Term 3

LESSON PLAN

WEEK 1
TERM 3

Our World of Animals

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Daily Activity Plan

Theme: Animals

Sub Theme: Our World of Animals

Date: Monday

Age: 3 year olds

Circle Time

Duration:

Activity: Interview with puppets – Which Animal is that?

Objectives: Pupils will/should be able to:

1. Name the animals in the pictures to participate in the discussion.

2. Describe the pictures of animals using simple words such as small, large/big, fat, brown
etc.

Skills: listening, speaking, describing, naming.

Materials & Resources: hand puppets of lion, zebra, monkey (crayons count kit), picture chart
or wall of different animals both Jamaican and foreign (wild and domestic).

Procedure:

Introductory Activity: The teacher will introduce the lesson by bringing out the
puppets named Mr. Lion and Miss. Cow while singing, ‘Animals are beautiful’ SEE CONTENT
PAGE.

Developmental Activities:

INTERVIEWER: Boys and girls we have special visitors with us

today—Mr. Lion and Miss. Cow. (Introduce puppets to each

of the children, give a cheek kiss)

INTERVIEWER: Mr./Ms. Lion and Cow, we understand that you are

animals.

MR./MS. Lion and Cow: (Looking very proud) Oh, yes—that is

true, we are animals!

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INTERVIEWER: Do you like being animals?

MR./MS. Lion and Cow: Yes, we love being animals.

Did you know that there are many different animals all over the world?

INTERVIEWER: Mr./Ms. Lion and Cow, please forgive me, but I’ve heard that some people
(look worried and lower voice) think all animals are the same size or shape.

MR./MS. Lion and Cow: (Dab eyes with a tissue, Sniffle and look tearful.) Yes, we know there
are people who think that, and it really hurts our feelings. They could at least look at us first and
see that we are all different and special.

INTERVIEWER: (Pat Mr./Ms. Lion and Cow on the backs) Now, now it’s OK! ( try to cheer
them up)

Hey—how many wonderful animal friends do you have?

MR./MS. Lion and Cow: (Starting to feel better and cheering up) Oh, we have pig, goat,
elephant, gazelle, mongoose (let the puppets touch the pictures of each animal they name and
occasionally asking a student to name a picture.

INTERVIEWER: Mr./ Ms. Lion and Cow, we want to thank you for visiting with us today. Let’s
show them how much we like them by clapping!

Assessment:

1. The teacher will ask the students to name the animals on the pictures.
2. Students will then discuss the animals by completing oral sentences given by the teacher
such as: The cat is small, The elephant is big…

Reflection
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Guided Learning -(Teacher Directed)

Duration:

Activity: Sorting pictures of animals.

Objectives: Pupils will/should be able to:

1. Sort animal pictures by size and colour.

2. Name the colours of animals.

Skills: Listening, speaking, naming, sorting.

Materials & Resources: pictures of different size and colour animals.

Procedure:

Introductory Activity: The lesson will be introduced with the short game of ‘bull in the
pen’.

Developmental Steps:

1. Students will then name the animals on the pictures that were used in the previous
lesson/activity.
2. Students will mimic the descriptive sentences the teacher uses such as the pig is big but
the rabbit is small and place each in the correct group, the elephant is big but the cat is
small…
3. Students will then sort the same pictures of the animals by colour, those that are the same
colour in the same group /pile.

Assessment:

1. Students will be observed sorting the pictures correctly in groups of same colour or sizes.

Reflection

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Independent Activity 1: (Language Reading Centre):

Searching for all the letter ‘a’ in the sand box. The teacher will place 2-4 shoe boxes with sand in
the literacy center with laminated letters of the alphabet, mostly ‘a’ and ‘o’ buried in it for the
students to find them. They must only remove the letter ‘a’ which will be given to them on letter
cards for matching identification.

Independent Activity 2: (Manipulative Cognitive Centre):

Counting sets of five animals. Teacher will provide 5 of each of the animals such as birds,
monkeys, cows... Boxes will be set up with the numeral 5, the word five and five objects for the
students to count and make replica sets.

Reflection

Creative Activity:
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Duration:

Activity: My Animal Prints

Objectives: Pupils will/should be able to:

1. Name the animals by looking at the shapes cut from cardboard.

2. Print the shapes of the animals.

Skills: painting, printing, identifying, naming.

Materials & Resources: animal shapes cut from cardboard, paint, paintbrushes, blank paper.

Procedure:

Introductory Activity: The lesson will be introduced with the song sung during Circle
Time SEE CONTENT PAGE.

Developmental Steps:

1. The teacher will ask the students to name some animals they know.
2. Students will then be given the different shapes that were cut out by the teacher for
identification.
3. The teacher will also ask the students to describe the animals’ sizes and colours.
4. The students will choose their favourite animal cut outs and paint them then print them
onto blank paper.

Assessment:

1. Were the students able identify the animals based on the shapes and did they print them
independently?

Reflection

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Story Time:

Duration:

Story Title: Why the animals don’t talk?

Objectives: Pupils will/should be able to:

1. Make simple predictions as to what the story will be about.

2. Draw a picture of an animal they think will be in the story.
Skills: Speaking, listening, discussing, predicting, drawing, thinking.

Materials & Resources: title of the story written on a laminated chart titled predictions chart
with the subsections titled ‘It will be about’ and ‘It was about’, erasable marker to write on the
chart. (Note: the teacher will draw pictures along with words where possible for the
students to associate print with drawings/pictures).

Procedure:

Introductory Activity: Teacher and students will sing the transitional song “Story
Time”.

Developmental Steps:

1. Teacher will introduce the story to students by telling them the title, thus allowing them
to think and make predictions as to what it will be about, if they will like it and if so, why
will they like it or why not...
2. The teacher will document the predictions on the story prediction chart.

Assessment:

1. Were the students able to make predictions about the story?

2. Draw a picture of an animal they think will be in the story.

Reflection
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Parent Involvement: Parents will help their children to collect pictures of animals.

Content Page

Concepts: same, different, large, small

Content: There are many different types of animals in the world. Animals are alike in some
ways and different in some ways; some are large and some are small.

Animals by T.L….. Tune vegetables are good for you.

Animals are beautiful,

Some big and small or taller,

They’ll be your pets or chase your legs and maybe you’ll live longer.

Jingle, ‘Five Little Pigs’

Five little pigs went out to play.

Playing in the mud and dirty all day.
Oink, oink, oink.
They sang as they ran and play.
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Daily Activity Plan

Theme: Animals

Sub Theme: Our World of Animals

Date: Tuesday

Age: 3 year olds

Circle Time

Duration:

Activity: Where do they live?

Objectives: Pupils will/should be able to:

1. Identify where each animal lives in the pictures shown.

Skills: identifying, listening, speaking.

Materials & Resources: pictures of animals, pictures of water, trees, sky, land, bird cage, fish
bowl.

Procedure:

Introductory Activity: The lesson will be introduced using the ‘Zoo theme song’. See
content page.

Developmental Activities:

1. The teacher will show the students the pictures of the land, sky, water and tree and ask
them to tell which one shows where they live.
2. The teacher will then explain to them that animals have homes too.
3. The students will then be asked to identify the animal homes on display and tell which
animal/pet lives in it.
4. The teacher will then show the students the pictures of the animals used the previous day
and they will tell where each one lives by touching and naming the habitat shown on the
picture.

Assessment:

1. Each child will be given a picture of an animal and they will tell where it lives.
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Reflection

Guided Learning -(Teacher Directed)

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Duration:

Activity: Letter ‘Aa’ Spot it dot it.

Objectives: Pupils will/should be able to:

1. Touch and name the letter seen on worksheet given.

Skills: Listening, speaking, identifying.

Materials & Resources: dot it activity card/ worksheet, chalk, ‘a’ letter cards.

Procedure:

Introductory Activity: The lesson will be introduced with the ‘a’ song. See content
page.

Developmental Steps:

1. The teacher will then give each child a letter card and ask if they remember finding the
pictures of the letter the day before (Monday)?
2. The teacher will then ask the students if they know the letter’ name. The teacher will then
identify the letter and how to make it using the chalk.
3. The students and teacher will all practice the sound and write the letter A a on their tables
using a stick of chalk.
4. Teacher will tell the students that they are going to be playing a game in which they will
mark each letter Aa when they see it.

Assessment:

1. Were the students able to identify the letter Aa and mark them using the stick of chalk?

Reflection

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Independent Activity 1: (Science and Nature Centre):

Sorting and matching animal pictures to where they live. The teacher will set up the area with
pictures of the water, land and trees and a container or box with pictures of different animals for
the students to place each picture with the correct habitat/home.

Independent Activity 2: (Manipulative Cognitive Centre):

Counting sets of five animals that lives in water, on land, in trees. Eg. five fishes, five sharks or
five bears and dogs etc.

Reflection

Creative Activity:
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Duration:

Activity: Choosing an animal and draw a picture of where it lives.

Objectives: Pupils will/should be able to:

1. Choose an animal from pictures of many different types.

2. Draw a picture of where the animal lives.

Skills: Listening, speaking, drawing, colouring, decision making

Materials & Resources: animal picture cards, scrapbooks, pencils, crayons.

Procedure:

Introductory Activity: The lesson will be introduced with the song, ‘animals,’ see
content for day one…

Developmental Steps:

1. Students will name the animals on the cards shown as they tell where each animal live.
2. Students will then choose an animal and proceed to draw and colour picture/s of where
they live.

Assessment:

1. Students will be asked to name their animal and to talk about the picture they drew of
where it lives. (The teacher will assist the students in discussing their drawings.)

Reflection

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Story Time:
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Duration:

Story Title: Why the animals don’t talk! By Jean Warren

Objectives: Pupils will/should be able to:

1. Listen carefully to the story.

2. Listen for the names of animals in the story.

Skills: listening, speaking, recalling.

Materials & Resources: see content for the story.

Procedure:

Introductory Activity: The lesson will be introduced with the song ‘story time’.

Developmental Steps:

1. The students will listen while the teacher reads the story.
2. Teacher will ask the students if the animals they said were going to be in the story were
all in the story.

Assessment:

1. Students will name the animals from the story.

Reflection
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Parent Involvement: Parents will read a book about animals to their child.

Content Page
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Concepts: land, water, trees, air

Content: Animals are found on land, in water, in trees, in the air. There are many interesting
stories about animals that we can share with each other. The letter ‘a’ says [a]. It begins words
such as animals, ant, alligator…

Zoo Theme Song Sung to the tune of The Wheels on the Bus
The lions at the zoo go ROAR, ROAR, ROAR! ROAR, ROAR, ROAR! ROAR, ROAR,
ROAR!
The lions at the zoo go ROAR, ROAR, ROAR! as they eat and play!
Insert other animals and sounds such as:
Snakes-hiss
Hyenas- ha
Zebras-bray
A says A (aaa-sound)
A says a(sound) , A says a (sound).
Every letter makes a sound
A says a (sound).

Animals by T.L….. Tune vegetables are good for you.

Animals are beautiful,

Some big and small or taller,

They’ll be your pets or chase your legs and maybe you’ll live longer.

Story: Why the animals don’t talk

Many years ago, when people came to this great land, the animals of the forest talked. The
people learned many things from the friendly animals.

The horse taught them how to run fast.

The bear showed them how to follow a trail.

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The raccoon taught them how to climb trees.

The beaver taught them how to catch fish and build houses.

The dog taught them how to be patient.

The people and animals lived happily together for many years. The people practiced all that the
animals had taught them and became very skilled at living in the woods. So skilled, in fact, that
they began to feel they were better than the animals.

Soon the people started taking more than their share. They robbed the forests of timber for
their boats and took animal furs to make their clothes. They even stole honey from the bees.

The animals got worried and called a meeting. They were mad because the people had taken
what they had taught them and were now using that knowledge to outwit, outrun and out-
think them.

"Well, I for one will not tell them any more secrets," said the beaver.

"Neither will we," said the horse and the dog.

"My mouth will be sealed," said the bear.

"So will ours," said the raccoon and the beaver.

And that is why to this day the animals don't talk.

Daily Activity Plan

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Theme: Animals

Sub Theme: Our World of Animals

Date: Wednesday

Age: 3 years’ old

Circle Time

Duration:

Activity: Show and tell; Counting animal legs.

Objectives: Pupils will/should be able to:

1. Count the number of legs on stuffed toys.

Skills: Listening, counting, speaking.

Materials & Resources: stuffed toys- the teacher would have asked the parents to send stuffed
toys to school for the lesson, as well as make simple multi legged animal toys.

Procedure:

Introductory Activity: The lesson will be introduced with the song, ‘it’s time, its time,
it’s time to show and tell repeat 2 times.

Developmental Activities:

1. The teacher will model showing and telling the class about an animal stuffed toy and
count the number of legs seen.
2. The students will each show and tell the class about their animal and the number of legs it
has.

Assessment:

1. Students will name animals with two, four, and many legs.

Reflection

Guided Learning -(Teacher Directed)

Duration:
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Activity: Monkey Milkshakes

Objectives: Pupils will/should be able to:

1. Blending a monkey milkshake.

2. Count the number of legs a monkey has.
3. Name two ingredients used to make the milk shake.

Skills: Listening, speaking, experimenting, describing, counting, sharing.

Materials & Resources: blender, juice jug, milk, chocolate lasco, banana, blender

Procedure:

Introductory Activity: The teacher will introduce the lesson by saying, fruit juice, you
juice, we all juice a milkshake, the students will repeat it as well.

Developmental Steps:

1. Students will view and name the items on display and tell which animal the milkshake
represents.
2. Students and teacher will prepare the ingredients.
3. Students and teacher will then blend and prepare the milkshake for drinking.

Assessment:

1. Count how many legs a monkey has.

2. Name two ingredients used to make the milk shake.
3. Did the students participate in making the milk shake?
Reflection

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Independent Activity 1: (Dramatic Play Centre)

Students will pretend to be different animals with multiple legs.

Independent Activity 2: (Language Reading Centre)

Trace the letter ‘a’ on the worksheet given. See content page.

Reflection

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Creative Activity:
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Duration:

Activity: Using sand to cover the legs of a spider.

Objectives: Pupils will/should be able to:

1. Count the legs of a spider.

2. Cover the legs of the spider using paste and sand.

Skills: Listening, speaking, pasting, counting.

Materials & Resources: paste, sand, worksheet of spider, see content page.

Procedure:

Introductory Activity: The teacher and students will sing the song one little finger, two
little fingers, three little fingers clap, clap clap, point to the ceiling, point to the floor then lay the
in your lap,lap,lap. This will be sang up to eight.

Developmental Steps:

1. Students will name the insect on the worksheet and count how many legs it has.
2. Students will then apply paste to the legs and pour sand over the drawing so it sticks to
the legs.

Assessment:

1. Students will count the covered legs of the spider to ensure that they got all eight legs.
2. Were the students able to cover the legs of the spider?

Reflection

Story Time:

Duration:
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Story Title: Why the Animals don’t talk!

Objectives: Pupils will/should be able to:

1. Listen to the story.

2. Trace the picture of the bear.

Skills: listening, tracing

Materials & Resources: see content of day two for the story, worksheet with the outline of a
bear for tracing, pictures of the animals for the story.

Procedure:

Introductory Activity: The lesson will be introduced with the song ‘story time’.

Developmental Steps:

1. The students will listen while the teacher retells the story from the previous day.
2. The students will then be allowed to touch and name the animals from the story.

Assessment:

1. The students will identify the animal on the worksheet and use their pencils to trace
the animal.

Reflection
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Parent Involvement: Parents will encourage their child to read by reading a bed time story of
their choice.

Content Page
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Concepts: many legs, no legs, two, four, six, eight.

Content: Some animals have no legs, some have two legs, some have four legs, some have six
legs; some have many legs
- a bird has two legs
- a dog has four legs
- an insect, e.g. a butterfly has six legs
- a spider has eight legs
- a centipede has many legs
- a worm has no legs
There are many interesting stories about animals that we can share with each other.
The letter ‘a’ says [a]. It begins words such as animals, ant, alligator…
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Daily Activity Plan

Theme: Animals

Sub Theme: Our World of Animals

Date: Thursday

Age: 3 years’ old

Circle Time

Duration:

Activity: Sorting animal pictures according to how they move.

Objectives: Pupils will/should be able to:

1. Sorting pictures of animals by the way they move.

Skills: Listening, playing, naming, sorting

Materials & Resources: pictures of different animals.

Procedure:

Introductory Activity: The lesson will be introduced with the song “Father Abraham”

Developmental Activities:

1. The teacher will ask the students if they know how a snake or a cat moves, students will
be given the opportunity to express themselves.
2. Students will sit in the circle and view pictures of animals and insects and tell how they
move using words such as crawl, run etc.

Assessment:

1. Students will sort pictures of animals by the movements they perform.

Example: walk, crawl, fly Teacher will assist.

Reflection
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Guided Learning -(Teacher Directed)

Duration:

Activity: Animal Exercises/Physical Education

Objectives: Pupils will/should be able to:

1. Demonstrating animal movements.

Skills: participating, listening.

Materials & Resources: laptop to watch video, https://www.youtube.com/watch?

v=26guG6wr5so (animal exercise for kids with animals), open space to perform animal
movements.

Procedure:

Introductory Activity: The lesson will be introduced with a set of jumping jacks.

Developmental Steps:

1. Students and teacher will watch the You tube video and perform the different animal actions.

Assessment:

1. The teacher will test the students by calling out an animal name, and see if he or she
can remember just how that animal moves. Or, try moving like an animal and
challenge the child to guess which creature is being imitated.

Reflection

Independent Activity 1: (Language Reading Centre):

Colour letter a and the pictures of the animal and the fruit it eats that begins with a. See content
page for worksheet.

Independent Activity 2: (Manipulative Cognitive Centre):

Circle the five things that crawl on the worksheet provided by the teacher. See content page for
worksheet.

Reflection
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Creative Activity:

Duration:

Activity: Colouring and decorating animal masks.

Objectives: Pupils will/should be able to:

1. Decorate animal masks.

Skills: Listening, drawing, colouring, pasting, sprinkling

Materials & Resources: glitter, paste, sand, crayons, masks, paint, paintbrushes or fingers

Procedure:

Introductory Activity: the students will waddle like ducks hop like frogs and run on the
spot really fast like gazelles.

Developmental Steps:

1. The students will view the different masks that were made by the teacher and name the
animal and demonstrate how they move.
2. They will then choose a mask and decorate it how they want to.

Assessment:

1. Were the students able to decorate the masks.

Reflection

Story Time:
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Duration:

Story Title: Why the animals don’t talk!

Objectives: Pupils will/should be able to:

1. Listen carefully to the story.

Skills: listening,

Materials & Resources: see content of day two for the story, pictures of the animals from the
story.

Procedure:

Introductory Activity: The lesson will be introduced with the song ‘story time’.

Developmental Steps:

1. Students will listen while the teacher rereads the story and by now they should be able to
recall some parts of the story assisting the teacher in telling it.
2. Students will choose a picture of an animal and imitate what it taught the people to do.

Assessment:

1. Were the students able to imitate what the animal taught the people to do?

Reflection
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Parent Involvement: Parents will use the pictures they collected of animals with their child to
compile an animal book.

Content Page
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Concepts: crawl, walk, run, jump, swim, fly.

Content: Animals move their bodies in different ways, e.g. crawl, walk, run, jump, swim, fly.
The letter ‘a’ says [a]. It begins words such as animals, ant, alligator…

Circle five animals that crawl.

Daily Activity Plan

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Theme: Animals

Sub Theme: Our World of Animals

Date:Friday

Age: 3 years’ old

Circle Time

Duration:

Activity: Animal Sounds

Objectives: Pupils will/should be able to:

1. Identify different animal sounds.

2. Replicate animal sounds after naming the animal on the picture shown.

Skills: identifying, replicating, naming

Materials & Resources: animal pictures

Procedure:

Introductory Activity: The lesson will be introduced with ‘old MacDonald had a farm’

Developmental Activities:

1. Teacher and students will go on a nature walk where they will listen for animal sounds.
2. They will sit quietly together listening for the noises. Perhaps it's a bird chirping, a dog
barking, a horse neighing or an insect buzzing.
3. When the teacher notices the sound, give the students the words to associate with what he
or she is hearing. For example, you might say, "Listen to that cat meowing. It is so soft."
Or, "I can hear a cow mooing. I wonder what she is saying to her cow friends."
4. The teacher and students will have some fun pretending to be an animal and try talking to
each other using only chirping sounds...or buzzing noises.

Assessment:

1. Students will listen to the sounds the teacher makes and name the animal.
2. The teacher will show the students pictures of animals; they will name them and make
the sounds.
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Reflection

Guided Learning -(Teacher Directed)

Duration:
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Activity: Fitting puzzles of animals that make loud and soft sounds.

Objectives: Pupils will/should be able to:

Skills: manipulating puzzle pieces,

Materials & Resources: puzzles of animals that make loud and soft sounds

Procedure:

Introductory Activity: the teacher will introduce the lesson by asking the students to
scream loudly and then softly.

Developmental Steps:

1. Students and teacher will practice the sounds of animals that are loud and soft eg.lion roar
and bird chiping.

Assessment:

1. Students will fit the puzzles of animals.

Reflection

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Independent Activity 1: (Centre of Interest):

Animal Sounds

Have zoo cd or recording of animal sounds from the laptop. The children listen to the tape and
have to match the sound with the animal that made that sound.

Independent Activity 2: (Art Sensory Centre):

Draw and colour an animal that makes a loud or soft sound.

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Reflection

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Parent Involvement: Parents will view picture and story books about animals with their
children and also observe objects with initial A/a sound each object will be named.

Content Page

Concepts: sounds, loud, soft

Content: Animals make different sounds, some make loud sounds and some make soft squeaky
sounds: cows moo, donkeys bray, ducks quack, chickens cluck, etc:
The letter ‘a’ says [a]. It begins words such as animals, ant, alligator…
Song: Old MacDonald

Old MACDONALD had a farm

E-I-E-I-O
And on his farm he had a cow
E-I-E-I-O
With a moo moo here
And a moo moo there
Here a moo, there a moo
Everywhere a moo moo
Old MacDonald had a farm
E-I-E-I-O

Old MACDONALD had a farm

E-I-E-I-O
And on his farm he had a pig
E-I-E-I-O
With a oink oink here
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And a oink oink there

Here a oink, there a oink
Everywhere a oink oink
Old MacDonald had a farm
E-I-E-I-O

Old MACDONALD had a farm

E-I-E-I-O
And on his farm he had a duck
E-I-E-I-O
With a quack quack here
And a quack quack there
Here a quack, there a quack
Everywhere a quack quack
Old MacDonald had a farm
E-I-E-I-O

Teacher will add other animal names and sounds were needed.