gard 2 lesson plan theme: scents of the season march … p. 46 “compound boogie” dance (appendix...

Gard 2 Lesson Plan

Theme: Scents of the Season March 12-16, 2018

Day of the Week /

Objectives

Calendar

Circle Time

Language

Comprehension

Phonics

Development

Handwriting

Enrichment

Social Studies Curriculum

Centers

Monday

To learn that spring

is a season

- Introduce the theme

- Sing “Spring is here”

- Morning Message:

What are some signs

of spring?

-Calendar / Weather

- Tell children that

different flowers of

all colors bloom in

the spring.

-Read a book about

spring and discuss

the topic

-Review the letter V:

What other words /

names start with V and

what sound does this

letter make?

- Stamp the letter V -Talk about the

season spring. Tell

them that when it’s

spring here, it may be

another season in

other countries

-Go for a spring walk

outside

-Pretend to pick up a

bouquet of flowers on

your walk

-what colors do you

see?

Tuesday

To work on fine

motor skills

- Tell children there

are 4 seasons

- Sing “Rain rain go

away”

- Morning Message:

What can we do

during rainy days?

-Calendar / Weather

- Talk about spring

weather

- Tell them what

“April showers

bring May flowers”

mean. Rain helps

flowers to grow

-Sing the alphabet song

- Review the morning

message and invite

children to produce

words that begin with

the same sound as /r/

- Color some flowers

- Have the children

glue them onto some

pipe cleaners and put

them in a vase.

-Tell the children that

rain is good for

farmers who grow

the food for us to eat.

Ask them other

reasons why rain is

essential.

Raindrop race with

eyedropper

-Use dropper to place

2 drops of water side

by side. Tilt paper and

let raindrops race to

the bottom

Wednesday

Ask children what

season it is today?

- Sing “I love the

mountains”

-Morning Message:

What is your favorite

flower and color for

spring?

-Calendar / Weather

-Show the children

a plant seed. Tell

them that plants and

flowers originate

from a seed.

-Read a book about

spring and discuss

the topic

-Sing “Oh Mister Sun”:

make up some hand

movements to go with

the song

-Pretend rice is seed

and glue some “seed”

onto your paper

garden

-Discuss Helen

Keller: who was she

and what kind of

obstacles did she

have growing up

-Pretend to be a florist

with plastic flowers

Thursday

To ask questions

related to the current

topic of discussion

-Talk about different

animals and bugs you

see in spring

-Sing “ Baby Bumble

Bee”

-Morning Message:

The baby bumblebee

says buzz.

-Calendar / Weather

-Tell the children

that in spring, a lot

of baby animals are

born

-Name some baby

animals that you

might see in the

spring

-Read The Very Hungry

Caterpillar

-Discuss the book and

see if they can list what

the caterpillar ate

-Have some different

colored rounded

rectangles available so

that the children can

make a caterpillar.

Have them glue onto

construction paper

-Discuss what we

might wear during

the spring. What do

other people in other

countries wear? How

is it different than us?

-Rubber ducks in the

water

-Pretend to be the

Very Hungry

Caterpillar

-Bumblebees buzzing

around the room

Friday

To ask and answer

simple questions to

stories

-Review the season of

spring

-Sing “

-Morning Message:

Spring is almost here!

-Calendar / Weather

-Talk about all the

different spring

activities that we

can do outside

-“Five Speckled Frog”

finger play

- Review the letter V

along with the sound it

makes

-Talk about St.

Patrick’s day

-Make a kite

-Puzzles

-Reading Center

Date Teacher

Literacy Math

Spanish Vocabularyalrededor, entre, bicicleta, contracción, baile, par, móvil, músculos, numeral, impar, patrón, regla del patrón, retracción, patines, patineta, saltar, tronar los dedos,

carritos

Day 1 Day 2 Day 3

• Building community p. 46

Unite: Sing "My Little red Wagon" (

Appendix p. 190) Focus on pushing

and pulling things with our bodies.

Connect: Fanny Frog Rituals (USE

FANNY FROG). Play "Move What I

Touch" (Appendix p. 174)

Commit: Safe Keeper Rituals and

Daily Commitments.(USE

COMMITMENT STICKS)

• Morning Message- Wagons and

scooters help me move.

LESSON

COMPONENTS

Literacy (Focus

and Development)

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts- mobility,

mobile, lead & follow

Focus & Develop p. 24

• Play a partner game to retell the story

• Add to the story with original lines

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts-muscles,

movement, hop, jump, run, walk & skip


• Label parts of a foot

• List things children can do with their

feet

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts mobile, flap,

clap & snap

Photo Activity Cards # 2, #5, #7, #8,

#11


Recognize rhyming words

• Produce action rhyming words

Moving and

Learning

Greeting Circle

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts-dance, respect,

make-believe, fiction, dance muscles,

bones & tendons


Read These Bones big book adn Sing

Song (Moving to Math CD)

• Categorize story as fiction

• Tap a rhythm pattern in story with

rhythm sticks


Unite: Teach "Three White Mice"

(Appendix p. 193) Focus on moving by

dancing.


FANNY FROG). Invite Children to do the

"Shubert Shuffle" a dance of respect.

(Appendix p. 179)

Commit: Safe Keeper and Daily

Commitments. (USE COMMITMENT

STICKS).

• Morning Message-I can sing and

dance

CM- p. 34 Practice spatial vocabualry

having children put hands up, down, to

the left & right etc. Perform “Hands and

Fingers” song and dance (Appendix p.

182 & Moving to Math CD)

GYM/OUT p. 21 Challenge children to

pretend to be shadow or string puppets

and create a puppet dance. Discuss

body movements.

CM- p. 40“The Numeral Dance” song

and dance (Appendix p. 203 & Moving

to Math CD) Place the Giant Dance 1

and Giant Dance 2 sequence cards in

order, and then follow the sequence to

create a dance.

GYM/OUT p. 21-Encourage the

children to walk on stilts (p. 167).

Which parts of your body move with

this activity?

CM- p. 22 “Wiggles, Jiggles, Giggles”

song and dance. (Appendix p. 195 &

Frog Street Friends CD)

GYM/OUT p. 21 Invite children to play

Keep Away (p. 202). Discuss ways the

body moves during the game.


Unite: Sing " Walk, Walk, Walk Your

Feet" (Appendix p. 195) Focus on how

we move our legs and feet.


FANNY FROG). Play "Walk & Stop"

(Appendix p. 174) and change action

words to jump, hop etc.

Commit: Safe Keeper Rituals. (USE

COMMITMENT STICKS)

• Morning Message- I can walk and

run very fast.


Unite: Sing "Open, Shut Them"

(Appendix p. 188 & FS-Songs of You &

Me) List things you can do with your

fingers, hands & arms.


FANNY FROG). Invite children to do the

"Wave" (Appendix p. 174) Ask children

why is cooperation important in this

activity?

Commit: Safe keeper and Daily

Commitment Rituals.(USE

COMMITMENT STICKS)

• Morning Message- I can wave good-

bye.

Lesson Plans for Things That Move • Cosas que se mueven - I Move (Week 1)March 19 - 23, 2018 Gard 2

mobile, móvilWonderful Word TechnologySounds and Rhymes; ABC and XYZCharacter

EducationSelf-reliance, Auto confianza

Letter

Knowledge

English-V, v, G, g, H, h

Spanish-V, v, G, g, H, h

Day 4

around, between, bicycle, contraction, dance, even, mobile, muscles, numeral, odd, pattern, pattern core, retraction, scooters, skateboard, skip, snap, wagons

CM- p. 46 “Compound Boogie” dance

(Appendix p. 183 & Dr. Jean on Frog

Street CD)

GYM-Freeze Dance

OUT-Invite children to participate in

tricycle relays (p. 202).


Unite: Sing "Head, Shoulders, Knees

and Toes" (Appendix p. 186 and FS-

Songs of You & Me CD) Learning

about mobility and the way our bodies

move.

Connect: Fanny Frog Rituals. (USE

FANNY FROG)

Commit: Ask children about talking to

their families about what they are

grateful for. Safe Keeper and Daily

Rituals. (USE COMMITMENT STICKS)

• Morning Message- I can bend low

and stretch high.

Day 5

CM-p. 28 “It Makes Me Jump” action

song. (Appendix p. 187 & Frog Street

Friends CD)

GYM/OUT p. 21 -Encourage children to

play parachute games (p. 204). Which

parts of the body do you use for these

games?

Patterns and NumeracyPhonological Awareness, Vocabulary

English Vocabulary

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts-breathe,

muscles, touch, skateboard, sway,

bump & rock.

Photo Activity Card # 137


Read Gram is Coming to My House big

book

• Compare riding toys

• Separate parts of compound words

Day 1 Day 2 Day 3LESSON

COMPONENTSDay 4 Day 5

Phonics- p. 28 Repeat morning

message. Challenge children to blend

on onset and the rime. (/r/-un) Have

children guess the mystery words.

Handwriting- Write the child's name

on butcher paper and have them

fingerpaint over their name.



on onset and the rime. (/w/-ave) Have

children guess the mystery word.

Handwriting - Have them trace over

numbers 6 - 10.



on onset and the rime. (/d/-ance) Have


Handwriting- Have them make the

letter V with playdough.



on onset and the rime. (/m/-ove) Have


Handwriting - Have them use the

magnetic letters to find the letters in

their name.

Fine Motor Skills &

Handwriting



on onset and the rime. (/b/-end) Have

children guess the mystery words.

Handwriting- Write the words I CAN

MOVE and have them trace it with

crayons.

Conscious Discipline p. 46

Review Belly Breathing (Appendix p.

168) Have children feel their breathing

go up and down and their diaphram

muscles expand & deflate.

Virtues and Values- Introduce self-

reliance. Explain vocabulary concepts.

Have children explain a time when they

did something all by themselves.

• Fine Motor-Make finger puppets

dance

• Construction-Build a stage for

ballerinas to dance on using finger

puppets or small figures

• Language and Literacy-Sequence

cards to retell story

Literacy (Oral

Language, Read

Aloud)

Our Muscles • Los músculos

• Introduce table of contents

• Apply facts in books to children’s

bodies

Body Talk in Rhyme • El cuerpo habla

en rimas

• Reinforce concept of mobile

• Imitate movements in book

“The Gingerbread Boy” • “El muñequito

de jengibre” story folder

• Recall story details

• Create a new rhyme for story

“Half-Chicken” • “Mediopollito” story

folder

• Imitate Half-Chicken’s movements

• Connect story with country of origin

Hands and Fingers • Manos y dedos

• Compare song lyrics to story text

• Demonstrate hand movements

A to Z Helping Hands • Manos

amables de la A a la Z

• Discuss ways hands and fingers are

used

• Think of helping hand movements


Perform the pretzel (Appendix p. 170)

How does our body move when we do

this? Describe inhaling and exhaling to

expand our diaphram muscles.

Content Connection p. 45

Science and Social Studies- Describe

charteristics of frogs, what they eat,

where they live etc. Make a list of

things Fanny might do at their homes

when she comes to visit.


Teach toe touches. Remind children

that inhaling and exhaling helps to

reduce stress and that crossing their

midline helps energize their thinking.

Read Shubert Book


Invite children to implement "Here's the

Bunny" (Appendix p. 171) calling

attnetion to how children are using their

hands, arms & fingers.

Conscious Discipline p.40

Practice S.T.A.R. -Repeat "Shubert

Shuffle" (Appendix p. 179 & It Starts in

the Heart CD)

Read Shubert Book

• Fine Motor-Remove shoes and pick

up various objects with toes and drop

into a bucket

• Construction-Build a zigzag pathway

with blocks

• Writer's Corner-Form play dough

letters or write in sand

• Drop clothespins into a coffee can

• Fine Motor-Work with play dough

• Construction-Build using just one

hand and describe experience

• Language and Literacy-Create and

use finger puppets

The Numeral Dance • El baile de los

números

• Compare story to Moving and

Learning song lyrics

• Describe movements

Dance! • ¡A bailar!

• Study photo and infer feelings

• Consider implications of story events

Our Muscles • Los músculos

• Discuss movements of bicycle and

wagon

• Consider benefits of vehicles

“My Aunt Violet” • “Mi tía Violeta” story

folder


• Demonstrate compound words

Closing Circle

• Reflecting on the day p. 27

• Check on Commitments

• Kindness Tree

• Family Connection-Send home

Theme Letter and PATT Mat and

encourage children to show family

members some ways their muscles

help them move.

Character

Education

Weekly Learning

Centers

• Fine Motor-Sit on the floor and use

tweezers to pick up and move objects

• Construction-Print a copy of the

body parts checklist. Ask children to

place a check by the body parts they

use as they build.

• Gross Motor Area-Provide a wagon

for children to explore and discuss

• Fine Motor-Build wagons and

scooters with Legos®

• Construction-Provide medium-sized,

shallow boxes to serve as wagons

Centers

• Library and Listening-Dance finger

puppets while listening to music



• Kindness Tree

• Family Connection- Suggest children

compare their feet to a family member's

feet- Do they look similar?



• Kindness Tree

• Family Connection-Practice a snap-

clap pattern. Challenge children to

teach the patterns to a family member.



• Kindness Tree

• Family Connection



• Kindness Tree

• Family Connection-Challenge children

to think of a way to share the

importance of wearing a helmet when

riding bikes or scooters with their

families.(sing a song, create a chant,

draw a poster etc.)

Day 1 Day 2 Day 3LESSON

COMPONENTSDay 4 Day 5

• Assumes various roles and

responsibilities as part of a classroom

community

• Demonstrates empathy and caring for

others

• Combines onset and rime to form familiar

one-syllable words without pictorial support

• Provides appropriate information for

various situations

• Uses category labels to understand how

words and objects relate to each other

• Coordinates sequence of movements to

perform tasks

• Recognizes and creates patterns

• Demonstrates awareness of one-to-one

relationships

• Separates a normally spoken four-word

sentence into individual words

• Uses a wide variety of words to label and

describe people, places, things, and

actions

• Uses information learned from books by

describing, relating, categorizing, or

comparing and contrasting

• Combines words to make a compound

word

• Produces a word that begins with the

same sound as a given pair of words

• Demonstrates awareness of one-to-one

relationships

• Recognizes one-digit numerals 0 through

9

• Practices good habits of personal safety

• Uses a large speaking vocabulary, adding

several new words daily

Learning Goals

• Is aware of where own body is in space;

respects personal boundaries

• Combines onset and rime to form familiar

one-syllable words without pictorial support

• Seeks to understand print

• Demonstrates receptive vocabulary (three

to four thousand words)

• Identifies and describes the

characteristics of organisms

• Creates or re-creates stories, moods, or

experiences through dramatic

representations

• Demonstrates knowledge of nonverbal

conversational rules

• Retells or reenacts a story after it is read

aloud

• Demonstrates use of location words

• Investigates and describes position and

motion of objects

• Identifies similarities and differences in

characteristics of families

• Is able to increase or decrease intensity

of emotions more consistently, although

adult guidance is sometimes necessary

• Follows classroom rules and routines with

occasional reminders from teacher

• Asks and answers appropriate questions

about the book



actions

• Closely approximates writing of first name

• Recognizes and creates patterns


perform tasks

• Practices good habits of personal safety

• Demonstrates coordination and balance in

isolation

• Increasingly interacts and communicates

with peers to initiate pretend-play scenarios

that share a common plan and goal

• Separates a normally spoken four-word

sentence into individual words




• Produces a word that rhymes with a given

word

• Names at least 20 upper- and at least 20

lowercase letters

• Uses words to rote count from 1 to 30

• Recognizes one-digit numerals 0 through

9

• Identifies good habits of nutrition and

exercise


perform tasks

Date Teacher

Literacy Math

Spanish Vocabularyaventura, aeropuerto, autobús, carro, diagonal, distancia, horizontal, imaginación, intersección, persistente, cuadrante, independiente, estación del tren subterráneo,

maleta, estación del tren, transporte, viajar, vertical

Day 1 Day 2 Day 3 Day 4 Day 5LESSON

COMPONENTS

Greeting Circle


Unite: Sing "Walk, Walk, Walk Your

Feet" (Appendix p. 195) Today we will

learn about travel.

Connect: Fanny Frog Rituals - Use

Fanny Frog to welcome each child by

name and send well wishes to those

friends who are absent. Play "It Starts

in the Heart" (Appendix p. 178 (words)

and It Starts in the Heart CD)

Commit: Safe Keeper - Remind the

children that this is a safe place to be.

Their school is a safe place to be.

Daily Commitment - Have the children

use their commitment sticks to make

their commitment for the day. (i.e. use

soft hands, use helping hands, use our

big voice)

• Morning Message: We can travel

from here to there.


Unite: Sing "My Bonnie Lies Over the

Ocean" (Appendix p. 190 (words) &

Frog Street Action Songs CD # 18) We

will learn about travel and

transportation.



name. Welcome back any friends who

were absent yesterday. Introduce "This

Little Finger" (Appendix p. 173) Ask

children where do you want to travel

to?


children that they are in a safe place

and that here at school, you will help

keep them safe.



their commitment for the day.

• Morning Message: We can travel to

many locations.


Unite: Sing "She'll Be Coming Round

the Mountain" (Appendix p. 193)

Discuss the preperation that occurs

prior to traveling.




who are absent today. Invite children to

sing along & move with "People to

People" (Appendix p176 (words) & It

Starts in the Heart CD)


children that their school is a safe place

and that you help them stay safe.




• Morning Message: We can pack a

suitcase.


Unite: Sing "If I had Wings" (Appendix

p187) Discuss imagination . We can

imagine ourselves anywhere…. We will

learn about using our imaginations to

travel.


Fanny Frog to welcom each child by

name. Send well wishes to friends who

are absent. Sing "Row, Row, Row Your

Boat" (Appendix p174) Children will

use their imaginations to decide where

they want to travel in their boats.

Commit: Safe Keeper - Discuss what

other places are safe and who might

help keep them safe other than you.

Daily Commitments - Have the children


their commitments for the day.

• Morning Message: My imagination

takes me to many places.

CM p. 76

“Can You Move With Me?” action song

(Appendix p183 (words) and Feeling

Froggy CD) Practice YOGA poses.

GYM/OUT p. 57- Encourage children to

play One Elephant (Appendix p203).

CM- Parachute Fun!

GYM p. 82 - Bubble dance

OUT p. 57 - Challenge children to use

their imagination to create a new

parachute and move it across the

playground or high in the air.

Moving and

Learning

CM/GYM/OUTp. 57 & 58

“Hands and Fingers” action song

(Appendix p182 & Moving to Math CD)

Make a hopscotch grid. Have children

navigate the grid, hopping from one to

ten, and then turn around and travel

backwards. Encourage children to

describe their movements.

CM p. 64

What will we need to pack for a hike?

Sing and act out “The Cool Bear Hunt”

participation story (Appendix p182

(words) and Dr. Jean on Frog Street

CD)

GYM p. 57 - Practice Hopscotch

OUT - Encourage children to draw their

own hopscotch grids. Point out that a

hopscotch grid is like a map. It tells you

the direction of travel.

CM p. 70

“Itsy Bitsy Spider” dance & p. 57 Invite

children to play Pack-to-Travel

Hopscotch (Appendix p202)

GYM/OUT- Travel Suitcase Relay

Races. Have children run back and

forth with a different article of clothing

from the suitcase until the last article of

clothing is gone and the suitcase

crosses the finish line.


Unite: Sing "Three White Mice"

(Appendix p193) We will learn about

animal travel.




were absent yesterday. Introduce "Two

Little Blackbirds" (Appendix p174)

Discuss positional and descriptive

words fast, slow, high and low.







• Morning Message: Animals travel in

all kinds of ways.

TechnologyReading Buddy, Sounds and Rhymes, Tux Paint

Lesson Plans for Things That Move • Cosas que se mueven - Travel (Week 2)March 26 - 30, 2018 Gard 2

adventure, aventuraWonderful Word

Vocabulary, Oral Language, Comprehension

Character

EducationSelf-reliance, Auto confianza

Position Words, Spatial Sense, Patterns

English Vocabularyadventure, airport, bus, car, diagonal, distance, horizontal, imagination, intersection, persistent, quadrant, self-reliant, subway station, suitcase, train station,

transportation, travel, vertical

Letter

Knowledge

English-K, k, W, w, A, a

Spanish-K, k, W, w, A, a


COMPONENTS

Phonics- repeat morning message-

have children blend the onset and the

rime. Say the onset, pause, and say the

rime. Have children guess the mystery

words many (/m/-any) and locations (/l/-

ocations)

Handwriting- Have some cut-out items

ready, that the children might pack in

their suitcase to Grandma's. Have them

glue these cut-outs onto a piece of

paper. (their suitcase)





words pack (/p/-ack) & suitcase (/s/-

uitcase)

Handwriting- Write the letters of the

week on the whiteboard and see if they

can match the letters with the magnetic

letters.





words kinds (/k/-inds) & ways (/w/-ays)

Handwriting - Have the children try to

make the letters of the week with the

play dough. Show them an example.





words imagination (/i/-magination) &

takes (/t/-akes)

Handwriting- Review some

fingerplays, songs, and rhymes that

might begin with the the letters of the

week. Point out the words that begin

with the letters of the week and say the

sound it makes as well.

Fine Motor Skills &

Handwriting

Literacy (Focus

and Development)

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- position,

travel, transportation, distance, here,

there , and, in between .

Photo Activity cards #123, #124,

#125, & #126

Focus and Develop p. 60

Sing " Five Little Ducks" (Appendix p.

184 (words) & Songs of Little Creatures

CD)

• Note difference in travel and

transportation

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- travel,

transportation, map and adventure


Display p. 5 of Meet My Grandparents

• Introduce maps and globe

• Language and Literacy-Explore maps,

atlas, and globe

-Name various land & water features

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- suitcase, trip,

weather forecast, valise, bag, luggage

and overnight case


* Discuss various positional and ordinal

words

• Discuss the importance of planning

• Read Rebus poster to pack

*Make a list of items you might need to

pack for a trip and chart children's

responses





words can (/k/-an) and here (/h/-ere)

See strategy Card F

Handwriting- Introduce the letters of

the week and write them on the

whiteboard. See if the children can

point out whose name begins with

those letters.

* Block Center- Wooden Train set

* Pretend Center- Children will pretend

to pack a suit case to go visit some

one.

*Travel puzzles

• ABC -Circle Tt in newspaper ads

The Ants Go Marching • “Las hormigas

marchan” (Nursery Rhyme • Cuentos

infantiles flip chart)

• Learn about ants’ navigation

• Recognize rhyming words

Wynken, Blynken, and Nod • “Sueño

de niño” (Nursery Rhyme • Cuentos


• Introduce the idea of metaphor

• Recognize role of imagination

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts -travel, hop,

and swing.

Photo Activity cards #30, #31, #35,

#42, #91, #97, #129, #132 & #134


Sing "Ten Little Monkeys" (Appendix p.

185)

• Act out and guess animal movements

• Combine onset and rime to form

movement words

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- imagination,

visualization adventure, pretend, self-

reliance.


Aryanna's Magic Door Listening Story

(Appendix p. 205)

• Use imagination to transform familiar

objects

• Visualize story events and details

Gram Is Coming to My House •

Abuelita se viene a mi casa

• Compare vehicles used for travel

• Infer what character would pack

“The Three Little Pigs” • “Los tres

cerditos” (Developmental Storybook )

• Compare Gram’s suitcase to pigs’

backpacks

• Think about source of pigs’ furniture

Conscious Discipline-p.

Teach the calming strategy

"Visualization" (Appendix p. 174) Character

Education

Conscious Discipline-p. 58

Teach the calming strategy "Thumb

Tracking" (Appendix p. 169)

emphasizing the position words.

Literacy (Oral

Language, Read

Aloud)

Can You Move with Me? • ¡Ven y

muévete así!

• Move like different animals

• Develop vocabulary describing animal

movement

“Monster Coaster” • “Monstruosa, la

montaña rusa” story folder

• Analyze character’s curiosity

• Introduce concept of a cycle

Weekly Learning

Centers

Itsy Bitsy Spider • “La araña chiquitita”

story folder

• Discuss real spiders

• Develop concept of persistence and

self-reliance

Can You Move With Me? • ¡Ven y

muévete así!

• Discuss ways that animals move

• Record animal movements on T-chart

• Creativity Station - Decorate map to

playground

• Writer's Corner - Explore printed

mazes.

* Block Center - add various traveling

vehicles, planes, trains, helicopters &

boats etc.

*Pretend Center - Add various

community helper costumes that help

provide transportation ex. a pilot and

have children pretend they are at the

airport

• Writer's Corner - Make a pretend list

of clothes to pack for a sleepover.

* Pretend Center - Add props for the

children to act out the Itsy Bitsy Spider.

*Construction - Have the children use

a variety of blocks to create the 3 pigs

houses.


Review the calming strategy Bunny

Breathing (Appendix p. 168)


Sing "Bye-bye, Crankies" (Appendix p.

171) Traveling can be stressful and

tiring. Why? Encourage children to

remember to de-stress and leave their

crankies behind when traveling.


Introduce "Bend and Stretch"

(Appendix p. 168) Read Shubert's Big

Voice. Discuss using their Big Voice.

•Writer's Corner-Shape play dough

snakes into letters.

*Construction Center- have children

create various methods of travel with

the blocks and legos.

• Pretend and Learn-Pack a suitcase

• Writer's Corner -Think of ways to

draw if they could not use their hands.

* Fine Motor Skills- Provide children

with playdough and various materials

such as pipe cleaners, fabric, ribbons

craft sticks etc. and have them use

their imaginations to create

"something"

*Pretend Center- Have various

vacation type props for children to

pretend they are on vacation.



• Describe grandparent’s travel


Giants Made by People • Gigantes

hechos por el hombre

• Identify vehicles used for travel

• Discuss future travel


COMPONENTS• Reflecting on the day p. 69


• Kindness Tree

• Family Connection: Send home note

asking family members to help children

draw a map of the route from home to

school



• Kindness Tree

• Family Connection-Ask children what

Fanny Frog might pack for her travels.



• Kindness Tree

• Family Connection- Invite children to

work with their families on making a list

of ways to travel to school, even

imaginary ones!



• Kindness Tree

• Family Connection-Send children out

the door moving as their favorite

animals. Encourage them to ask a

family member which animal they like

the best.



• Kindness Tree

• Family Connection- Encourage the

children to tell fmily members how they

used their imaginations at school today.

• Increasingly interacts and

communicates with peers to initiate

pretend-play scenarios that share a

common plan and goal• Produces a word that rhymes with a given

word

• Initiates problem-solving strategies and

seeks adult help when necessary

• Combines sentences that give detail,

stays on topic, and clearly communicates

•Slides, flips, and turns shapes to

demonstrate that the shapes

remain the same


motion of objects

• Creates or re-creates stories,

moods, or experiences through dramatic

representations

Closing Circle

Learning Goals

• Assumes various roles and

responsibilities as part of a classroom

community

• Is aware of where own body is in space;

respects personal boundaries

• Asks and answers appropriate questions

about the book




various situations



actions

• Shows understanding by following two-

step oral directions, and usually follows

three-step directions

• Is able to use language for different

purposes


motion of objects

• Is able to increase or decrease

intensity of emotions more consistently,

although adult guidance is sometimes

necessary• Uses sentences with more than one

phrase

• Demonstrates receptive vocabulary (three

to four thousand words)

• Identifies and creates common features in

her immediate environment

• Remains focused on engaging group

activities for age appropriate range of time


motion of objects

• Recognizes that information is accessible

through the use of technology


perform tasks




• Participates in activities to help them

become aware of what it means to be a

consumer

• Initiates problem-solving strategies and

seeks adult help when necessary



• Seeks to understand print

• Recognizes that information is accessible

through the use of technology

• Uses the verbal ordinal terms

• Shows awareness of areas of

competence and describes self positively in

what he is able to do

• Uses a large speaking vocabulary, adding

several new words daily


others

• Coordinates sequence of movements

to perform tasks

• Combines onset and rime to form

familiar one-syllable words without

pictorial support

• Uses information learned from books

by describing, relating, categorizing, or


• Identifies and describes the

characteristics of organisms

• Verbally identifies, without counting,

the number of objects from 1 to 5

• Recognizes one-digit numerals 0

through 9


Date Teacher

Literacy Math Data Analysis

English Vocabulary

Vocabulary, Oral Language

Character

EducationSelf-reliance, Auto confianza Technology

Letter

Knowledge

English-E, e, J, j, O, o, Q, q

Spanish-E, e, J, j, O, o, Q, q

Lesson Plans for Things That Move • Cosas que se mueven - Transportation (Week 3)April 2 -6, 2018 Gard 2

aerodynamic

aerodinámicaWonderful Word

Words, Words, Words; Frog Street Math-Measure It

X.A.1. X.A.2. II.D.1. V.D.1.

CM/GYM

p.100 “Stars and Stripes Forever”

(Feelin Froggy CD) and pretend to fly.

GYM/OUT

Invite children to fly paper

airplanes.Have children lie on their

backs and watch for airplanes in the

sky.

CM/GYM/OUT

p. 106 “Little Red Train” action

verse…"as it goes, little red train grows

& grows". Provide boxes (large enough

to hold a child) for children to build a

train.

LESSON

COMPONENTS

Greeting Circle


Unite: Sing "Little Hunk of Tin" (Appendix

p. 188 & Learning Songs of Fun CD) Focus

on transpotation vehicles cars, taxis &

buses.

Connect: Fanny Frog Rituals - Use Fanny

Frog to welcome each child by name and

send well wishes to those friends who are

absent. Sing "Welcome" (Appendix p.180

(words & It Starts in the Heart CD)


children that this is a safe place to be. Their

school is a safe place to be.

Daily Commitment - Have the children use

their commitment sticks to make their

commitment for the day. (i.e. use soft

hands, use helping hands, use our big

voice)

• Morning Message: Cars and buses

transport us on roads.

Moving and

Learning

CM/GYM/OUT

p. 94 “The Wheels on the Bus” song

with sound effects.

p. 91-Invite children to play Red Light,

Green Light (Appendix p. 204).


Unite: Sing "Roller Coaster Cars"

(Appendix p. 191) Focus on Carnival

Rides.




are absent. Play "My School Family"

(Appendix p. 180 (words) & It Starts in

the Heart CD)







• Morning Message: Everyone enjoys

a carnival ride.

Day 4


Unite: Sing "If I Had Wings (Appendix

p. 187) Focus on airplanes, helicopters

and space shuttles.




were absent yesterday. Work with a

partner to create a helicopter greeting.

(p.100)




keep them safe.




• Morning Message: Airplanes and

helicopters move people through the

air.


Unite: Sing "The Train" (Appendix p.

194) Focus on trains today.




who are absent today. Invite children to

sing "Twinkle, Twinkle, Little Star"

(Appendix p. 172)




keep them safe.




• Morning Message: Trains move

cargo quickly along the track.

CM/GYM/OUT

p. 112 “My Bonnie Lies over the

Ocean” (Appendix p.190 (words) &

Frog Street Action Songs # 18) Use a

parachute to demonstrate the

resistance created by air. Lift the

parachute up high and allow it to drift

down. If it is a windy day, position the

chute so that it is pushed by the air.

CM/GYM/OUT Invite children to set up a carnival. Have a

ball-tossing game, a go fishing game, and

a duck draw. Suggest that children think of

ways to make a pretend roller coaster (hold

on to one another’s waist and twist and turn

around the playground) and carousel (walk

in a circle, dipping up and down).


Unite: Sing " A Sailor Went to Sea"

(Appendix p. 192) Focus on ships and

boats.




were absent yesterday. Play "Get

Ready" (Appendix p. 175 (words) & It

Starts in the Heart CD)







• Morning Message: Boats and ships

move cargo quickly.

aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster,

ships, train, transportation, yacht

Spanish Vocabularyaerodinámica, aeroplano, bicicleta, botes, cargamento, rueda de Chicago, carga, helicóptero, caballo, carrusel, gráfica de objetos, gráfica de gente (real), pictograma,

montaña rusa, barcos, tren, transporte, yate

Day 1 Day 2 Day 3 Day 5

LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5

Weekly Learning

Centers

• Construction - Build a town with

roads and traffic signs and various

vehicles

• Fine Motor - Compare play dough

block impressions

• ABC Center - Make rubbings of

license plates

• Discovery Center - Explore balance

using a scale.

• Construction - Build an airport

complete with towers and a runway add

plastic planes and helicopters

• Fine Motor Center - Fold paper

airplanes

Character

Education


Introduce the calming strategy "Taking

a Trip" (Appendix p. 169)

Conscious Discipline-p.100

Teach the Helicopter Calming Strategy

(Appendix p. 169)

Read the story- Shubert Sees the Best


Play "S.T.A.R." Song (Appendix p. 177)

Content Connection- p. 99

Social Studies- Read Tools that Help

Me- Review street-crossing safety and

recite "Use Your Head Before Your

Feet" (Appendix p. 198) Display and

discuss the street crossing signals p. 5

story

Giants Made by People • Gigantes

hechos por el hombre

• Discuss carnival rides

• Distinguish different power sources


montaña rusa”

• Introduce idea of a round-trip

• Think about what it means to be self-

reliant

Phonics-Repeat Morning Message-

p.100 Blend the onset and the rime for

move (/m/ove) & people (/p/-eople)

Handwriting - Have the children make

an airplane and helicopter collage.



move (/m/ove)

Handwriting - Review numbers 1-10

on the white board. Have the children

put the magnetic numbers in sequential

order.

“Reagan’s Journal • El diario de

Reagan”

• Discuss travel safety measures

• Respond to questions in text



• Identify four-wheeled vehicles in story

• Connect story to experience

Once Upon a Time in Dragon Land •

Había una vez en Dragolandia

• Develop airplane background and

vocabulary

• Share experiences about flying



• Compare airplane to helicopter

• Compare illustrations to photographs



• Introduce fact-based fiction

• Compare photograph to illustrations

“Engine Ninety-Nine” • “Locomotora

Noventa y Nueve” listening story


• Participate in storytelling

* Construction - Wooden Car Garage

and various vehicles.

* Transportation Puzzles


Practice Tummy Waves, breathing like

waves in the ocean. Re-read the story-

Shubert Sees the Best, and have

Shubert discss the story with the

children and encourage the children to

say the best thing about their friends.

Conscious Discipline-p.118

Review Roller Coaster Breathing (Appendix

p.169)

Virtues and Values- Discuss Interdependence

of the members of the classroom. Compare the

things children can do by themselves to the

things that it takes everyone working together to

achieve. Discuss classroom helpers and make a

list of helper jobs for the classroom.

* Construction - Create an ocean

using blue fabric or paper and plastic

boats

• Pretend and Learn - Provide a large

box to use as a pretend boat.

• Sensory Table - Explore ways to

move sailboats

* Construction - Wooden Train Set

* Pretend and Learn Center - Children

pretend driving or flying various

vehicles using props & costumes

*Transportation Puzzles

“I Saw a Ship A-Sailing” • “Yo vi un

barquito que navegaba” participation

story

• Develop vocabulary

• Pantomime story

“Wynken, Blynken, and Nod” • “Sueño

de un niño” (Nursery Rhyme • Cuentos


• Recognize imagery in poem

• Think about how a boat is powered

Coconut Theater

Letters E,e,J,j,O,o,Q,q

Vocabulary Concepts-boats,ships,

transport, pleasure, work &

aerodynamically


Focus & Develop Sing "Row, Row,

Row, Your Boat" (Appendix p. 174)

Display pages 14 & 15 of Nature's

Giants

• Contrast cargo ships and cruise ships

• List and categorize watercraft

Coconut Theater

Letters-E,e,H,h,O,o,P,p

Vocabulary Concepts- airplane,

helicopter, jet, rocket, aerodynamic and

space



Sing "Airplane Flyers" (Appendix p.

181)

• Introduce concept of aerodynamics

• Discuss and contrast flying vehicles

Coconut Theater

Letters- E,e,J,j,O,o,Q,q

Vocabulary Concepts-train, passenger,

freight, cargo, chemical, engine,

passenger cars & aerodynamic



Perform Action Rhyme "I'm a Choo-

Choo Train (Appendix p. 197)

• Discuss & compare different trains

and the noises they make

• ABC-Complete missing letter patterns

with magnetic letters

Phonics and

Handwriting

Literacy (Oral

Language, Read

Aloud)

Coconut Theater

Letters-E,e,J,j,O,o,Q,q

Vocabualry Concepts- transportation,

cars, taxis, buses, highways, roads &

passenger


Teach Maxi's Taxi" (Appendix p. 199)

and pick out the rhyming words.

• Discuss likenesses and differences in

vehicles

• A to Z Helping Hands p. 15 and

Machines Large & Small p. 4

* Distinguish between road signs

Phonics- Repeat Morning Message-

p. 94 Blend the onset and the rime for

car (/k/-ar) & road (/r/-oad)

Handwriting- HWT Introduce Letter of

the Week and Formation- Ask the

children whose name begins with the

letters of the week.

Introduce the shape of the week

Literacy (Oral

Language, Read

Aloud) con't

Phonics- Repeat Morning Message-


move (/m/ove)

Handwriting- Have the children form

the letters of the week with playdough.

Give them example with your own

letters.



ride (/r/ide)

Handwriting - Write the letters of the

week with sand in the sensory table.

Coconut Theater

Letters- E,e,J,j,O,o,Q,q

Vocabulary Concepts- carousel,

carnival rides, circular round-trip, merry-

go-round, Ferris wheel & roller coaster

Photo Activity card # 4


• Develop background information

about merry-go-rounds

• Consider whether a round trip

represents travel

LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5



• Kindness Tree

• Family Connection- Encourage

children to discuss their family cars.




• 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

• Counts up to ten items, and

demonstrates that the last count

indicates how many items were

counted

• Identifies equal and unequal sets

• Investigates and describes position

and motion of objects

• Uses simple measuring devices to

learn about objects

• Begins to understand difference and

connection between feelings and

behaviors




common plan and goal

• Retells or reenacts a story after it is

read aloud

• Uses sentences with more than one

phrase

• Initiates problem-solving strategies

and seeks adult help when necessary

• Engages in voting as a method for

group decision making

• Demonstrates awareness of one-to-

one relationships

• Shows increasing control of tasks that

require eye-hand coordination


step oral directions, and ususally

follows three-step directions

• Uses art as a form of creative self-

expression and representation

Learning Goals




necessary

• Shows competence in initiating social

interactions



• Uses category labels to understand

how words and objects relate to each

other

• Produces a word that rhymes with a

given word

• Practices good habits of personal

safety


• Identifies equal and unequal sets.

• Collects data and organizes it in a

graphic representation

• Shows awareness of areas of

competence and describes self

positively in what he is able to do





• Combines onset and rime to form

familiar one-syllable words without

pictorial support

• Shows understanding by responding

appropriately.

• Demonstrates receptive vocabulary

(three to four thousand words)


stays on topic, and clearly

communicates

• Child investigates and describes

position and motion of objects.

• Describes, observes, and investigates

properties and characteristics of

common objects

•Demonstrates coordination and

balance in isolation

• Is aware of own feelings most of the time

• Participates in classroom music activities


others




• Demonstrates an understanding that

others have perspectives and feelings that

are different from her own.


step oral directions, and usually follows

three-step directions




various situations


perform tasks

• Identifies equal and unequal sets

• Collects data and organizes it in a graphic

representation

• Reflecting on the day p.123


• Kindness Tree

• Family Connection- Send Home

Parent note about Roller Coaster

Breathing

Closing Circle



• Kindness Tree



• Kindness Tree

• Family Connection- Today is a perfect

day to "chug" your way to your car.



• Kindness Tree

• Family Connection- Send Home

Parent note about Tummy Waves.

Celebrating Our Youngest Learners

Theme: Week of the Young Child Gard 2 Lesson Plan Week: April 9- 13, 2018

Day of the Week /

Objectives

Calendar

Circle Time

Language

Comprehension

Phonics

Development

Handwriting

Enrichment

Social Studies Curriculum

Centers

MISMATCH DAY

Monday

Reading and Writing

To cooperate with

others in a joint

activity

- Introduce the theme: Week of

the Young Child

- Sing “The More We Get

Together”

- Morning Message: What is

special about you?

-Calendar / Weather

- Discuss why we enjoy

reading and how we can learn

new things each time we open

a book. Talk to them about

how reading makes them feel.

-Find letters in your

name using

magnetic letters

- Make a friendship

collage

-Discuss with children how

books are written in different

languages. Show them the

Spanish books and the

Mandarin Chinese books.

**SEND A NOTE HOME

REQUESTING SOME

FAMILY PICTURES TO

BE USED ON FRIDAY

- Letter Hunt: Have children

search for letters that we have

reviewed already

- Puzzles

- Books

IN MUSIC – We will be

singing “One Love” for Music

Monday.

CAREER DAY

Tuesday

Creativity and Play

To know what makes

you unique

- Talk about how the children

dressed today and what they

want to be when they grow up

- Morning Message:

What makes you unique?

-Calendar / Weather

- Discuss how we all look

different but we are each

important. Discuss their

physical attribute. Discuss

internal attributes (likes,

dislikes, things they excel at)

- Play the Listening

Game

- Paint with sponges - Make a facial expression

chart. Ask children how do

you feel today?

- Have children “cook” their

favorite dishes in the kitchen

- Dress up

LUNCH – creating your own

tacos for Taco Tuesday!

SPORTS DAY

Wednesday

Child Health

To work on large

motor skills

- Talk about the children’s

favorite sports team. What

sports does that team play?

- -Morning Message:

What is your favorite fruit?

-Calendar / Weather

- Discuss the things children

can do to stay healthy. Learn

the importance of staying

active. How can we stay

active? Who can exercise with

us? How can staying active be

fun? Practice some simple

exercises.

- Sing “Head,

Shoulders, Knees,

and Toes”

- Stretch our bodies

while we sing our

ABC’s

- All About Me Book -Discuss how exercise and

healthy foods affect our

bodies.

- Discuss ways children can

take care of their bodies.

- Have the children pretend to

make dinner for their friends.

IN ART – Each child will be

working on their All About

Me page for the Classroom

Book (please laminate) BRING YOUR

FAVORITE

STORYBOOK

CHARACTER

Thursday

Creativity and Play

To learn how to be

compassionate

- Talk about the children’s

favorite storybook characters.

- Sing “You Are My Sunshine”

-Morning Message:

What is your favorite storybook

character?

-Calendar / Weather

- Have the children pick out

their favorite stories and act

them out.

- Make a list of

rhyming words

- Glue the fruits and

vegetables on a paper

plate.

-Discuss compassion and

give examples. Create a

cheer to cheer-up your

friends.

- Encourage children to work

on puzzles.

- Have them build with blocks.

IN KREM-TV – Decorating

cookies 4-6:30pm

SPIRIT DAY

Friday

Reading and Writing

I have a special family

- Talk about the different colors

everyone is wearing today.

-Sing “Everyone Is Special”

-Morning Message:

What makes you happy?

-Calendar / Weather

-Discuss families and how we

treat each other nicely. Talk

about their families. What are

their names? What do they do

at home? Do they have any

pets?

- Sing “I Love You”

- Create a family

poem

- Make a Feelings

Collage

-Share family pictures and

discuss different emotions

- Play and sing together

- Build a house with blocks

FUN for Fitness Friday!!

Date Teacher

Literacy Math

English Vocabulary


Unite: Sing "Niagara Falls (Appendix p.

190) Learn about water as a mover.




were absent yesterday.Play "Caring

Friends" (Appendix p. 177 & It Starts in

the Heart CD)




keep them safe.




• Morning Message: Photo Fanny

Share and Tell.

Calendar / Weather

Letter

Knowledge

English-U, u, X, x, Y, y, Z, z

Spanish-U, u, X, x, Y, y, Z, zDirection and Location ConceptsOral Language, Vocabulary, Comprehension

Greeting Circle

Lesson Plans for Things That Move • Cosas que se mueven - Mysterious Movers (Week 4)April 16 - 20, 2018 Gard 2

mysterious, misteriosoWonderful Word Self-reliance, Auto confianza TechnologyWriter's Corner; ABC & XYZCharacter

Education

CM - p. 130 “Twirl Around” song and

ribbon/streamer dance

GYM/OUT - p. 129 -Invite children to

blow bubbles. Call attention to how the

bubbles float on the wind.

CM - p. 136 “Itsy Bitsy Spider” down-

the-spout dance. (Additional game)

Water the Flowers and Watch Them

Grow game

GYM - Relay Races

OUT - p. 129 Build a pile of sand or

dirt. Place seeds or twigs in the pile.

Pour water over the pile and watch the

seeds and twigs travel

Day 4


Unite: Sing "Nursery Rhyme Rap"

(Appendix p. 188 and Songs of Learning

Fun CD) Discuss the verses about Jack

and Jill and Humpty Dumpty. Focus on

forces like gravity and magnetism.



send well wishes to those who are absent

today. Review "Humpty Dumpty" (Appendix

p. 173) and discuss independence and

cooperation.


children that they are in a safe place and

that here at school, you will help keep them

safe.



commitment for the day.

• Morning Message-Photo Fanny Share

and Tell

Calendar / Weather

direction, east, forces, gravity, magnetism, moon, mysterious, north, pollen, powerful, rivers, south, sun, tremble, unseen, waves, west, wind

Spanish Vocabularydirección, este, fuerzas, gravedad, magnetismo, Luna, misteriosos, norte, polen, poderosos, ríos, sur, Sol, temblar, no visto, olas, oeste, viento

Day 1 Day 2

• Building community p.130

Unite: Sing "Rock-a-Bye Birdie" (Appendix

p. 191) Discuss things that are moved by

unseen forces.



send well wishes to those friends who are

absent. Review Roller Coaster Breathing

(Appendix p. 169)


children that this is a safe place to be. Their

school is a safe place to be.



commitment for the day. (i.e. use soft

hands, use helping hands, use our big

voice)

• Morning Message: No message, but do

the Photo Fanny Share and Tell. Look at

your Important Message letter that will be

sent home to parents and follow the

directions. (It was included in your Theme 7

folder)

Calendar / Weather

Day 5LESSON

COMPONENTS

Moving and

Learning

CM/GYM - p. 148 “The Sounds of

Nature” moon dance (Leaping Literacy

CD) Dance in slow motion.

GYM/OUT - p. 129 Have the children

look at their shadow. Encourage the

children to look at the shadows of the

things around them. Take the children

outdoors again in the afternoon. As

they look at their shadows again, ask

them the same questions

Day 3


Unite: Sing "Mister Moon" (Appendix .

190) Focus on the movement of the

sun and the moon.




were absent yesterday. Review "Mr.

Sun" (Appendix p. 172 & Songs of Our

Earth CD)







• Morning Message- Photo Fanny

Share and Tell

Calendar / Weather


Unite: Sing "My Busy Garden"

(Appendix p. 189) Discuss how animals

move things, sometimes things we

can't see.




are absent. Sing "It Starts in the Heart"

(Appendix p. 178 & CD)







• Morning Message- Photo Fanny

Share and Tell

Calendar / Weather

CM - p. 142 “Itsy Bitsy Spider” gravity-

defying, up-the-spout dance- (additional

activity- Parachute with Balls- Point out

examples of gravity

GYM/OUT - Bouncing Ball Comparison-

Point out examples of gravity on the

playground (slide, swings, balls).

CM - p. 154 Waggle Dance (Appendix

p. 202) • (additional game- Colored

Flower Memory Add on Game)

GYM/OUT - Bee Pollination relay

races.

Day 4Day 1 Day 2 Day 5LESSON

COMPONENTSDay 3

Weekly Learning

Centers

• Science-Explore moving various

objects with air movers

• Sensory Table-Use fans to move

boats in a water table

• Creativity Station-Draw a picture of

something blowing in the wind

• Library and Listening-Sequence

story cards

• Science-Use air to move a cotton ball

• Writer's Corner-Illustrate the class

story

• Science-Explore water movement

using dampened sand

• Sensory Table-Provide a variety of

objects to move water

• Creativity Station-Paint with

watercolors and discuss

Phonics - Have children produce

words that start with /x/ (box, fox, ox)

Handwriting - Have children make the

letter X with playdough. Show them an

example.


words that start with /y / (yuck, yack,

yarn, yo-yo)

Handwriting - Explore what objects

can be moved with a magnet.

• Science-Explore a honeycomb with a

magnifiying glass

• Sensory Table-Provide plastic water

animals and discuss how animals

move things in the water

• Creativity Station-Construct a bird's

nest using tweezers as a beak

• Library and Listening-Retell story

with puppets

• Fine Motor-Simulate gathering and

moving pollen

Character

Education

Conscious Discipline - p. 130

Calming Strategy Balloon (Appendix p.

168)

Conscious Discipline - p. P. 136

Learn about how water moves. Practice

Calming Strategy Drain (Appendix p.

168) Pretend the water is carrying your

stress away with it.


Stretching Activities. These activities

are stress releasers. Discuss how

gravity would affect these movements.


Practice S.T.A.R. calming Strategy

(Appendix p. 169) Read Shubert's

S.T.A.R and discuss the story with the

children


Repeat Arm Breathing (Appendix p.

168)

• Science-Make a nail dance in water

using a magnet

• Sensory Table-Experiments pouring

water

• Creativity Station-Using a magnet,

move a washer in tempera paint

through a cookie sheet

• Fine Motor-String beads up

• Construction-Build a marble run

• Science-Mark hours using shadow

movement

• Sensory Table-Experiment with

changes in water temperature

• Creativity Station-Draw a night sky

and a day sky

• Science-Create shadows

• Writer's Corner-Write with finger

paint

• Library and Listening-Sort by

nighttime sky and daytime sky

Mysterious Movers • Fuerzas

misteriosas

• Experience Japanese haiku and art

• Consider how wind moves things

“The Last Leaf” • “La última hoja” story

starter (Appendix p.209)

• Develop vocabulary

• Add to a story

Mysterious Movers • Fuerzas

misteriosas

• Discuss moving water

• Contrast brooks and oceans as

movers

“River Talk” • “Plática de rios” listening

story (Appendix p.211)

• Introduce river vocabulary

• Analyze character’s feelings


montaña rusa” story folder

• Introduce concept of momentum

• Discuss role of gravity in carnival

rides

“Henny Penny” • “La gallina Tina” story

folder

• Introduce term “jumping to a

conclusion”

• Consider the impact of a changed

event

Twinkle, the Little Star • Chispita la

estrellita

• Develop star vocabulary

• Analyze story events

“The Sun and the Moon” • “El Sol y la

Luna” story folder

• Learn about the moon

• Consider moon’s perspective

Phonics and

Handwriting

Literacy (Oral

Language, Read

Aloud)

Coconut Theater

Letters- U,u,X,x,Y,y,Z,z

Vocabulary Concepts - wind,

mysterious, unseen, trembling, passing

through & bowed.


• Read and discuss poem about wind

• Discuss sounds the wind makes

Coconut Theater

Letters- U,u,X,x,Y,y,Z,z

Vocabulary Concepts - mysterious,

Niagra Falls, ocean, rivers, rain and

waves


Fanny Frog's Fantastic Poems and

Rhymes ("I Love the Oceans")

• Learn about oceans

• Discuss ocean pollution

Coconut Theater

Letters U,u,X,x,Y,y,Z,z


gravity, magetism, forces,

independence, pull, steady, invisible


• Reinforce understanding of gravity

• Answer what if questions


words that start with /u/. (up, cut, hut,

nut) Discuss that the letter /u/ has two

sounds long & short.

Handwriting - Use fans to move boats

in water in the water table.

Shape of the Week - Formation

Literacy (Oral

Language, Read

Aloud) con't

Coconut Theater



bees, honey, polen, nectar

Photo Activity Cards #37, #42, #46,

#52 and Seeds on the Move sequence

cards.


• Act out a rhyme "Animal Movers"

(Appendix p. 196)

• Sequence moving seed story cards


words that start with /z/ (zoo, zebra,

Zack)

Handwriting - Glue stars on the dark

sky.


words that start with the letters of the

week.

Handwriting - Paint with watercolors

and discuss

“Ms. Bumblebee Gathers Nectar” • “La

Sra. Abeja recoge nectar” prop story

(Appendix p.210)

• Learn about the bee, a mysterious

mover

• Sing “Honeybee Buzz”

“Seeds” • “La semillita” listening story

(Appendix p.212)

• Introduce movement vocabulary

• List ways that seeds move

Coconut Theater



revolves, sun, moon, revolution,

reflection


Display p. 20-21 of Nature's Giant

• Introduce revolution of earth

• Learn about sun, moon, and earth

Day 4Day 1 Day 2 Day 5LESSON

COMPONENTSDay 3



communicates



• Demonstrates an understanding that

others have perspectives and feelings

that are different from her own

• Engages in voting as a method for

group decision making



• Identifies, observes, and discusses

objects in the sky

• Observes and describes what

happens during changes in the earth

and sky


• Uses art as a form of creative self-

expression and representation

• Creates or recreates stories, moods,

or experiences through dramatic

representations





• Participates in classroom music

activities




• Recognizes, observes, and discusses

the relationship of organisms to their

environments

• Creates or re-creates stories, moods,

or experiences through dramatic

representations


appropriately

• Combines syllables into words


to perform tasks

Learning Goals




necessary


others

• Observes and describes what

happens during changes in the earth

and sky

• Uses a wide variety of words to label

and describe people, places, things,

and actions




various situations




• Uses simple measuring devices to

learn about objects

• Uses a variety of art materials and

activities for sensory experience and

exploration

• Begins to have meaningful friends



communicates



• Identifies similarities among people

like himself and classmates, as well as

between himself and people from other

cultures• Shows understanding by responding

appropriately

• Demonstrates the importance of caring

for our environment and our planet


motion of objects

• Uses simple measuring devices to learn

about objects

• Identifies, compares, and discusses earth

materials and their properties and uses


to perform tasks

• Combines ideas for complex

sentences


appropriately





• Demonstrates knowledge of verbal

conversational rules



• Uses language to describe concepts

associated with the passing of time

• Describes, observes, and investigates

properties and characteristics of

common objects

• Sorts objects that are the same and

different into groups, and uses

language to describe how the groups

are similar and different



• Kindness Tree

• Family Connection- Encourage the

children to talk with someone at home

about ways they are spreading seeds

of kindness by being helpful at school.

Closing Circle



• Kindness Tree

• Family Connection- Encourage

children to show their families how

invisible moving air (wind) moves

things



• Kindness Tree

• Family Connection- Remind the

children to talk with their families about

what direction the wind is blowing

today.



• Kindness Tree

• Family Connection Have children

become gravity detectives and spot

gravity at work.



• Kindness Tree

• Family Connection- Remind children

to look at the moon tonight and check

to see if any stars are visible.

gard 2 lesson plan theme: scents of the season march … p. 46 “compound boogie” dance (appendix...

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