York College of Pennsylvania Department of Education Lesson Plan Format Class/Subject Art and Language Arts Period/Time One day’s lesson on art and language arts Name Amanda Andrews Behavioral Objectives: 1. All students will identify farm animals and match them to their offspring’s names. Assessment: 1. Students using flashcards with corresponding pictures and sounds Standard(s): 9.3 Critical Response A) Recognize critical processes used in the examination of works in the arts and humanities: -compare and contrast -analyze -interpret -form and test hypotheses -evaluate C) Know classification skills with materials and processes used to create Works in the arts (sorting and matching) Materials/Equipment/Resources: 1. Flash cards of ten farm animals 2. Signs with animal names, as needed for games Procedures: 1. Prepare ten cards with the names (and, if possible, pictures) of the following animals that might be found on a farm. On the back of each card, write the name of that animal's baby and the sound the animal makes: - cow/calf moo - chicken /chick cluck - dog/puppy bow wow - duck/duckling quack - goat/kid baa - sheep/lamb baa - pig/piglet oink - cat/kitten meow - goose/gosling honk - horse/foal heee 2. Introduce the animals on the cards to the class. Then choose from two games that children can play to gain familiarity with the names: Flash! Children flash cards at a partner, who must name the baby and make the sound. Mix & Match Have children form two teams of five each. Write the names of mother and baby animals on pieces of paper and distribute them randomly. When you give the signal, mothers and babies must find each other, raise their hands together, and make the correct sounds. Closure/Outside Work: After playing the various games, suggest that children think up their own variations. Encourage them to set up directions for playing, test their ideas with other children, and teach the final version to the class. Modifications: 1. Students who finish early: This doesn’t apply to my lesson plan because students are doing flashcards as partners. But if they are advanced, they can help out their partner or team if they have trouble. 2. Children who are having trouble: Students have a partner that is there to help them. This way if they get stuck, they are not all alone. As a teacher, you want to thoroughly go over the flashcards of each animal at the beginning. Ask the students if they are having any trouble and want the animals repeated.