Carter/Fricks/Weston
Farm Animals
Monday
March 18-22, 2013
Opening Activities: SWBAT say days of the week, months of the year,
date, add # to # line, add straws to cups, count by 1’s, 5’s, and 10’s to
100, graph weather, and say pledge.
Large Group
*Students will sing “Down on Grandpa’s Farm.” CJ-Farmdamentals
O: SWBAT name farm animals.
P: Students will listen to Cock-a-doodle-doo by Giles Andreae and David
Wojtowycz. The students will name farm animals in the story. The teacher will
write the name of the animals on chart. Students will illustrate. *Can use: “Life on
the Farm” video from Streamline. E: TO and chart
O: SWBAT name characteristics of a chicken.
P: The class will discuss eggs, offspring, food, and home (coop) of a chicken.
Write facts on farm animal chart. (Animal, offspring, food, home, products from
animal) Students will watch short video clip. E:chart
Small Groups
O: SWBAT stretch sounds to make words.
P: The students will write a sentence about a chicken. Glue corn on page.
Illustrate. (1st page of book) E: Writing
O: SWBAT subtract from 10.
P: The students will use dice and farm animals to solve subtraction problems.
Begin as group, and then students will complete one problem independently.
The students start with a teacher-determined number (6-10) and each child will
write that number on his/her paper. Then the students place that number of
farm animals on a mat. Next, each child rolls a die and writes the corresponding
number on the paper (after the subtraction sign). Then the students use the farm
animals on the mat to solve the problem. The students write the answer on their
paper.
E: TO and subtraction problems
Story
O: SWBAT answer comprehension questions.
P: Read The Little Red Hen by Paul Galdone. Ask questions. Have a child retell
the story. E: TO
Small Groups
O: SWBAT add numbers to 10.
P: The students will play “Down on the Farm Addition” using game board, di, and
game pieces. The player will roll the di and move that many spaces. The players
will solve the problems on each space.
(Farm animals-game pieces) E: TO
O: SWBAT use read reading strategies. P: Using leveled books, the students will
read to the teacher. E: TO
Transition: SWBAT answer “Farm Riddles.”
Tuesday
Large Group
O: SWBAT match a plant or animal to a product made from that plant or
animal. P: The teacher will show pictures of a chicken, peanuts, cotton,
grapes, potato, tomato, yarn, and a cow. Have the students match the
first pictures to pictures of an egg, peanut butter, shirt, raisin, potato chip,
ketchup, sweater, and milk. E: TO
O: SWBAT name characteristics of a sheep.
P: Students will discuss body covering, offspring, food, home, and product
of sheep. Add facts to farm animal chart as students recall information.
E: TO and chart
Steamline Video: Sheep
Small Groups
O: SWBAT use stretch sounds to make words.
P: Students will use phonics-based spelling to write a sentence about a
sheep. Color and add yarn for “wool”. (Glue yarn on sheep) (2nd page
of book) E: TO and writing
O: SWBAT represent addition with manipulatives and equations.
P: The students will play “Spin Your Addition Problem.” The students will
spin the spinner and write the number in a box. The students will use
manipulatives (if needed) to find the answer and finish the equation.
E: “Spin a Problem” page
Story
O: SWBAT answer comprehension questions.
P: Read Russell the Sheep by Rob Scotton to the class. Ask questions.
E: TO and questions
O: SWBAT use stretch sounds to make words.
P: Students will assist the teacher in interviewing the “First Mate of the
Week.” E: TO
Small Groups
O: SWBAT write known words.
P: The students will write the new sight words “he” and “no.” (Use
Practice Book Vol. 2 p. 54) The students will read the words in the box and
review how to spell. Have the students look at the pictures and write “he”
or “no” to complete each sentence. The students will read each
sentence to the teacher. E: Practice Book page
O: SWBAT use reading strategies.
P: Students will read leveled books to the teacher. E: TO
Transition :SWBAT sing “Mama Sheep, Mama Sheep, what do you see? I
see my little lamb standing by me.” Repeat with other farm animals and
their babies. Use pictures or plastic animals to prompt the students
Wednesday
Large Group
O: SWBAT name the characteristics of a cow.
P: Read Two Cool Cows by Toby Speed. Discuss body covering, offspring,
food, home, and products received from a cow. Add information to
chart as students recall. Watch Streamline video on cows.
E: TO and chart
O: SWBAT make butter.
P: Put cream in a small, glass container. Add a touch of salt. Discuss how
the ingredients look going into the jar. Shake the mixture. How do the
ingredients look now? After the experiment, recall the sequence using
ordinal numbers. Put on crackers and taste.
E: TO
Small Groups
O: SWBAT stretch words to write a sentence.
P: Students will use phonics-based spelling to write a sentence about a
cow. Color cow and add “grass”. (Use green “Easter grass”)
E: TO and writing
O: SWBAT solve addition word problems.
P: The teacher and students will read each word problem together. The
students will use drawings and/or manipulatives to represent the problems
and solve. The students will write the equation for each problem.
E: Math Journal page
Story
O: SWBAT answer comprehension questions.
P: Read Barnyard Song by Rhonda Greene. Ask questions.
E: TO and questions
Small Groups
O: SWBAT read.
P: Students will read leveled books to the teacher.
E: TO
O: SWBAT write capital and lowercase letters without a model.
P: Students will independently correctly write from Aa-Zz without a model.
E: TO and letter page
Transition: The students will sing “Farm Work” song. Add verses. Recall
and name jobs on the farm.
CJ Farmdamentals: Bingo
Thursday
Large Group
O: SWBAT identify animal family names.
P: The students will sing “What Animal Family Can This Be?” This will be
written on a chart. Use animal props and students to act out the song.
E: TO
O: SWBAT name characteristics of a pig.
P: Read Pigs by Gail Gibbons. The group will discuss body covering,
offspring, food, home and pig products. Add to chart as students recall
information. E: TO and chart
O: SWBAT sing and role play. P: The students will sing “5 Pink Pigs.” (CJ
Farmdamentals)
Small Groups
O: SWBAT write a sentence and illustrate.
P: Students will use phonics-based spelling to words to write a sentence
about a pig. Color a picture of a pig. Add brown fingerpaint for “mud.”
E: TO and book
O: SWBAT identify coins and their value.
P: Students will roll a coin cube and a regular die. After the student
correctly identifies the coin and its value, he/she will move a plastic farm
animal on a game board the corresponding number of blocks indicated
on the regular die. The game is over when all of the animals are in the
barn.
E: TO
Story
O: SWBAT answer comprehension questions.
P: Read Once Upon MacDonald’s Farm by Stephen Gammell to the class.
Ask questions. Brainstorm a list of farm animals and their jobs. Also,
discuss jobs that would be impossible for the farm animals.
E: TO and questions
Small Groups The SWBAT “Old MacDonald Had A Vowel Farm” AEIOU!
O: SWBAT isolate and pronounce the initial, medial vowel, and final
sounds.
P: The students will independently complete a “medial vowel” page.
The teacher model how to will review the pictures before the students
begin. Use the CVC page for assessment of student needs/acceleration.
E: CVC page
O: SWBAT read.
P: Students will read leveled books to the teacher.
E: TO
Transitions: The SWBAT “Old MacDonald Had A Vowel Farm” AEIOU!
SWBAT recite “This Little Piggy” poem. Read Pig Sty to the class.
Friday
Large Group:
O: SWBAT identify animal sounds.
P: The students will sing “Carry a Tune.” The words will be written on a
chart and on the back of a folder. Add animal props to the folder. Use
the props to act out the song. E: TO
O: SWBAT name the characteristics of a horse.
P: The group will discuss body covering, offspring, food, home, and horse
contributions to farm work. Add facts to chart as students recall.
Small Groups:
O: SWBAT stretch words to write a sentence.
P: The students will use phonics-based spelling to write a sentence about
a horse. Color the horse. Add shredded wheat for “hay”.
E: TO and book
O: SWBAT identify and draw shapes. (including sides, vertices, and type of
lines).
P: Students will create a chart where they discuss each shape (including
sides, vertices, and type of lines) and then draw each one.
E: Chart
Story:
O: SWBAT listen and comprehend.
P: The teacher will read Old MacDonald to the class. Students will “actout” the song using props. If time, the students will sing “Old MacDonald
Had a Farm” using props.
E: TO and questions
Small Groups:
O: SWBAT use reading strategies.
P: The students will read leveled books to the teacher.
E: TO
O: SWBAT tell something positive about the “Safari Guide.”
P: The students will dictate something positive about the “Safari Guide.”
Illustrate. Combine the pages into a book for the “Safari Guide” to take
home.
E: TO and book
O: SWBAT write the numbers 0-60.
P: Students will complete a page by writing the numbers 0-60 in the
correct order without a model. E: Number paper
Transitions: The SWBAT “Old MacDonald Had A Vowel Farm” AEIOU!
or recite “Ten Fluffy Chickens”. (Words written on chart)
Centers
Drama: SWBAT pretend to live on a farm. They can use the farm animal
puppets to present a play about farm life.
Blocks: SWBAT build a farm and the outbuildings using large and small
unit blocks and the plastic farm animals.
Writing: SWBAT write on a self-selected topic.
Science: SWBAT match animal products to the animal.
Books: SWBAT read from a variety of books including books about farm
animals.
Art: SWBAT manipulate and transform various art materials.
Acceleration Activities
Language Arts: Students will identify words using known words and a
game board.
Math: Students will play the “Plus and Minus” game using the farm game
board.
Misc.: SWBAT recall addresses, telephone numbers, and birthdays.
Math Medley
Unit 5 Lessons 17-20
Quick Practice
Partner Peek on the 10-Partner Showcase
Count by Ones and Tens on the 120 Poster
Count by Fives on the 120 Poster
Monday- Lesson 17 Activity 2: SWBAT cross out objects to make equal sets
on SAB 307. Discuss how to make the groups equal. Discuss the scenes on
SAB p. 308. Explain that children should cross out objects to make the
number of objects equal in both scenes. (TE p.590-591)
Tuesday-Lesson18 Activity 1: Complete the SAB page 309 on the
SmartBoard. Students will make equal groups by adding (drawing) more
objects in the smaller group or by taking away (crossing out) objects in the
larger group. Discuss strategies for determining if a group is equal or not.
(TE p. 594)
Wednesday- Lesson 19 Activity 1: Have four bags labeled A, B, C, D.
Each bag should have 3 groups of different objects (no more than 10
objects of each group). Complete SAB 311 together. Ask questions
about graphs. (TE p. 600)
Thursday-Lesson 19 Activity 2: Students will make teen numbers with one
ten and some extra ones. Children will draw circles or dots to show each
teen number in order. Students will complete SAB 312. (TE p.602)
Friday-Lesson 20 Activity 2: Students will complete SAB 315. They will see
examples in which partners are switched and that the partners can
appear in either order in an equation without changing the total. (TE
p.607)