Angie Patterson Farmer Brown Shears His Sheep Unit Plan Teacher: Angie Patterson Grade level: 1 Unit

Title: Farmer Brown Shears His Sheep All about sheep Time Duration: 8 days Purpose of the Unit The purpose of this unit is to develop the students awareness of how sheep are helpful to us in various ways. When this unit is completed, students should have a clear understanding of the care of sheep, how wool is processed, and other ways in which sheep are helpful. Rationale: This unit is designed to teach children about sheep. Over an eight day period, a variety of disciplines and topics about sheep will be taught, including reading, art, writing, science, and music. This unit is based on the reading of the book Farmer Brown Shears his Sheep, by Teri Sloat. Goals of Unit The goals of this unit are for the students to 1. 2. 3. 4. Improve listening skills Understand the many roles sheep can have in our lives Develop an interest in books Develop an interest in researching animals Class: Integrated Language Arts/ Science

Instructional Objectives: After this unit, students should be able to 1. List characteristics of sheep. 2. State the process of how yarn is made from wool. 3. Recognize rhyming words. 4. Apply knowledge learned in a practical way. 5. Research for specific information. 6. Improve oral speaking skills in the classroom. 7. Demonstrate ability to work with others. 8. Demonstrate an understanding that sheep are not harmed when wool is sheared. 9. List several facts about sheep 10. Learn the difference between fact and fiction

Unit Overview: During the course of this unit, students will be learning information about sheep. They will be involved with the content of the book Farmer Brown Shears His Sheep. Students will be involved with various aspects of learning in the classroom including readings, writing, phonemic awareness, media, science, and art. Senses of sight, touch, hearing, and even smelling (at the farm) Content: Activity 1 Reading and Introduction of Farmer Brown Shears His Sheep Activity 2 Phonemic awareness/ Rhyming Activity 3 Learning about sheep Activity 4 Shear the sheep Activity 5 Sheep activity centers Activity 6 Sheep Diorama Culminating Activity - Sheep farm field trip Materials needed for this unit: Farmer Brown Shears His Sheep book, writing paper, pencils, markers, paint, paintbrush, cotton balls, sheep templates, large sheep covered with cotton balls, dry erase board, chart paper, video equipment, computer for YouTube, film screen, list of questions, summary packet, Sheep Rhyme memory game, glue, crayons, shoeboxes, odds and ends craft items, paint brushes, popsicle sticks, construction paper Modifications are listed with each lesson plan Assessments of Student Achievement Diagnostic assessment will be used during the first lesson plan. Students will be asked what they know about sheep, and if they have seen sheep before. Formative assessments will be used daily as I listen to the children. I will watch for their participation, listening skills, and how they are applying what they learned to daily lessons. I will alter the lesson slightly for children if necessary. I will keep a checklist of what I observe. When the unit is finished, the diorama will be a summative assessment tool to know if the children really learned all about sheep, and wool processing. A test will also be given to assess the childrens knowledge of sheep facts learned during the unit. Lesson 1 Title: Reading Farmer Brown Shears His Sheep Grade: 1 Materials needed: Farmer Brown Shears His Sheep book, writing paper, pencil

Objective: Children will learn listening skills, sing a song related to sheep, and use a writing prompt to create a small writing assignment. Procedure: All children will come up front to sit on the rug. I will first ask all the students if they have ever been to a farm. I will then ask what types of animals they saw when they went. I will ask if anyone saw sheep, and if they did what colors they were, and what they know about sheep. I will explain that sheep can come in different colors, but most of the time we see white sheep. I will then have them sing Baa Baa Black sheep. This will introduce to them that there are black sheep, too. I will ask what does it mean in the song when we sing, Have you any wool, yes sir, yes, sir, three bags full. Lets read the book, Farmer Brown Shears His Sheep and find out. I will show the title cover and introduce the author. I will read this story aloud to the children as they listen. I will use character voice for the sheep to make the book even more fun. After we are finished reading, I will inform the students we are going to be learning about sheep for the next couple of weeks. I would like for them to go back to their desks, and write two or three sentences beginning with this writing prompt: If I were one of Farmer Browns sheep, _______. Assessment and closure: Most of the assessment will be informal according to participation. I will access students prior knowledge about sheep. I will collect the writings, and review them to understand what type of information they have obtained from the reading. Reflection: After this activity, I will reflect on it, and see if there is anything I would do differently next time. Modifications: For my ADHD student, I will have him sit by me and keep him closely involved with the book through character voice and singing.

Lesson 2 Title: Rhyming- Phonemic Awareness Grade: 1 Materials needed: The book, paper, markers, dry erase board Objective: Students will identify rhyming words in the story, and will illustrate their favorite rhyming words by drawing an accompanying picture. Procedure: Today, I will read the book to the children again while they sit up front on the rug. I will point out that there are many rhyming words in this book. Children are to listen carefully as I read, and remember rhyming words from the story. When finished, I will ask for children to raise their hand, and tell me rhyming words they remember from the story. I will write these on the board. I may suggest a few more if the children cannot think of all of them. The children will then go back to their desks. Each student is to pick out their favorite rhyming word set, and write it on their paper. They will then draw a picture that represents these rhyming words. I will tell them to do their best work because I will be collecting these papers, and making a class rhyming book to go in our reading corner. Assessment and closure: I will use formative assessment in grading these papers. I will not mark on them, however, since they will be made into a book. When finished with the book, I will show it to the children and show them where it will be for them to view. Reflection: After this activity, I will decide if it is too short or too easy for the children. If so, I will modify it for the next year. Modifications: For my ADHD student, I will explain the overall task ahead of time. I will also have written instructions to go along with the verbal instructions so he can see what needs to be done.

Lesson 3 Title: Learning about sheep Grade: 1 Materials needed: Video equipment, computer for YouTube, film screen, paper, pencils, list of questions, summary packets Objective: Children will use attentiveness and listening skills to obtain knowledge about sheep. By having a show and tell of sheep derivatives, children will enhance their oral speaking skills. Procedure: The children will remain seated at their desks. I will explain that today, we are learning about sheeps bodies, their habitat, what they eat, and what sheep have to offer us. We will be watching an informational video clip on sheep from YouTube. I have made a summary of the video to hand out to the children after watching it, since there was a lot of information to absorb in a short time. After we watch this video clip, I will have children pair up. I will give them a list of questions in which they need to remember the answer, or research in their summary packets. This will help prepare them for a future activity. During this video it talks of different products that sheep help provide for us. I will ask students to search at home for something they heard about in the video that is derived from sheep, and bring it in for a show and tell the next day. Assessment and closure: I will review with the students what they learned from the video. I will collect these papers and check for accuracy in answers. Reflection: I will evaluate how well the children are able to pick up facts from the video, and remember them. I will also evaluate if the video talks enough about sheep. Modifications: Explaining what we are doing overall, and having the visual summary packet should help my ADHD student to stay in check.

Lesson 4 Title: Shear the Sheep Grade: 1 Materials needed: The book, large sheep with cotton balls glued to it, dry erase board, markers Objective: Children will recall steps of yarn making from the book. Children will understand how sheep are sheared. Children will also recall facts about sheep from the book, the YouTube video or summary packet. Procedure: First of all today, we will have our show and tell of items derived from sheep. Next, we will be learning about shearing sheep. I will explain that although Farmer Brown Shears His Sheep is a fictional book, there are some facts in the story. We will be making a fact or fiction chart. We will read through the book page by page, and the children will tell me what is fact and what is fiction. I will then write it on the chart. After finishing and reviewing the chart, we will collaboratively be shearing a sheep. I will have a large cardboard sheep covered in cotton balls. The children will come up to the sheep one by one, and tell the class a fact they have learned about sheep, and then remove a cotton ball from the sheep. We will go through every child until the sheep is totally sheared. (We will save this cotton for a project tomorrow.) When finished, we will discuss the steps of making wool into yarn as written in the book. I will explain to them that this yarn makes some of our clothing and blankets. I will ask the children to recall how this was accomplished in the book. I will write the steps on the board. Assessment and closure: Informal assessment will be used for this assignment. I will observe how well each child remembers a fact to tell me when shearing the sheep. I will also observe how well the children know the difference of fact or fiction answers for the chart.

Reflection: I will reflect on how many facts the children remember, or if I end up needing to help a lot toward the end in order for them to get to remove a cotton ball. If this method does not work, I might switch to true or false questions for next year. Modifications: ADHD student will sit by me so I can give any clarifications as the need arises.

Lesson 5 Title: Sheep Activity Centers Grade: 1 Materials needed: Sheep Rhyme memory game, sheep templates for two centers, cotton balls, glue, crayons, pencils, markers Objective: The students will use phonemic awareness to identify rhyming words. They will show their knowledge of sheep by writing related words on a sheep. They will assemble the sheet template with cotton balls to create a life-like sheep. Procedure: Today, we will be in groups of 8 for three different centers. In the first center there will be a rhyming memory game. The children turn over all of the cards so the words do not show. Each child takes a turn. He will pick up one card, and then try to find the match which would be a rhyming word from Farmer Brown Shears his Sheep. If he finds a match, he keeps the pair. The other children continue in the same manner until all cards are matched. The second center will have a template of a sheep for each child. Children will write words describing sheep all over the lamb. I will remind them to think of their senses when writing these words such as touch, sight, hearing, etc. They may then color these. I will be putting them on display in the hallway. The third center will involve a craft. Children will make a sheep out of cotton balls. They will receive a template, and then glue cotton balls all over the sheep. If they wish, they may use

washable markers to color the cotton balls to make them look like the sheep in their sweaters at the end of our book. These will also be displayed in the hallway. Assessment and closure: Formative assessment for participation will be used. I will also observe if the child takes his time in making the craft or uses original ideas in the sheep writing. Reflection: I will reflect on the centers after the lesson to see if anything could have been done differently. Modifications: These centers should be fine for the ADHD student. Writing on the sheep may be stressful for this student, and therefore he may require some assistance with this.

Lesson 6 Title: Sheep Diorama Grade: 1 Materials Needed: shoeboxes, glue, paint, markers, cotton balls, odds and ends craft items, paint brushes, popsicle sticks, construction paper, etc. Objective: Children will assemble a diorama to display the knowledge learned in this unit. Children will explain what they have learned about sheep. Procedure: Today children will begin making a diorama or shadow box of the process of getting wool from the sheep to making clothing. Children will each bring in a shoebox, or be given one. Students will create scenery within their box, and use their imagination to create a visual of how they pictured the story we have read. They may also include some visuals from the YouTube video we watched. They will have two days to work on this. One paragraph should be written to explain the process shown in their diorama.

Assessment and closure: This will be a summative assessment and graded. It is a final creative project to show all that the children have learned about sheep. Reflection: After this activity, I will reflect on how the process of making the dioramas worked. Will more time be required than was allowed? Modifications: For the ADHD student, a checklist of what should be included in his diorama will be given. I will verbally explain the directions to him individually as well.

Culminating Activity Title: Parkers Sheep Farm Field Trip Grade: 1 Objective: Everything the children have learned in this unit will be brought together, and applied through an actual demonstration of their learning. Field Trip Approval Procedure: I would need to call the office of Parkers Sheep Farm and get all of the information and cost from them. I then would obtain a Field Trip Request Form from the school office, which must be filled out and returned to the office. Some information included on this form is destination, date, times, number of buses needed, teachers responsible, total students going, signatures of approval, and what the children will learn from this experience. Permission slips will need to be sent to parents, and returned signed along with any money due. The office will write a check to pay for the field trip on the morning of the field trip. Procedure: At Parkers Sheep farm, the children will get to pet, brush, and interact with sheep. Mr. Parker will discuss information and facts about the sheep that we have learned during our unit, and maybe even some we didnt! A few children will be volunteers to help shear a sheep. When finished shearing, everyone will receive a piece of wool to take home.

Next, they will get to use carders to clean their wool. They will then go to the spinning room, and watch yarn being made with a spinning wheel. Students will also be shown how to finger spin wool to make yarn. The spinner will explain how the yarn is woven into cloth, and also how it is colored. The children will then get to see a few pieces of clothing and knitted products made from yarn. Finally, the children will get to help mix up lamb feed of whole grains of wheat and field corn. They then get to feed the lambs before returning to school. Assessment and closure: When returning to school from the field trip, I will ask the children questions about what they did and learned. As a group, they will need to answer specific questions as well. This will help me to assess if they were actually paying attention and learning while on the field trip. Reflection: I will evaluate this field trip and how it summarized all that we have learned during this unit. Modifications: The ADHD student will walk with me so that I can keep his attention focused throughout the trip. Farmer Brown Shears His Sheep Unit Bulletin Board