WEEKLY LEARNING PLANNING FORM ROOM # 31

WEEK OF: 11/30/20 TEACHER’S NAME: Hannah Garrett

Day of the Week DAILY FOCUS(Focuses on the unit’s student outcomes-Daily Focus Question/ Lesson)

Play focus[Planting seeds for play activities (aka learning centers) Insert 4 DETAILED center ideas/ activities DAILY]

MondayDate: 11/30/20

Music/Movement:

“My House” Song

Visual:

List of Rooms in Martha’s House

Focus Questions: 1. What is a home? 2. What rooms are in a home? 3. Where do I live?

Read Martha’s House Using chart paper, have students list the rooms in

Martha’s home. Ask students to share what rooms are in their

homes. Transcribe student responses on chart paper.

Art: Provide children with Popsicle sticks and glue (Remote learners can use construction paper or toilet paper rolls). Invite them to make a home. Encourage them to think about the features they want to include in their home and how they will use the materials to create them.

Literacy/Library: Use books to identify words the begin with the letter d.

Writing: Encourage students to create a map of their house, labeling each of the rooms.

Science: Provide an assortment of building materials such as a shingle, a piece of wood, a brick, etc. and invite children to explore these building materials (Remote learners can use photographs of these items that will be sent via email). They can explore how the materials look and feel and can record their thoughts in their notebooks.

Math: Provide students with outlines of various homes (Remote learners will receive the template via email). Encourage them to color the homes and arrange them to create patterns.

Blocks: Use shoe boxes or other cardboard boxes to create an apartment building. Provide pictures of various types of apartment buildings from around New York City for children to reference. Facilitate discussions about the important details the children notice before

they start creating, and as they work. Children may want to furnish the apartments with small furniture. Any furniture that children would like, but is not available, can be made with recycled materials in the art area

Teacher Read Aloud: If You Lived Here

TuesdayDate: 12/1/20

Music/Movement: “My House” Song

Visuals: List of What Students

Saw During the Walk

Focus Question: 1. Where do I live?

Lesson:

Take students on a walk around the neighborhood. As you walk, encourage students to look at and describe the structures they see. What is the purpose of these structures (e.g., store or home).

Transcribe student responses on chart paper

Writing: Provide students with small pieces of paper so that they can make coupons listing how they will help at home (e.g., “I will help dry dishes.”).

Art: Supply children with various cardboard boxes such as shoe boxes, shipping boxes, moving boxes, and tape, glue, markers, etc. Children can use writing utensils to transform the boxes into pretend homes for people and animals.

Literacy/Library: Use pictures to create a collage of words that start with letter d (Remote learners: Use pictures from magazines or catalogs).

Math: Have an enlarged subway map and tape measures/rulers. Invite students to explore the length of each subway line. Which lines have the most and fewest stops? Which are the longest?

Science: Encourage students to use the building materials from the previous day to create small buildings. Are some sturdier than others? Which materials would they choose? Why?

Dramatic Play: Invite children to create the façade of a home using a very large piece of flat cardboard. The children can draw or paint the details of the home such as windows and doors. After the façade is complete stand it up; if possible, secure it in the upright position. Children can create facades for different types of homes (apartment building, house, etc.) throughout the unit.

Computer: Lakeshore: Colors

WednesdayDate: 12/2/20

Music/Movement: “My House” Song

Visuals: Venn Diagram

Focus Question: 1. Where do I live?

Lesson:

Read Country Mouse and City Mouse Collaborate with students to create a Venn diagram

comparing and contrasting where the mice live. Which reminds students most of where they live?

Writing: Encourage students to create a map of their house, labeling each of the rooms.

Art: Continue Tuesday’s project. Literacy/Library: Walk around the classroom

identifying objects that begin with letter d (Remote learners: Explore objects in your home/neighborhood that begin with letter d).

Dramatic Play: Set the Dramatic Play area up as a home. Invite children to play in the home. Consider setting the area up as a different room in a home or different type of home throughout the unit.

Science: Provide students with photographs of various homes throughout the world. Which homes are best for warmer places? What about colder places?

Sensory: Share with the children that some people live on boats. This type of boat is a houseboat. Fill the Sensory Table with water and add toy boats (Remote learners can use sponges as house boats or make their own using materials such as popsicle sticks). Invite children to pretend the boats are houseboats. Prompt critical thinking with the children through questions such as, “How do you think people who live on houseboats get food?” and “What do you think they do when it rains?”

Computer: Lakeshore: Letter identification Teacher Read Aloud: Your House, My House

ThursdayDate: 12/3/20

Music/Movement:

“My House” Song

Visual:

Focus Questions: 1. What features are in a house?

Lesson:

Read Vincent Paints His House. Invite students to share what color house they liked

most from the book. Create a bar graph with students measuring how

many students live in which color homes.

Writing: Continue with writing folders. Art: Provide an assortment of construction

paper shapes. Have children talk about the shapes, and then sort them in order to make purposeful selections and create a home. They might want to create their own home or a home they might like to live in.

Literacy/Library: Students will use the letter book and music to review letter d’s sound and words that begin with letter d.

Blocks: Provide various types of blocks and

Bar Graphbuilding materials for the children (Remote learners can use blocks or items such as cereal boxes). Encourage them to build their own homes or the buildings near where they live. As children work, and after they build, reflect on the materials and how children use them.

Sensory: Add sandcastle molds to the sand table. Add a small amount of water to create damp sand and invite children to build sandcastles. Be careful when adding water to the sand. Keep the lid off the table when finished to prevent mold growth.

Math: Provide students with photographs of various homes. Encourage students to count the number of rooms in each home. Which homes have the most? Which have the fewest?

Computer: Lakeshore: Number identification Teacher Read Aloud: Come Over to my House

FridayDate: 12/4/20

Music/Movement: “My House” Song

Visuals: Color Mixing Chart

Focus Question: 1. How do we create different colors?

Lesson:

Display the bar graph and text from yesterday’s lesson.

Read MousePaint and encourage students to take turns mixing colors to create a color chart like the one below:

Art: Provide various child friendly kitchen tools that do not have sharp or jagged edges such as a potato masher, fork or small rolling pin and invite children to use the tools to paint a picture.

Literacy/Library: Friday: Literacy: Students will sort selected items based on beginning letter sound (d v. t).

Writing: Continue with writing folders. Blocks: Add large flat blocks or flat pieces of

cardboard for children to use as roofs on the structures they build.

Computer: Lakeshore: Letter identification Sensory: Add items of various colors into the

water table. Have students sort them by color or use them to create patterns.

Science: Provide an assortment of blunt nails and screws of various sizes and textures as well as containers for sorting. Invite children to sort the materials.

Dramatic Play: Encourage students to act as interior designers. Which items should be used

in which part of the home? Why? Teacher Read Aloud: Pete the Cat: A Pet for Pete

Social Emotional

Day/Week (11/30-12/4) Week 10: Same or Different Feelings * Repeat and Review in full

Monday 11/30

Preform puppet script: The puppets feel differently about the same event that is happening at school. The dentist is coming and one puppet is happy/excited and the other puppet is scared.Introduce Words for this week together: Same/ Different.Song: I Have Feelings (track 13)Brain Builder: Play the Echo, Echo! Game.Have students practice echoing and preforming gestures for words we have learned before as a review. Do words:

attention or focus while pretending to have attention scopes. I want while using gesture by tapping your chest Asking for help while using gesture for help me

Happy/ Sad/ Angry/ Surprised/ Scared while making the face for the kids to echo the words and try to copy the emotion Review listening rules for students to echo while doing gestures

For students who struggle with language encourage them to try to echo or make a partial sound or approximation and get them to do the gestures.

Tuesday 12/1

Story & Discussion: Use the picture on the poster to share a visual of the story that you are discussing with students. Today's story is about Marisa and Shontal. The two girls are doing the same activity together but are showing different feelings about what is happening.

Wednesday 12/2

Skill Building Activity #1: Identifying same or different.Alternative activity that could help for participation for student who struggle with language. Play the Feelings matching game. This time match up the boy and girl that are showing the same feeling. Use the feelings we have learned about: happy, sad, surprised, scared and angry. This time the total cards would be 10. Flip over all the feelings cards and their match then have the students take turns pointing to 2 cards for you to flip over. When you flip the cards over ask the students are they the same feeling or different. When they are different ask students the question so that it is a “yes/no”- “are these cards the same – no” encourage students to say no or shake their heads no OR when the cards are different you could ask “are the cards different – yes” encourage students to say yes or shake their heads yes. You could have students tell you what two different feelings are on the cards that got flipped. Tell the students when we find a match you will hold them up and we should make the feeling we see with our face so that all our faces show the same feeling.

Thursday 12/3

Skill Building Activity #2: Use Polly spots or tape markers to make 2 different lines to help students keep socially distanced. Have drawn pictures or your Feelings cards to show students when you are designating each line. Give students the scenarios when asking how they would feel.For students/classrooms where the movement around the room would be to much you can do it from seats by asking the same scenarios and having kids stand up or sit down. Ex: Scenario 1- Someone asks you to hold a snake. If you would feel scared stand up if you would feel happy stay sitting.

Friday12/4

Read Aloud related to SE topic:F for Feelings: https://www.getepic.com/app/read/68924My Feelings: https://www.getepic.com/app/read/45390

Common Core Standards

PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note: Limit category counts to be less than or equal to 10.

PK.MATH.10. [NY-PK.MD.1.] Identifies measurable attributes of objects, such as length or weight, and describes them using appropriate vocabulary (e.g., small, big, short, tall, empty, full, heavy, light)

PK.AL.3. Approaches tasks and problems with creativity, imagination and/or willingness to try new experiences PK.MATH.14. [NY-PK.G.3.] Explores two-and three-dimensional objects and uses informal language to describe their

similarities, differences, and other attributes PK.SCI.11. [K-2-ETS1-2.] Develops a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it

function as needed to solve a given problem PK.ELAL.7 [PKR.3] Develops and answers questions about characters, major events, and pieces of information in a text. PK.SOC.1. Develops a basic awareness of self as an individual, self within the context of group, and self within the context of

community PK.ELAL.6. [PKR.2] Retells stories or share information from a text