Lesson Plan for Preschool-Grade 2
Name
Content
area(s)/developmental
domain(s) addressed
Brief description and
rationale for the lesson
This lesson is:
Timeframe
Objective(s) of the activity
Farmer’s Market- What Belongs at a Farmer’s Market?
This lesson covers English Language Arts and Mathematics.
This lesson support all five domains of child development-
● Social development: Students will work in small groups to identify what belongs and does
not belong at a farmer’s market.
● Emotional development: Students will learn to work in a group by negotiating with each
other and developing leadership skills.
● Physical development: Students will use their fine motor skills to sort and organize an
assortment of cards.
● Cognitive development: Students will sort the assortment cards into two groups.
● Language development: Students will use vocabulary words to explain what they can see
and find at a farmer’s market.
● This lesson introduces students to the farmer’s market. Through a read aloud, they will
discover and learn what they can find at a farmer’s market. This is crucial for those that
have never been to a farmer’s market before. According to Farmers Markets: Teaching Kids
Where Food Comes From, the farmer’s market gives students a chance to “get to know”
fresh produce through the identification of vegetables. Not only does this lesson
introduce students to the farmer’s market but also deepens their understanding of
different produce.
* A new concept/activity * A continuation of a previous lesson/activity
* A review of a previous * A conclusion of a concept
lesson/activity
● 30 minutes
● Students will be able to identify three produce they can find at a farmer’s market.
● Students will be able to sort and categorize the objects into two groups.

Connections to standards
Language Objectives
Resources/materials needed:
(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Technology inclusion (if
applicable)
Procedures (step by step)
Lesson Plan for Preschool-Grade 2
● NY-K.R.1: Develop and answer questions about a text.
● NY-K.SL.6: Express thoughts, feelings, and ideas.
● NY-K.SL.1: Participate in collaborative conversations with diverse peers and adults in
small and large groups and during play.
● NY-K.MD.3: Classify objects into given categories; count the objects in each category and
sort the categories by count.
● Students will be able to explain and use vocabulary words verbally.
● Students will be able to ask and answer questions about the read aloud.
● A basket of fruits and vegetables
● Different pictures of a farmer’s market
● Max Goes to the Farmers’ Market by Adria F. Klein
● Three different levels assortment of cards
● Glue sticks
Not Applicable
Objective(s):
● Students will be able to identify three produce they can find at a farmer’s market.
● Students will be able to sort and categorize the objects into two groups.
Anticipatory Set (Connection/Motivation):
1. Say: “Hello friends! I went grocery shopping yesterday. I want to share some of the food I
have purchased with you. In this basket, I have so many colorful fruits and vegetables.”
2. Ask: “Can you help me name these fruits and vegetables? Where can you buy fruits and
vegetables from?” Ask students to share their ideas and record their responses on the
whiteboard.
3. Say: “Today, we will focus on one of these places, the farmer’s market! Give me a thumbs
up if you have been to the farmer’s market before.”
 Lesson Plan for Preschool-Grade 2

Instruction/Mini Lesson:
1. Say: “Today, I want to share a book with you. This book is called Max Goes to the Farmers’
Market. In this book, Max and his mother went to the farmer’s market to shop for fresh
produce the local farmers brought to sell.”
2. Introduce the vocabulary, farmer’s market. Show students a few pictures of the farmer’s
market. Ask them to share what they see in the pictures. Ask them to define what they
think a farmer’s market is.
3. Introduce other relevant vocabularies and provide visual aids to support the students.
○ Eggs
○ Fruits (e.g., apples, peaches)
○ Vegetables (e.g., lettuce, carrots)
○ Flowers
○ Farmers
4. Read Max Goes to the Farmers’ Market and ask students the following questions:
○ Page 8: What are these? What kind of vegetables do Max see at the farmer market?
○ Page 12: What is this? Explain to them that the farmer’s market also has dairy
products (e.g., eggs).
○ Page 14: What are these? What kind of fruits do Max see at the farmer’s market?
○ Page 18: Wow, these are so colorful! What are these? Explain to them that the
farmer’s market also has flowers.
5. Turn and Talk: What did Max see and find at the farmer’s market? Ask students to share
their ideas and record their responses on the whiteboard.
Independent Practice:
1. Introduce and go over the directions for the small group activity. Each group will receive
an assortment of farmer’s market cards. On each card, there will be a picture of an object.
○ First, students will identify the object.
○ Next, they will decide if this object belongs at the farmer’s market and their
reasoning.
 Lesson Plan for Preschool-Grade 2

○ Last, they will sort, categorize, and glue these cards into two groups: objects that
belong at the farmer’s market and objects that do not belong at the farmer’s
market.
2. Circulate between each group to look for understanding. Take note of the struggling
students.
Closure:
1. Ask: “What produce can you find at a farmer’s market?” Ask students to share their ideas
and record their responses on the whiteboard.

Method of assessing children’s Pre-assessment Assessment of Student Assessment of Children’s

understanding of
lesson/activity/objective(s)
I will ask questions throughout
the lesson. During the mini
lesson, students will turn and
talk. During the small group
activity, I will walk to each group knowledge to see if they can
to observe and listen to each
student’s ideas. I will also ask
specific questions to specific
students.
I will use three different levels of skills. They will be using their fine
assortment cards to support
students. The small group
activity will demonstrate their
understanding of the lesson by
sorting and categorizing the
objects. I will also be circulating
KWL chart to evaluate students’
prior knowledge about the farmer’s
market- what I know, what I want
to know, and what I learned.
I will evaluate students’ prior
identify various produce (e.g., fruit,
vegetable, egg).
I will evaluate students’ prior
knowledge to check fine motor
motor skills to glue during a small
group activity.
I will evaluate students’ prior
knowledge by checking to see if
Learning
I will evaluate students’
learning through informal
observation during the
read aloud. I will keep in
mind students that can
answer my questions
correctly and those
students that need more
support.
I will evaluate students’
learning by using a
checklist. I will take note of
students that are unable to
identify the produce. I will
also take note of the
students that have a
Language Learning
I will evaluate students’
language learning through
informal observation. Before
the read aloud, I will explain
and provide illustrations of
relevant vocabulary to
students. During the read
aloud, I will ask questions to
check for understanding of
the vocabulary.
I will evaluate students’
language learning by using a
checklist. In the note section,
I will take note of students
that have a hard time
verbally responding to my
questions.
 Lesson Plan for Preschool-Grade 2

to each group and taking notes
of how each student is doing.
Plans for differentiated
instruction/instructional
modifications
they can sort and categorize objects
into two groups.
Supporting children with
identified delays or disabilities
(i.e., IEPs and 504 plans)
difficult time sorting and
categorizing the objects.
Supporting English Language Learners, a culturally
responsive pedagogy, and anti-bias/anti-racist
curriculum

There will be three different
levels of assortment cards for
students to work with. For my
struggling learners, the
assortment card will include
pictures and text. The text will
help them when they have a
difficult time recalling the
object. For my on-level students,
the assortment cards will just
show pictures. For my
enrichment students, the
assortment cards will show just
the text. It challenges them to
sound the words out without
visual aids.
Vocabulary will be shown with Vocabulary will be in English and the home language to
pictures to help them remember build and support vocabulary skills in both languages.
the word and its meaning. This After the read aloud, I will ask questions in the home
allows them to associate the word language to ensure students’ understanding of the context.
and its meaning with the support of ELLs are welcome to answer questions or to share ideas in
visual aids. During the read aloud, I the preferred language.
will provide many illustrations and
examples. I will also have students
develop their connections,
illustrations, and examples. This
will ensure that they understand
the terms in a personal and
meaningful way.

Follow up/Extension activities Ask students to identify what they are having for lunch (e.g., fruits and vegetables). Ask them if
they think this specific fruit or vegetable is at the farmer’s market.

Ask students to each bring produce from home to share. As a class, sort and categorize all of the
produce students brought in into two groups.
 Lesson Plan for Preschool-Grade 2

Family Engagement Activities Ask students to identify the different fruits and vegetables that are at home. Is this a fruit or
vegetable? What is the name of this fruit or vegetable? Can you find this fruit or vegetable at the
farmer’s market?

Ask the students’ families to take them on a scavenger hunt at the farmer’s market.
 Lesson Plan for Preschool-Grade 2

Example of an assortment card for struggling learners:

apple sofa

Example of an assortment card for on-level students:

 Lesson Plan for Preschool-Grade 2

Example of an assortment card for enrichment students:

Apple Sofa
Checklist:
Student Identify the objects correctly Sort and categorize the objects correctly Notes