crème de la crème · 2020. 5. 19. · a haiku a form of japanese poetry • show the japanese...

Week 1 Nursery Rhymes

Week 2 Traditional Tales

Week 3 Folktales

Week 4 Ballads and Fables

Stories and RhymesTheme 5

Dear Family,During the next four weeks, we will be discovering stories in many

forms and formats. Children will explore traditional and modern

rhymes; stories delivered through poetry, chants, and ballads;

and stories from many cultures. Sometimes children will sing the

stories. Sometimes they will role-play the stories, making the

characters come alive through their actions. Sometimes they will

change familiar stories to create their own. Prepare to hear reports

about the wonderful characters they are meeting.

Our character education focus will be on developing the concepts of commitment and loyalty.

LiteracyAs we begin this theme, children will recite and learn many traditional nursery rhymes. Sometimes we give them a bit of a twist like Dr. Becky Bailey has done with “Wonderful Woman.” This poem is a new version of the traditional poem “There Was an Old Woman Who Lived in a Shoe.” Learn this one and enjoy reciting it with your child.

Wonderful Woman

by Becky Bailey

A wonderful woman lived in a shoe (hold hands)She had so many children (“Lead” partner turns other partner’s hands over palms up)She knew exactly what to do. (“Lead” touches each finger of partner’s hand)She held them. She rocked them, (“Lead” closes partner’s hand in a fist and rocks it gently)And tucked them in bed. “I love, I love you,” is what she said.

MathChildren will begin to collect data and organize it in simple graphs. We use tally marks to keep track of our data. You will also hear your child using ordinal numbers (first, second, third) to indicate order. Help your child practice at home with a simple sorting activity. Make an observation. For example, say: The glass of milk is bigger than the salt shaker. Ask your child to identify something else that is bigger than the salt shaker. Continue and then switch to smaller objects. Say: My carrot stick is smaller than the salt shaker. Physically sort the objects into two groups or keep a tally mark count. Repeat the activity with other comparing words, such as longer and shorter, thicker and thinner, heavier and lighter.

Notes

For additional at-home activities, see the Stories and Rhymes PATT Mat.

FSPK_Letters_English.indd 34 6/7/11 8:12 AM

©2010 Frog Street Press, Inc. Family Connections CD

Stor

ies

and

Rhy

mes

Paren

ts A

re Te

ache

rs Too

Them

e 5

Mat

h

Them

e Jo

b

Lite

racy

Outd

oors

Calm

ing

Stra

tegy

Read

, rea

d, re

ad! A

sk e

ach

of y

our f

amily

m

embe

rs to

read

a fa

vorit

e st

ory.

Tell

your

self

stor

ies a

s you

take

a p

ictu

re w

alk

thro

ugh

all

the

book

s tha

t loo

k in

tere

stin

g to

you

. Then

dr

aw y

our o

wn

stor

y. A

dd a

few

wor

ds o

r ask

an

adu

lt to

add

the

wor

ds fo

r you

.

Do

you

know

any

cou

ntin

g rh

ymes

and

st

orie

s? H

ere

are

two

to g

et y

ou st

arte

d. C

an

you

find

mor

e?

One

, tw

o, b

uckl

e m

y sh

oe.

Thre

e, fo

ur, s

hut t

he d

oor.

Five

, six

, pic

k up

stic

ks.

Seve

n, e

ight

, lay

them

stra

ight

.N

ine,

ten,

a b

ig fa

t hen

.

One

, tw

o, th

ree,

four

, five

—

Onc

e I c

augh

t a fi

sh a

live.

Six,

seve

n, e

ight

, nin

e, te

n—Th

en I

let i

t go

agai

n.W

hy d

id I

let i

t go?

Beca

use

it bi

t my

finge

r so.

Whi

ch fi

nger

did

it b

ite?

This

little

fing

er o

n th

e rig

ht.

Rem

embe

r the

poe

m a

bout

the

boy

nam

ed Ja

ck w

ho ju

mpe

d ov

er th

e ca

ndle

stic

k. P

ract

ice

your

jum

ping

so

that

you

can

be

nim

ble

and

quic

k.

Find

a sa

fe p

lace

on

a so

ft su

rfac

e (g

rass

or s

and)

. Pla

ce o

ne p

aper

cup

on

the

grou

nd a

nd ju

mp

over

it. A

dd

anot

her c

up a

nd tr

y ag

ain.

How

tall

can

you

mak

e yo

ur c

up to

wer

bef

ore

you

knoc

k it

over

?

Ask

you

r fam

ily to

show

you

pho

tos

and

tell

you

true

stor

ies a

bout

th

emse

lves

. Sta

rt a

pho

to g

alle

ry

by p

laci

ng p

ictu

res o

f spe

cial

fam

ily

mem

bers

on

your

refr

iger

ator

. Loo

k at

you

r pic

ture

col

lect

ion

as y

ou

lear

n ea

ch p

erso

n’s s

peci

al st

ory.

Teac

h so

meo

ne h

ow to

rela

x an

d ge

t rid

of

stre

ss u

sing

the

Kit

e Br

eath

ing

calm

ing

stra

tegy

.

●

Pret

end

your

han

ds a

re k

ites.

Your

arm

s w

ill b

e th

e st

ring

of th

e ki

tes.

You

will

use

yo

ur b

reat

h to

cre

ate

air f

or th

e ki

tes.

●

Plac

e yo

ur ri

ght h

and,

pal

m u

p, in

fron

t of

you

r mou

th, a

nd e

xhal

e to

cre

ate

air.

●

Mov

e yo

ur k

ite (h

and)

up

tow

ard

the

left

sid

e of

you

r bod

y an

d fly

you

r kite

from

le

ft to

righ

t acr

oss y

our b

ody.

●

Inha

le, a

nd sl

owly

low

er y

our k

ite (h

and)

.

●

Repe

at th

e ac

tivity

with

you

r lef

t han

d.

FSPK

_PAT

T_En

glis

h.in

dd

6111

/3/1

0 2

:02

PM

©20

10 F

rog

Stre

et P

ress

, Inc

. Fa

mily

Con

nect

ions

CD

PA

TT M

at

Date Teacher

Literacy Math

alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds

Spanish Vocabularyigual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas

Day 1 Day 2 Day 3 Day 5LESSON

COMPONENTS

• Identify letter at beginning of alliterative

phrases

• Identify straight lines in alphabet letters

Centers

• ABC-Shape M or B with play dough

• Language and Literacy-Sort buttons by

attributes

• Library and Listening-Listen to and clap

with chant

Day 4

Greeting Circle

• Unite-Sing “The Nursery Rhyme

Rap” (p. 181) tell the children this

week will be about Rhyme the first

rhyme they will talk about is Humpty

Dumpty

• Calming-Invite children to choose a

calming strategy and perform it.

• Connect- Perform the Absent Child

and Welcome Back Rituals. Recite

the original version of Humpty Dumpty

(p. 185) and then the cooperative

version (p. 171). Ask about the

difference in the rhyme. Have children

identify a rhyme where people are

helpful. Commit- Perform

the Safe Keeper and Daily

Commitment Rituals.

• Morning Message-Humpty Dumpty

sat on a wall. Humpty Dumpty had a

great fall.

• Unite-Sing "Nursery Rhyme Rap"

Recite the rhyme “Sana, Sana” (p.

186) talk about how this is a rhyme

from Latin America



• Connect-Perform the Absent Child

and Welcome Back Rituals. Invite

children to perform the movements to

"Twinkle, Twinkle, Little Star" (p.178)

with partners. Commit-

Perform the Safe Keeper and Daily

Commitment Rituals.

• Morning Message-Jack and Jill went

up the hill.

• Unite-Sing along with "Nursery Rhyme

Rap" (p. 181) or nursery rhymes on the

Nursery Rhymes CD. Today we will

learn "Miss Mary Mack"



• Connect-Perform the Absent Child and

Welcome Back Rituals. Tell children

there are several nursery rhymes that

use the name Mary. They are going to

learn a nursery rhyme about one Mary

and her lamb. Teach children "Mary had

a Little Lamb" (p. 170).

Commit- Perform the Safe Keeper and

Daily Commitment Rituals.

• Morning Message-Miss Mary Mack

wears black.

• Work with rhyming words

Centers

• ABC-Write with cotton swabs and

paint

• Language and Literacy-Match

rhyming word cards

• Library and Listening-Listen to and

retell ”Itsy Bitsy Spider”

Moving and

Learning

• Learn parts of a kite

• Compare Japanese symbols and

alphabet letters

Centers

• ABC-Shape letters with string or yarn


rhyming words

• Writer's Corner-Paint Japanese

symbols

• Analyze the rhyming words mitten

and kitten

• Retell the story of the three little

kittens

Centers

• ABC-Match magnetic letters to

letters in alphabet book

• Language and Literacy-Match pairs

of mittens

• Library and Listening-Retell “Three

Little Kittens” • “Tres lindos gatitos”

.

• Unite-'Sing Nursery Rhyme Rap" (p.

181) or songs from the Nursery

Rhyme CD. We will learn "The Kite"

• Calming-Tell the children that they

are going to pretend their hands are

kites. Their arms will be the string of

the kites, and they wiill use their

breath to create air for the kites.

Demonstrate (p.40)


and Welcome Back Rituals. Play "My

School Family" (. 175). Encourage

children to work with a partner.

Instruct them to change partners

every time they hear boom, boom,

boom. Commit- Perform

the Safe Keeper and Daily

Commitment Rituals.

• Morning Message-Kites are rising in

the sky.

• Unite-Sing along with "Nursery

Rhyme Rap." We will learn rhymes

about animals.

• Calming-Encourage children to get

into a crawling position and move like

a kitten-slink, arch, and stretch.

Encourage them to arch their back

like a cat and then release the arch so

that their tummies are almost touching

the ground. Have them inhale on the

arch and exhale on the release. Next

have them sit back on their heels

stretching their arms and shoulders.



children to sing and move to "Get

Ready!" (p. 174) Review the words

and then the movements that

accompany the song. Explain that the

activities in the song help our brains

be able to focus and concentrate.

Commit- Perform the Safe Keeper and

Daily Commitment Rituals.

• Morning Message-Three little kittens

lost their mittens.

“Stars and Stripes Forever” with

musical eggs

“Ring around the Rosie” • “Ronda de

las rositas” singing game

“Miss Mary Mack” clapping game Dance with streamers to music Drop the Mitten • Deja caer el mitón

game

Phonological Awareness (Rhyming)

Character

Education

Commitment, Compromiso

Loyalty, Lealtad

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1)01/08 -01/12, 2018 Ms. Kari

culture, culturaWonderful Word TechnologyWriter's Corner

Letter

Knowledge

English-Aa, Bb, Cc, Dd, Ee, Ff

Spanish-Aa, Bb, Cc, Dd, Ee, FfCounting, Whole-Part Relationship

English Vocabulary

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Analyze and produce rhyming words

Centers


objects to create rhyming pairs

• Library and Listening- Match pairs of

sounds

• ABC-Match alphabet letters


COMPONENTSDay 4

• Creativity Station-Discuss safety and

make a poster

• Pretend and Learn-Pretend to treat

injuries with brown paper strips

• Science-Place a pretend first-aid kit

in the center and pretend to bandage

wounds

• Creativity Station-Paint with black

tempera paint or draw with white chalk

on black construction paper

• Pretend and Learn-Discuss the

elephant that jumped the fence and

provide items to toss in the air and watch

drop

• Science-Provide black clothing for

children to explore

• Creativity Station-Make kites

• Pretend and Learn-Test the wind

direction outside using bubbles

• Science-Set up a kite stand to sell

kites

• Creativity Station-Trace hands and

design mittens

• Pretend and Learn-Discuss the role

of mittens and hold ice cubes with and

without them

• Science-Provide mittens to match

• Creativity Station-Use stencils to

draw an egg shape

• Pretend and Learn-Build a wall with

blocks and explore items that balance

• Science-Balance a plastic egg on a

wall built from blocks

Mysterious Movers • Fuerzas

misteriosas

• Display the story have children make

prediction on what they think the book

is about

•Read the story talk about how this is

a Haiku a form of Japanese poetry

• Show the Japanese version of

Rhyme "Our Kite and discuss the type

of writing Ideograms

Twinkle, the Little Star • Chispita la

estrellita

• Display the rhyme along with

vocabulary cards

•Discuss the author and the Illustator

of the story

• Have the children use vocabulary to

describe how twinkle shines bright

Writer's Corner- Talk about nursery

rhymes. Write Nursery Rhymes in

journal, then have the children

illustrate their favorite one.

“Cucú” • “Ribbit, Ribbit” (Cultural

Rhymes flip book)

• Display the rhyme talk about how it

comes from Latin America show this

on a globe

• Point out that the word Cucu is a

onomatopiea word

• Read the rhyme in both English and

Spanish

“

"There Was an Old Woman” (Nursery

Rhyme • Cuentos infantiles flip chart)


vocabulary cards

•Read the Rhyme "Sweet mother who

lived in a shoe"


vocabulary cards compare the 2

stories

Phonic- Phonic book

Math and Science

• Compare parts and wholes

• Put egg puzzles together

Centers

• Creativity Station-Divide dough

shapes into a specific number of

pieces

• Science-Sort items by those that

break and those that do not

Math- Continue to work on numbers 0

to 10(Focus numbers 6-8)

• Practice counting

• Introduce parts and wholes

Centers

• Sensory Table-Count squirts needed

to fill a container

• Math-Cut a string into two equal-

sized pieces.

Math-Have the children use counting

blocks to orders groups 0 to 10

• Count sounds

Centers

• Sensory Table-Play patterns of notes

on xylophone

• Gross Motor Area-Hop a specific

number of spaces

Math- Continue to work on numbers 0 to

10(Focus numbers 6-8)

• Play a counting game

Centers

• Creativity Station-Make a two-color

part-to-whole wheel

• Science-Mix yellow and red food

coloring

Math-Continue to work on numbers 0

to 10(Focus numbers 9-10)

• Recognize wholes are collections of

parts

• Use pattern blocks to help solve a

problem

Centers

• Creativity Station-Make handprint

mittens

• Math-Match patterned mittens

Math- Sequence numbers 0 to 10

“This Is the House that Jack Built” •

“Ésta es la casa que Juan construyó”

listening story (p. 196)

• Used the flannel story box created to

tell the story

• Talk about Cause and Effect point

out the relationships between the

characters in the story

• As you read the story have the

children connect the next character

as you read

“Peter, Peter, Pumpkin Eater” •

“Daniel, Daniel” (Nursery Rhyme •

Cuentos infantiles flip chart)

• Recite the rhyme encourage children

to say it with you point out that the

pumpkin is Peter’s home

• Point out that shell and well rhyme

have the children make a list of words

that also rhyme with well

• Compare the story “This is the house

that Jack built” talk about the

differences in the two homes in the

story

Phonic-“Egg Letters” Have the

children wall eggs fall off the wall like

Humpty Dumpty have the children

match the upper and lower case letter

as they fall out of the cracked eggs

• Reflecting on the day

• Check on Commitments

• Kindness Tree

• Family Connection



• Kindness Tree




• Kindness Tree


Character

Education

Loyalty- Display the vocabulary word

Loyaty read "Old Henry and talk about

if the heighboors in the story were

loyual to Henry

PATHS- Discuss the feeling jealous

read the story "Twiggles special day"

talk about how we should all play

together and not be jealous of each

other

Manners- Greetings review with the

children how they would greet a VIP

Going Down Frog Street A to Z or

Abeceloco

• Enjoy an alphabet story

• Identify uppercase letters A, B, C, D,

E, F

“Jack and Jill” • “Juan y Josefina”

(Nursery Rhyme • Cuentos infantiles

flip chart)

• Recite the nursery Rhyme

• Display the vocabulary cards

• Talk about the word crown have the

children think of words that rhyme with

the word crown

Writer's Corner-Write Jack and Jill in

journal then have the children

illustrate the nursery rhyme.

“Hey Diddle Diddle” • Hey mentironsín

(Nursery Rhyme • Cuentos infantiles flip

chart)

• Recite the rhyme

• Explain to the children that the animals

in the story are doing make believe

actions

• Talk about how the words Moon and

Spoon Rhyme

“Little Miss Muffet” or “Arroz con leche”

(Nursery Rhyme • Cuentos infantiles flip

chart)


vocabulary cards

• Talk about a tuffet use other words to

decribe a tuffet

• Read "Food Nursey Story Folder to

compare other rhymes about food

Phonic-Phonic book

PATHS- Play the game "Sticking to

our Friends"

Loyalty- Read "The little Red Hen"ask

the children how the hens friends

treated her

Closing Circle• Reflecting on the day


• Kindness Tree




• Kindness Tree


Weekly Learning

Centers


COMPONENTSDay 4

Outdoor Learning

• Play Please Don’t Let the Ball Fall •

No dejen que la pelota caiga (p. 193).

• Provide first-aid props. Turn bicycles

into emergency vehicles.

• Encourage children to Jump the Fence

• Saltar la cerca (p. 193).

• Increasingly interacts and

communicates with peers to initiate

pretend-play scenarios that share a

common plan and goal

• Responds to different musical styles

through movement and play

• Produces a word that rhymes with a

given word

• Demonstrates receptive vocabulary

(three to four thousand words)• Uses information learned from books by

describing, relating, categorizing, or comparing

and contrasting

• Produces a word that begins with the same

sound as a given pair of words

• Names at least 20 upper- and at least 20

lowercase letters

• Shows understanding by following two-step

oral directions, and usually follows three-step

directions

• Knows that objects or parts of an object can

be counted

• Counts one to ten items, with one count per

item

• Demonstrates that the order of the counting

sequence is always the same

• Describes, observes, and investigates

properties and characteristics of common

objects

• Uses a variety of art materials and activities

for sensory experience and exploration

• Increasingly interacts and

communicates with peers to initiate

pretend-play scenarios that share a

common plan and goal

• Begins to understand difference and

connection between feelings and

behaviors


given word

• Shows interest in books

• Seeks to understand print• Uses a wide variety of words to label and

describe people, places, things, and actions

• Identifies similarities among people like

himself and classmates, as well as

between himself and people from other

cultures

• Knows that objects or parts of an object,

can be counted

• Counts up to ten items, and demonstrates

that the last count indicates how many

items were counted

• Verbally identifies, without counting, the

number of objects from 1 to 5



objects

• Investigates and describes position and

motion of objects

• Demonstrates coordination and balance in

isolation

• Assumes various roles and

responsibilities as part of a classroom

community

• Increasingly interacts and communicates

with peers to initiate pretend-play scenarios

that share a common plan and goal

• Creates or recreates stories, moods, or

experiences through dramatic

representations

• Asks and answers appropriate questions

about the book

• Produces a word that rhymes with a given

word

• Uses information learned from books by

describing, relating, categorizing, or

comparing and contrasting

• Names at least 20 upper- and at least 20

lowercase letters

• Retells or reenacts a story after it is read aloud

• Knows that objects or parts of an object can be

counted

• Demonstrates understanding that when

counting, the items can be chosen in any order

• Verbally identifies, without counting, the

number of objects from one through five

• Discusses the roles and responsibilities of

community workers

• Practices good habits of personal safety

• Initiates problem-solving strategies and seeks

adult help when necessary

• Invite children to fly the kites made in

the Creativity Station.

• Play Find the Mitten • Busquen el

mitón (p. 193).

Learning Goals

• Demonstrates empathy and caring

for others


given word



• Uses information learned from books

by describing, relating, categorizing,

or comparing and contrasting

• Uses a wide variety of words to label

and describe people, places, things,

and actions

• Names at least 20 upper- and at

least 20 lowercase letters

• Recognizes at least 20 letter sounds

• Knows that objects or parts of an

object can be counted

• Recognizes and compares heights

or lengths of people or objects• Sorts objects that are the same and

different into groups and uses language



objects

• Investigates and describes position and

motion of objects

• Describes attributes

•Is able to increase or decrease

intensity of emotions more

consistently, although adult guidance

is sometimes necessary

• Practices good habits of personal

health and hygiene

• Participates in classroom music

activities

• Retells or reenacts a story after it is

read aloud



and actions

• Names at least 20 upperand at least

20 lowercase letters


given word

• Knows that objects or parts of an

object can be counted

• Recognizes and compares heights

or lengths of people or objects

• Recognizes how much can be

placed within an object

1. Locate the take-hom

e storybook on the Family Connections CD

. The first page of the file on the CD is the optional cover.

When you have printed the cover, cut the page lengthw

ise and discard the directions.

2. The next tw

o pages of the file on the CD are the eight pages of the story. If your printer allow

s you to print two-sided, do just

that. If you can only print one-sided, print the two pages.

3. Reproduce the story on one tw

o-sided page. If you printed on two pages from

the CD, select the option on your copy m

achine that allow

s you to output one two-sided copy from

two one-sided pages.

4. Cut the pages in half lengthw

ise and fold in half (hamburger fold) aligning the pages in num

erical order.

5. Lay the cover behind the folded inside pages and staple.

Ho

w to

M

ak

e T

ak

e-H

om

e S

to

ry

bo

ok

s

��)UR

J�6WUH

HW�3UH

VV��,QF�

��)UR

J�6WUH

HW�3UH

VV��,QF�

7XQH��´0

LVV�0DU\�0

DFNµ

7XQH��´0

LVV�0DU\�0

DFNµ

0LVV�

)DQQ\�)UR

J

0LVV�

)DQQ\�)UR

J

5HSUR�LQGG�� 30

184

5

36

$QG�KDG��

IO\�SLH��

SLH��

SLH� 6WX

FN�R

XW�K

HU��

WRQJXH��

WRQJXH��

WRQJXH�

0LVV�)D

QQ\�

)URJ��

)URJ��

)URJ�

6DW�R

Q�D�

ORJ��

ORJ��

ORJ�

6KH�VDW�UHDO��

VWLOO��VWLOO��VWLOO��

$QG�ZLWK�D��

VLJK��VLJK��VLJK�


45

362

7

6WXFN�R

XW�K

HU��

WRQJXH��

WRQJXH��

WRQJXH�

$QG�VKH�ZDWFKHG��

D�IO\��IO\��IO\�

%X]]�DURXQG�KHU��

H\H��H\H��H\H�

6KH�VDW�UHDO��

VWLOO��VWLOO��VWLOO��

$QG�ZLWK�D��

VLJK��VLJK��VLJK�


©2010 Frog Street Press, Inc. Family Connections CD Kite Breathing

Kite Breathing© Becky Bailey

This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.

● Pretend your hands are kites.

● Place your right hand (palm up) in front of your mouth and exhale to create air.

● Move your kite (hand) up toward the left side of your body, and fly your kite from left to right across your body.

● Now inhale and slowly lower your kite (hand).

● Repeat the activity with your left hand.






















Date Teacher

Literacy MathLetter

Knowledge

English-Gg, Hu, Ii, JJSF, Ki, All

Spanish-Gg, Hu, Ii, JJSF, Ki, AllMeasurement, Ordering by Attributes

English Vocabulary

Lesson Plans for Stories and Rhymes • CentOS y rimes - Traditional Tales (Week 2)01/15-01/19 Ms. Kari

traditional, traditionalWonderful Word

Comprehension and Dramatic Expression

Character EducationCommitment, Compromise

Loyalty, Lealtad Technology

Reading Buddy; Sounds and Rhymes

X.A.1. X.A.2. III.B.6. III.A.1.

Read-Aloud

Time:

Three Bears’ Rap

• Describe setting

• Compares Papa Bear and Baby Bear

“The Three Bears” • story folder

• Compare two versions of the same

story

“Three Billy Goats Gruff” •

(Developmental Storybook )

• Discuss character motivation

• Think of alternative endings

“The Three Pigs”

(Developmental Storybook )

• Discuss attributes of building

materials

• Consider characters’ commitments

Little Red

• Discuss wolves

• Identify factual and fictional

information

“The Boy Who Cried Wolf” listening

story

• Listen for the word wolf in a story

• Identify lesson (moral)

“Little Red Hen” story folder

• Describe the setting

• Consider Little Red Hen’s decision to

eat alone

“Little Red” story folder

• Compare characters

• Describe how Little Red uses her

senses

“Henny Penny” Tina” story folder

• Identify rhyme in character names

• Discuss story problems

“The Gingerbread Boy” • “El story

folder

• Discuss fox’s trick

• Compare Foxy Loxy to this fox

• Building community : Sing "I'm a

Little Acron Brown" (p.180) Today's

story will be about a chicken who

mistakes an acorn for a piece of the

sky. Calming- Invite

children to choose a calming strategy

and implement it.

Connect- Perform the Absent Child


children to select a partner and

exchange a pinky hug greeting.

Commit- Implement the Safe Keeper

Ritual and the Welcome Back Ritual.

• Morning Message: Henny Penny and

Goosey Loosey went to find the king.

Moving and

LearningTime:

Invite children to participate in a walk

on Walk-on Nursery Rhyme (p .191)

“One Pink Piglet” action song

(p.195)

What Time Is It, Mr. Wolf? Game

( p.194 )

“New Chicken Dance” “Henny Penny” • “La gallina Tina”

dance

Day 4

Greeting CircleTime:

• Building community : Teach the

children to sing "Three Bears' Rap"

(p.179) We will be learning about

traditional tales. Today's traditional

tale is "The Three Bears"

Calming- Invite children to choose a

calming strategy and implement it.


and Welcome Back Rituals. Introduce

"Here Is the Beehive" (p 170)



• Morning Message : The three bears

sat on chairs .

• Building community: Teach children

to sing "Three Pigs" Today we will

focus on two more stories about

animals: "The Three Pigs" and "The

Three Billy Goats Gruff"

Calming-Teach children "Huff and

Puff" (p 168) calming strategy.



children to participate in "Three Nice

Mice" (p 175)



• Morning Message: Who huffs and

puffs and blows houses down ?

• Building community : Sing "Through

the Woods" (p.183) Today's story will

be about a wolf who will try to eat a

little girl named Red.

Calming- Repeat "Huff and Puff"

calming strategy from yesterday.


and Welcome Back Rituals. Play "I

Wish You Well (p 170)



• Morning Message : Little Red sat on

the high bed .

• Building community: Sing "Caring

Friends " ( p.174 ) Today we will

learn about "The Little Red Hen"

Calming- Invite children to choose a

calming strategy and implement it.


and Welcome Back Rituals. Play

"People to People" (p 177)



• Morning Message : Little Red Hen

count to ten.

• Identify story characters

• Create story pyramid

Centers

• ABC-Find alphabet letters in

character names

• Creativity Station-Create a new story

character

• Language and Literacy-Retell a story

Book Without Tear

• Analyze rhyming character names

• Create sound effects for retelling of

the story

Centers

• Writer's Corner-Copy character

names

• Creativity Story-Paint a story setting

Syllable recognition

Day 5LESSON

COMPONENTS

Weekly Learning

CentersTime:

Literacy

Learning Centers Time:

• Reenact the story of the three bears

with emphasis on sound effects

Centers

• Pretend and Learn-Dress up as

three bears and Goldilocks

• Language and Literacy-Retell the

story

• ABC-Match magnetic letters to letter

cards

Write the word barnyard

Compound words

• Compare real and make-believe pigs

Centers

• Writer's Corner-Label pictures as

fiction or factual

• Science-Conduct “blowing” test

• Creativity Station-Paint pink pigs

Book Without Tear

Write the word factual

Words that begins with letters H,J, K

• Compare two versions of Little Red

Riding Hood

• Determine most significant

differences

Centers

• Creativity Station-Sequence story

events

• Language and Literacy-Create a new

version of a story

Write the word greedy

• Fine Motor-Invite children to spoon

porridge (ice-cream salt) from a pot

into

small, medium, and large bowls

• Pretend and Learn-Make Alphabet

Soup for Little Miss Muffet using the

magnetic letters .

audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version

Spanish Vocabularyaudience, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión

• Fine Motor-Play pick-up sticks (Pig

Two’s house)

• Pretend and Learn-Invite children to

pretend they live with the troll

• Construction-Build a home that the

wolf can’t blow down

• Fine Motor-Challenge children to tie

up a stuffed animal wolf with ribbons

• Pretend and Learn-Pretend that Little

Red is carrying a basket of magnetic

letters to her Grandmother’s home

• Construction-Build a jail cell for the

wolf

• Fine Motor-Invite children to pretend

they are rolling dough for bread


plant and harvest wheat

• Construction-Build a farm

• Fine Motor-Have children take their

shoes off and try to pick up acorns or

marbles with their toes


make acorn soup

• Construction-Reenact the story of

Henny Penny using plastic farm

animals

Day 1 Day 2 Day 3

Day 4 Day 5LESSON

COMPONENTSDay 1 Day 2 Day 3

Learning Goals

• I.C.6. Demonstrates empathy and

caring for others

• Provides appropriate information for

various situations• Shows interest in books


describing, relating,categorizing,


• Uses category labels to understand how

words and objects relate to each other

• Retells or reenacts a story after it is read

aloud

• Creates or recreates stories, moods, or

experiences through dramatic

representations

• Demonstrates use of location words

• Recognizes and compares heights or

lengths of people or objects



objects

• Is aware of where own body is in

space, respects personal boundaries

• Demonstrates receptive vocabulary

(three to four thousand words)

• Retells or reenacts a story after it is

read aloud




• Asks and answers appropriate

questions about the book

• Is able to use language for different

purposes• Demonstrates understanding of terms

used in the instructional language of the

classroom

• Names at least 20 upper and 20

lowercase letters

• Uses the verbal ordinal terms

• Child demonstrates use of location

•Demonstrates empathy and caring for

others


given word





and actions

• Shows understanding by responding

appropriate• Demonstrates an understanding that

others have perspectives and feelings that

are different from her own

•Demonstrates receptive vocabulary (three

to four thousand words)

• Demonstrates use of location words

• Recognizes and compares heights or

lengths of people or objects

• Begins to have meaningful friends

• Participates in classroom music

activities





and actions






• Engages in voting as a method for

group decision making

• Uses the verbal ordinal terms

• Identifies equal and unequal sets

• Shows competence in initiating

social interactions• Participates in classroom music

activities


describing, relating, categorizing,

orcomparing and contrasting

• Asks and answers appropriate questions

about the book

• II.D.3. Demonstrates receptive vocabulary

(three to four thousand words Creates or re-

creates stories

• Produces a word that rhymes with a given

word

•Uses the verbal ordinal terms

• Uses concrete models or makes a verbal

word problem for adding up to five objects

• Recognizes and creates pattern

Outdoor Learning

• Encourage children to play with

small,

medium, and large balls

• Invite children to play Mr. Troll, May

I? • Sr. Duende, ¿puedo…? (p. 193)

• Encourage children to play What

Time Is It, Mr. Wolf? • ¿Sr. Lobo, qué

hora es? (p. 194)

• Vary the game of Duck, Duck,

Goose • Pato, pato, ganso by

changing the goose to a hen—Duck,

Duck, Hen • Pato, pato, gallina (p.

193)

• Invite children to play a traditional

Mexican game, La gallinita ciega •

The

Blind Hen (p. 193)

Closing CircleTime:



• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree


Character

Education

PAHTS : Lesson 20 (p. 5 - 2 )

Sharing and Caring

Use turdle and hedgehog read the

dialogue , use Twiggle and Henritta 's

puppets

Virtue : Have children learn about

loyalty . Teach them learn how to be

loyal to family , friends ,school and

country .

Manners: Meating and greeting

Cutting with knife

Holding cookie or crackers and the

silverware correctly

PATHS : Playing Together

Fill a small bags with item such as

stickers , treats and small toys . Have

each child come up to the front of the

class with a partner . Together , the

children pick a bag and share the

contents with each other .

Virtue : review virtue loyalty Read :

Rugby and Rosie Ask the children ,

how loyal Rosie was ?

Math and Science


• Match character voices to xylophone

pitches

• Order balls from softest to hardest

Centers

• Science-Mix and compare colors

• Math-Measure and compare the rolls

of different balls

• Observe and test attributes of

different paper squares

Centers

• Creativity Station-Blow paint with

straws

• Science-Test force needed to blow

over cube towers

Math Work Book

• Sort objects and explain categories

• Order Anglegs by size

Centers

• Library and Listening-Graphically

represent pitch on xylophone

• Math-Play Shortest Straw game

• Play a matching and counting game

• Tally results to a survey question

about Little Red Hen

Centers

• Writer's Corner-Create a picture

graph

• Math-Make predictions, order cube

towers of different heights

Math Work Book

• Make cube towers to represent

characters in a story scene

• Identify patterns

Centers

• Math-Order dot cards and represent

numbers with cubes

Important Message

Quick Wheat BreadMakes 16 half-slice servings

Ingredients2 3/4 cups flour 2 3/4 cups whole wheat flour 2 T yeast 2 T sugar 1 T salt 2 cups hot water

Mix four cups of flour with yeast, sugar, and salt. Pour in water. Mix three minutes. Stir in remaining flour until not sticky.

Knead eight minutes. Put in greased bowl and cover with damp towel. Let rise 15 minutes. Punch down. Divide in half and shape loaves. Cut an X in the top, brush with water.

Place on middle shelf in cold oven. Place a water pan on lowest shelf. Turn to 400 degrees. Bake 40-50 minutes.

Take Home Notes.indd 13 1/13/11 3:48 PM

©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes

Date Teacher

Literacy MathLetter

Knowledge

English-Mm, Nn, Oo, Pp, Qq, Rr

Span.-Mm, Nn, Ññ, Oo, Pp, Qq, RrNumber and Operation

English Vocabulary

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3)1/22/2018- 01/26/2018 Ms. Kari

magic, mágicoWonderful Word

Phonological Awareness—rhyming words

Character

Education


Loyalty, Lealtad Technology

Words, Words, Words; Extra Reading Buddy

X.A.1. X.A.2. III.A.1. II.D.1.

Read-Aloud

Time:

The Frog Prince • El príncipe sapo

• Discuss main characters

• Introduce fairytale elements

Reagan’s Journal • El diario de

Reagan

• Develop vocabulary

• Discuss family celebration

II.D.1., III.D.2., III.D.3.


• Discuss story setting

• Notice Frog’s actions reveal his

character

“Jack and the Beanstalk” • Juan y los

frijoles mágicos” story folder

• Discuss story setting

• Compare castles in two stories

II.D.5., III.D.2., IV.D.1.

“Odon, the Giant” • “Odón, el gigante"

listening story

• Discuss onomatopoeia

• Identify onomatopoeia words

“Kilum” • “Kilum” listening story


• Compare make-believe world to real

world

II.D.5., II.C.2., III.D.3.

“The Princess and the Pea” • “La

princesa y el guisante” story folder

• Identify characters in story



• Discuss how word choice affects

story

• Compare princesses

II.D.1., III.D.1., III.D.2.

“The Shoemaker and the Elves” • “El

zapatero y los duendes” story folder

• Identify and compare parts of shoes

• Develop concept of consumer

“The Sweet Mother Who Lives in a

Shoe” • “La señora que vive en un

zapato” listening story

• Compare nursery rhymes

VII.B.2., II.D.4., III.D.3.

• Building community: Sing "This Little

Elf" (p.179) The story today is "The

Shoemaker and the Elves"

Calming: Review "Wonderful

Woman" (p 172) Connect:

Perform the Absent Child and

Welcome Back Rituals. Sing "That

Was Helpful" Commit:

Implement the Safe Keeper and Daily

Commitment Rituals.

• Morning Message: Can an elf make

a shoe?

Moving and

LearningTime:

Princess Ball Roll • La bola de la

princesa game

Practice giant movements—walk,

jump, hop

Create dragon and giant shadows Who’s Got the Pea? • ¿Quién tiene el

guisante? game

Boot, Boot, Shoe • Botas, botas,

zapato game

Day 4

Greeting CircleTime:

• Building community: Sing "Five Little

Speckled Frogs" (p.181) This week

we will be learning about fairytales.

Fairytales are full of magic.

Calming: Invite the children to swim

like frogs in slow motion while taking

deep breaths. Connect:

Perform the Absent Child and

Welcome Back Rituals.

Commit: Implement the Safe Keeper

and Daily Commitment Rituals.

• Morning Message : Today we will

read about a frog prince .

• Building community : Teach the

children to sing "A Stomping Giant"

(p.178) Today we will be reading

"Jack and the Beanstalk"

Calming: Encourage the children to

breathe like a giant.

Connect: Perform the Absent Child

and Welcome Back Rituals. Review

the words and actions to "Jack Be

Noodle" (p 170) Commit:


Commitment Rituals.

• Morning Message: Jack climbed the

beanstalk more than once.

• Building community: Teach the

children "Dragon chase" (p.193)

Today we will review giants and

dragons. Calming:

Encourage children to demonstrate

how a dragon might stretch when he

wakes up in the morning.


and Welcome Back Rituals.



• Morning Message : Once upon a

time in Dragon Land dragons ruled .

• Building community: Sing "Are You

Sleeping " ( p.178 ) Today's fairytale is

about a princess who sleeps on 20

mattresses. Calming:

Today we are going to breathe like a

sleeping prince or princess.


and Welcome Back Rituals. Introduce

"Wee Willie Winkie" (p 171)



• Morning Message: The Princess

slept on the pea.

• Reenact queen’s mattress test

• Suggest alternate (more accurate)

tests

Centers

• Creativity Station-Design a bedcover

• Library and Listening-Listen to a

story

• Language and Literacy-Retell story

with story props

• Think about how shoes protect feet

• Categorize shoes by use and

material used in making them

Centers

• Pretend and Learn-Sort and display

shoes in store

• Creativity Station-Draw a picture of a

shoe house


with story props

VI.D.1., II.B.3., V.E.1.

Day 5LESSON

COMPONENTS

Weekly Learning

CentersTime:

Literacy


• Identify fairytale elements in story

• Identify rhyming words

Centers

• ABC-Sort words by ending letter

• Library and Listening-Listen to a

story

• Sensory Table-Retrieve magnetic

letters and match to letter cards

II.D.3., III.A.1., III.B.6.

• Retell “Jack and the Beanstalk” in a

story circle

Centers

• ABC-Match upper- and lowercase

letters

• Library and Listening-Retell story

with story props

• Language and Literacy-Sequence

story events

III.D.1., VIII.C.1., II.B.3.

• Compare fairytales

• Identify real and make-believe

elements in the story

Centers

• ABC-Copy the word dragon

• Library and Listening-Listen to story


with sound effects

II.D.3., III.D.2., III.A.3.

• Construction-Build small bed for the

frog so he doesn’t have to sleep on

the princess’s pillow

• Fine Motor-Encourage children to

sort frogs by size

• Creativity Station-Invite children to

design a new ball for the princess

add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take

away

Spanish Vocabularysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario,

convocado, quitar

• Construction-Construct a cage for

the golden goose

• Fine Motor-Play Is the Giant Asleep?

• ¿Está dormido el gigante?

• Creativity Station-Provide green

paint and invite children to paint

beanstalks

• Construction-Design and build a

maze for Bunny Foo Foo’s mice

• Fine Motor-Challenge children to

stack the giant’s gold coins (pennies)

• Creativity Station-Show them how to

make mice from their fingerprints

• Construction-Build a bed for the

princess so she doesn’t have to sleep

on so many mattresses

• Fine Motor-Explore pebbles in socks

• Creativity Station-Create pebble

prints

• Construction-Build a bench for the

shoemaker

• Fine Motor-Encourage children to

lace shoes

• Creativity Station-Invite children to

design a pair of shoes

Day 1 Day 2 Day 3

Day 4 Day 5LESSON


Outdoor Learning

• Teach the children how to play Leap

Frog • Salta la rana or set them up to

do Frog Jumps • Salta la rana (p.

193).

• Play Grab the Goose • Atrapa el

ganso (p.193)

• Invite children to play Duck, Duck,

Goose • Pato, pato, ganso (p. 193)

• Draw a hopscotch grid. Encourage

children to use the princess’s pea (a

pebble) as a marker

• Provide chalk and invite children to

trace around their shoe

Closing CircleTime:



• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree


Content

ConnectionsTime:

Science

• Compare real and make-believe

frogs

VI.B.1., II.E.5., III.D.2.

Health

• Discuss beans as an important

protein

VI.D.3., II.D.1., II.B.3.

Fine Arts

• Make paper-towel tube dragons

VIII.A.2., VIII.C.1., III.D.1.

Math

• Play a game to count and compare

sets of “mattresses”

V.A.3., V.E.2.

Social Studies

• Discuss possible jobs and ways to

earn income

VII.B.1., VII.B.2., VII.B.3.

Math and Science


• Introduce addition and subtraction

with concrete models

Centers

• Math-Match frog counters to dot

cube numbers

• Gross Motor Area-Roll dot cube to

move along a path

V.A.8., V.B.1., V.B.2.

• Estimate number of cubes in a grab

• Organize data in two-column chart

Centers

• Science-Plant bean seeds

• Gross Motor Area-Toss beanbags

and score throws

V.A.6., V.A.8., V.E.2.

• Play Catch and Compare • Atrapa y

compara

Centers

• Pretend and Learn-Match scooped

cotton balls to dot card

• Math-Build towers to match dot

cards

V.A.5., V.A.8., V.B.1.

• Count to 20

• Use dot cube to make towers of 20

cubes

Centers

• Sensory Table-Use play dough and

pebbles for counting game

• Science-Compare “covering”

attributes of different materials

V.A.2., V.A.3., V.C.3.

• Use cubes to represent doubling

patterns

Centers

• Math-Create reflecting patterns with

paint

• Science-Use mirrors to make

reflecting patterns

V.A.8., V.B.1., V.E.3.

Character

Education/Social

Studies/Kreme-

TV/PATHS

•Play "Guess what's in the box" and

discuss what it means to be curious

•Allow the children to create a

"restaurant" and show how they use

good table manners and restaurant

etiquette.

•Sing: "If You're Tired and You Know

It" and discuss what makes the

children feel comfortable when they

are tired.

• Discuss compassion and why it is

important.

•Review the curiosity and compassion.

Day 4 Day 5LESSON


Learning Goals

• III.D.2. Uses information learned from

books by describing, relating, categorizing,


• III.D.3. Asks and answers appropriate




• (Forerunner to) III.A.1. Shows interest in

books

• III.B.6. Produces a word that rhymes with

a given word

• V.A.8. Verbally identifies, without

counting, the number of objects from 1 to 5

• V.B.1. Uses concrete models or makes a

verbal word problem for adding up to 5

objects


verbal word problem for subtracting 1 to

5 objects from a set

• VI.B.1. Identifies and describes the

characteristics of organisms

• II.E.5. Combines sentences that give

detail, stays on topic, and clearly

communicates




• IV.D.1. Uses some appropriate writing

conventions when writing or giving dictation

• III.D.1. Retells or reenacts a story after it

is read aloud

• VIII.C.1. Creates or re-creates stories,

moods, or experiences through dramatic

representations

• II.B.3. Provides appropriate information

for various situations

• V.A.6. Demonstrates understanding

that when counting, the item can be chosen

in any order


counting, the number of objects from 1 to 5

• V.E.2. Collects data and organizes it in a

graphic representation

• VI.D.3. Identifies good habits of nutrition

and exercise

• II.D.1. Uses a wide variety of words to

label and describe people, places, things,

and actions

• II.D.5. Uses category labels to understand

how words and objects relate to each other

• II.C.2. Perceives differences between

similar-sounding words








• III.A.3. Seeks to understand print

• V.A.5. Counts up to ten items and

demonstrates that the last count indicates

how many items were counted• V.A.8. Verbally identifies, without counting, the

number of objects from 1 to 5


verbal word problem for adding up to five objects

• VIII.A.2. Uses art as a form of creative self-

expression and representation

• VIII.C.1. Creates or re-creates stories,

moods, or experiences through dramatic

representations

• III.D.1. Retells or reenacts a story after it is

read aloud

• II.D.1. Uses a wide variety of words

to label and describe people, places,

things, and actions

• III.D.1. Retells or reenacts a story

after it is read aloud

• III.D.2. Uses information learned

from books by describing, relating,

categorizing, or comparing and

contrasting

• II.E.5. Combines sentences that give

detail, stays on topic, and clearly

communicates

• II.D.4. Uses a large speaking

vocabulary, adding several new words

daily

• V.A.2. Uses words to rote count from

1 to 30

• V.A.3. Counts 1 to 10 items, with one

count per item

• V.C.3. Demonstrates use of location

words

• Forerunner (V.E.2.) Identifies equal

and unequal

• III.C.1. Names at least 20 upper- and

at least 20 lowercase letters

• VII.B.2. Participates in activities to

help them become aware of what it

means to be a consumer• II.D.4. Uses a large speaking vocabulary,

adding several new words daily



• VI.D.1. Practices good habits of personal

safety

• II.B.3. Provides appropriate information for

various situations

• V.E.1. Sorts objects that are the same

and different into groups and uses

language to describe how the groups are

similar and different


counting, the number of objects from one to

five


verbal word problem for adding up to five

objects

• V.E.3. Recognizes and creates patterns

©2010 Frog Street Press, Inc. Family Connections CD Wonderful Woman

Wonderful Woman © Becky Bailey

This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.

A wonderful woman lived in a shoe

(Hold hands.)

She had so many children

(Lead turns partner’s hands over palms up.)

She knew exactly what to do.

(Lead touches each finger of partner’s hand.)

She held them. She rocked them,

(Lead closes partner’s hand in a fist and rocks it gently.)

And tucked them in bed.

“I love, I love you.” is what she said.

(Lead hugs partner.)




(Hold hands.)













(Hold hands.)













(Hold hands.)










Date Teacher

Literacy Math

after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane

Spanish Vocabularydespués, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero,

veleta


COMPONENTS

• Identify the beginning, middle, and

end of a story

• Use a cause-effect organizer to

show story events

Centers

• Math-Sequence story events

• Language and Literacy-Sort rhyming

word cards


Day 4

Greeting Circle

• Building community- Sing the song

"Frog Went a Courtin" (p.182) Explain

that this song is a ballad. This week

we will be learning about ballads,

folktales, and fables.

• Calming- Invite children to practice

Balloon. (p. 168) •

Connect-Implement the Absent Child


"Row, Row, Row Your Boat"



• Morning Message: Frog asked Miss

Mousie to be his bride.

• Building community- Today's story is

a Latin American ballad called "El

Senor don Gato." "The Ballad of Sir

Cat" (p.192)

• Calming-Teach children Cat's Meow.

(p. 168) calming strategy.

• Connect- Implement the Absent

Child and Welcome Back Rituals. Play

"Todos juntos" "All Together" (p. 173)



• Morning Message: Which words

rhyme with cat?

• Building community- Teach children

the song "There Was an Old Lady

Who Swallowed a Fly" (p. 184)

Explain that this song is also a story

which means it can be considered a

ballad.

• Calming-Invite children to do Belly

Breathing. • Connect-

Implement the Absent Child and

Welcome Back Rituals. Invite the

children to extend pinky hugs to eight

friends. Commit- Implement the

Safe Keeper and Welcome Back

Rituals. • Morning

Message: There was an old woman

who swallowed a fly.

• Produce rhyming words in story

context

Centers

• Language and Literacy-Sort rhyming

cards

• Creativty Station-Draw el señor don

Gato

Moving and

Learning

• Compare and contrast a hen and a

rooster

• Participate in the telling of a Latin

folktale

Centers

• Library and Listening-Retell a story

with props

• Creativity Station-Create a weather

vane

• As a class, write a tall tale

Centers

• Creativity Station-Illustrate part of

story

• Gross Motor Area-Pretend to grease

a giant skillet

• Fine Motor-Locate flannel shirts in

catalog


"Three Tricky Turtles" (p183) Today's

stories are about tricky turtles. Today

we will focus on fables. FAbles are

stories that teach a lesson.

• Calming-Implement Bunny

Breathing. (p168) • Connect-

Implement the Absent Child and

Welcome Back Rituals. Invite children

to sing along and move with "Caring

Friends" (p174) Commit-


Commitment Rituals.

• Morning Message: Will the tortoise

win the race?


"Johnny Appleseed" (p180) Explain

that Johnny Appleseed is a character

from a tall tale. Tall tales are

exaggerated stories. Calming-Invite

children to do Apple Picker stretches.

• Connect-Implement the Absent Child


"On your Face" (p172)



• Morning Message: Which story is

your favorite tall tale?

“Five Speckled Frogs” (p181) • “Cinco

ranitas moteadas” and “Shubert‟s

Shuffle” (p173) • “El baile de Shubert”

Musical Cat and Fish • Gato y pez

musical game

Itsy Bitsy Spider dance Move like story animals Act out exaggerations

“The Tortoise and the Hare” • “La

tortuga y la liebre” listening story

• Describe and discuss rabbits

• Identify moral of story

“Tortoise Wins the Race” • “La

Tortuga gana la carrera” listening

story

• Describe and discuss deer

• Compare two fables

Mandarin

“Paul Bunyan” listening story

• Introduce tall tale as a genre

• Identify exaggerations in story

“Pecos Bill” listening story

• Enrich vocabulary

• Compare Pecos Bill to modern

superheroes

“Frog Went a Courtin„ ” • “Sapito se

fue a casar un buen día” listening

story• Sequence the story events

• Identify story events as fiction and

could happen

The Rooster Who Went to His Uncle’s

Wedding • El gallo que fue a la boda

de su tío


• Chart cause-and-effectrelationships

Problem Solving, Oral Language

Character

Education


Loyalty, Lealtad

“The Cat and the Mice” • “El gato y los

ratones” listening story

• Introduce fables

• Identify the moral of the story

“Puss in Boots” • “El gato con botas”

listening story

• Describe main story character

• Compare Puss and el señor don

Gato

Mandarin

“Groundhog‟s Dance” • “El baile de la

marmota” listening story

• Introduce folktale as a genre

• Role-play story with chant

“The Chihuahua and the Leopard” •

“El perrito Chichuahua y el leopardo”

story folder


• Discuss the moral of the story

Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4)01/29 - 02/02, 2018 Ms. Kari

exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare It

Letter

Knowledge

Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz

Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzOrdinal Numbers

English Vocabulary

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Identify rhyming story words

• Add to story with new rhymes

Centers

• Language and Literacy-Sequence

story cards



COMPONENTSDay 4

• Pretend and Learn-Role-play the

wedding of El Señor don Gato and his

bride or set up a hospital to treat El

Señor don Gato

• ABC-Go fishing for letters

• Construction-Build a new home for

El Señor don Gato and his bride

• Pretend and Learn-Make a Fly Trap

Stew

• ABC-Play "catch the fly" with

magnetic letters

• Construction-Build homes for the

animals the old woman swallowed

• Pretend and Learn-Supply racing

clothing and gear for children to

explore

• ABC-Play Find the Letter • Busca la

letra

• Construction-Build a racetrack for

the tortoise and the hare race

• Pretend and Learn-Pretend to make

flapjacks (pancakes)

• ABC-Make play dough pancakes for

Paul Bunyan and imprint with

magnetic letters

• Construction-Build a bed for Paul

Bunyan


role-play the wedding of Frog and

Miss Mousie

• ABC-Find the magnetic letters S, s

through Z, z in the frog pond (sensory

table)

• Construction-Build a home that will

be appropriate for a mouse and for a

frog

Math and Science

• Use ordinal numbers to describe

wedding guests

Centers

• Math-Play a game with frog counters

• Use ordinal numbers to label stops

along a pathway

Centers

• Sensory Table-Form numerals with

play dough

• Pretend and Learn-Order story

characters in creative drama

• Use tally marks to count

• Use chain loops to represent story

events

Centers

• Creativity Station-Make a story chain

• Science-Sort harmful and safe items

• Use ordinal numbers to describe

things the Old Woman swallowed

Centers

• Math-Track order cubes are

removed from stack

• Fine Motor-Stuff a sock with blocks

• Measure distances with string

• Order strings by length

Centers

• Math-Play a marble game

• Gross Motor Area-Play hopscotch



• Kindness Tree




• Kindness Tree




• Kindness Tree


Character

Education

Loyalty- Read "The Knats of Knotty

Pine" talk about how the Knats all

wordked together for a common cause

PATH- Feelings review to review

facial features assiciated with the four

basic feelings

Outdoor Learning

• Play Leap Frog • Salta la rana (p.

193)

• Play Old Gray Cat • El viejo gato gris

(p. 194)

• Blow bubbles. Pretend that the

bubbles are flies and encourage

children to catch all the bubbles so the

old woman won‟t swallow them

Manners- Review the Five uses of a

Napkin

• Is aware of own feelings most of the

time







and actions• Responds to different musical styles


• Shows increasing control of tasks that

require hand-eye coordination

• Uses art as a form of creative self-

expression and representation

• Demonstrates empathy and caring

for others


appropriately

• Names at least 20 upper and at least

20 lowercase letters

• Uses a large speaking vocabulary,

adding several new words daily





• Shows interest in books


space; respects personal boundaries

• Is able to increase or decrease

intensity of emotions more

consistently, although adult guidance

is sometimes necessary

• Shows understanding by following

two-step oral directions, and usually

follows three-step directions



and actions

• Invite children to participate in relay

races

• Pretend the parachute is Paul

Bunyan‟s shirt and shake it out to dry

it. Challenge children to take Paul

Bunyan giant steps around the

perimeter of the parachute (Paul‟s

shirt)

PATH- Sing inside/out and paly

Simon says feeling version

Loyalty- Talk about Citizenship and

what it is ti be a good citizen in the

classroom

Learning Goals




given word


by describing, relating, categorizing, or

comparing and contrasting


given word


appropriately


space; respects personal boundaries

• Begins to understand difference and

connection between feelings and

behaviors


given word



• Seeks to understand print




Closing Circle• Reflecting on the day


• Kindness Tree




• Kindness Tree


Weekly Learning

Centers

crème de la crème · 2020. 5. 19. · a haiku a form of japanese poetry • show the japanese...

Documents