Unit Plan: Farm Animals

Lesson Plan: Word Study-Vocabulary

Name of Book: Farm Animals: Pictures and Fun Facts by Peter Nigel Estes
Objective:
Students will complete a filling in the blank assignment using the new vocabulary learned in
class with an 80% accuracy.
Goal of Lesson: The students will be exposed to the different animals that live in the farm and
their distinctive characteristics in order to build their vocabulary and reading and writing
abilities. The students will learn new words presented throughout this lesson plan and their
meanings. Using the new vocabulary learned, the students will formulate coherent sentences. At
the end of this lesson plan, the students will be able to recognize the semantic and phonetic
connotations of the words learned.
New York State P-12 Common Core Standards-Produce complete sentences when appropriate
to task and situation. (See grade 1 Language standards 1and 3 on page 36 for specific
expectations.)
Time Frame: This lesson plan has a time frame of 50 minutes.
Pre-Assessment: This lesson will start with the song Old McDonald Had a Farm in order to
motivate and provide the students with some heads up about the lesson that is coming ahead.
Before reading the book Farm Animals: Pictures and Fun Facts by Peter Nigel Estes, the
students will be informed that today they are going to learn about farm animals and their
characteristics. To assess the students previous knowledge, the teacher will ask questions such
as:
1.
2.
3.
4.
5.
6.

Do you know what a farm is?

Do you know who live in a farm?
What is the job of a farmer?
Can you mention some animals that live in the farm?
Why are those animals important to humans?
Would you like to live in a farm and why?

The questions above will be formulated in order to assess the childrens background knowledge
about farm animals and to modify the lesson if needed. It also will initiate a discussion about the
topic providing to the children with a starting point to better understand the upcoming lesson.
Description of Lesson: The students will be asked to form a circle in the rug area for a readaloud section and the children will seat in their previous assigned spots. Before the reading, the
teacher will introduce a book-picture-walk of the book Farm Animals: Pictures and Fun Facts
that will help to establish interest on the upcoming reading and set up positive expectations. The
students will be able to ask and respond questions about the different pictures of farm animals
observed in the book. Following the book-picture-walk, the teacher will read the book to the
students and throughout the reading, different questions will be formulated to ensure the
students understanding of the content. After the reading, the teacher will introduce a discussion
about the reading. This discussion will aid the students to acquire new knowledge while listening
and participating in the discussion. During the read aloud time, the teacher will write down on
the chart board the new vocabulary discussed during discussion time.
Ruminant

Pluck

Hatch

Predator

herd

Follow up Activity:
After the discussion, the students will write down on flashcards the unfamiliar words discussed
during the read aloud section, and in groups of four, they will work together on finding the
meaning to the new vocabulary.
Materials:

Farm Animals: Pictures and Fun Facts by Peter Nigel Estes

Pencil and paper
Flashcards
Dictionary
Animal figures as visual aids. This would particular support children with intellectual
disability, and memory or attentional challenges.
Technology: Technology could be used to extend this lesson with pre-recorded music and
videos.
https://www.youtube.com/watch?v=OgBRTTgn6Oc
https://www.youtube.com/user/hooplakidz?v=1oVoT9CnjK0

Post-Assessment: In order to assess the students acquired knowledge about farm animals and
the new vocabulary previously discussed, the teacher will provide a filling on the blank
assignment. The student will use the learned vocabulary to complete sentences. This assignment
along with the previous assignment will solidify the learned vocabulary. Student performance in
this task will help the teacher to formulate future lesson plans and to modify the plan according
to the childrens need.
Seating Configuration:

Children and teachers sit on small round rugs ("circle spots") configured in a circle on the
classroom rug. Various support (wedge pillows, cushions, adaptive seating) are available
where needed.

The student will complete the follow up activities on their assigned seats. For the group
activity, the groups will be formed based on the students academic needs. Example, a
more independent student will be seated with three students who need modeling. It also
will be determined based on the students behavior and individual needs.

Teacher Role and Collaboration:

The circle time will be led by the head teacher with the assistant teacher sitting among the
students, modeling the desired students behavior.
The follow up activity will be monitored by the teacher and the assistant teacher. Both
teachers will provide support and guidance to the students who might need them while
monitoring and modeling the students behavior.
The teachers will evaluate the childrens acquired knowledge and they will provide them
with further explanation if needed.

Classroom Management:

Read aloud circle time is part of the day to day routine in a classroom where literature is a
must have on childrens knowledge. Children are used to this routine and they are
expected to sit and listen to the read aloud story by the teacher. If there is one students
who is having some behavior issues and refuses to be part of the read aloud section, offtask behavior will be permitted as long as it does not detract from the circle. A staff
person can accompany a child who chooses to move to another part of the room and
engage with materials quietly for few minutes. That student will be encouraged and
gently redirected to form part of the circle time again in order to avoid this behavior to
become part of the students routine when circle time.
During the read aloud section, the students will ask questions or be part of the discussion
by rising their hands. Those students who speak before given them the opportunity to do
so, will be redirected and encourage to raise their hands when they want to speak.
After circle time and as part of transition, the teacher along with the students will sing a
song related to the topic discussed. In this case the Old McDonald Had a Farm song
will be sang again to motivate the students and provide them with a smoothly transition
for the next activity.
When completing the follow up activity, the teacher will ring a bell, one ring means five
minutes left, two rings means two minutes left and three rings means time is over, hangs
on the table and pay attention to the teacher.
If some children finish the activity before time is over, those students will be allowed to
sit on the reading corner and pick a farm animal book of their choice. Those students will
be also allowed to quietly explore the science corner, which will be arranged with
different farm animal figures as it would be the theme of the week. A maximum of three
students at the same time will be permitted to get up off their seats and explore the above
mentioned areas. This privilege will be provided base on behavior, participation and
promptness finishing their work.

Engagement/Anticipatory Set/Motivation:

The teacher will ask the children to gather in the rug area for a fun lesson. The teacher
will put the video of Old McDonald Had a Farm on the Smart board in order for the
children to sing and have some visual aid about farm animals. The song will serve as a

transition from the previous activity to the lesson. As the students make their transition
and get seated, the teacher can ask, "What sound does the cow make?" and listen as some
of the students answer, "Moo." "Right!"
Prior Knowledge: Even though most of the children have some knowledge about farm animals,
the farm animal-vocabulary lesson is a new lesson in the classroom. This lesson will take
advantage of the students prior knowledge to better understand the subject and provide then
with the opportunity to acquire fresh knowledge about new vocabulary and farm animals.
Lesson Presentation:

The teacher will give direct instructions for students to follow in regards to seating,
completion of the assignment and expected behavior. Teacher will actively demonstrate
the material that will be conveyed during lesson by using sounds and body gestures.
The children will be seated in the area rug as they are used to when it is read aloud time.
The teacher and the students will watch and sing along with the video of Old McDonald
Had a Farm, which will be projected on the Smart Board.
The teacher will introduced a walk picture book of Farm Animals: Pictures and Fun
Facts by Peter Nigel Estes, in order to assess the students previous knowledge about
farm animals.
The teacher will read aloud the book to the students and throughout the reading, the
teacher will make some pauses to clarify the content and/or to ask questions about the
reading to ensure the childrens understanding of the topic. Pausing after an animal is
introduced in order to ask the students questions, such as what sound does this animal
make? What is its job on the farm? Do you like this animal and why?
The teacher will write down on the chart board the new vocabulary that will appear
throughout the reading.
After the reading, the teacher will start a discussion with the students with the discussion
question being: What did you learned about farm animals today? Teacher will go around
and have students say something they learned about the farm animals. Every student will
be encouraged to participate.

Estimated time: 25 minutes

Guided Practice:

The teacher will inform the students that today we have learned a lot about farm animals
and it is time to put into writing some of the knowledge acquired.
The teacher will ask the children to stand up and shake their bodies before going to their
tables.
The teacher will put music in the computer in order to make the transition to the next
activity and as a relaxation technique.
While at their tables, the students will write down on flash cards the new vocabulary
previously written by the teacher on the chart board.
The teacher will form groups of four and using the books glossary, the students will
work cooperatively to find out the meaning of the new vocabulary learned.
The teacher along with the assistant teacher will circulate the room in order to ensure that
the students understand the assignment and to provide support when needed. The teacher
will make sure that any student in the classroom with special needs, will receive the

support needed. Ex. A book with bigger letter if the child has a vision impairment. The
teacher or the assistant teacher will provide one to one assistance if there is one student
that due to behavior cant complete the assignment working on groups or on his/her own
etc.
Before five minutes of ending this activity, the teacher will ring the bell once to indicate
the students that they have five minutes left to wrap up. The teacher will ring the bell
twice when two minutes would be left and three times to indicate the students that time is
over and to pay attention to the teacher.
The teacher will ask the children to share with the class some of the new vocabulary
learned and their meanings.

Estimated Time: 20 minutes

Closure: This lesson plan will develop the students knowledge about farm animals and at the
same time, it will amplify their academic language. The new words learned will help the students
to continue expanding their vocabulary, therefore, their reading and writing skills.
Extension Activity:
The students will work independently on forming sentences using the new vocabulary they just
learned. After completing this activity, they will share with the class the sentences they made up.
This activity will provide the students a better understanding of where and how to use the words
learned.
Modifications:

Pencil grippers and other supplies will be available for children with fine motor skill
difficulties.
Loose papers and crayons would be available for those students who are unable to
complete the writing assignment in order for them to express their thoughts through an
illustration.
One to one assistance will be provided to those students who may have some degree of
difficulty understanding the required assignment.
Books with bigger letters will be available for those students with vision impairments.
Emergent writers can demonstrate their thoughts using one word, short phrases or by
illustrations.

Advanced Students:

For those students who are ahead of the group, the teacher will provide them additional
work. Those students will be asked to write two sentences with each of the new words.
The students will look throughout the book Farm Animals: Pictures and Fun Facts for
additional vocabulary and their meanings.
The students will be able to use the new vocabulary in a free writing piece assignment.
A word soup assignment with the new vocabulary would be provided to the students.
Homework:
At home and with the support of caregivers, the students will read a book of their choice about
farm animals and they will identify 5 new words. After identifying the new words and with the

assistance of their caregivers, they will look up and write down their meanings. The students will
write down five sentences using the new vocabulary, one sentence per word.
The use of punctuation and sense of space will be assessed by the teacher and assistant teacher
on each of the assignments completed.
The assignments will be placed on the students individual folders in order to compare the
students progress throughout the school year.

Unit Plan: Farm Animals

Lesson Plan: Writing
Classroom: Integrated Co-Teaching Classroom (ICT)
Book: Farm Animals #1: Pictures and Fun Facts by Peter Nigel Este
Goal of Lesson: This lesson plan has as purpose to teach the students how to write meaningful
sentences using capital letters at the beginning of a sentence and period to indicate the end of it.
New York State P-12 Common Core Standards- Demonstrate understanding of the
organization and basic features of print. a. Recognize the distinguishing features of a sentence
(e.g., first word, capitalization, ending punctuation).
Objectives:

The students will be able to write short sentences with an 80% accuracy.
The students will write using capital letters at the beginning of a sentence and period to
indicate the end of a sentence with an 80% accuracy.
Students will write a short paragraph or illustrate with drawings by recalling a personal
experience at the farm or with a farm animal.

Time Frame: This lesson plan has a time frame of 50 minutes.

Pre-Assessment: This lesson will start with the song Walk around the Farm in order to make a
smooth transition from the previous activity. The teacher will read aloud the other half of the
book Farm Animals #1: Pictures and Fun Facts by Peter Nigel Estes. Before the reading aloud
section, the teacher will ask the following questions:
1.
2.
3.
4.

Do you remember what the previous lesson was about?

Can you name some of the animals we studied during the previous lesson?
What did you learn about those animals?
Is there anything amazing that you learned from the previous lesson that you want to
share with your classmates?
5. What is used at the beginning of a sentence?
6. What indicates the end of a sentence?

The questions above will refresh the childrens memory about the previous lesson (Vocabulary)
and will introduce a discussion about the upcoming lesson. This discussion will serve as an
assessment tool in order to evaluate the students acquired knowledge from the previous lesson.
Description of Lesson: The students will be asked to form a circle in the rug area for a read
aloud section. The teacher will start the reading by informing the students that today they will
continue learning how amazing farm animals are. The teacher will read the second part of the
book and throughout the reading, different questions will be formulated to ensure the students
understanding of the content. Once again, the teacher will pass around the farm animals figures
during the read aloud to provide the students with some visual aid. Following the read aloud, the
teacher will introduce a discussion about the content of the reading. After the discussion, the
teacher will share with the students a previous experience she had at the farm in order to provide
the students with some ideas about the upcoming activity. Then, the teacher will ask the students
to write two-three sentences based on a previous experience they had at the farm or with a farm
animal. To complete this activity, the students will work independently at their tables. For those
students who may have some difficulties completing this activity, the teacher will provide
assistance to put their ideas together to complete the assignment.
Follow up Activities:
After the discussion, the students will go back to their tables and they will work independently
on completing two-three sentences based on a previous experience at the farm or with farm
animals.
A minimum of two sentences will be required to complete this assignment. The students can
write as much as they please.
Materials:

Farm Animals #1: Pictures and Fun Facts by Peter Nigel Estes
Pencil and paper
Chart board
Animal figures as visual aids.
Technology: The use of technology, especially videos, will be used in the classroom to
support the lesson.

Assessment:

The teacher will assess the students understanding of the book throughout different
comprehension questions during the read aloud section.
The teacher will collect the students assignments and will evaluate their ideas and
writing fluency and whether or not the sentences made sense.
The teacher will assess the students proper use of capital letters at the beginning of a
sentence and period at the end of it.

Seating Configuration:

Children and teachers sit on small round rugs ("circle spots") configured in a circle on the
classroom rug. Various support (wedge pillows, cushions, adaptive seating) is available
where needed.

The student will complete the follow up activities on their assigned seats. The students
individual seats have been arranged based on the students behavior and individual needs.

Teacher Role and Collaboration:

The circle time will be led by the head teacher with the assistant teacher sitting among the
students, modeling the desired students behavior.
The follow up activity will be monitored by the teacher and the assistant teacher. Both
teachers will provide support and guidance to the students as needed, while monitoring
and modeling the students behavior.
The teacher and the assistant teacher will be available to provide further explanation and
individual attention if needed.
The teacher will sit one to one with those students who cant focus on the activity and
which ideas are not organize to create a meaningful writing. The teacher will help the
students to organize their ideas by events. Different poster of conjunctions letters,
articles, correct use of punctuation etc. are available in the classroom to facilitate the
students writing.
For those students who struggle with the assignment, the teacher will write down the first
sentence of what they want to express in their writing in order to provide them with some
modeling and a start point.
The teacher and the assistance teacher will evaluate the students writing progress based
on the writing activity. The teacher along with the assistant teacher will provide the
students with further explanation if needed.

Classroom Management:

The teacher and the students will sit in the rug for a read aloud section. The students will
listen to the teacher while the teacher reads the book.
The students will participate during the reading by answering prediction and
comprehension questions. Positive encouragement will be provided to the students,
especially to those with some type of learning disadvantage, e.g. stickers, the student who
better behaves will assist the teacher to collect todays assignments, etc. The assistant
teacher will also sit among the students with some behavior difficulties in order to model
the desire behavior.
As part of the read aloud section, the students will engage in discussion about the
reading. A fabric ball will be passed around to those students who have the opportunity to
speak in order to have some order and facilitate the discussion.
After circle time, the teacher will play the song Walk around the Farm it will be
projected on the Smart Board in the classroom. This is a very fun video to watch and the
students can sing along with the video and imitate the different sounds the animals make.
It also will provide them with some visual aid of how a farm looks like in order to create
their writing piece.
When completing the follow up activity, the teacher will ring a bell, one ring means five
minutes left, two rings means two minutes left and three rings means time is over.
If some of the students finish the activity before time is over, those students will have the
opportunity to sit together and share with each other their writing piece. The students can
share their opinions about each others work and make corrections if they want to. If
needed, the teacher will sit the student who finished his/her work before time with

another student who is struggling to complete this activity. It will be determine by the
students behavior and the ability to accept help and/or help others.
Engagement/Anticipatory Set/Motivation:

The teacher will ask the children to gather in the rug area in order to finish the previous
reading about farm animals. The teacher along with the students will sing the song Walk
around the Farm. The song will serve as a transition from the previous activity to the
lesson. As the students get seated, the teacher will ask them, in the farm what do you
see? The students can come up with their creative responses of what they see in the farm.
This is a very attractive technique to obtain the childrens attention and to engage them in
the upcoming lesson.

Prior Knowledge: This lesson plan is based on knew and previously discussed content. The
children have been exposed to different types of creative writing in the classroom. This lesson
will help them to use acquired knowledge to construct new one.
Lesson Presentation:

The children will be seated in the area rug as they are used to when it is read aloud time.
The teacher and the students will sing the song Walk around the Farm.
The teacher will read aloud the other half of the book Farm Animals #1: Pictures and
Fun Facts and throughout the reading, the teacher will make some pauses to clarify the
content and to ask questions about the reading to ensure the childrens understanding of
the topic.
After the reading, the teacher will share with the students an experience she had at the
farm in order to provide the students with some ideas of how they should write their
piece.
The students will write down a two or three sentences based on previous experience at
the farm. For those students who are unable to write in sentences yet, they can illustrate
their thoughts by drawing and by using one word or short phrases. The students will work
independently at their assigned tables.

Estimated time: 25 minutes

Guided Practice:

The teacher will inform the students that today they are going to write about an
experience at the farm or with a farm animal.
Before going to their assigned tables, the teacher will show the students the video of the
song Walk around the Farm to provide the students with the opportunity to observe
how a farm looks like.
The students will work independently at their assigned seats and they will write down
two-three sentences about a previous experience at the farm or with farm animals. Those
students who are not fluent writers yet, they are allowed to draw a scene about a previous
experience at the farm.
The teacher along with the assistant teacher will circulate the room to ensure that the
students understand the assignment and to provide support when needed. The teacher will
make sure that any student in the classroom with special needs, will receive the support

needed. The teacher or the assistant teacher will provide one on one assistance to any
student who struggles putting into writing his/her ideas.
Before ending this activity, the teacher will ring the bell once to indicate that there is five
minutes left, twice to indicate that there is two minutes left and three times to indicate
time is over.
The students will have the opportunity to share their writing piece with the class.

Estimated Time: 25 minutes

Closure:

Some of the students will share their writing piece with the class.
The teacher and classmates will provide feedbacks about the students writing piece.
The writing assignment will be collected and placed on the students individual folders.

This lesson plan will help the students to formulate creative writing, which will help them
continue developing their writing skills.
Modifications:

Pencil grippers and other supplies will be available for children with fine motor skill
difficulties.
One to one assistance will be provided to those students who may have some degree of
difficulty understanding the required assignment.
Animals figures will be available for those students who benefit by having some type of
visual aid.
Advanced Students:

Fill in the blank worksheets for students that are done with original assignment in order
to solidify lesson learned.

Additional books about farm animals will be available for those students who are ahead
of the group.
Puzzles, word games and sup word would be also available.
Advanced students would have the option to free write about their favorite farm animal as
they please.

Extension Activity:
The teacher will provide the students with a farm animal scene for the students to write down
about what they observe. The students can come up with creative ideas about what they perceive
in the scene.
The correct use of capital letters at the beginning of a sentence and periods at the end of a
sentence will be assessed by the teacher and assistant teacher on each of the assignments
completed. Also, the fluency and connection of ideas will be evaluated in both assignments.

Write about the scene presented above. On the back of your paper draw a picture of your own
experience in the farm.
It was a very sunny day at the farm
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