repeated words to make the monarchs and milkweed feel vivid and memorable. Classroom Activity: Write 2 poetic lines about monarch butterflies using one simile or one alliterative phrase.
Repetition	Read: Notice how repeated ideas, such as planting milkweed or helping monarchs, reinforce the message that small actions matter. Classroom Activity: Write a short chant for conservation using repetition, such as “Plant one…, Help one…”.
Rhythm	Read: Notice the rhythm of short and longer sentences as the story shifts from facts to action, creating a calm but purposeful flow. Classroom Activity: Write 3 sentences about a garden: one short, one medium, and one longer sentence to create rhythm.
Punctuation	Read: Notice how punctuation helps control pacing in this biography, with periods for calm facts and perhaps exclamation points for exciting moments of hope. Classroom Activity: Rewrite the same sentence 3 ways using a period, a question mark, and an exclamation point to change the feeling.
Questions	Read: Notice the questions readers may ask while reading: Why are monarchs disappearing? What do they need? How can one person help? Classroom Activity: Write 3 research or wonder questions about monarch butterflies, milkweed, or habitats, then choose one to answer in a sentence.
Compare-Contrast	Read: Notice the contrast between a place without enough milkweed and a place where monarchs can return because someone planted it. Classroom Activity: Write 2 comparing sentences using the frame: “Before there was _____, but after planting _____, _____.”
Objects	Read: Notice how important objects like milkweed plants, gardening tools, or seeds can carry the action of Mr. McGinty’s mission. Classroom Activity: Choose one object from a nature helper’s work and write 3 sentences showing how it helps solve a problem.
Threes	Read: Notice if the story groups ideas in threes, such as noticing the problem, making a plan, and taking action, which helps young readers follow the pace. Classroom Activity: Write a 3-step list for helping butterflies: first, next, last.
Whitespace & Negative Space	Read: Notice how open space on picture-book pages can slow readers down and draw attention to a butterfly, a plant, or an important sentence about conservation. Classroom Activity: Create a page plan for one sentence of your nature writing and decide where you would leave extra space so the idea feels important.
Art & Graphics	Read: Notice how the illustrations likely help tell the biography by showing monarchs, milkweed, outdoor settings, and Mr. McGinty’s actions in ways the words alone cannot. Classroom Activity: Sketch a simple storyboard for your own nature-helping story and label what the picture adds that the words do not say.
Interactives & Gamification	Read: Notice how this book invites real-world action, such as spotting milkweed, counting butterflies, or making a class plan to help pollinators. Classroom Activity: Make a 3-box “Butterfly Helper Challenge” checklist with one action you can do at home, at school, and outside.

Pace-Write It!

20-Minute Classroom Flow\nRead (5 min): Read aloud a short section of Mr. McGinty’s Monarchs by Linda Vander Heyden that shows Mr. McGinty noticing monarchs are disappearing and deciding to plant milkweed. Pause to let students hear how the pacing shifts from noticing a problem to taking action.\nNotice (5 min): Ask: “Where does the story slow down? Where does it speed up?” Chart student ideas under two headings: Slow/Notice and Fast/Act. Point out words and page moments connected to monarchs, milkweed, Mr. McGinty, and his dog.\nWrite (7 min): Students write a short nature-action piece inspired by the book. Writing frame: “I noticed _____. It was a problem because _____. So I decided to _____. Little by little, _____.” Encourage students to include one specific plant or animal and to make the third sentence move faster.\nShare (3 min): Partners read their writing aloud and tell where their piece slowed down and where it sped up. Invite 1-2 students to share how they used pacing to show caring and action.\nExit ticket: Finish this sentence on a sticky note: “Pacing helps readers understand conservation because _____.”