Key Vocabulary

animal, barn, chicken, cow, duck, egg, goat, farmer, horse, pig, sheep

Supplementary Materials

Book: The Big Red Barn by Margaret Wise Brown.

Animal flashcards

Animal picture worksheets, coloring instruments

SIOP Features/Reflection

Preparation Scaffolding Grouping Options

_yes__ Adaptation of Content _yes__ Modeling _yes__ Whole Class

_yes__ Links to Background _yes__ Guided practice _yes__ Small Groups

_yes__ Links to Past Learning _yes__ Independent Practice _yes__ Partners

_yes__ Strategies Incorporated _yes__ Comprehensible Input _yes__ Independent

Integration of Processes Application Assessment

_yes__ Reading _yes__ Hands-on _yes__ Individual

_yes__ Writing _yes__ Meaningful _yes__Group

_yes__ Speaking _yes__ Linked to objectives _yes__ Written

_yes__ Listening _yes__ Promotes engagement _yes__ Oral

Lesson Sequence:

Introduce Concept and language objectives

Preparation: Introduction of visiting farm animals: Ask the children what they know about farms. Specifically who has visited one and what types of animals are on a farm.

Building Background: Tell the students that they are now going to listen to a story about a farm and to think picture what the farm and animals might look like. Read the story: The Big Bed Barn by Margaret Wise Brown. Ask the children if they have learned anything...

Place flashcards on display on the wall so that students will remember the animal and begin to memorize the appearance of the spelling of its name.
Students are placed in pairs and given worksheets that have pictures of farm animals on them, working with their partner they will identify their favorite farm animal and give two reasons that they have chosen this animal. They will then color in the pictures of the animals .

Students will then work independently to copy down the name of the animal underneath the animal's picture.

Review of key concepts: Teacher will ask students questions to remind them what was learned in the lesson such as: what animals live on the farm? While the students are answering questions, the teacher will write the key vocabulary on the board to help the students remember the spelling of each. The teacher will also write down any key vocabulary that was not mentioned.

Reflections/Projection:

The teacher will utilize a think aloud method of teaching should the students become stumped by a question or flashcard. For example, for a picture of a cow, the teacher will say: It is where milk comes from, it makes the sound moo, etc.