Jefferson Township Schools

Grade: 3

Thematic Unit: Come to the farm

Time frame: Apr - June

Enduring Understanding: Students will understand that developing knowledge and skills in a second language provides insight into the foundations of different cultures and allows students to make comparisons with their own culture.

Essential questions: How do the animals sound in the target language? How can I change the ending of a word to indicate that it is small?

Objectives: SWBAT describe the farm animals by their name, color, size and “sound”. They will be able to tell which is their favorite animal.

NJ Standards/Progress Indicator NM: 7.1.A. 2, 3, 4 7.1.B.2, 4, 5 7.1.C.1, 2, 3

Scope and Sequence
Instructional Activities / Culture / Content
Connections / Grammatical
Structure / Assessment / Teacher
Resources
The farm animals:
*Teacher will introduce new vocabulary (duck, cow, pig, chicken, rooster, cat, dog, horse), Definite articles will be introduced with each word.
(7.1.A.2,3,4; 7.1.B.2,4,5)
* Students will cut, paste and label each animal, making a book.
(7.1.A.2,4; 7.1.B.2,4,5; 7.1.C.3)
*Students will make and use a set of their own farm animal flashcards to be used for question /answer and vocabulary retention. Noun-adjective agreement will also be reviewed/introduced and practiced.
(7.1.A.2,3,4: 7.1.B.2,4,5)
*Students will continue to practice the vocabulary by singing songs, and playing games (7-up, charades, Hot-cold, Electric shock, Silence game, hot potato, guessing games and relay games.) They will discover that the sound that each animal makes varies around the world.
(7.1.A.2,3,4: 7.1.B.2,4,5)
* Students will write short sentences expressing likes and dislikes, colors and sizes of the different animals. They may want to draw pictures to illustrate some of their sentences. If time, they can read them to the class.
(7.1.A.2,4; 7.1.B.2,4,5: 7.1.C.3)
*Teacher will introduce the concept of diminutives and students will practice forming the new words. (Magic Box, ball toss, etc)
(7.1.A.2,3,4; 7.1.B.2,4,5)
*Teacher will demonstrate how to play the guessing game “Who Am I?” and students will each think of three clues they can ask the class. Students may want to perform a skit, similar to “Brown Bear, Brown Bear, what do you see?”
(7.1.A.2,4; 7.1.B.2,4,5: 7.1.C.2)
Easter (Holy Week)
Cinco de mayo
Mother’s Day
(7.1.A.3; 7.1.B.4) / The Columbian Exchange describes the widespread exchange of plants, animals and food between the New World and the Old World after 1492.
Learn about the different sounds that target countries make for the animals.
Diminutives
There are cultural activities and celebrations related to the target country during this time. / Social Studies:
The Columbian Exchange
Language Arts: Definite articles
Language Arts: Labeling and reading
Art:
Drawing and coloring
Language Arts: Noun-adjective agreement
Physical Education:
Games and relay races
Music:
Listening to authentic music and songs
Technology:
Watching video clips of authentic songs
Language Arts:
Reading words, writing sentences.
Art: Drawing and labeling
Language Arts: Making up oral sentences
Art:
Drawing and coloring
Drama:
Skit
Social Studies:
Celebrations and holidays around the world
Technology:
Movies or power point presentation / animals
farm
duck, cow, pig, chicken, rooster, cat, dog, horse
1. What animal is this?
2. Which animal is your favorite?
3. Is this a pig?
4. Who has the duck?
5. What color is it?
6. Do you have a cow?
7. Which one is bigger?
8. Is it a chicken?
to have
touch
show me
el, los
la, las
Colors
duck, cow, pig, chicken, rooster, cat, dog, horse
duck, cow, pig, chicken, rooster, cat, dog, horse
1. What animal is this?
2. Which animal is your favorite?
3. Is this a pig?
4. Who has the duck?
5. What color is it?
6. Do you have a cow?
7. Which one is bigger?
8. Is it a chicken?
el, los
la, las
noun-adjective agreement
duck, cow, pig, chicken, rooster, cat, dog, horse
1. What animal is this?
2. Which animal is your favorite?
3. Is this a pig?
4. Who has the duck?
5. I have the horse.
6. What color is it?
7. Do you have a cow?
8. No, I have the cat.
9. Which one is bigger?
10. Is it a chicken?
Big
Small
colors
1. I like white cats.
2. I do not like brown dogs.
3. The horse is big.
4. The goat is white.
Duck, cow, pig, chicken, rooster, cat, dog, horse
duckling, kitten, puppy, etc.
1. It is a dog.
2. I like the goat.
3. Yes, this is a pig.
4. No, it is not a pig.
5. I have the duck.
6. No, I have the cat.
7. The cow is black.
8.I’m thinking of an animal . . .
Big
Small
colors / Formative:
Oral evaluation during games.
Formative:
*Descriptive sentences of the animals or orally expressing their favorite and least favorite animals
Summative:
Students will work with a small group to reenact the story of Brown Bear, Brown Bear, What Do You See? using farm animals. / Vocabulary pictures
Magic Box
Plastic or stuffed animals
World map
Puzzles or word search
Puzzlemaker.com
Paper
Crayons
Scissors
Vocabulary pictures
Index cards
Scissors
Glue
CD’s and lyrics
Activities and hand outs
Posters
Plastic or stuffed animals
Paper
Pencils
Posters
Crayons
Magic Box
Ball
Posters
Posters or plastic/stuffed animals
Script
Masks of farm animals
Movies
Power point presentation
Enchantedlearning.com
Unitedstreaming.com
www.learnnc.org/lessons