Lesson Plan

Name: Nicolette Peterson

Name of Activity: Farm Animals

Domain Area: Language & Literacy

Childrens Age: 2 to 3 years old
(Please Circle One)

Date: 2/10/2015

Number of Children Participating: 2

Individual

Small Group

Large Group

Observation/Assessment: Why did you choose this activity/experience?

(Identify needs, interests, abilities of children)

Collect work samples (matching sound to animal handout sheet) to observe that
children can identify animals and the sound they make. I will be using verbal cues
for the sound, while pointing to the word.

Vocabulary Words:

Farm
Animals
Sounds

Healthy Beginnings Developmental Goals:

(Thirty Months to Three Years)
1.

Develop phonological awareness by becoming aware of the sounds of spoken

language.
Develop vocabulary and language usage

2.

Learning Objectives (2 or more):

1.
2.
3.

Observe and match 4 sounds to animal, or animals to sound.

Identify what we classify these things (animals) as 80% of the time.
Identify where these types of animals can live (farm) 75% of the time.

Materials:

Book Noisy Farm by Tiger Tales

Matching Animal Handout
Writing utensil crayon or pencil

Procedure:
1. Show, read and interact with book, also play sounds in book so children can here
actual animal noise
2. Talk about what we read in book
3. Discuss and ask questions; point to animal ask what it is; what is a sound; where
does it come from; ask where they live; what we call them all together
4. Show all the children the handout and explain that they are going to show me how
smart they are tell me what sound each animal makes; how they each get their
very own sheet to draw lines and match.
5. And when we are done we are going to sing a song.
Extension Activity:
1.
2.
3.
4.

1.

Have children color their worksheet

Sing animal songs (Old McDonald)
Play a bingo game; play sound have to mark/color animal
Plan a field trip where you can actually visit a farm and see these animals
(obviously would take pre- and additional planning)

Introduction/Motivation/Set Induction: How will you get the childrens

attention?

2.

Start making animal noises and see how they respond; possibly even imitate
animal (Rooster, make wings with arms as I crow)
Take out book and ask who know what is on the cover.
Nurturing/Teaching Strategies Procedures: What are the steps you will take to
conduct this activity/experience?

3.

Determine how much assistance the children will need in drawing the
lines/matching.
Make sure book is in working order
Make sure there is already some knowledge of animals and sound(s) they make
Closure: How will you know its time to end your activity?

Have children color their worksheet; and once they are done they are able to go to
centers.
After I have taken the work samples; determine if the song is necessary, as
activity may have taken longer than expected or children are no longer interested.
End by having each child make their favorite animal sound; farm animal or not.

4.

Transition: How will you prepare the children psychologically or physically for
what will occur next?

5.

Developmental Variations: What modifications will you make for an

individual(s) or group(s)?

6.

Transition out by asking them an option; to sing animal songs or move onto next
activity (circle time). Ask them if they want to sing, make the sound of a pig, and
if you want to move on clap your hands.

Depending on class size, may need to be done with multiple small groups versus
one large.
If cannot identify with farm animals, have other animals for back up, i.e., pets
(dogs, cats, birds, snakes)
Change activity to a point and match activity instead of having them draw line, if
not developmentally appropriate. (I can draw line for them indicating their
response)
Read book additional times, to get children more familiar with sounds and
animals.
Observers Comment/Suggestions: (Please sign and date):

Self-Evaluation:
o Do you feel you were sufficiently prepared for the activity?
I was prepared, as I had already observed that one child would not be able to do the
activity as originally planned and had identified proper differentiated learning.
o How did the children engage/respond to the activity?
The child were over excited and wanted to keep touching the book and getting out of
their seats. Had to get them to calm down and instruct them that they would both
get a chance to touch the book. Once they had completed the handout, the children
continued to interact with the book, until it was time to transition to next activity.
o Do you feel this activity was developmentally-appropriate for the children?
Yes, they were intrigued and engaged in the activity.
o Were the goals/objectives met?
Yes, all were met.
o Is there anything you might change if you plan this activity again?
Doing it with a smaller group as I did here seems to be the ideal scenario, due to the
book being interactive. If I would have done it with a large group as originally
planned, it could have gotten complicated with everyone wanting to touch and
engage with the book at one time. (FYI there were only 2 children in this particular
class today, usually only 3)
o How might you use other domain areas to expand on this activity and meet additional
goals?
Other domains could include math, counting the animals on each page, and doing
additional counting activities. They did end up coloring their handout, which
includes art and fine motors. Expanding more in language and literacy as well.

References
Maryland State Department of Education. (2010). Healthy Beginnings: Supporting Development and
Learning from Birth through Three Years of Age. Baltimore: Maryland State Department of
Education.
Tiger Tales. (2013). Noisy Farm. Wilton: Little Tiger Press.