Grade Level: Kindergarten
Subjects: Language Arts, Science, Technology
Learner Outcomes:
The
student
will be able to recite the nursery rhyme "Mary Had A Little Lamb."
The
student
will be able to recognize and recall rhyming words.
The
student
will be able to describe a lamb by using the five senses.
The
student
will be able to recognize and name seven colors.
The
student
will be able to use their knowledge of rhyming words and beginning
sounds
to complete a page for a class made book.
Duration of lesson: 5 Days (30 to 45 minutes per day)
Materials:
Chart of
Mary
had a Little Lamb
One
sheet
of white duplicating paper per child
12" x
18"
sheet of construction paper in various colors (one per child)
Red,
yellow,
blue, green, white, pink, orange and purple construction paper lambs
Lamb
cookie
cutter, bread, cream cheese, paper plates
Flannelboard
or magnet board pictures of Mary Had a little lamb.
Book and
tape
of Mary had a Little Lamb
Technology Tools/Courseware:
Computer
Internet
access
Media
projector
Screen
Printer
Acceptable
Use Policy form signed and on file
Tape
player
Teacher Notes:
Make or
buy
an interactive chart or pocket chart of
"Mary Had Little Lamb"
Use
community
resources to locate a lamb, weaver and spinner.
If you
cannot
have a real lamb visit go the Internet site Kids
Farm.
Check
student
folders for food or fabric allergies.
Have
several
adult helpers for the snack activity.
Procedure:
Day 1- Using the computer connected to the
Internet
and media projector, present the rebus rhyme for
Mary Had A Little Lamb. Sing the song, too. If children do not
have
an Acceptable Use Policy on file they may listen to the rhyme on the
tape
recorder. Have the children listen for rhyming words and tell you
the two they hear. Let the children make Mary and lamb stick puppets.
Use
a pattern or let the children draw their own. The children will recite
the rhyme with a partner using the puppets. You can find patterns for
the
rhyme in Lively
Times with Nursery Rhymes. Purchase or make flannel board or
magnet
board pictures to go along with the rhyme.
Use these for reciting "Mary had a little lamb" and for
independent child activities at center time.
Day 2- Begin the lesson by introducing the special visitor to the class. (real lamb outside or the one on Kids Farm). Ask the children to tell you what kind of animal it is, what it eats and where it lives. Then let them pet the lamb and describe how it feels, smells, looks and sounds. Take pictures of the children during this activity for display on a bulletin board or photo album or use a digital camera and post the pictures on the schools web site. If possible give each child a piece of wool to examine. If you have a real lamb visit, return to the classroom and write an experience story. You may want to have the children write about the visit in their journals. Send a note home asking the children to bring something made of wool to school the next day.
Day 3- Seat the children on the floor in a
large
group with his/her wool item brought from home (refer to day 2).
Conduct
a discussion of each item and list them on chart paper. Ask the group
if
they know how cloth is made and discuss. Then read Charlie
Needs a Cloak.
If possible ask someone who spins wool or weaves cloth
to visit and demonstrate their craft. After reading the story ask the
children
to recall the steps in making and weaving the cloth. Again record their
responses for review later. The children will participate in weaving
a paper place mat . Re-read "Mary " rhyme using flannel board
pictures.
Day 4 - Read the "Mary Had a Little Lamb " chart with the children. Brainstorm with the children names of animals they would like to have follow them to school. Make it more challenging by suggesting they make up a name for their animal by using the first sound in their name. Write responses on a predictable chart along with the name of the child giving the response. (__________followed me to school.) Use a word processing program to type the sentences and print them out. Give each child a sheet of white paper and his/her sentence from the printout. They will glue this sentence to the top of the page and illustrate it with a picture of the animal in his/her sentence, a school and self. Allow time for each child to share their page with the class. Next bind the pages together to make a class book. Generate a title with the help of the children.
Day 5- Read the class book from yesterday letting the children read his/her own page to the class. Make a big interactive chart of "Mary Had a Little Lamb" or purchase one from Scholastic. Make one construction paper lamb of each of the following colors, red, yellow, blue, green, orange, purple and pink. Attach velcro to the chart in the lamb place and velcro to each colored lamb. Pass the lambs to several children. As you read the rhyme substitute a color for the word "little" and ask the child holding that color lamb to put it on the chart. Next let the children make a lamb snack. Use a sheep cookie cutter to cut a sheep out of bread. Give each child a small amount of cream cheese to spread on the bread with a wooden craft stick. You could also use sheep cookies and spread with white frosting. As a culminating activity play" Follow Mary " as you would "Follow the Leader."
Modifications:
Seat children with seeing or hearing impairments near
the speaker or source of sound and picture. Check for allergies before
beginning a food oriented activity. Follow specific modifications
listed
in the students IEP.
Enrichment Activities:
Read additional rhymes involving sheep and sheep books.
Take a trip to a farm.
The children could generate a list of rhyming words for
lamb and with the teachers help, write sentences using those words.
Make a hand print lamb with white tempera paint for a
classroom display featuring Mother Goose Rhymes.
Make a picture and standup display Mary
and her lamb.
This rhyme could also be used in discussing the
importance
of following rules.
Evaluation /Assessment: Grading rubric
West Virginia
Instructional
Goals and Objectives
RLA: K.1.3, K.3.1, K.2.3
SC: K.2.2, K.2.4, K.4.4
TEC: K.1.1, K.1.2, K.1.3
National Standards
Listening and Speaking
8. Uses listening and speaking strategies for different purposes
Viewing 9. Uses viewing skills and strategies to understand and
interpret visual media
Working With Others Standards
1.Contributes to the overall effort of a group
Uses a variety of strategies in the problem-solving process
2.Understands and applies basic and advanced properties of the concepts
of numbers
3.Uses basic and advanced procedures while performing the processes
of computation
Physical Education Standards
1.Uses a variety of basic and advanced movement forms
Reading
5. Uses the general skills and strategies of the reading process1.
Uses reading skills and strategies to understand a variety
of familiar literary
passages and texts (e.g., fairy tales, folktales, fiction,
nonfiction, legends,
fables, myths, poems, nursery rhymes, picture books,
predictable
books)
6. Uses reading skills and strategies to understand and interpret a
variety of literary texts
1. Makes contributions in class and group discussions (e.g., recounts
personal
experiences, reports on ideas and personal knowledge about
a topic, initiates
conversations, connects ideas and experiences with those
of others)
2. Asks and responds to questions
3. Follows rules of conversation (e.g., takes turns, raises hand to
speak, stays
on topic, focuses attention on speaker)
4. Uses different voice level, phrasing, and intonation for different
situations
(e.g., small group settings, informal discussions, reports
to the class)
5. Uses level-appropriate vocabulary in speech (e.g., number words;
words that
describe people, places, things, events, shape,
color, size, location, actions;
Gives and responds to oral directions
7. Recites and responds to familiar stories, poems, and rhymes with
patterns
(e.g., retells in sequence; relates information
to own life; describes character, setting, plot)
8. Listens and responds to a variety of media (e.g., books, audiotapes,
vide
Listening and Speaking
8 Uses listening and speaking strategies for different purposes
Viewing
9.Uses viewing skills and strategies to understand and interpret
visual media
Nature of Science
11.Understands the nature of scientific knowledge
Knows that scientific investigations generally work the same way in
different
places and normally produce results that can be duplicated
12.Understands the nature of scientific inquiry
1.Knows that learning can come from careful observations and simple
experiments
References:
Resources Cited
Lively
Times with Nursery Rhymes
Kids Farm.
Mary
Had A Little Lamb
Mary
Had a Little Lamb by: Sarah Hale
Additional resources:
Sheep
in a Jeep by Nancy Shaw
Farmer
Brown Shears his Sheep by Teri Sloat
Baa
Baa Black Sheep by Iza Tripani
Student Resources
Puzzle
of the rhyme.
Nursery
Rhyme Coloring Book
Baa,
Baa Black sheep
Authors
Willa Davis
Kay Dutton
Judy Shivley
| Overview | Lesson 1 | Lesson 2 | Lesson 3 | Lesson 4 | Lesson 5 |