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Frog and Toad Week

During Opening time you will:

1. Sing 2 songs from Conscious Discipline

2. Do breathing exercises

3. Review the letters of the week

4. Identify those who are absent

5. Pray for those who are absent and for your classroom that day.

Throughout the day you must read at least 2 books to the class. Great times to do that are while the lunch is being put out, nap time is starting or at the end of the day.

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Monday: Small Group: Items you will need –

• Large bowl • Plastic baggy

Work with children 2 at a time at a table Get a large bowl of water. Let the children run their fingers through it making sure they spread their fingers. Next put a plastic baggy on their hand, have them spread their fingers inside the bag and run their hand through the water. Questions: What did it feel like? How do you think webbed feet help frogs? Lesson intent: 3.20 Uses senses to learn about the characteristics of the environment and to collect data (scientific process: observing), 3.21 Uses words to describe the characteristics of objects (scientific process: communicating)

Large Group:

Items you will need –

• “Five Green and Speckled Frogs” by Constanza Busaluzzo • Plastic frogs • Popsicle stick

Bring children to the large group location in the room. Read “Five Green Speckled Frogs”. Give the students each a “log” (popsicle stick), and five plastic frogs. Have them place the frogs on the stick and act out the book as we reread it. Lesson intent: 2.4 Participates freely in music activities, 2.5 Enjoys singing games, dramatizing songs and moving to music, 3.1 Shows enjoyment of books and stories and discussion of them, 5.3 Expands vocabulary, 5.5 Participates in songs, finger plays, rhyming activities, and games, 5.9 Uses language to problem solve, 5.10 Follows directions in sequence  

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Bible: Bible Story: Ezra Read a Scroll Verse: Psalm 119:16 Items you will need -

• Copy of the memory verse • Copy of the Bible story • Copy of the Bible story picture • 6 different Bibles

Ahead of time, copy the story and cut apart paragraphs. Number the paragraphs in order and place one in each Bible at Nehemiah 8. Bring children to the large-group location in the room. Say: "Our Bible story is from the Book of Nehemiah. Say that name with me. 'Nehemiah (NEE huh MIGH uh).' The Book of Nehemiah is in the Old Testament. Comment: "Ezra is the name of a man in our Bible story. Ezra read the Bible scroll and helped people understand what he read." Today we read Bibles instead of scrolls. Explain: "Bibles may look different, but the stories inside are the same." Tell: "I placed today's Bible story as bookmarks in the Bibles." Choose one child at a time to open the Bibles, beginning with number one. Read the story from the bookmarks, or use the bookmarks as reminders as you tell the story. After the story, teach the Bible verse. Pray.

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Bible Story: Ezra Read a Scroll

Based on Nehemiah 8:1-12

Many people gathered together. The people asked Ezra to bring the book of the Law of Moses. The people wanted to hear the words of the book from God.

Ezra stood on a high platform. A platform was a stage set higher than the people stood. Several teachers and priests stood on either side of Ezra as he read the scroll. As Ezra opened the book, everyone stood up. Ezra thanked God, and the people said, "Amen, Amen!" Then the people bowed down to show God how much they loved Him. Ezra read the Scriptures for the people. He and the men with him explained what was read so everyone would understand. The men and women began to cry. They knew what they were hearing was very important. Ezra said, "Do not cry. This is a special day. Celebrate! Go and eat good food and drink sweet drinks. Give food and drink to anyone who does not have anything ready."

The people began to eat and drink and give food to their friends. The people were happy they had heard and understood God's words

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I wi

ll no

t fo

rget

God

’s wo

rds.

Ps

alm

119

:16

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Tuesday:

Small Group: Items you will need –

• Copies of the frog – one per child • Crayons • Glue sticks • Red paper cut into strips • Copies of the fly • scissors

Ahead of time, cut out the frogs and the flies. Work with children 4 at a time at a table. Give each child a frog. Have them color the frog. Give them a strip of red paper and have them fan-fold it for the tongue and glue a fly to the end. Finally glue the tongue to the frog.

Lesson intent: 2.10 Explores and manipulates art media, 2.12 Preplans art project and then works with care, 4.6 Coordinates eye and hand movements to complete tasks, 4.7 Uses small muscles for self-help skills Large Group:  

Items you will need - • computer - http://www.youtube.com/watch?v=NWtvt2BDFro • “Little Green Frog” by Rozanne Lanczak

Ahead of time, download the link to your computer. Bring children to the large group location in the room. Show the video “Ba-Rump Went The Little Green Frog with Miss Nina” on the computer. After singing, read “Little Green Frogs” by Rozanne Lanczak Williams. Lesson intent: 3.1 Shows enjoyment of books and stories and discussion of them, 5.3 Expands vocabulary

Bible:  

Bible Story: Ezra Read a Scroll

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Verse: Psalm 119:16 Items you will need -

• Copy of the memory verse • Copy of the Bible story • Copy of the Bible story picture • Copy of the questions

Ahead of time, cut apart the review questions. Bring children to the large-group location in the room. Reread the Bible story. After reading, play a review game. Have all the children stand up and stay standing throughout the lesson. Distribute questions and answers. Say: "Each paper has a symbol (small picture) on the scroll. Find the person with the same symbol that is on your paper and stand together." Assist kids with matching symbols. Invite a pair of kids to bring you their scrolls to be read aloud. Read aloud the question, pausing for responses. Check responses by reading aloud the answer from the matching paper. Continue to read aloud questions and check the responses. Display the Bible story picture. Comment: "You have stood a long time. Did you know the people stood from early morning to noon as Ezra read the Scriptures? The people learned as Ezra read the scroll. We learn from the Bible as we hear stories and verses." Review the memory verse. Pray.

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What did the people ask Ezra to do?

What did the people do as Ezra read the scroll?

Did the people sit or stand while they listened?

Who bowed and worshiped God?

Did the people understand the words of the scroll? How?

How did the people feel when they heard the words from the scroll?

What did Ezra tell the people?

How did the people celebrate?

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Bring the book of low of Moses (scroll) and read it

Stood and listened

Stood/stand

people

Yes: teachers and priests explained the words

Sad: cried

Not to be sad: celebrate by eating and drinking

Ate and drank: gave food to people who had none

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Wednesday:

Small Group: Items you will need –

• Plastic frogs of various colors Work with children 3 at a time at a table. Pour out some plastic frogs. Help the children sort the frogs by color. Have them pattern and count the frogs. Lesson intent: 3.10 Classifies objects by physical features such as shape or color, 3.11 Classifies objects conceptually (things that go together), 3.12 Recognizes patterns and can repeat them (patterning), 3.13 Demonstrates one-to-one correspondence, 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship (numeration) Large Group: Items you will need -

• “Into the Small, Small Pond” by Denise Fleming • Copies of the frogs

Ahead of time, copy and cut the following pictures of the frogs apart. Bring children to the large group location in the room. Show different frogs and where they live; talk about how God gives them the perfect homes. In the same way, He also provides for us by giving us a place to live. Talk about how there are lots of different frogs of different colors just like God made people in different colors- it means we’re all similar but unique (fearfully and wonderfully made). Read “Into the Small, Small Pond”. Lesson intent: 1.15 Understands and respects differences, 3.1 Shows enjoyment of books and stories and discussion of them, 3.19 Shows interest in exploring the environment, 3.21 Uses words to describe the characteristics of objects (scientific process: communicating), 5.3 Expands vocabulary

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Bible: Bible Story: Ezra Read a Scroll Verse: Psalm 119:16 Items you will need -

• Copy of the memory verse • Bible

Bring children to the large-group location in the room. Instruct: "We'll pass the Bible to each other. When I say 'stop,' whoever has the Bible will stand up." Give the Bible to a child and begin the passing. Say: "Stop. [Pause for child to stand.] We are learning what the Bible says. Does the Bible tell us to be kind or mean?" Encourage response then pass the Bible again. Stop frequently, asking kids questions about the Bible (obey or disobey parents, tell about Jesus or not, pray or not, worship God or not, tell the truth or lie, etc.) Review the memory verse. Pray.  

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Thursday:

Small Group: Items you will need –

• Cardstock with frog/toad copied on it • Glue • Bird seed

Ahead of time, make an example that the children can feel. Work with children 4 at a time at a table. Make real feeling frogs and toads. Give the students cardstock with two frogs on it. Have the children squirt a puddle of glue on one and let it dry. Squirt a puddle of glue on the other but add bird seed to it. Let it dry. Talk about the differences between toads and frogs and let them feel the example. Lesson intent: 3.20 Uses senses to learn about the characteristics of the environment and to collect data (scientific process: observing), 3.21 Uses words to describe the characteristics of objects (scientific process: communicating), 3.22 Makes comparisons (scientific process: comparing)

Large Group:

Items you will need - • “Days With Frog and Toad” by Arnold Nobel • Poster board with a Venn diagram made on it • Markers

Bring children to the large group area of the room. Get out the Venn diagram and ask the children to tell you characteristics about a frog and toad. Put the characteristics into the appropriate circle. If the characteristic is common to

Toad Frog

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both a frog and a toad, write it in the part of the circles that overlap. Read “Days With Frog and Toad”. Lesson intent: 3.1 Shows enjoyment of books and stories and discussion of them, 3.5 Understands that print conveys a message, 3.22 Makes comparisons (scientific process: comparing), 5.3 Expands vocabulary

Bible: Two day activity Bible Story: Ezra Read a Scroll Verse: Psalm 119:16 Items you will need -

• Copy of the memory verse • Card stock • Markers • Magnets • Address labels

Ahead of time, cut the card stock into rectangles that are larger than the address labels – one per child. Print the memory verse on address labels – one per child. Work with children 4 at a time at the tables. Give each child a rectangle and markers. Guide them to use to decorate the rectangle with the markers. Help them center and press the address label on the rectangle. Attach a piece of magnetic tape on the back. Review the Bible story while the children work. Review the memory verse by reading the address label. Say, “Your Bible phrase magnet will remind you that you can learn from the Bible. You can learn at home, church, and you can learn at school.”

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Friday: Small Group: Items you will need –

• Green foam sheets • Plastic frogs

Ahead of time cut out at least 10 lily pads out of the foam. Work with children 2 at a time at a table. Have a child choose any number of lily pads and place them on the table while counting the lily pads. Next, have another child put a frog on each lily pad while counting the frogs. Ask the following questions: How many lily pads are there? How many frogs are there? Does each frog have a lily pad? Does each lily pad have a frog? Are the numbers of lily pads and frogs the same or different? Lesson intent: 3.15 Demonstrates an understanding of number (how many) and numeral (3 is a numeral) relationship (numeration), 3.16 Demonstrates an understanding of addition and subtraction, using manipulatives Large Group: Items you will need -

• “Down by the Cool of the Pool” by Tony Mitton Bring children to the large group area of the room. Read “Down by the Cool of the Pool”. Draw attention to the rhyming words throughout the book. Play “Frog says…” (Just like Simon Says). Give commands like the action words in the story such as “Frog say hop like a frog”. Lesson intent: 3.1 Shows enjoyment of books and stories and discussion of them, 5.6 Uses words to communicate ideas and feelings Bible: Two day activity Bible Story: Ezra Read a Scroll Verse: Psalm 119:16

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Items you will need - • Copy of the memory verse • Card stock • Markers • Magnets • Address labels

Ahead of time, cut the card stock into rectangles that are larger than the address labels – one per child. Print the memory verse on address labels – one per child. Work with children 4 at a time at the tables. Give each child a rectangle and markers. Guide them to use to decorate the rectangle with the markers. Help them center and press the address label on the rectangle. Attach a piece of magnetic tape on the back. Review the Bible story while the children work. Review the memory verse by reading the address label. Say, “Your Bible phrase magnet will remind you that you can learn from the Bible. You can learn at home, church, and you can learn at school.”