KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Angela Davidheiser Date: November 2019

Cooperating Teacher: Mrs. Adam Coop. Initials: _________
Group Size: 18 Allotted Time: 35 minutes Grade Level: Kindergarten
Subject or Topic: Social Studies Section: 933

STANDARDS:
Standard - CC.1.4.K.J - Make logical connections between drawing and writing.
Standard - 4.4.K.D - Identify tools and machinery commonly used in agriculture.
Standard - 10.5.K.C1 - Use tools with control and skill to perform tasks.

I. Performance Objectives
The students will be able to define an object found on the farm by choosing a term to
write and drawing a corresponding picture.

The students will be able to independently and correctly write a term corresponding to
the farm by using the resources from the story and the pocket chart.

II. Instructional Materials

• Book: Farms Feed the World
• Pocket chart
• Farm picture cards
• “In the Barn” paper
• Scissors
• Glue
• Crayons
• Pencils

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

Prerequisite skills:
• Knowledge of how to write letters.
• Knowledge of common farm animals and equipment.
• Fine motor skills to write and cut.
Key vocabulary:
• Farm
• Animals
• Sight words
Big idea:
• The students will identify common farm animals and equipment and will use
these terms to write a farm word and draw a corresponding picture.

IV. Implementation

A. Introduction
• I will introduce the book to the students and explain that today we will be reading
about the farm. We’ll discuss how the farm has many parts to it and will share
 examples/experiences.
• As a hook, I will have the students take turns sharing what they know about the
farm, where they have visited, and what they’re favorite farm animal is. I will also
share about my experience living on a farm, because this will help build
relationships with my students.
• I will read the book to the students, stopping for predictions and questions. I will
allow the students to discuss and share ideas, building their knowledge and
creative thinking.
• After reading the book, I will tell the students that now they get to do a fun activity
using pictures of things they may find on the farm.

B. Development
• I will display the farm cards to the class, explaining that each student will get one
card. I will pass the cards out then individually call up each student to read and
explain their card. For example, when I call up the first student, I will help her
sound out her word and ask her what she knows about that farm term. The
students will place their cards in the pocket chart so that they are all displayed.
At the end of the activity, there will be 18 different farm terms on display, that we
have read and talked about.
• As the students are displaying the cards, I will instruct them to separate the farm
animals from the farm equipment (animals on top, equipment on the bottom).
• After each student had the opportunity to discuss and show their card, I will
introduce the next part of the lesson. The students will each get a picture of a
barn with a prompt that says “in the barn there was a…” The students will choose
either a word we talked about (from the pocket chart) or come up with another
one and will write the word in the barn to complete their sentence.
• The students will be encouraged to sound out the words themselves, using the
pictures to help. Since they are just learning to read, however, I need to be
conscious of the fact that some students may choose a word familiar to them,
such as “pig” or “dog.” I will encourage my students to think outside of what they
know and choose an animal or object that they would like to know more about.
• After the students choose their word, they will write it on the line, completing the
sentence. They will then draw a detailed picture corresponding to the word they
chose. The picture must match the chosen word, to display comprehension and
understanding. If I notice students are not drawing about what they wrote, I will
gently encourage them to think about their word, picture it in their head, and then
draw what they’re thinking.
• As the students are drawing, I will be walking around the room talking with each
student. I will prompt them to think about what they know about their farm term,
and have them use it in different ways. For example, I may have the students tell
me about the picture on their card and explain how it is used or what type of
animal it is. I would also encourage them to use it in a sentence, as well as
possibly finding the beginning, middle, or end sound. This prompts the students
to think critically and helps them to connect the lesson to their prior knowledge
and experiences.
• Once every student has chosen their word and draw their corresponding
pictures, I will instruct the students to cut out their barn.
• I will then pass out a piece of blue construction paper and a strip of pre-cut green
construction paper. I will tell the students to glue the green paper onto the blue
paper to make grass, and then to glue their barn onto the grass and “sky.” I will
 model this as I’m talking, leaving it as a two-step process so the students are
able to complete it on their own.

C. Closure
• To close, I will ask the students to share with the class what they wrote in their
barn. Since I have already talked to the students individually, the ideas should
flow more smoothly and the students should have a better idea of what to share.
By reviewing some of the cards and what was chosen, I will be able to link their
thoughts back to the story, therefore building a deeper knowledge and
understanding of the farm and the life surrounding it.
• I will collect the barn papers for assessment and have the students help collect
the farm cards. I will then instruct the students to put their supplies away, clean
up their tables, and join me on the carpet to get ready for the next activity of the
day.

D. Accommodations / Differentiation
• For advanced students, I will ask them to come up with their own word
to write rather than looking at the ones in the pocket chart.
• For advanced students, I will ask them to write two farm terms, using
the word “and.”
• For students who struggle with writing, I will outline the first letter for
their chosen farm term.
• For students who struggle with fine motor skills, I will have a pre-cut
barn for them.

E. Assessment/Evaluation plan
1. Formative
• I will collect the barn papers for assessment. Each student
will be assessed on his ability to choose and correctly write a
farm term, using proper letter placement and appropriate
writing. I will also ass them on their ability to draw a picture
that corresponds to the term they chose, to see if they
understood and comprehended what their word meant.
• I will assess the students individually as I meet with them
during the activity. I will take note of their writing, drawing,
and other fine motor skills such as cutting and gluing.
• I will observe and monitor the students throughout the lesson
and activity, watching for comprehension and application.

2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives

The students met the objectives and standards by completing their barn paper with the
word and drawing. The students were attentive and eager to learn about the farm and
were engaged in every step of the lesson. Each student participated and completed
what was required of him, and some of the students went above and beyond in the
activity. During the reading, there were good questions and discussion, and the
students were thinking critically and reflecting on their own knowledge and experiences.
The students showed a strong understanding of the topic and learned new facts with an
eager and positive attitude. Most of the students were able to choose a farm term on
their own, while only a few need prompting to choose a card and begin writing. Since
the students knew that the drawing came after they chose and wrote their word, they
were eager to choose and write the word appropriately. The students greatly enjoyed
telling about their drawing, and the majority of the class used very detailed pictures to
showcase their farm term. The students were able to retell the story and facts very well,
and could explain their reasoning for their drawing to the class and me. The students
not only learned about the farm but were also able to share new facts while relating the
lesson to what they had already known and experienced.

B. Personal Reflection
I feel that the lesson went very well in that all of the students were engaged and
attentive. I stayed within my time frames, making transitions smoothly and efficiently. I
also met the standards and objectives for this lesson and made sure to differentiate for
the students who needed it. I would, however, be more wary of the book I chose for the
next lesson. Although this book was very informative, it was a bit long for the
kindergarteners and I had to be careful to not spend as much time on certain pages, so
as not to lose their interest. I think that the lesson had all of the pieces it needed; the
book, the discussion and teaching of new facts, the writing and drawing, the cutting and
gluing, and the reflection and sharing. The students were able to take what they
learned and relate it to what they already knew, and it was neat to see them making
connections as the lesson went on. Overall, I feel that the lesson was strong and I was
able to keep the class running smoothly, even with all the different parts of the lesson.
Other than being more mindful of the book, I would only fine-tune a few areas of the
lesson, but keep the overall look and style of it.

VI. Resources
Farms Feed the World by Lee Sullivan Hill
Farm cards (printable)
Additional Resources: Cited at bottom of lesson plan
 Down on the Farm

Kutner, M. (2005). Down on the farm. Holiday House. New York.

This rhyming, poetry-like book draws readers into life on the farm. The book begins

with the sun coming up and tells about the animals throughout the day. It ends with the

sun setting, and this makes for a great lesson on the beginning, middle, and end of a

story. The animals in the story have adventures throughout the day and enjoy playing

with one another on the farm. The book is full of vivid pictures that will draw children

into what life on the farm looks like.

Click, Clack, Ho! Ho! Ho!

Cronin, D. (2016). Click, clack, ho! Ho! Ho! Simon Spotlight. New York, NY.

Within the loving series involving Farmer Brown and his mischievous animals comes

another adorable book. Farmer Brown gets ready for bed, because it is Christmas Eve

and Santa is coming. He goes to bed, but little does he know his animals are getting

into trouble. One by one they get stuck down the chimney and can’t get out! How will

Santa get down the chimney, and who will rescue the animals? Read to find out!

Click, Clack, Moo Cows That Type

Cronin, D. (2016). Click, clack, moo cows that type. Simon Spotlight. New York, NY.

Farmer Brown has many animals to take care of, and usually it is an easy job. But

something changed! His cows have a typewriter, and all day long he hears them typing.

As crazy as that sounds, it doesn’t stop there! The cows start to leave Farmer Brown

notes, requesting things they want. What should Farmer Brown think? He thinks he

figures out a solution, until…

Hill, L. (1997). Farms feed the world. Carolrhoda Books. Minneapolis, MN.
This informative book tells children all about the farm through stories and examples.

From different types of animals to various kinds of farm equipment, the author gives

readers a detailed look into life on the farm. The book has subtle yet detailed pictures

corresponding with the passages and examples. The book gives the opportunity for

readers to ask questions and share experiences while learning facts about the farm.

The in-depth descriptions of the farm life also give many opportunities for additional

lessons and activities.

Souper Chicken

Auch, M.J. (2003). Souper chicken. Holiday House. New York, NY.

Henrietta is a chicken that knows how to read. When it comes time for her aunts, the

other hens, to go on vacation, Henrietta catches sight of the truck the they are getting

on. She reads the words on the truck and realizes that they are going to become

chicken soup! It’s up to Henrietta to save the hens and bring them home safely. Follow

Henrietta’s adventures as she uses her reading skills to save her aunts.

I Love Bugs

Dodd, E. (2010). I love bugs. Holiday House. New York, NY.

This story is a unique and adorable book that talks about different types of insects. To

match the light-hearted feel of the book, the author refers to the insects as “bugs.” With

bold, black lines and different patterns and textures, this book draws young readers into

the story. The words used to describe the bugs are fun, silly words, and keeps the

readers attentive and eager for the next page.