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Theme: “Farms, Markets & Food” (week 1)Center/Classroom: Teachers: Week of:

(A) General Information

Study/Topic - BIG IDEAS this week:Who lives on a farm? We begin this unit focusing on a topic that naturally interests many children: farm animals. This week we will discuss different farm animals, the sounds they make, and their important characteristics: e.g., cows eat grass and produce milk, chickens lay eggs, pigs roll in mud to keep cool, etc.

Key vocabulary:

1. Farm, farmer granja, granjero2. Different animal names nombres de animales3. Barn, field granero, campo4. Hay, oats heno, avena

Monday “To Do” List:

- Review Planned Read-Alouds; read books through at least once.- Review Small Group Activity forms and gather/create materials, including farm animal figures, small boxes/cardboard, clothespins, sandpaper, aluminum

foil, picture-cards, get graphs together. - Review “10 Fluffy Chicks” poem and create chart.- Gather/create materials for centers, including farm props for dramatic play, farm animal picture-cards, rough vs. smooth items, animal footprints- Remove any items from centers that are in poor condition or children no longer use.- SS Week-

Support for Dual Language Learners:

Reinforce the names of different farm animals using pictures, toys or other props. Encourage both DLL children and native English speakers to learn the names of the animals in both languages. Did you know that the sounds we associate with each farm animal are actually specific to English – and may be represented differently in other languages or cultures? For example, a rooster says cock-a-doodle-doo in English, but kikirikí in Spanish. (Spanish terms may also vary by country.) Expose children to the sounds the animals make in English and in children’s home languages (ask parents for assistance or use the website http://www.eleceng.adelaide.edu.au/personal/dabbott/animal.html for animal sounds in different languages).

Family/ Community Involvement:

Ask families who speak other languages at home, or come from different countries, to tell you what animals “say” in their language. Invite parents to teach the class different sounds for Old McDonald, or provide the animal sounds for a read-aloud.

Keep families updated about the activities you are doing in the classroom, and the vocabulary you are using. For example, you could post a question or clue

TEACHERS: Review this lesson plan thoroughly in advance. If you make any modifications (only if needed for your children), these must be approved by Education Manager/Supervisor. You also need to complete the Individualized Learning Plan. Last updated: 09/09/13

http://www.eleceng.adelaide.edu.au/personal/dabbott/animal.html

on the door for parents to see at pick-up time: “Today we read about an animal that said oink … but it wasn’t a pig! Ask your child to tell you about it!” Change the note daily to reflect the read-aloud, discussions or other activities from that day.

There are always props and materials needed for classroom activities, and parents can be extremely helpful by donating or lending items. This week items include clothespins, strips of cardboard, and small boxes (e.g., clean milk cartons, shoe boxes, etc.).If possible, arrange for a trip to a nearby farm or farmer’s market.

(B) Materials to Enhance Children’s PlayBlocks Dramatic Play Toys and Games

Add: “Clothespin Fences” – small boxes or strips of cardboard; clothespins (wooden if possible)Farm animal figures

Add: Rake, shovel, hoeBaskets, plastic vegetables and fruitFarmer’s hatPlastic eggs (white or different colors to sort), egg cartons(clean)Stuffed animals (types that would live on a farm)

Add: “Smooth vs. Rough” – various items for children to sort into two containers (labeled with word and example of that kind of material) Farm Animal sort – assorted pictures of animals (see Activities packet for examples); encourage children to sort by farm vs. non-farm animals or by other characteristic (e.g., number of legs)

Art Library/Writing Discovery/ScienceKeep any items from previous week(s) that children were particularly engaged with.Add: Sandpaper of different coarseness; pencils and paper

Add:Read-aloud books for this weekOther books about farms or animals (if available)Pictures (laminated, on word cards or felt) of different animals. See Activities packet.

Add:Animal hair/ wool if available and magnifying glassSand paper and pieces of wood to sand

Sand and Water Music and Movement ComputersAdd:Farm animals and soapy water in a “tub” to wash themVariation: Put soapy water in a tub inside water table; in the extra space, provide washable markers/paint, or a bin of dirt, so children can get animals dirty and then clean.

Add: Song charts for familiar farm-related or animal-related songs (Old MacDonald, Ten Fluffy Chicks, High-Ho the Derry-oh, etc...)

Add:

Outdoors CookingAdd: Sticks to act as horsesBalance beams“Animal Footprints.” Cut footprints out of different-colored construction paper representing different animals (e.g. horse, dog, chicken). Place footprints around outdoor area and encourage children to follow them. Give children directions – “go to a blue horse footprint, then a red dog footprint” – or allow them to direct you.

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(C) Group Experiences


Monday Tuesday Wednesday Thursday Friday

Arrival

Opening Circle

Movement

Relaxation

Transitions

Closing Circle

Arrival: Attendance graph

Morning Circle:-Welcome song & one other

-SS Puppet Script

-Introduce theme (we will be learning about farms and farm animals!), building off QOTD by talking further about these animals, what children know about them and where we might see them.

Review daily schedule and rules now and throughout the day

Transition: Question of the Day (QOTD): Which do you like best? (cows/ chickens/ horses) Provide visuals of each answer choice. Have children answer during arrival or transition, charting with whiteboard/pocket chart/etc

Music/Movement: SS Song & one other

Relaxation:

Transition: SS Brain Builder-

Closing Circle:



- Discussion: What do we already know about farms? Have props available to spur children’s thinking – e.g., animal figurines, barn toy or photo, etc. Use KWL format or have more open-ended discussion. See KWL Chart Guidelines.


Transition: farm animal vs. forest/ocean/jungle etc. sorting activity

Music/Movement: : “Animal March” (see below) & one other

Relaxation:

Transition: Which animal sound do you think is the loudest? (moo/oink)

Closing Circle:Goodbye song



- Animal Sounds: Briefly describe different animals and have children guess what they are. Have them help you make the animal sounds. Allow children to give clues about different animals. Include the appropriate animal sounds from children’s home languages.


Transition: SS Brain Builder-

Music/Movement: SS Song & “Old MacDonald Had a Farm”

Relaxation:

Transition:




- QOTD: Do you have an a in your name? (Have name cards nearby and encourage children to count how many a’s they have)


Transition: How Many Legs are there? Graph, refer to page 68 in High Five Mathematize

Music/Movement: : “Old MacDonald Had a Farm” & one other

Relaxation:

Transition: SS Skill Activity-



Monday Tuesday Wednesday Thursday FridayReview QOTD results with the full group, counting each column and writing the numeral.Goodbye song

Read-Alouds

Group 1: The Cow That Went Oink by Bernard Most (basic comprehension of story problem/resolution; noticing things about farms) Group 2: Mrs. Wishy Washy’s Farm by Joy Cowley(build on understanding of farms/animals, reality vs. fiction )

Group 1: Mrs. Wishy Washy’s Farm by Joy Cowley

Group 2: The Cow That Went Oink by Bernard Most

Group 1: SS Story and Discussion-

Group 2: SS book-

Group 1: SS book-Group 2: SS Story and Discussion-

Small-Group Activity

Group 1: – Farm Animals (building fences and sorting)

Group 2: Silly Words & Animals or Find the Rhyme (see activity guides)

Group 1: Silly Words & Animals or Find the Rhyme (see activity guides)

Group 2: – Farm Animals (building fences and sorting)

Group 1:SS Skill Activity-

Group 2: – Rough vs. Smooth (writing with sandpaper/aluminum foil) see activity guide

Group 1: – Rough vs. Smooth (writing with sandpaper/aluminum foil) see activity guide

Group 2: SS Skill Activity-

Special Activities

Tangible Acknowledgement System:

Use animal sounds as the “beat” for children to march to, e.g.: Moo, moo, moo or Oink, 2, 3, 4. Vary by changing the pace or using sound-words to cue different types of movement (“When I say neigh, run in place!”)


Monday Tuesday Wednesday Thursday Friday

Outside Inclement Weather Plan:

Individual Child Planning Form


Center/Classroom: Teachers: Week of:

Focus Date

Child’s

Name

School Readiness Goal Focus Domain(s)

Focus TS GOLD

Objective(s)

Why Chosen?

(IFSP, TS Gold Report, family input, conference

goal, etc.)

Strategy/Activity

NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity).

You can use the “Small Group” column at right to make notes about possible groupings.

Example: 1. Routine – activity, state how you are individualizing for this child. Po

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IFSP Child Planning

Child’s Name IFSP Goals Classroom Plan: What’s the Activity/Who’s Supporting the Child

*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.

*For speech goals the what/who would be: Directed by the Speech Language Therapist


related resources: “a teacher’s guide to opening centers ... lesson plans... · web...

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