The Farm Concert Movement Activity Lesson

Name:

Lauren Checker

Date:

Content Area(s) Literacy/Movement

Rationale/Context
(What do I know about the
students in this class that will help
me plan the lesson?)

Grade(s):

3/4/15
K4

1. Why did you choose the objectives you did? In other

words, what about your observation of the students
current level made you decide that this was the direction
to go next?
I chose the objectives I did because I know this group of
students likes to move. They are very active and enjoy moving.
I thought it would be age appropriate because this activity
allows them to think kinesthetically. The students have
previously been learning about mother and baby animals. They
are familiar with the different names of these animals. For
example: a mother bear and a baby cub. The students have
been doing a lot of work with animals in other areas of their
learning as well. In math, they use manipulatives such as
sheep, horses, and pigs to count. Also the students have been
learning about the difference between city and country. I
thought it would be beneficial to talk about farm animals and
to tell the children that farms are often in the country, because
the animals have room to live and grow. I decided to take the
students in this direction because they seem to have an
interest in animals and have had previous experience with
them. I chose to read the book the Farm Concert before
because many students hold interest in read alouds/shared
readings. I thought it would be great to involve a movement
activity and let the students explore differing animal
movements relevant to the farm. They will be able to think
about varying perspectives for each animal.

2. Why did you decide to use these instructional strategies,

this material, this grouping strategy? In other words,
why teach this lesson this way?
The instructional strategies I chose were telling, modeling,
questioning, and effective praise. I chose to tell the students
some of the ways these animals move to keep them more
focused. I will be questioning the students by asking them how
they think the animals move, but try to keep them on track by
explaining their bodies and being realistic. For example, I want
the students to really think about how a cow would actually

move, so they wouldnt be hoping on the ground. I will model

different movements to give the children some ideas that they
can use when doing the activity. Modeling will hopefully give
the children more direction. I will use effective praise to aware
the children that I am impressed with their movements.
Hopefully, when other children hear direct praise they too will
try to move like that animal. I will also use effective praise to
manage the children. I chose this grouping strategy because
this is my first time teaching a new lesson to the children. I
think with a movement activity and the children taking turns
rolling the box it will be more organized. It will also allow me to
better keep the children on task.

3. Why did you decide to assess learning in the way you

did? What evidence will this assessment strategy give
you about the level of student learning?
I chose more of an informal assessment strategy because the
children will be learning through talking and moving. They
dont need to provide a completed worksheet for me to know
that they understand. By making brief notes about student
comments and movements I will be able to recognize which
students completely understand and which may need more
guidance. Keeping brief notes will give me something to refer
back to after the lesson.
Lesson Domain(s)

Motor Development, Early Literacy, Creativity and Imagination

WMELS, Kostelnick

Learning Goal(s)/
Standard(s)

B.EL. 1a Moves with strength, control, balance, coordination,

locomotion, and endurance

(WMELS)

C.EL.3 Shows appreciation of books and understands how print

works
B. EL. 2 Expresses self creatively through music, movement,
and art

Instructional Objectives
(observable behaviors
(WMELS)

Students will be able to move like various farm animals by

moving their bodies to represent each.
Students will be able to look at the pages and show interest in
the book the Farm Concert as I read.
Students will be able to respond to how farm animals move by
using their bodies creatively.

Assessment
(Criteria/Look Fors)
(WMELS)

I will be assessing rather informally throughout. Students will

show interest and understanding in the book the Farm Concert
while I am reading. They will be able to recognize that different

animals make different noises. After we read the book we will

have a discussion about farm animals and how they move. I
will be looking for students who can answer questions about
animal movement and students who are adding comments.
When the students actually begin to move like the animals I
will use a check list to identify the students who are
participating and using their bodies to move like each animal. I
will assess the students who used our discussion of how each
animal (cow, duck, dog, frog, sheep, and pig) moves. I will be
monitoring which students can recall this information and
which need more assistance.
Content
( Concepts & Academic
Language Focus)
WMELS, Curricular Resource)

Questions
(Kostelnick, Based on lesson,
goals, knowledge of students)

For this lesson students will need to be familiar with farm

animals. I will ask the students if they are unfamiliar with any
of the animals before/after reading. Students will also need to
be familiar with common movement terms. We will have a
discussion on the different ways farm animals could move. For
example, a cow stomps when walking. Not all children may
know what stomps mean, so I will model and explain.
Where do farm animals live?
We all know that a cow says moo-moo, how do we think it
moves?
Cows are big animals with 4 hooves, do you think they stomp
when they walk?
(Model.)
We all know a dog says wuff-wuff, how do you think they
move? Dogs have shorter legs then cows, do you think they
can move quickly?
We all know ducks say quack-quack, how do you think they
move? Ducks have 2 legs with webbed feet and wings. Do you
think they would waddle and flap their arms? ( Model)
We all know frogs say croak-croak, how do you think they
move? They have 2 bent back legs; do you think they hop
around?
We all know pigs say oink-oink, how do you think they move?
Pigs are chubby animals; do you think they roll in the mud?
We all know sheeps say baa-baa how do you think they move?
Sheeps are fluffy and have four legs, how do you think they
would walk?

Instructional Strategies
(Kostelnick May include but are
not limited to: Task Analysis,
Scaffolding, Behavior Reflections,
Paraphrase, Modeling, Effective
Praise, Telling, Explaining,

Most children will probably be familiar with most of the farm

animals, however I will tell and explain the different animals if
they have questions.
One of my instructional strategies will be telling children how

Questioning, and Turn &Talk/Pair

Share.)

different animals move. I will ask them how they think they
move, but inform them that this is the way they walk because
______. I will try to give effective explanations.
I will also do this by modeling. For example, when discussing
how cows move and how they may stomp their feet when they
walk I will model what a cow may look like/ move while doing
this. I will model for many of the differing ways animals move, I
will encourage children to be creative but keep in mind what
their bodies look like. For example: a duck wouldnt walk on all
four legs.
I will be doing a lot of questioning because I want the students
to think about animal movements.

Materials
DAP
Instruction Procedures
(w/Time - Total & by section
Kostelnick)

Introduction
Demonstration
Participation
Practice

I will be using effective praise during the movement activity.

For example: Wow, Destiny, I really like how your back knees
are bent and you are using your arms to hop around like a frog!
You are even making a croaking noise!.
Farm Concert book, Movement box, paper, crayons
Introduction- 1 minute
I will begin by having the first station of children sit on the
carpet. Scoot, scoot towards me. I will have the students
wave to Teresa and explain she is my teacher watching how I
teach all of you. I will then talk to the students about how they
have been learning about city and country life. I will tell the
students that we will be reading a book called the Farm
Concert.
I will ask do you think farm animals live in the country or
city?
How do you know?
I will then tell them that farm animals live in the country
because there is plenty of room for them to move around.
I will ask the students where the title is, and read the author.
I will ask what an author does and what an illustrator does.
Demonstration/Participation- 7 minutes
-I will read the book the Farm Concert.
- I will encourage the students to make the animal noises along
with me.
- Lets say it together, wuff-wuff, etc.
- I will continue to encourage these behaviors
- I will be effectively praising and managing students along the
way to make sure they are listening and looking at the book.
-After we are done reading the book I will ask the students to
sit in a circle.
-I will say Now that we practiced our farm animal noises we
can start to think about how they move.
-Cows are big animals with 4 hooves, do you think they stomp
when they walk?
(Model.)

We all know a dog says wuff-wuff, how do you think they

move? Dogs have shorter legs then cows, do you think they
can move quickly?
We all know ducks say quack-quack, how do you think they
move? Ducks have 2 legs with webbed feet and wings. Do you
think they would waddle and flap their arms? ( Model)
We all know frogs say croak-croak, how do you think they
move? They have 2 bent back legs, do you think they hop
around?
We all know pigs say oink-oink, how do you think they move?
Pigs are chubby animals; do you think they roll in the mud?
We all know sheeps say baa-baa how do you think they move?
Sheeps are fluffy and have four legs, how do you think they
would walk?
Practice- 5 minutes
-Today I want you all to show me how these farm animals
move.
- You have been creative and we have figured out how some
of these farm animals may move around the farm. Today we
are going to play a game so you can all show me your
awesome farm animal moves!
- This box is called a farm animal movement box. It needs to
be touched gently because its a special box. Each one of us
will take turns rolling the box and the animal that lands face up
is the one we will move like
- Each of us will have 2 turns to roll the box, so we wont need
to argue over whose turn it is.
- Lets say it was my turn, I will roll the box on the carpet and
its a pig!
- When I say GO! We will all move like pigs, we can even oink
like pigs! I will model this.
-whenever someone rolls an animal that is the animal we will
move like!
-The stopping word is Yee-haw, and we will move our arms in
a circle above our heads. That is when we will come back and
sit in a circle for the next person to go.
**
-Each student will roll twice and we will move like those
animals.
- I will be managing the stations with the words GO and Yeehaw before and after each movement.

Closure
(Summarize the lessons learning,
connect to objectives, foreshadow
next day)

Student Accommodations
(Modifications to support students
who are challenged to understand
the content or have an advanced
understanding)

-I will thank the students for being so excellent at moving like

animals! Also for paying close attention to the story and using
what they already know about these animals and making
further connections. I will encourage them that its important
to think about other ways to move your body. Also, that
keeping active is important for your health!
-If the students and I finish the station early I will give them a
piece of paper and tell them to use crayons to draw their
favorite movement.
Some students may be reluctant to do these movements. I will
try to model for the ESL learners to my best ability to make
sure they are involved. One student, Dylan, sometimes had a
hard time with large motor activities, so if he seems to be
struggling I will tell him to use his arms and make the animal
sounds.

Self-Reflection
(How well did my lesson support
students understanding relative to
the objectives? What worked, did
not work? What adjustments
might be made in the future?)

To be completed.