EDEC 339 Grade Level: Pre-K Lesson Plan # 1

Teacher’s Name: Payton Williams Teaching Date: Dec. 4th 2019

SC Content Standard(s):
- Goal APL-1: Children show curiosity and express interest in the world around them.
- Goal LDC-7: Children respond to and use a growing vocabulary.

Learning Goal of Lesson: Students will individually be able to use proper vocabulary for at least 4 out of the 6 farm animals.

Context: This classroom has 18 students. Four students are English Language Learners and 3 students are high achieving or
gifted students.

Materials and Preparation:

Teacher materials:
 Anchor chart paper
 Markers
 “Big Red Barn” by Margaret Wise Brown
 Farm animal flash cards (printed and laminated)
 Assessment Checklist

NOTE: Attach any handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.

Lesson Plan Details:

Prerequisite Skills: Most children should be able to identify several farm animals by looking at a picture.
Vocabulary: Pig, goat, cow, horse, sheep, chicken

Introduction: “Good morning class, today we are going to be talking about farm animals. Does anyone know of
any animals that live on the farm?” listen to answers and have a conversation about the animals listed. “So, we talked about a
lot of farm animals, now we are going to read Big Red Barn which will tell us all about different animals that live
on the farm.” Read book stopping to talk to the children about what is happening in the story. “Let’s review some of the
animals we talked about in our story. (hold up the different cards and have a discussion about the animal) Okay
friends, what animals is this? PIG!! Good job this is a pig! And what color is the pig? PINK!! Yes, the pig is pink.
Launch
Do you know what sound the pig makes? Oink oink oink. Friends you are so smart! Is there anyone who can tell
me what a pig might eat? REPEAT WITH ALL FLASHCARDS.” Observe children to see who is quick to
answer and who is not as confident in their answers when asked. Spend more time with the les confident
students during centers.

“Now it is time for us to move into centers. I have put new material in several of the centers. There are animal and
farmer dress-up clothes in the Dramatic Play center, new sensory items in our sensory table, several books about
the farm in the library, and art projects to do in the art center. I will be pulling Group 1 (gifted group) to work with
me at the small group table.”
 Questions to Elicit Student Thinking
Dramatic Play Center- the center will be filled with farm animal dress up clothes, a farmer’s outfit, and stuffed
animals that represent the different farm animals.
- What was your favorite animal we talked about today? You can pretend to be that animal.
- How could you two work together and recreate the farm in the class?
- Can you explain how you pretended to be __________?
Sensory Center- this center will have two bins: one with corn and one with hay. The bins will have different
farm animals and crop manipulatives for the children to experiment with.
- What can you tell me about some of the things you see in the bin?
- How do you think this corn got like this? (individual off husk)
- Which animals do you think would eat this corn on the farm?
Library- The library will include books about farm animals, farm life, and crops found on the farm for children
Explore to look through.
- What do you think this book will be about based on the cover?
- Which books do you see that take place on the farm?
- Can you make up a story to go with the pictures and read to a friend?
Writing Center (differentiated center)- This center will provide instruction for the gifted students and will
need a teacher’s supervision.
- What animal was your favorite that we talked about?
- What sounds do you hear when you sound out the word?
- Can you tell me the letters you used to spell the words?
Art Center- The center will have premade ideas of drawings and crafts children can create or they can freely
draw anything from the farm.
- What color is the animal you want to draw?
- How could you draw something else to make it look like a farm?
- How did you know what to draw when you started?

1.Revisit the context:

 “Friends now we are going to revisit our KWL chart and fill in the last column. Who can tell me
something they learned today?” Students answer and write in responses on chart.
2. Dramatic Play Questions
● “I need a friend who was int eh Dramatic Play center to tell me how the acted out a farm scene during
center time.”
3. Sensory Center
● “Who was in the sensory center? What all did you find in your exploration?”
Discuss (continue asking about what children found and did in their station until all are covered)
4. Meeting the learning goal:
● “I need one of my friends to tell me two of the animals we talked about today.” Student answers. “Great
job! Now who can tell me something about those animals?” Student answers. “What other animals did
we talk about?” Whole class can answer.
● “Does anyone else have any questions about what we discussed today?”
5. Encourage a positive disposition:
● “I saw so much learning today. Make sure you remember this for tomorrow when we learn about
different things that come from the animals we talked about today”

Formative Assessment Strategy #2

Assessment Use the pre-made check list to mark off each animal children can identify when shown a picture.

Assessment Strategy #2
Take pictures and videos of students work while in centers to show the understanding of knowledge.
NOTE: Be sure to collect work samples (papers, pictures of student work with manipulatives, etc.). After the lesson, add
any additional notes to the Formative Assessment notes you made throughout the lesson.

Extension If time permits, the class can play farm animal BINGO. Children will each get a turn to call out an animal to the
class and the children will match the picture card to the picture on their BINGO card. They will play until time
runs out or there is a winner with BINGO.