You are on page 1of 5

Whose Baby?

Grade Level: 1st Grade


Common Core Standards:
.
Objectives:
Students will draw the baby animals in the book
Students will play Go Fish with partners
Materials:
Whose Baby? (Book)
Index cards
Crayons
Pencils
Markers
Procedures:
Anticipatory Set:
o Show students pictures of baby animals (animals that are not mentioned in the
story)
o Ask students to pair them with their mommies or daddies
o Ask students to describe the animals
o Ask students what their mommies or daddies look like

1. Introduce the book Whose Baby?


o Teacher will sit on a chair and call students to sit in a circle
around her on the carpet.
o Hold book up so students call see the cover and words
during the reading.
2. Ask students to predict what the book is about.
o Ask students if they know what the animal on the book cover
is.
o Why is there a small penguin and big penguin?
o Why do we need our moms and dads?
o Do animals need their moms and dads too?
3. Teacher will read book aloud and hold up book to show students
the words and pictures in the story.
4. Discuss with the students some similarities between the
mommy/daddy and the baby.
o Ask students for some similarities they can find on their own.
5. Show students the picture of baby animals again and ask them to
describe the features.
o Example: What kind of nose do these two birds have? What
are they called?
6. Ask students their thoughts, likes and dislikes of the book, Whose
baby?
7. After the book is done have students go back to their desks.
o Give each student a picture of an animal
o Remind students to be responsible with their animals or else
they will be taken away, as well as not allowing them to join
their classmates in the fun project we will be doing.
o Send each student back to their desks by calling out their
animals. (Either by name of animal or a description of the
animal.)
8. Students will now be told of the fun project they will be doing.
o Teacher will remind students to be on their best behavior
while doing this fun project or else they will not be able to
participate.
9. In a classroom of 10 students will be split up in 5 groups of 2
students.
o Each group will be asked to draw 2 sets of different animals.
This way there are enough cards to play Go Fish.
o One group will draw calves
o Second group will draw bear cubs
o Third group will draw lion cub
o Fourth group will draw pups
o Fifth group will draw peahens (baby peacocks)
o Sixth group will draw ducklings

o Each group will also be asked to write down the animals


name on the bottom of their drawing.
10. After each group is done with their drawings they will be called by
the color of their shoes to a large round table in the back of the
classroom.
o Students will gather around the teacher and reminded that
being on their best behavior is very important and in order
for this game to be played in class more than once.
o Teacher will begin by asking students if they have played the
card game Go Fish! If not, explain to the students how it
works and if one student has played the game, give the rest
of the students an example by playing the game with the
experienced student.
11. Students will begin to play with partners
o To begin to play each student will be dealt 4 cards
o Each student must ask another for an animal
o Each student must ask their classmate by saying their name
and spelling aloud the word saying Franklin, do you have
cub C U B?
o If Franklin does have the card in his deck of cards he must
hand it over.
o If Franklin does not have the card he will say Go Fish
o If the student Goes Fish they must pick up another card
from the deck. If the student runs out of cards they will sit
and watch until every group is done.
o The winner will have the most pairs collected.
Closure:
o Review what Whose Baby?
o Ask students if they learned new words from the story
o Ask students to share some words to describe the animals in the story
Assessment:
Formative: Observe students while the book is being read to them. Walk around the
classroom while students are creating their index cards.
Summative: Students must meet the criteria on their drawings and spellings of the
animals found on the Whose Baby Go Fish Rubric in order to receive credit for the day.
Students should successfully receive a score of 3/5. If a student scores below this,
teacher will go over the words and provide extra help.

Accommodations: These accommodations will be made for special needs


students. If a student struggles with speaking in front of the class, teacher can
increase the amount of personal assistance for the specific learner (such as assigning
partners).
References:
Common Core State Standards http://www.corestandards.org/ELALiteracy/SL/K/
Masayuki, Yabucchi (1981) Whose Baby?
Lesson Plan Ideas: http://www.brighthubeducation.com/pre-k-and-k-lessonplans/128583-masayuki-yabuuchi-whose-baby-lesson-plan/
Lesson Plan Ideas: http://teachers.net/lessonplans/posts/126.html

Making A Game : Go Fish!


Teacher Name: Ms. Segarra
Student Name:

CATEGORY

________________________________________

Accuracy of
Content

All information cards All but one of the


made for the game information cards
are correct.
made for the game
are correct.

All but two of the


information cards
made for the game
are correct.

Several information
cards made for the
game are not
accurate.

Attractiveness

Contrasting colors
and at least 3
original graphics
were used to give
the cards and
gameboard visual
appeal.

Contrasting colors
and \"borrowed\"
graphics were used
to give the cards and
gameboard visual
appeal.

Little or no color or
fewer than 3
graphics were
included.

Accuracy of
Content

All information cards All but one of the


made for the game information cards
are correct.
made for the game
are correct.

All but two of the


information cards
made for the game
are correct.

Several information
cards made for the
game are not
accurate.

Cooperative
work

The group worked


well together with all
members
contributing
significant amounts
of quality work.

The group worked


fairly well together
with all members
contributing some
work.

The group often did


not work well
together and the
game appeared to
be the work of only
1-2 students in the
group.

Contrasting colors
and at least 1
original graphic were
used to give the
cards and
gameboard visual
appeal.

The group generally


worked well together
with all members
contributing some
quality work.

Creativity

The group put a lot


of thought into
making the game
interesting and fun
to play as shown by
creative questions,
game pieces and/or
game board.

The group put some


thought into making
the game interesting
and fun to play by
using textures, fancy
writing, and/or
interesting
characters.

The group tried to


make the game
interesting and fun,
but some of the
things made it harder
to understand/enjoy
the game.

Little thought was


put into making the
game interesting or
fun.

You might also like