date teacher tolerance, tolerancia

C Oct 2ndLiteracy Math One-to-One Correspondence, Counting
Skidamarink • Es amor • Introduce animal parent and child names • Discuss animal families
Silly Nellie” • “Nelly, la pavita tonta” story folder • Enjoy a funny story Introduce idea of “silly sayings”
English Vocabulary America, cooperative, crowded, extended family, fabulous, family, family name, fragile, grandfather, grandmother, nuclear family, relatives, slide, soar, spin, twist, unique, wiggle
A to Z Ps and Qs • Buenos modales de la A a la Z • Discuss good manners • Enjoy an alphabet book
The Numeral Dance • El Baile de los números • Introduce movement vocabulary • Move in new ways
Lesson Plans for My Family and Friends • Families ( Week 1) Oct 1st-5th
fabulous, fabulosaWonderful Word
Character Education
tolerance, tolerancia helpfulness, amabilidad Letter Knowledge
English—F, f, M, m, T, t, C, c Spanish—F, f, M, m, C, c
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Create a family word web • Discuss different families
Centers: • Writer’s Corner- Copy words with magnetic letters • Creative Station - Draw family portraits • Language and Literacy - Create stick puppets
Technology Sounds and Rhymes - Compound Words Math - Listen and Find It
• Listen for a special word in a story • List things grandmothers enjoy
Centers: • Writer’s Corner - Copy children’s names for grandparents • Library and Listening - Listen to a story • Creativity Station - Draw grandparents
“The Numeral Dance” • “El baile de los números” song and dance
Day 1 LESSON COMPONENTS
• Discuss the work of families • Categorize family jobs
Centers: • Library & Listening - Listen to story • Construction Center - Match tools to shadows • Writer’s Corner - Create “to do” lists
Greeting Circle
Grandmother’s Buttons • Los botones de abuela game
Grandpa’s Glasses • Los anteojos del abuelo game
• Morning Message: "Families are fabulous. " Unite - Sing "Catalina Magnalina (p.182). Demo - Review any of the four calming strategies. Connect - have children select a partner and row a boat together as they sing "Row, Row, Row Your Boat" (p.173). Commit - With the Safe keeper Box recite the School Family Chant (p.170)
• Morning Message: "Fathers care for the families ." Unite - Sing "She'll Be Coming 'Round the Mountain" (p.190) Demo - Choose a calming strategy and make that the strategy for the day. (p.168-169) Connect - Introduce "Georgie Porgie" (p.174). Encourage children to select a partner. teach the words and demonstrate the actions with a partner. Commit - With the Safe keeper Box recite the School Family Chant (p.170)
Cristina and the Frog • Cristina y la rana • Introduce vocabulary • Use picture cues to make predictions
Cristina and the Frog • Cristina y la rana • Check predictions • List character family members
• Compare animal families • Chart mother and baby animal names
Centers: • ABC - Illustrate animal family chart • Creativity Station - Draw an animal family • Language and Literacy - Retell a story with story props
Day 3
Little Red • Gorrita Roja • Relate story to “wish you well” gesture • Explore possible lessons in story
Meet My Grandparents • Conocer a los abuelos • Introduce table of contents • Think about names grandfathers are called
Day 5Day 4Day 2
• Compare alphabet letters • Recognize straight and curved lines
Centers: • Writer's Corner - Trace letters on gel bags • Creativity Station - Paint large letters • Sensory Table - Write letters in sand
“My Aunt Violet” • “Mi tía Violeta” story folder • Discuss extended family members • Introduce compound words
Meet My Grandparents • Conocer a los abuelos • Discuss names grandmothers are called • Introduce Pledge of Allegience
• Morning Message: "Mothers care for their families." Unite - Sing " Five Little Ducks" (p.183) talk about the family members mentioned in the song. Demo - Choose a calming strategy and make that the strategy for the day. (p.168-169). Connect - have the children find a partner and perform "Georgie Porgie" (p.174) Commit - With the Safe Keeper Box, recite the School Family Chant (p.170) In our School Family, we commit to using kind words, helping hands, using our big voices, and listening to other people's big voices to help keep the classroom safe .
• Morning Message: " I have a family. " Unite - Sing "Where is Mother?" (p191) Demo - Review the four calming strategies, S.T.A.R., Balloon, Drain, and Pretzel. Connect - If children are absent, implement the Absent child Ritual (p.170). Commit - Introduce the School Family chant (p.170). Hold the commitment box as you recite the chant. Tell the children that the Commitment box will be called the "Safe Keeper Box" now.
Moving and Learning
“The Farmer in the Dell” • “Vicente en el pajar” musical game
Spanish Vocabulary América, colaborador, llena, familia extendida, fabulosa, familia, nombre de la familia, frágil. abuelo, abuela, núcleo familiar, parientes, resbaladera, volar, girar, retorcerse, único, contonearse
• Morning Message: "Each family is unique." Unite - Play " The Alphabet Song" (p.181) Tell the children that the alphabet is a family of letters. Demo - Choose a calming strategy and make that the strategy for the day. (p.168- 169). Connect - Invite children to perform "Georgie Porgie" (p.174). Today we will change the name of this activity. Create a rhyming name for one of the children (Evan Bevan or Krishie Trishie ) Commit - Implement the Commitment Ritual (p.171) Give examples of positive behaviors you have noticed or ask children to provide examples.
Duck, Duck, Duckie • Pato, pato, patito game
Day 3 Day 5Day 4Day 2
• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection
Character Ed : Helpfulness- Read "Steam Train Dream Train". Talk to the children and ask them how the animals were helpful. What kind of things were the animals doing in the story.
Social Studies : Celebrate Families- Ask children who makes up their family; Mom, Dad, Sister, Brother. Talk about other family members as well; Grandma, Grandpa, Aunts, Uncles, Cousins. Allow children to decorate a house and draw their family inside
• Hide magnetic letters on the playground and invite children to have a letter hunt When they are finished, have them check to see if they have found the entire letter family (A to Z).
Closing Circle • Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection
Outdoor Learning
• Have a pretend family picnic • Play Mother, May I? • ¿Mamá, puedo? (p. 202) • For diversity, play Father, May I? • ¿Papá, puedo?
• Play Aunt Bessie’s Scarf • El pañuelo de tia Bessie (p.200)
• Encourage children to look for homes of insects • Provide magnifying glasses for close- up looks
• Pretend and Learn - Cook and serve • Creativity Station - Paint pictures of family members • Writer's Corner- Write a letter to mom or dad
• Pretend and Learn - Sort clothes • Creativity Station - Use play dough to create alphabet letters • Writer's Corner - Practice writing uppercase and lowercase letters (the alphabet family)
Weekly Learning Centers
PATHS: We All Have feelings- Show and Say the feeling face cards to the children. Have them repeat them after you. Encourage them to tell you how they are feeling today and then give them that card to hold. Next tell the children a feeling and have them make that face.
• Discuss a duck’s webbed feet • Develop strategy for counting groups of objects
Centers: • Sensory Table - Pretend to feed ducklings • Science - Match mother and baby animals
• Recognize patterns in counting • Compare the way numerals look
Centers: • Gross Motor Area - Step through a digit matrix path • Fine Motor - Match clothespins to correct numerals
. PATHS: We All Have feelings- Discuss with the PATHS puppets the different feelings that people have
Character Education
Character Ed : Helpfulness- Ask children if they know what it means to be "helpful". Have them list different things they can do at school that are helpful. Read "I Like to Help Out" and "The Big Beautiful Brown Box." Discuss how the chidren in both stories are helpful.
• Recognize how many without counting
Centers: • Creativity Station -Create a three collage • • • Language and Literacy - Retell “The Three Bears” • “Los tres osos”
• Compare chain links to show few and many; Count chain links
Centers: • Math - Counting game • Pretend and Learn - Pretend to have a picnic
Math and Science
• Make cube towers to represent number in a family
Centers: • Math - Construct cube towers • Pretend and Learn - Practice setting a table
• Pretend and Learn - Role-play household jobs • Creativity Station - Paint pictures of extended family members • Writer's Corner - Write to a sibling or friend
• Pretend and Learn - Pack a suitcase • Creativity Station - Paint pictures of family homes • Writer's Corner - Write to grandmother, grandfather, aunt or uncle
• Pretend and Learn - Role-play house cleaning • Creativity Station - Use play dough for pictures • Writer's Corner - Write to a pet or a letter asking for a pet
Learning Goals
Child is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary Assumes various roles and responsibilities as part of a classroom community Participates in classroom music activities Uses a wide variety of words to label and describe people, places, things, and actions Asks and answers appropriate questions about the book Uses a wide variety of words to label and describe people, places, things, and actions Identifies similarities and differences in characteristics of families Knows that objects or parts of an object can be counted Counts one to ten items, with one count per item Counts up to ten items, and demonstrates that the last count indicates how many items were counted Asks and answers appropriate questions about the book Identifies similarities and differences in characteristics of families
Shows competence in initiating social interactions Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal. Names at least 20 upper- and at least 20 lowercase letters Identifies similarities and differences in characteristics of families. Provides appropriate information for various situations Uses a large speaking vocabulary, adding several new words daily Uses some appropriate writing conventions when writing or giving dictation Knows that objects, or parts of an object, can be counted Verbally identifies, without counting, the number of objects from one to five Identifies and creates common features in her immediate environment Participates in activities to help them become aware of what it means to be a consumer Practices good habits of personal safety
Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal Assumes various roles and responsibilities as part of a classroom community Names at least 20 upper- and at least 20 lowercase letters Uses a wide variety of words to label and describe people, places, things, and actions Recites the Pledge of Allegiance to the United States flag and the state flag and observes a moment of silence Combines words to make a compound word. Shows understanding by responding appropriately Uses category labels to understand how words and objects relate to each other Uses words to rote count from 1 to 30 Counts one to ten items, with one count per item Counts up to ten items, and demonstrates that the last count indicates how many items were counted Recognizes how much can be placed within an object Shows control of tasks that require small- muscle strength and control.
Assumes various roles and responsibilities as part of a classroom community Separates a normally spoken four-word sentence into individual words. Identifies and describes the characteristics of organisms Asks and answers appropriate questions about the book Uses a wide variety of words to label and describe people, places, things, and actions Counts one to ten items, with one count per item Demonstrates understanding that when counting, the items can be chosen in any order. Identifies and describes the characteristics of organisms 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 Recognizes at least 20 letter sounds
Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal Participates in classroom music activities Recognizes one-digit numerals 0 through 9 Names at least 20 upper- and at least 20 lowercase letters Develops warm relationships with teachers Uses a wide variety of words to label and describe people, places, things, and actions Recognizes one-digit numerals 0 through 9 Names at least 20 upper- and at least 20 lowercase letters Identifies similarities and differences in characteristics of families Uses words to rote count from 1 to 30 . Demonstrates that the order of the counting sequence is always the same regardless of what is counted Recognizes one-digit numerals, 0 through 9 Produces a word that rhymes with a given word Participates in classroom music activities Responds to different musical styles through movement and play
Date Teacher
Literacy Math
English Vocabulary
Letter Knowledge
English - H, h, N, n, O, o Spanish - C, c, N, n, A, a
Geometry
Lesson Plans for My Family and Friends - Homes (Week 2) Oct 8th-12th
residence, residenciaWonderful Word Technology Words Words Words, Fanny's Computer Tutor, Name Game
Oral Language, Vocabulary, Written Expression
Character Education
Tolerance Tolerancia Helpfulness Amabilidad
Shubert’s Helpful Day • Recall story details • Discuss ways to be helpful
Homes for Everyone • Casas para todos clases • Add to “Home” chart • Practice describing a home
Skidamarink • Es amor • Introduce setting as story element • Read and sing the story
“My Noisy House” • “Mi casa ruidosa” story folder • Tell a story with props • Create a T-chart
“Animal Habitats and Homes” • “Los hábitats y casas de los animales” . . . • Introduce habitat • Match animals to their habitats
“Zanzibar Zoo” (Fanny Frog’s Fantastic Poems and Rhymes) • Distinguish between natural and artificial habitats • Introduce vocabulary
“Reagan’s Journal” • “El diario de Reagan” • Use photo to get information • Connect journal entry to children’s experiences
“There Is a Sweet Mother Who Lives in a Shoe” • “La dulce señora que vive en un zapato” listening story • Compare shoe house to children’s homes • Learn finger play
• Match animals to their habitats and homes • Identify letter h in words
Centers • Library and Listening-Retell story with story props • Gross Motor Area-Plan and create a bear cave • Language and Literacy-Match animals and homes
• Discuss different kinds of homes • Compare permanent and temporary homes
Centers • Fine Motor-Create home models • Construction-Build with paper bag blocks • Writer's Corner-Draw and write in journal
• Morning Message- "Animals have homes, too ." Unite- Sing " Little Skunk's Hole" (p.185). Point out the animal home (hole in tree). Demo- Assist a volunteer to lead a calming strategy of their choice. Connect- Have children find a partner and perform Here's the Bunny. (p.173). Point out that bunnies often live in burrows in the ground. This is their home. Commit- Implement the Safe Keeper Ritual with the Commitment Box and the Daily Commitment Ritual.
• Morning Message- "My Family enjoys __________." Unite-Sing along with "The Little Tree House" (p.188). Ask children if they have ever been in a tree house. Demo- Select a calming strategy (p.168-169) that requires a partner and perform it. Connect- Review "Wonderful Woman" (p.175) Have children select a partner. Perform the rhyme and movements twice so partners can take turns being the lead. Commit- Implement the Safe Keeper Ritual with the Commitment Box.
“The Rhyme Family” rhythm song Grandmother’s Buttons • Los botones de la abuela game
“The Cool Bear Hunt” participation story
“Window Watching” • “Mirando por la ventana” finger play
• Model packing a suitcase • Learn to read a rebus poster
Centers • Pretend and Learn-Follow rebus poster directions • ABC-Create a luggage tag • Fine Motor-Paste a collage of noisy things
Day 4
Greeting Circle
Day
• Morning Message- " My family lives in our home " Unite- Sing " Down by the bay" (p183). Still learning on families and homes. Demo- Display an icon for the Eye Rest strategy. Connect- Sing along with "That was helpful" (p.179). Teach children the movement. Discuss "helpfulness". Commit- Implement the Safe Keeper Ritual (p.170) and the Daily Commitment Ritual (p;117)
• Morning Message- "Relatives visit our home ." Unite- Sing "She'll Be Coming 'Round the Mountain" (p.190) Remind children that this song is about a relative coming to visit. Demo- Invite children to lie down and perform the Eye Rest strategy. Remind children that this strategy helps you calm down when you feel stressed or angry. Connect- Sing " I Wish You Well" (p.177) and include hand motions. Commit- Implement the Safe Keeper Ritual and the daily Commitment ritual.
• Discuss sibling activities • Create a sibling graph
Centers • ABC-Copy words • Writer's Corner-Dictate a sentence about siblings • Listening and Library-Listen to story
Moving and Learning
Spanish Vocabulary apartamento, hábitats, hogar, diario, ruidoso, permanente, rectángulo, parientes, residencia, hermano/hermana, cuadrado, maleta, temporal, triángulo, inusua
Day 1 Day 2 Day 3
Day 4Day 1 Day 2 Day 3
• Camping and tent fun - games • Camping and tent fun - snacks
PATHS: Happy- Discuss with the puppets what it means to feel happy and what happy looks like facially. Sing "If You're happy and You Know It" ( See Handout). Face Pictures: Give each child a copy of a blank face. Have the children draw a happy face
Social Studies: Fire Prevention Week- Teach children how to Stop, Drop,& Roll. Practice a few times. Read the sorting cards to the children asking them if they have to "Stop Drop & Roll" when this happens. Next have children make their own "Fire Prevention" head band to color in.
Outdoor Learning • Camping and tent fun - reading • Camping and tent fun - drawing
Character Education
Character Ed: Tolerance- The ability or willingness to tolerate something, in particular the existence of opinions or behavior that one does not necessarily agree with . Point out differences to the children in your group.; Hair, skin, eye color.Have children sort themselves based on different attributes (ie stand together if you have brown hair, if you have blue eyes, etc) Then have them sort themselves based on things they like to do (ie stand together if you like soccer, coloring, etc) Discuss how some friends that all stood in the brown hair group didnt all stand in the coloring group (for example). Emphasize that just because we look a certain way, doesnt mean we have to all like the same things.
Social Studies: Columbus Day Use a globe to help explain that a long time ago, a lot of people did not live in America. Columbus wanted to sail to China to buy goods and spices. So he took 3 boats and 90 men and sailed the ocean. He landed in what we now consider America. Allow children to make a mini book about Columbus and his journey.
Math and Science
• Go on a shape hunt • Record shapes seen
Centers • Creativity Station-Glue shapes to build house • Math-Use pattern blocks to design house
• Explore the shapes on the faces of a tent • Create triangles with AngLegs
Centers • Math-Combine pattern blocks to form triangles • Science-Roll cars down different slopes
• Introduce perpendicular lines • Compare quadrilaterals
Centers • Creativity Station-Glue craft stick windows on house • Construction-Study blueprints; build with blocks
• Match block shapes • Draw circles
Centers • Fine Motor-Roll spheres of play dough • Science-Roll tubes down different slopes
• Pretend and Learn-Bathe the baby doll • Creativity Station-Paint homes • Construction-Build houses/Reflection questions
• Pretend and Learn-Polish shoes • Creativity Station-Decorate homes • Construction-Build houses/Reflection questions
• Pretend and Learn-Arrange flowers • Creativity Station-Furnish homes • Construction-Build houses/Reflection questions
• Pretend and Learn-Read to a sibling (doll) • Creativity Station-Make roofs • Construction-Build houses/Reflection questions
Learning Goals
• Demonstrates empathy and caring for others • Perceives differences between similar sounding words • Asks and answers appropriate questions about the book • Uses a large speaking vocabulary, adding several new words daily • Uses complete sentences of four or more words with grammatical complexity • Matches language to social contexts • Identifies equal and unequal sets • Counts up to ten items, and demonstrates that the last count indicates how many items were counted • Names common shapes • Creates shape • Demonstrates coordination and balance in isolation •
• Shows understanding by following two-step oral directions, and usually follows three-step directions • Assumes various roles and responsibilities as part of a classroom community • Demonstrates empathy and caring for other • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Asks and answers appropriate questions about the book • Uses category labels to understand how words and objects relate to each other • Uses books and other written materials to engage in pre-reading behaviors • Names common shapes • Creates shapes • Slides, flips, and turns shapes to demonstrate that the shapes remain the same • Uses a variety of art materials and activities for sensory experience and exploration • Uses art as a form of creative self- expression and representation
• Demonstrates empathy and caring for others • Demonstrates an understanding that others have perspectives and feelings that are different from her own • Shows understanding by responding appropriately • Uses category labels to understand how words and objects relate to each other • Uses a wide variety of words to label and describe people, places, things, and actions • Recognizes, observes, and discusses the relationship of organisms to their environments • Shows understanding by responding appropriately • Names common shapes • Creates shapes • Slides, flips, and turns shapes to demonstrate that the shapes remain the same • Participates in classroom music activities • Creates or recreates stories, moods, or experiences through dramatic representations • Recognizes, observes, and discusses the relationship of organisms to their environments
• Uses category labels to understand how words and objects relate to each other • Assumes various roles and responsibilities as part of a classroom community • Identifies similarities and differences in characteristics of families • Uses appropriate writing conventions when writing or giving dictation • Shows understanding by responding appropriately • Uses a large speaking vocabulary, adding several new words daily • Demonstrates that all people need food, clothing, and shelter • Combines sentences that give detail, stays on topic, and clearly communicates • Names common shapes • Creates shapes • Demonstrates use of location words • Uses art as a form of creative self- expression and representation
Date Teacher
Literacy Math
• Morning Message "What is a friend?" Unite Sing "The More We Get Together" Disengage the Stress by demonstrating bunny breathing Connect Learn the "Friendship Chant" Commit Implement the safe keeper ritual
Moving and Learning
Spanish Vocabulary atributos, celebración, cosas en común, diferente, doméstico, exótico, amistad, hábitat, leal, observar, pareja, mascotas, preguntas, similar (igual), asustada
• Morning Message- "Do friends have fun on the playground? " Unite - Sing "The More We Get Together" (p.182) Demo - Select a calming strategy (p.168-169) that children can do with a friend and invite children to perform it. Connect - Sing "You Did it!" (p.180) Teach children the movements that accompany the song. Commit - Perform the Safe Keeper Ritual.
Imitate animal movements
• Develop list of synonyms for friend • Learn Friendship Chant • Cántico de la amistad
Centers • ABC-Work with name puzzles • Writer's Corner-Identify letter p on cards • Library and Listening-Listen to story
Day 3
Shubert’s New Friends • Discuss character’s feelings • Practice helpful greetings
“Kylie and Riley” • “Tita y Rita” participation story • Participate in telling a story • Listen for rhyming words
Day 5Day 4Day 2
• Create list of “alone” activities and “with a friend” activities
Centers • ABC-Form friend’s name with magnetic letters • Language and Literacy-Retell story • Creativity Station-Make play dough hills
Sara Sidney’s Runaway Adventure • Sara, l a iguana que se escapó • Discuss pet care • Recall story details
“My Dog Willy” • “Willy” participation story • Enrich vocabulary—commotion • Listen to story prompts and respond
• Morning Message- "Who is your neighborhood friend? " Unite - Sing "My ten Best Friends" (p.188) Demo - Invite children to choose a calming strategy to perform. Connect - Teach the children the words and movements to "Three Nice Mice" (p175). Commit - Implement the Safe Keeper Ritual.
Greeting Circle
Musical Dog and Bone • Perro y hueso musicales game
• Morning Message- "Who are you friends at school? " Unite - Sing " "Make New Friends" (p.183) Demo - Display the Bunny Breathing icon. Encourage children to breathe out slowly while performing this calming strategy. Connect - Introduce "Peter, Peter" (p175). This rhyme is about treating our friends with respect. Commit - Implement the Safe Keeper Ritual.
• Morning Message- "Do you have a pet?" Unite - Sing "Amilia's Pets" (p.181). Ask the children if they have any pets at home. Demo - Encourage children to do Bunny Breathing (p.168) first with one hand and then with the other. Connect - Use Fanny frog to help implement the Absent Child Ritual. Commit - Display Schubert's New Friends. Say : In our story yesterday we heard how the children learned to go back in time to do things differently so they could be helpful instead of hurtful.
A to Z Helping Hands • Manos amables de la A a la Z • Interpret photographs in book • Children suggest ways they are helpful “Silly Nellie” • “Nelly, la pavita tonta" story folder • Extend concept of helpfulnes • amabilidad • Recall story details
• List activities to do with a friend • Discuss concept of loyalty
Centers • Writer's Corner-Write a note to a friend • Fine Motor-String a friendship necklace • Language and Literacy-Find a Friend game
Literacy (Oral Language, Phonics, Handwriting, Read Aloud)
• Discuss loyalty and friendship • Compare families and friends on Venn diagram
Centers • Creativity Station-Create new feathers for Nellie • ABC-Shape the first letter in a friend’s name • Writer's Corner-Write in sand
Technology Writer's Corner; Reading Buddy
• Discuss different pets • Graph favorite pets
Centers • Creativity Station-Draw a pet • Listening and Library-Listen to a story • ABC-Copy vocabulary words with magnetic letters
“Rock and Roll Pat-a-Cake” clapping pattern
Lesson Plans for My Family and Friends - Friends an d Pets (Week 3) Oct 15th-19th
loyal, lealWonderful Word
Character Education
Letter Knowledge
English-P, p, E, e, F, f, R, r, G, g Spanish-M, m, A, a, E, e, N, n, Ñ,ñ
Geometry
Sara Sidney’s Runaway Adventure • Sara, la iguana que se escapó • Notice character’s feelings • Review calming strategies
“Forest Friends” • “Los amigos del bosque” story folder • Discuss how characters help each other • Practice describing objects
English Vocabulary attributes, celebration, commonalities, different, domestic, exotic, friendship, habitat, loyal, observe, partner, pets, question, similar (same), startled
“Forest Friends” • “Los amigos del bosque” story folder • List synonyms for see • Listen for synonyms in story
This Way to Pre-K • Camino a Pre- Kinder • Count friends in story • Compare story activities with classroom activities
Day 3 Day 5Day 4Day 2Day 1 LESSON COMPONENTS
• Creativity Station-Make friendship circles • Fine Motor-Ping Pong ball races • Library and Listening-Explore books about friendship
• Creativity Station-Pet collages • Fine Motor-Penny drop game • Library and Listening-Retell a story with a friend using story folder props
• Creativity Station-Build a robot • Fine Motor-Pet Concentration • Library and Listening-Share a story with a friend
• Compare AngLeg quadrilaterals • Graph data on ages of children
Centers • Fine Motor-Trace shape stencils with partner • Math-Create AngLeg quadrilaterals
• Use positional vocabulary • Observe changes
Centers • Math-Play a memory game with a partner • Science-Sort pets by number of legs
Math and Science
• Compare two different triangles
Centers • Math-Create a pattern block design with a partner • Science-Match photos of hands with child
PATHS: Sad- Review with the children what it means to be sad and what sad looks like. Sing "If You're Sad and You Know It." Give each child a blank face and allow them to make it look sad
• Flip, slide, and turn shapes • Match orientation of shapes
Centers • Creativity Station-Mix colors and note changes • Science-Create pattern block designs
• Duplicate pattern-block shapes • Create new pattern-block designs
Centers • Fine Motor-Create a friendship bracelet • Science-Create multiple designs with same blocks
PATHS: Sad- Discuss with the PATHS puppets what it means to be sad and what sad looks like facially
Character Education
Smartboard Day : Use ABCMouse to explore their activities on Columbus day
• Creativity Station-Create a mural • Fine Motor-Tic Tac Toe • Library and Listening-Activities with friends
• Creativity Station-Paint with a friend • Fine Motor-Play dough activity • Library and Listening-Share a book with a friend and explore favorite pages
• Parachute activities
Closing Circle
Outdoor Learning • Parachute activities • Sidewalk drawing with a friend • Iguana Tag • Bug search with a friend
Character Ed : Helpfulness- Read "The Elves and the Show Maker". Next have children help you come up with a list of jobs that they can do that are helpful to their friends, teacher, parents. Challenge children to tell you why it's good to help others. Does help make a job harder or easier? Can you get a job done slower or faster with help? Once this list is done choose children to pick a job they would like to do for the day.
Character Education: Tolerance go to www.storylineonline.net. What the stories "Guji Guji" and "Bad Case of the Stripes" Afterwards, discuss which characters were tolerant of the main characters differences in the story and which characters were not tolerant of the main characters differences
Day 3 Day 5Day 4Day 2Day 1 LESSON COMPONENTS
Learning Goals
• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary • Demonstrates empathy and caring for others • Separates a normally spoken four- word sentence into individual words • Uses a large speaking vocabulary, adding several new words daily • Asks and answers appropriate questions about the book • Begins to have meaningful friends • Identifies similarities and differences in characteristics of people • Identifies similarities and differences in characteristics of families • Names common shapes • Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • Describes, observes, and investigates properties and characteristics of common objects
• Begins to have meaningful friends • Is aware of own feelings most of the time • Assumes various roles and responsibilities as part of a classroom community • Shows competence in initiating social interactions • Demonstrates empathy and caring for others • Produces a word that rhymes with a given word • Uses category labels to understand how words and objects relate to each other • Provides appropriate information for various situations • Names common shapes • Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • Collects data and organizes it in a graphic representation • Shows increasing control of tasks that require eye-hand coordination • Interacts and communicates with peers to initiate pretend-play scenarios
• Demonstrates empathy and caring for others • Separates a normally spoken four- word sentence into individual words • Participates in classroom music activities • Asks and answers appropriate questions about the book • Uses a wide variety of words to label and describe people, places, things, and actions • Uses category labels to understand how words and objects relate to each other • Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • Collects data and organizes it in a graphic representation • Demonstrates use of location words • Identifies and describes the characteristics of organisms • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• Demonstrates empathy and caring for others • Demonstrates coordination and balance in isolation • Separates a normally spoken four- word sentence into individual words • Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary • Uses a wide variety of words to label and describe people, places, things, and actions • Combines words to make a compound word • Slides, flips, and turns shapes to demonstrate that the shapes remain the same • Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • Investigates and describes position and motion of objects • Responds to different musical styles through movement and play • Creates or re-creates stories, moods, or experiences through dramatic representations • Coordinates sequence of movements to perform tasks
• Shows awareness of areas of competence and describes self positively in what he is able to do • Names at least 20 upper- and at least 20 lowercase letters • Participates in classroom music activities • Describes, observes, and investigates properties and characteristics of common objects • Begins to have meaningful friends • Asks and answers appropriate questions about the book • Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal • Matches language to social contexts • Slides, flips, and turns shapes to demonstrate that the shapes remain the same • Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • Investigates and describes position and motion of objects
Date Teacher
Literacy Math
• Pretend and Learn-Doctors and dentists • Creativity Station-Paint with old toothbrushes or dental floss • Construction-Build a hospital, veterinary clinic and dentist office
• Pretend and Learn-Mail carriers, veterinarians, hair dressers, librarians and bakers • Creativity Station-Stamp designs or designer cookies • Construction-Build a post office, library, beauty salon, bakery, grocery store, animal hospital, and city hall
• Pretend and Learn-Playing school • Creativity Station-Chalk drawings • Construction-Build a school and a childcare center and a baseball or football field
• Pretend and Learn-Family member job "show and tell" • Creativity Station-Draw pictures of family members at work • Construction-Build homes and a park
Day 1 Day 2 Day 3 Day 5 LESSON COMPONENTS
• Vocabulary Cards : mail carrier, postal worker • Discuss jobs of mail carriers and postal workers
Centers • ABC-Trace letters on gel bag • Fine Motor - Role-play baking cookies
Day 4
Greeting Circle
• Morning Message- Who Keeps us safe? Unite - Sing "Officer Kate" (p.186). Ask children what they know about police officers. Demo - Choose a breathing strategy . Connect - Use Fanny frog to help implement the Absent Child Ritual. Review "wonderful Woman" (p.175) Commit - Implement the Safe Keeper Ritual.
• Morning Message- Who keeps us well? Unite - Review Stop, Drop, and Roll (p.190/ Canciones para aprender con diversion Songs of learning fun track #36) Demo - Invite children to select a calming strategy (p.168-169) to perform. Commit - Use Fanny frog to implement the Absent Child Ritual.
• Morning Message- Who provides a service? Unite - Invite children to sing alone with Community Workers (p.182/ "Frog Street Friends CD Track # 19) Demo - Invite a volunteer to choose a calming strategy. (p.168-169) Connect - Use Fanny Frog puppet to help implement the Absent child Ritual. Commit - Implement the Safe Keeper Ritual
• Vocabulary cards : doctor, nurse, dentist, veterinarian • Role-play “Five Little Monkeys” • “Cinco monitos”
Centers • ABC-Write letters with cotton swabs
Moving and Learning
• Pretend and Learn-Firefighters and police officers • Creativity Station-Fire paintings • Construction-Build a police or fire station and homes nearby
• Vocabulary Cards : teacher, coach • Play Don’t Let the Ball Fall • No dejes que la pelota te caiga sobre la bota rhyming game
Centers • ABC-Trace letters on gel bag
• Sort photos of workers into categories • Add family members with jobs to categories
Centers • ABC- I is for ice cream
• Morning Message- Who helps us learn? Unite - Sing " My Hand on My Head" (p186/ feeling' Froggy CD track # 3) Demo - Assist volunteer with leading a calming strategy (p.168-169) Connect - Use fanny Frog puppet to Sing "My School Family" (p.176/ It Starts in the Heart CD Track # 6) Commit - Implement Safe Keeper Ritual.
• Morning Message-There are many neighborhood helpers . Unite - Sing " My mother Is a Baker" (p.186) Demo - Assist volunteer with leading a calming strategy (p.168-169) Connect - Review "Bye-bye- Crankies" (p.168) bring out the "Cranky Cream" again. Commit - Implement the Safe keeper Ritual.
Please, Mr. Police Officer • Por favor, señor policía game
Feel heartbeat after exercise and calming strategy
“A Tisket, a-Tasket” • “Tris-triste do- dolido” singing game
“Alphabet March and Match” musical game
"Hello, My Name Is Joe" • "Hola, me llamo José" action story
A to Z Helping Hands • Manos amables de la A a la Z • Discuss crossing guard • Compare experiences with characters
This Way to Pre-K! • Camino a Pre- Kinder • Review school worker jobs • Supply familiar rhyming words
“My Mother Plants Strawberries” • “Mi mamá siembra fresas” story folder • Develop vocabulary • Introduce concept of service
“My Father Is a Shoemaker” • “Mi padre es zapatero” poem (Fanny Frog’s Fantastic Poems and Rhymes) • Discuss jobs family members do in the community
Neighborhood Helpers • Ayudantes del vecindario • Make predictions about book • Read to learn and check predictions
“Firefighters” • “Los bomberos” listening rhyme • Brainstorm synonyms for quick • Consider the need for speed when fighting fires
Phonological Awareness (rhyming), Vocabulary, Oral Language
Character Education
Neighborhood Helpers • Ayudantes del vecindario • Read about nurses, doctors, and dentists • Discuss their helpful contributions
.
“The Lion’s Haircut” • “El corte de pelo del león” prop story • Discuss similarities between mane and hair • Recall story details
A to Z Helping Hands • Manos amables de la A a la Z • Discuss ways to help at home •
Lesson Plans for My Family and Friends - Community ( Week 4) Oct 22nd-26th
grateful, agradecidoWonderful Word Technology ABC and XYZ; Math - Does Not Belong
Letter Knowledge
English - K, k, S, s, I, i Spanish - S, s, I, i, N, n, O, o
Attributes, Classification
English Vocabulary
• Vocabulary Cards : firefighter, police officer • Note beginning letters of vocabulary words
Centers • Photo Activity cards 55, 56 ,57, and 59
Day 4
Math and Science
• Compare attributes of firefighters and police officers to find similarities and differences
Centers • Gross Motor Area-Play a counting game • Math-Sort attribute buttons (one attribute)
• Compare attributes of pennies • Count pennies that are shiny
Centers • Science-Compare penny cleaning methods • Creativity Station-Do crayon rubbings of pennies
• Use Venn diagram to compare names on envelopes • Sort attribute buttons using Venn diagram
Centers • Science-Sort recyclable materials • Math-Role-play postal worker
• Count and sort books • Develop sorting rules
Centers • Listening and Library-Place sorted books on shelf • Math-Sort towers of blocks in several ways
• Identify similarities and differences in objects • Organize data about preferences
Centers • Creativity Station-Draw with different crayons • Sensory Table-Find and sort rocks in sand table
Character Education
PATHS: Twiggle Makes friends- Read the story "Twiggle Makes Friends." At the end of the story, discuss the 3 attributes the puppets say friends do
Smartboard: Decide as a class which ABCmouse activities you will complete as a class.
Outdoor Learning • Bucket Brigade Relay • Tricycle emergency vehicles • Muffin Toss
PATHS: Twiggle Makes friends- Review the three things that friends do. Concentrate on the idea that friends share. Pair the children and give each pair one piece of paper. Have each pair work together on a picture. Reenforce that the children need to share the paper to work together to create a drawing.
• Choose games children would like to play again
• Practice safety lessons during the week
Character Ed : Helpfulness: When people are being helpful, they are also being kind. Explain to the children that they are going to help teachers have a good day! Allow the children to make a picture for any teacher in the school and at the end of the class, help them pass them out to the teachers.
Social Studies : Celebrate Community Workers- Talk about different Community Workers: Fire Fighters, Police Officers, Garbage Man, Mail Carrier, nurses, doctors, demist, vets. Talk about the jobs that these people do. Show children pictures of different workers and their tools. Allow children to match the tools to the correct worker.
Day 4
• Demonstrates empathy and caring for others • Responds to different musical styles through movement and play • Uses a wide variety of words to label and describe people, places, things, and actions • Names at least 20 uppercase and at least 20 lowercase letters • Asks and answers appropriate questions about the book • Demonstrates receptive vocabulary (three to four thousand words) • Initiates problem-solving strategies and seeks adult help when necessary • Shows understanding by responding appropriately • Sorts objects that are the same and different into groups, and use language to describe how the groups are similar and different • Identifies equal and unequal sets • Discuss the roles and responsibilities of community workers
• Names at least 20 uppercase and at least 20 lowercase letters • Separates a normally spoken four- word sentence into individual words • Responds to different musical styles through movement and play • Practices good habits of personal safety • Shows understanding by following two-step oral directions; and usually follows three-step directions • Produces a word that rhymes with a given word • Coordinates sequence of movements to perform tasks • Demonstrates understanding that when counting, the items can be chosen in any order • Sorts objects that are the same and different into groups and use language to describe how the groups are similar and different • Describes, observes, and investigates properties and characteristics of common objects • Discusses the roles and responsibilities of community workers • Takes care of and manages classroom materials
• Is aware of own feelings most of the time • Separates a normally spoken four-word sentence into individual words • Names at least 20 uppercase and at least 20 lowercase letters • Uses a wide variety of words to label and describe people, places, things, and actions • Asks and answers appropriate questions about the book • Identifies similarities and differences in characteristics of families • Discusses the roles and responsibilities of community workers • Identifies similarities among people like himself and classmates as well as between himself and people from other cultures • Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • Identifies, compares, discusses earth materials, and their properties and uses • Demonstrates an understanding that others have perspectives and feelings that are different from her own • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
Learning Goals
• Practices good habits of personal safety • Begins to understand difference and connection between feelings and behaviors • Names at least 20 uppercase and at least 20 lowercase letters • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Discusses the roles and responsibilities of community workers • Produces a word that rhymes with a given word • Perceives differences between similar- sounding words • Provides appropriate information for various situations • Counts up to ten items, and demonstrates that the last count indicates how many items were counted • Sorts objects that are the same and different into groups, and use language to describe how the groups are similar and different • Describes, observes, and investigates properties and characteristics of common objects

date teacher tolerance, tolerancia

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