lesson plans for stories and rhymes • cuentos y rimas - nursery … · 2020. 5. 19. · phonics...
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Date Teacher
Literacy Math
alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds
Spanish Vocabularyigual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
Greeting Circle
• Building community p. 22
Unite: Welcome each child by name and
invite the children to sing "Nursery Rhyme
Rap" (Leaping Literacy CD #14-Appendix p.
181) Tell children that nursery rhymes are
short, rhyming poems or songs. Today they
will focus on a Mother Goose rhyme,
"Humpty Dumpty"
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Recite "Humpty Dumpty"
(Appendix p. 185) and then the cooperative
version (Appendix p.171). Ask about the
difference in the rhyme. Have children
identify a rhyme were people are helpful.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment Sticks -
Ask children to work with others to solve a
problem today just like the queen's horses
and king's men did in "Humpty Dumpty".
• Morning Message- Humpty Dumpty sat on
a wall. Humpty Dumpty had a great fall.
• Review the morning message- How do the
two sentences look the same. Include
Uppercase letters and punctuation.
• Ask the children if they see any words that
rhyme.
• Challenge children to think of other words
that rhyme with wall & fall.
• Review letter sounds for A-F.
• Building community p. 28
Unite: Welcome each child by name and
invite the children to sing "Nursery
Rhyme Rap" (Leaping Literacy CD #14-
Appendix p. 181) Recite "Sana, Sana"
(Appendix p.186) in Spanish. Ask
children about wounds they have had
and how their family members take care
of their wounds. Tell children that they will
continue learning about nursery rhymes.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Invite children to
sing and perform movements to
"Twinkle, Twinkle, Little Star" (Appendix
p. 178) with partners.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Jack and Jill went
up the hill.
• Review the morning message and have
children identify the rhyming words.
(Strategy Card D-Rhyming)
• Challenge children to name other words
that rhyme Jill and hill.
• Review letter sounds A-F
• Building community p. 34
Unite: Welcome each child by name and
invite the children to sing "Nursery
Rhyme Rap" (Leaping Literacy CD #14-
Appendix p. 181). Tell children that they
will continue learning about nursery
rhymes. Today they will focus on a rhyme
that is believed to be African American,
"Miss Mary Mack".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Tell children that
there are several nursery rhymes that
use the name Mary . Teach children
"Mary Had a Little Lamb" (Appendix p.
170) .
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Miss Mary Mack
wears black.
• Review the morning message and have
children identify the rhyming words.
• What words rhyme with Mack and
black?
• Display letter cards-A-F and a-f
• Building community p. 40
Unite: Welcome each child by name and
invite the children to sing "Nursery
Rhyme Rap" (Leaping Literacy CD #14-
Appendix p. 181). Tell children that they
will continue learning about nursery
rhymes. Today they will focus on a
Japanese rhyme called "The Kite".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Play "My
School Family" (It Starts in the Heart CD
#6-Appendix p. 175) . Encourage
children to work with a partner. Instruct
them to change partners each time they
hear boom, boom, boom.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Kites are rising in
the sky.
• Review morning message.
• Discuss the meaning of "rising". What
words rhyme with sky?
• Display letter cards A-F and a-f
• Building community p. 46
Unite: Welcome each child by name and
invite the children to sing "Nursery
Rhyme Rap" (Leaping Literacy CD #14-
Appendix p. 181). Tell children that they
will continue learning about nursery
rhymes. Today they will focus on rhymes
about animals.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Invite children to
sing and move to "Get Ready" (It Starts
in the Heart CD #2-Appendix p. 174) .
Explain that the activities in this song
help our brains be able to focus and
concentrate.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Three little kittens
lost their mittens.
• Review morning message.
• Identify the rhyming words. What other
words rhyme with kittens and mittens ?
• Display letter cards and ask volunteers
to name the letters.
Moving and
Learning
CM- p. 22 “Stars and Stripes
Forever” with musical eggs
OUT/GYM- p. 21 Play Please Don’t
Let the Ball Fall (Appenx p. 193)
CM/GYM p. p. 28 “Ring around the
Rosie” singing game (Appenx p.
183)
OUT-p. 21 Provide first-aid props.
Turn bicycles into emergency
vehicles.
CM-p. 34 “Miss Mary Mack” clapping
game Feelin Froggy CD or (Appendx p.
180)
Out/Gym-p. 28 Encourage children to
Jump the Fence (Appendx p. 193).
CM/GYM- Dance with streamers to
music.
OUT-Invite children to fly kites
CM-"Who has the Mitten?" (played
Doggie, Doggie Where's Your Bone?)
GYM- play Drop the Mitten (Appendx p.
193).
OUT- play "Find the Mitten" p. 193
Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1)January 15-19, 2018 Crème Prep
culture, culturaWonderful Word TechnologyWriter's CornerCharacter
Education
Commitment, Compromiso
Loyalty, Lealtad
Counting, Whole-Part Relationship
English Vocabulary
Letter
Knowledge
English-Aa, Bb, Cc, Dd, Ee, Ff
Spanish-Aa, Bb, Cc, Dd, Ee, FfPhonological Awareness (Rhyming)
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
Phonics Book
Sight Words - Continue reviewing the
first 10 sight words on the PrePrimer
list.
Handwriting-Write first 5 sight words
Phonics Book
Sight Words - Continue reviewing the
first 10 sight words on the PrePrimer
list.
Handwriting- Write first and last
names
Phonics Book
Sight Words - Continue reviewing the
first 10 sight words on the PrePrimer
list.
Handwriting- Write next 5 sight words.
Phonics Book
Sight Words - Continue reviewing the
first 10 sight words on the PrePrimer
list. (SEND HOME FIRST 10 SIGHT WORDS
ON FLASH CARDS FOR EACH CHILD)
Handwriting-HWT workbook
Coconut Theatre-
Letters A-F and a-f
Vocabulary Concepts- fleece, silver,
fifty cents, slave, cotton fields, alike,
different, alliteration, black and yellow.
Focus & Develop p. 36
Identify letter M at beginning of
alliterative phrases.
Identify pairs of sounds alike and
different. Look at letter formation, which
are made using only straight lines.
Coconut Theatre-
Letters A,a,B,b,C,c,D,d,E,e,F,f
Vocabulary Concepts- nursery,
rhyme, like & different
Focus & Develop p. 24
How are these items alike and
Different? Which items would sit most
easily on a wall? Demonstrate the
children's guesses to see if they were
right. Have children fill in the rhyming
words in "Humpty Dumpty"
Analyze and produce rhyming words
Coconut Theatre-
Letters A-F and a-f
Vocabulary Concepts-boo-boo,
cream, wounds
Focus & Develop p. 30
How do we treat injuries? How did they
treat Jack and Jill's boo boos? Recite
"Heal, Heal" Brainstorm words that
have the same ending sounds
Work with rhyming words
Phonics Book
Sight Words - Begin introducing the
first 10 sight words on the PrePrimer
list.
Handwriting- HWT Letter Introduction
& formation and Finger plays & Songs
Cononut Theatre-
Letters- A-F & a-f
Vocabulary Concepts- kites, tail,
string, Japanese, ideograms and
phonograms
Focus & Develop p. 42
Learn parts of a kite
Compare Japanese symbols and
alphabet letters- ideograms and
phonograms. Each symbol means the
meanings of several words.
Literacy (Oral
Language, Read
Aloud)
“This Is the House that Jack Built” •
“Ésta es la casa que Juan construyó”
listening story (p. 196)
• Describe characters
• Explore cause-and-effect
relationships
“Peter, Peter, Pumpkin Eater” • “Daniel,
Daniel” (Nursery Rhyme • Cuentos
infantiles flip chart)
• Identify and produce rhyming words
• Compare Jack’s house to Peter’s
pumpkin
Going Down Frog Street A to Z or
Abeceloco
• Enjoy an alphabet story
• Identify uppercase letters A, B, C, D,
E, F
“Jack and Jill” • “Juan y Josefina”
(Nursery Rhyme • Cuentos infantiles
flip chart)
• Use illustrations to predict story action
• Introduce new vocabulary words
“Hey Diddle Diddle” • Hey mentironsín
(Nursery Rhyme • Cuentos infantiles
flip chart)
• Distinguish between real and pretend
• Produce rhyming words
“Little Miss Muffet” or “Arroz con leche”
(Nursery Rhyme • Cuentos infantiles
flip chart)
• Extend vocabulary
*Pretend and Learn-Test the wind
direction outside using bubbles
*ABC-Lacing letters with string or yarn
* Language and Literacy-Match
rhyming words
*Flannel Board Nursery Rhymes
*Nursery Rhyme Puzzles
*Provide various sized & patterned
mittens to match
*ABC-Match magnetic letters to letters
in alphabet book
*Language and Literacy-Match pairs of
mittens (uppercase & lowercase letters,
rhyming words)
Phonics Book /
Fine Motor Skills &
Handwriting
Literacy (Focus
and Development)
Mysterious Movers • Fuerzas
misteriosas
• Extend vocabulary
• Role-play action verbs
Twinkle, the Little Star • Chispita la
estrellita
• Extend vocabulary
• Recognize that author is telling a story
“Cucú” • “Ribbit, Ribbit” (Cultural
Rhymes flip book)
• Hear a traditional Latin American
rhyme
• Produce rhyming words
“There Was an Old Woman” (Nursery
Rhyme • Cuentos infantiles flip chart)
• Compare two stories
• Identify rhyming words in story
Weekly Centers
*Pretend and Learn-Build a wall with
blocks and explore items that balance
*Language and Literacy-Match rhyming
word cards
*Flannel Board Nursery Rhymes
*Pretend and Learn-Pretend to treat
injuries with brown paper strips- a
pretend first-aid kit in the center and
pretend to bandage wounds
*Flannel Board Nursery Rhymes
*Pretend and Learn-Discuss the
elephant that jumped the fence and
provide items to toss in the air and
watch drop
*ABC-letter cookie cutters with play
dough
*Language and Literacy-Sort buttons by
attributes
Coconut Theatre-
Letters A-F and a-f
Vocabulary Concepts- slink, arch,
mittens, gloves, naughty, lost & found
Focus & Develop p. 48
Retell the story of the three little kittens
w/ props and read "Don Meliton"
Spanish rhyme (Appendx 185)
Analyze the rhyming words mitten and
kitten
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
• Reflecting on the day p. 51
• Check on Commitments
• Kindness Tree-count how many acts
of kindness were done this week
• Family Connection- Review Kite
breathing with the children and send
home note about Kite Breathing.
Character
Education
Consious Discipline- p. 22
Invite Children to choose a calming
strategy.
P.A.T.H.s - Lesson #20 "Sharing and
Caring I" - Use the turtle and hedgehog
puppets to introduce the lesson. Make
flower shapes.
Conscious Discipline- p. 28
Have children choose a calming
strategy. Remind children of the
"cranky cream" explain to children that
creams can also help heal hurts. (USE
VIDEO CAMERA WHILE DOING THIS
EXERCISE SO THAT THE CHILDREN CAN
SEE THEMSELVES ON THE FLAT
SCREENS.)
Social Studies p. 51
Discuss the roles that mittens and
gloves play in keeping our hands safe
and warm Have children experience
cold by holding ice cubes with and
without them. What community helpers
wear gloves?
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Responds to different musical styles
through movement and play
• Produces a word that rhymes with a
given word
• Demonstrates receptive vocabulary
(three to four thousand words)• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Produces a word that begins with the
same sound as a given pair of words
• Names at least 20 upper- and at least 20
lowercase letters
• Shows understanding by following two-
step oral directions, and usually follows
three-step directions
• Knows that objects or parts of an object
can be counted
• Counts one to ten items, with one count
per item
• Demonstrates that the order of the
counting sequence is always the same
• Describes, observes, and investigates
properties and characteristics of common
objects
• Uses a variety of art materials and
activities for sensory experience and
exploration
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Begins to understand difference and
connection between feelings and
behaviors
• Produces a word that rhymes with a
given word
• Shows interest in books
• Seeks to understand print• Uses a wide variety of words to label and
describe people, places, things, and
actions
• Identifies similarities among people like
himself and classmates, as well as
between himself and people from other
cultures
• Knows that objects or parts of an object,
can be counted
• Counts up to ten items, and demonstrates
that the last count indicates how many
items were counted
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Describes, observes, and investigates
properties and characteristics of common
objects
• Investigates and describes position and
motion of objects
• Demonstrates coordination and balance in
isolation
• Assumes various roles and
responsibilities as part of a classroom
community
• Increasingly interacts and communicates
with peers to initiate pretend-play scenarios
that share a common plan and goal
• Creates or recreates stories, moods, or
experiences through dramatic
representations
• Asks and answers appropriate questions
about the book
• Produces a word that rhymes with a given
word
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Names at least 20 upper- and at least 20
lowercase letters
• Retells or reenacts a story after it is read aloud
• Knows that objects or parts of an object can be
counted
• Demonstrates understanding that when
counting, the items can be chosen in any order
• Verbally identifies, without counting, the
number of objects from one through five
• Discusses the roles and responsibilities of
community workers
• Practices good habits of personal safety
• Initiates problem-solving strategies and seeks
adult help when necessary
Conscious Discipline-p. 40
Have children pretend their hands are
kites and their arms are strings. They
will use their breath to create air for the
kites. (USE VIDEO CAMERA WHILE DOING
THIS EXERCISE SO THAT THE CHILDREN
CAN SEE THEMSELVES ON THE FLAT
SCREENS.)
Conscious Discipline- p.34
Have children choose a calming
strategy and perform it.
P.A.T.H.s - Lesson #20 "Sharing and
Caring I" - Remind children "Sharing is
Caring". Talk about playing together.
Virtues and Values-
Introduce the concepts- Commitment
and Loyalty.
Create word webs and have children
brainstorm ways to keep commitments
and be loyal.
P.A.T.H.s - Lesson #20 "Sharing and
Caring I" - Send home the parent
handout Sharing is Caring. Continue to
send home the Compliment List with
the PATHS Kid for Today.
• Reflecting on the day p. 39
• Check on Commitments
• Kindness Tree
• Family Connection- Send home a
copy of Miss Fanny Frog Take-Home
Storybook
• Reflecting on the day p. 45
• Check on Commitments
• Kindness Tree
• Family Connection- Encourage
children to explain and demonstrate
gravity to their families
Learning Goals
• Demonstrates empathy and caring for
others
• Produces a word that rhymes with a
given word
• Responds to different musical styles
through movement and play
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Names at least 20 upper- and at least
20 lowercase letters
• Recognizes at least 20 letter sounds
• Knows that objects or parts of an
object can be counted
• Recognizes and compares heights or
lengths of people or objects• Sorts objects that are the same and
different into groups and uses language
• Describes, observes, and investigates
properties and characteristics of common
objects
• Investigates and describes position and
motion of objects
• Describes attributes
•Is able to increase or decrease
intensity of emotions more consistently,
although adult guidance is sometimes
necessary
• Practices good habits of personal
health and hygiene
• Participates in classroom music
activities
• Retells or reenacts a story after it is
read aloud
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Names at least 20 upperand at least
20 lowercase letters
• Produces a word that rhymes with a
given word
• Knows that objects or parts of an
object can be counted
• Recognizes and compares heights or
lengths of people or objects
• Recognizes how much can be placed
within an object
Closing Circle
• Reflecting on the day p. 27
• Check on Commitments- How did you
show your commitment today?
• Kindness Tree
• Family Connection- Practice reciting
"Humpty Dumpty" and encourage
children to share with their families at
home.
• Reflecting on the day p. 33
• Check on Commitments How did you
show your commitment today?
• Kindness Tree
• Family Connection- Do you have a
first aid kit at home. What items do you
have the same or different then the
schools F.A. Kit
Date Teacher
Literacy Math
English Vocabulary
Letter
Knowledge
English-Gg, Hh, Ii, Jj, Kk, Ll
Spanish-Gg,Hh,Ii,Jj,Kk,LlComprehension and Dramatic Expression Measurement, Ordering by Attributes
Lesson Plans for Stories and Rhymes • Cuentos y rimas - Traditional Tales (Week 2)January 22-26, 2018 Crème Prep
traditional, tradicionalWonderful Word TechnologyReading Buddy; Sounds and RhymesCharacter
Education
Commitment, Compromiso
Loyalty, Lealtad
Moving and
Learning
CM/GYM - Invite children to participate
in a Walk-on Nursery Rhyme
(Appendix p191). Encourage them to
follow your lead through "Goldilocks".
OUT/GYM- p. 57 Encourage children
to play with small, medium and large
balls.
CM/GYM - Invite children to play “One
Pink Piglet" (Appendix p. 195). Teach
them the words and allow them to
make up the movements.
OUT/GYM -p. 57 Invite the children to
play "Mr. Troll, May I? (Appendix
p.193)
CM/GYM-p. 70 Play “What Time Is It,
Mr. Wolfe?" (Appendix p.194)
OUT/GYM-p. 57 Encourage the
children to play "Duck, Duck, Goose"
CM/GYM- p.76 Invite children to dance
to "New Chicken Dance"
OUT/GYM -Invite children to play a
traditional Mexican game The Blind
Hen (Appendix p. 193)
CM- p.82 Invite children to create a
"Henny Penny" dance.
GYM- play "Drop the Mitten" (Appendix
p. 193).
OUT- play "Find the Mitten" (Appendix
p. 193).
Day 5LESSON
COMPONENTSDay 4
Greeting Circle
• Building community p. 58
Unite: Welcome each child by name
and invite the children to sing "Three
Bear's Rap" (Moving to Math CD-
Appendix p. 179) Tell children that this
week they will be learning about some of
their favorite stories. They will be
learning about traditional tales. Stories
that have been around a long time.
Today they will focus on "The Three
Bears".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Introduce "Here
is the Beehive" (appendix p.170). Teach
the words and then the movements.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- The three bears
sat on chairs.
• Write the sentence and review the
morning message- Include Uppercase
letters and punctuation.
• Ask the children if they see any words that
rhyme.
• Challenge children to think of other words
that rhyme with bears and chairs.
• Review letter sounds for G-L
• Building community p. 64
Unite: Welcome each child by name
and invite the children to sing "Three
Pigs" (Appendix p. 181) Tell children that
they will continue to learn about
traditional tales. Stories that have been
around a long time. Today they will focus
on "The Three Pigs" and "The Three
Billy Goats".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Invite children to
participate in "Three Nice Mice"
(appendix p.175). Point out that this
story is about three animals just like
other stories we have heard about
bears, pigs, goats, and kittens.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Who huffs and
puffs and blows houses down?
• Write the sentence and review the
morning message- Include Uppercase
letters and punctuation.
• Ask the children if they see any words that
rhyme.
• Challenge children to think of other words
that rhyme with huff and puff.
• Review letter sounds for G-L
• Building community p. 70
Unite: Welcome each child by name
and invite the children to sing "Through
the Woods" (Appendix p. 183) Tell
children that today they will hear
another story about a wolf. This time
the wolf will try to eat a little girl named
Red.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent. Invite
children to play "I Wish You Well" (It
Starts in the Heart CD"-Appendix
p175). Encourage children to work with
partners.
Commit: Safer Keeper Rituals-
Remind children that our classroom is
a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Little Red sat on
the high bed.
• Write the sentence and review the
morning message- Include Uppercase
letters and punctuation.
• Ask the children if they see any words
that rhyme.
• Challenge children to think of other
words that rhyme with Red and bed.
• Review letter sounds for G-L
• Building community p. 76
Unite: Welcome each child by name
and invite the children to sing "Caring
Friends" (Appendix p. 174) Tell
children that they will continue to learn
about traditional tales. Today they will
learn about "The Little Red Hen" and
her unhelpful friends.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent. Play
"People to People" (It Starts in the
Heart CD-appendix p177). Review the
actions prior to listening to the song.
Encourage children to give some
examples of being a friend.
Commit: Safer Keeper Rituals-
Remind children that our classroom is
a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Little Red Hen
can count to ten.
• Write the sentence and review the
morning message- Include Uppercase
letters and punctuation.
• Ask the children if they see any words
that rhyme.
• Challenge children to think of other
words that rhyme with Hen and ten.
• Review letter sounds for G-L
• Building community p. 82
Unite: Welcome each child by name
and invite the children to sing "I'm a
Little Acorn Brown" (Appendix p. 180)
Tell children that they will continue to
learn about traditional tales. The story
they will hear today is about a silly
chicken who mistakes an acorn for a
piece of the sky.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Invite children to
select a partner and exchange a pinky
hug greeting. Challenge children to
create a special greeting they might offer
one of the primary characters in Henny
Penny.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Henny Penny and
Goosey Loosey went to find the king.
• Write the sentence and review the
morning message- Include Uppercase
letters and punctuation.
• Ask the children if they see any words
that rhyme.
• Challenge children to think of other words
that rhyme with Henny and penny.
• Review letter sounds for G-L
audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survery, traditional, trowel, version
Spanish Vocabularyaudiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión
Day 1 Day 2 Day 3
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
Coconut Theatre-
Letters Sound out the letters of the
week. Sing the ABC song.
Focus & Develop p. 84
Display the Henny Penny story props.
Challenge children to create a rhyming
name using their name similar to the
story character names.
“Little Red Hen” • “La gallinita roja”
story folder
• Describe characters
• Consider Little Red Hen’s decision to
eat alone
“Henny Penny” • “La gallina Tina” story
folder
• Discuss story events
“The Gingerbread Boy” • “El muñequito
de jengibre” story folder
• Discuss fox’s trick
• Identify characters in the story
Weekly Centers
*Pretend and Learn-Make Alphabet
Soup for Little Miss Muffet using the
magnetic letters for Gg and Ll.
• Pretend and Learn-Invite children to
pretend they live with the troll
• Pretend and Learn-Pretend that Little
Red is carrying a basket of magnetic
letters to her Grandmother’s home
• Pretend and Learn-Invite children to
plant and harvest wheat
• Pretend and Learn-Invite children to
make acorn soup
• Construction-Reenact the story of
Henny Penny using plastic farm
animals
Phonics, Fine
Motor Skills &
Handwriting
Literacy (Focus
and Development)
Coconut Theatre-
Letters Gg,Hh, Ii, Jj, Kk, Ll
Vocabulary Concepts - hen, dog
Focus & Develop p. 60
Tell children the story of "The Three
Bears" was written a long, long, long
time ago. Ask them if they remember
how the story ends. Where does the
story take place? What kind of sounds
can you hear from the story?
Coconut Theatre-
Letters G and H pocket letters and
pictures
Focus & Develop p. 66
-How do we know when something is
real or make believe? Give examples.
Display Photo Activity Card #127 - Use
the photo and information on back of
card to introduce and discuss facts
about pigs.
Phonics book
Handwriting-HWT activity
Sight Words - Continue to review the
first 10 sight words from last week.
Cononut Theatre-
Letters- K and L
Vocabulary Concepts- cat, goose
Focus & Develop p. 78
• Display the "Little Red Hen" story
props.
• Display vocabulary cards hen, dog,
cat, and goose. Discuss the letters in
each animal name.
Literacy (Oral
Language, Read
Aloud)
“The Three Bears" • “Los tres osos”
story folder
• Describe characters
• Describe how the part of Papa Bear
is always different from the part of
Baby Bear (Baby's soup is gone, chair
is broken, bed is occupied)
“The Three Pigs” • “Los tres cerditos”
(Developmental Storybook)
• T alk about the pigs used for building
materials for their homes.
• Compare real and make believe pigs
• Consider characters’ commitments
"The Boy Who Cried Wolf” • "El pastor
mentiroso" (Appendix p.209)
• Ask children why it is important to tell
the truth.
• Have children put their hands above
their ears to look like wolf ears every
time they hear the word wolf in the
story.
Coconut Theatre-
Letters I and J pocket letter and
pictures.
Focus & Develop p. 72
Talk about wolves and how they walk
and look. Display Photo Activity Card
#131 - Show children the photo of the
wolf. Use the information on the back
of card to discuss the wolves.
Phonics book
Handwriting-HWT activity
Sight Words - Continue to review the
first 10 sight words from last week.
Phonics book
Handwriting-Practice writing sight
words.
Sight Words - Continue to review the
first 10 sight words from last week.
Phonics book
Handwriting- HWT activity
Sight Words - Continue to review the
first 10 sight words from last week.
Phonics book
Handwriting- Copy character names
•Write in journals the letters
Gg, Hh, Ii, Jj, Kk, Ll
• HWT activity
Sight Words - Continue to review the
first 10 sight words from last week.
Day 5LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3
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
• Provides appropriate information for
various situations
• Shows interest in books
• Demonstrates receptive vocabulary
(three to four thousand words)
• Uses category labels to understand
how words and objects relate to each
other
• Demonstrates use of location words
• Is aware of where own body is in
space, respects personal boundaries
• Demonstrates receptive vocabulary
(three to four thousand words)
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Asks and answers appropriate
questions about the book
• Is able to use language for different
purposes
• Names at least 20 upper and 20
lowercase letters
• Recognizes and compares weights of
objects or people
• Describes attributes
Closing Circle
• Reflecting on the day p. 63
• Check on Commitments- How did you
show your commitment today?
• Kindness Tree
• Family Connection- Send a note
home asking for a paper towel tube.
Each child will use one next week.
• Reflecting on the day p. 69
• Check on Commitments How did you
show your commitment today?
• Kindness Tree
• Family Connection- Invite children to
find out the building materials used to
build their houses.
• Demonstrates empathy and caring for
others
• Produces a word that rhymes with a
given word
• Shows understanding by responding
appropriately
• Shows interest in books
• Demonstrates an understanding that
others have perspectives and feelings
that are different from her own
• Demonstrates receptive vocabulary
(three to four thousand words)
• Demonstrates use of location words
• Asks and answers appropriate
questions about the book
• Begins to have meaningful friends
• Participates in classroom music
activities
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Asks and answers appropriate
questions about the book
• Describes, observes, and
investigates properties and
characteristics of common objects
• Recognizes how much can be placed
within an object
• Investigates and describes sources of
energy including light, heat, and
electricity
• Shows competence in initiating social
interactions
• Is able to increase or decrease intensity
of emotions more consistently, although
adult guidance is sometimes necessary
• Participates in classroom music activities
• Asks and answers appropriate questions
about the book
• Retells or reenacts a story after it is read
aloud
• Produces a word that rhymes with a given
word
• Uses the verbal ordinal terms
• Recognizes and creates patterns
Conscious Discipline-
p. 76 Invite children to choose a
calming strategy and show their friends
how to do it. (USE VIDEO CAMERA
WHILE DOING THIS EXERCISE)
Conscious Discipline-
p. 70 Repeat the "Huff and Puff"
calming strategy. (Appendix p.168)
Discuss how different cultures have
different traditional tales.
P.A.T.H.S. - Lesson #21 "Sharing and
Caring II" - Point out during the day
which types of things are for sharing
and which things are not. Discuss how
they feel about sharing. Sing "The
More We Get Together".
Virtues and Values-
Introduce the concepts- Commitment
and Loyalty. Create word webs and
have children brainstorm ways to keep
commitments and be loyal.
P.A.T.H.S. - Lesson #21 "Sharing and
Caring II" - Send home the PATHS Kid
for Today prent letter. Find ways to
involve parents in the compliment
process. Friendship Walk.
• Reflecting on the day p. 75
• Check on Commitments
• Kindness Tree
• Family Connection- Have children
choose one fact about real wolves that
they will share with their families.
• Reflecting on the day p. 81
• Check on Commitments
• Kindness Tree
• Family Connection-Encourage
children to share a report about their
baking experience with their families.
• Reflecting on the day p. 87
• Check on Commitments
• Kindness Tree-count how many acts
of kindness were done this week
• Family Connection- Encourage
children to teach someone at home the
animal greeting they created with their
partner this morning.
Character
Education
Consious Discipline-
p. 58 Invite Children to choose a
calming strategy.
Social Studies - Talk about who
Martin Luther King was. Adapt with age
of children.
P.A.T.H.S. - Lesson #21 "Sharing and
Caring II" - Use the turtle and dog
puppets to introduce the lesson. Sing
"Five Friends Song". Do the Matching
Character Cards.
Conscious Discipline-
p. 64 Teach children "Huff and Puff"
calming strategy. (Appendix p.168) Tell
them they are going to pretend they
are like wolves like the one in the
story. (USE VIDEO CAMERA WHILE
DOING THIS EXERCISE)
Date Teacher
Literacy Math
Commitment, Compromiso
Loyalty, Lealtad
Letter
Knowledge
English-Mm, Nn, Oo, Pp, Qq, Rr
Span.-Mm, Nn, Ññ, Oo, Pp, Qq, RrNumber and Operation
English Vocabularyadd, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take
away
Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3) January 29-February 2,
2018 Crème Prep
magic, mágicoWonderful Word TechnologyWords, Words, Words; Extra Reading Buddy
• Building community p. 118
Unite: Welcome each child by name
and invite the children to sing "This Little
Elf" (Appendix p. 179) Ask children what
they know about elves. Point out that
elves are often portrayed as helpful. Tell
children that today they will continue to
learn about fairytales. The story today is
the "The Shoemaker and the Elves".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Explain that in
the story today they will hear about some
elves that are helpful. We help each
other every day in our classroom.
Celebrate being helpful by singing "That
Was Helpful" (It Starts in the Heart CD -
Appendix p176)
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.• Morning Message- Can an elf make a shoe?
• Say the morning message and have children
produce words that rhyme with shoe (glue, too,
new ) and make (bake, cake, lake).
• Write sentence.
• Display the letter cards. Ask children to name
the letters.
Phonological Awareness—rhyming words
Character
Education
CM-p. 112 Tell the children that a tiny
pea is going to play a big role in our
story today. Play "Who’s Got the Pea?"
(Appendix p. 195)
OUT/GYM- p. 93 Draw a hopscotch
grid. Encourage children to use the
princess’s pea (a pebble) as a marker
• Building community p. 94
Unite: Welcome each child by name
and invite the children to sing "Five
Speckled Frogs" (Moving to Math CD-
Appendix p. 181) Tell children that today
they will hear about a prince who was
turned into a frog. Explain that this week
they will learn about fairytales. Fairytales
are full of magic.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Ask children
about their experience teaching family
members the animal greeting. Challenge
children to work with a partner to create
a frog greeting using safe touches and
making eye contact.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Today we will read
about a frog prince.
• Say the morning message and have
children produce words that rhyme with
frog (dog, hog, log).
• Write the sentence. Display the letter
cards for the week. Ask them to name the
letters.
• Building community p. 101
Unite: Welcome each child by name
and invite the children to sing "A
Stomping Giant" (Appendix p. 178) Ask
children what they remember about
"Jack and the Beanstalk" from their
study of giants. Tell them they will
continue to learn about fairytales today
and they will revisit "Jack and the
Beanstalk".
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent.Review the
words and actions to "Jack Be Noodle"
(Appendix p170). Ask children to find
partner.Repeat three times focusing on
different body parts. Commit: Safer Keeper Rituals- Remind children
that our classroom is a Safe Place.
Commitment Box - Use Commitment Sticks -
Ask children to make a commitment for the day.
Remind the children of the promise the princess
in yesterday's story made to the frog.
• Morning Message- Jack climbed the beanstalk
more than once.
• Say the morning message and have children
produce words that rhyme with Jack or Juan .
• Write the sentence. Point out that beanstalk is
a compound word.
• Display letter cards for the week and ask them
to name the letters.
• Building community p. 106
Unite: Welcome each child by name
and invite the children to sing
"Dragon Chase" (Appendix p. 193)
Tell children that today they will
review what they have learned about
giants and dragons and learn about
more fairytales.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent.
Commit: Safer Keeper Rituals-
Remind children that our classroom
is a Safe Place.
Commitment Box - Use
Commitment Sticks - Ask children
to make a commitment for the day.
• Morning Message- Once upon a
time in Dragon Land dragons ruled.
• Say the morning message and
have children produce words that
rhyme with time (dime, lime, mime,
rime). • Write the sentence. Exlplain why the
words Dragon and Land begin with
uppercase letters. .
• Display the letter cards. Ask them to
name the letters.
Moving and
Learning
CM/GYM p. 94 Explain that in today's
story a frog retrieves a princess's ball
from a pond. They are going to play a
game that involves retrieving the
princess's ball.
Princess Ball Roll game (Appendix p.
195)
OUT/GYM-Teach the children how to
play Leap Frog & set them up to do
Frog Jumps (Appendix p. 193).
CM/GYM-p. 100 Practice giant
movements—walk, jump, hop and
dance like a giant.
OUT/GYM- Play Grab the Goose
(p.193)
CM-p. 106 Create dragon and giant
shadows Use a flashlight. Have
children create flying dragons and
stomping giants by moving between
the light source and a wall.
OUT/GYM- Invite children to play
Duck, Duck, Goose (Appendix p. 193)
• Building community p. 112
Unite: Welcome each child by name
and invite the children to sing "Are
You Sleeping" (Appendix p. 178) Tell
children that today's fairytale is about
sleepy princess who sleeps on 20
mattrresses.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent.
Introduce "Wee Willie Winkie"
(Appendix p171). Teach the words
first and then demonstrate the
actions with a partner.
Commit: Safer Keeper Rituals-
Remind children that our classroom
is a Safe Place.
Commitment Box - Use
Commitment Sticks - Ask children
to make a commitment for the day.
• Morning Message- The princess
slept on the pea.
• Say the morning message and have
children produce words that rhyme with
pea (see,bee, free, he, me, tea) .
• Write the sentence.
• Display the letter cards. Ask children
to name the letters.
Day 5LESSON
COMPONENTS
CM- Invite children to play "Boot, Boot,
Shoe" as they would "Duck, Duck,
Goose" (Appendix p193)
OUT/GYM -Teach the children how to
play Leap Frog & set them up to do
Frog Jumps (Appendix p. 193).
Greeting Circle
Spanish Vocabularysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario,
convocado, quitar
Day 1 Day 2 Day 3 Day 4
Day 5LESSON
COMPONENTSDay 1 Day 2 Day 3 Day 4
• Construction-Design and build a
maze for Bunny Foo Foo’s mice
• Creativity Station-Show them how to
make mice from their fingerprints
Pretend and Learn- Fairytale Dress up
clothes
• Construction-Build a bed for the
princess so she doesn’t have to sleep
on so many mattresses
Pretend and Learn- Fairytale Puppets
• Creativity Station-Create pebble
prints
Conscious Discipline- p. 100 Breath
like a giant with big gulps of air and
slow exhales. (USE THE VIDEO
CAMERA FOR THIS EXERCISE)
Manners and Etiquette - p. 19
Meeting New People - Introductions -
Lesson 1 p. 27
Conscious Discipline- p.106 Have
children demonstrate how a dragon
might stretch when he wakes up in the
morning- Read Once Upon a Time in
Dragon Land (Listening Story & CD)
P.A.T.H.S - Lesson #22 "Twiggle's
Special Day" - Sing "What Friends Do"
Conscious Discipline-p. 112 Breath
like a sleeping prince or princess-
Read Shubert Series book. (USE THE
VIDEO CAMERA FOR THIS EXERCISE)
Manners and Etiquette - p. 19
Meeting New People - Introductions -
Lesson 1 p. 27
Conscious Discipline- p. 118 Review
"Wonder Woman" (Appendix p. 172)
Virtues and Values- Commitment
and Loyalty. Discuss dependability
with children. When you make a
commitment you are making a
promise to do something. Go through
scenarios with children and have them
decide if that person was being
dependable and keeping their
commitment.
• Construction-Construct a cage for the
golden goose
• Fine Motor-Play Is the Giant Asleep?
• Creativity Station-Provide green paint
and invite children to paint beanstalks
• Construction-Build a bench for the
shoemaker
• Fine Motor-Encourage children to
lace shoes
• Creativity Station-Invite children to
design a pair of shoes
“The Shoemaker and the Elves” • “El
zapatero y los duendes” story folder
• Identify and compare parts of shoes
• Develop concept of consumer
“The Sweet Mother Who Lives in a
Shoe” • “La señora que vive en un
zapato” listening story
• Compare nursery rhymes
“The Princess and the Pea” • “La
princesa y el guisante” story folder
• Identify characters in story
• Ask the children how the queen
tested the young lady to be sure she
was a princess.
The Frog Prince • El príncipe sapo
• Ask one of the children tto retell the
story.
• Compare princesses
Character
Education
Conscious Discipline- p. 94 Swim
like frogs in slow motion. As they move
their arms from in front of their bodies
to beside their bodies, have them lift
head and inhale. Practice swimming
inhalilng and exhaling-
P.A.T.H.S - Lesson #22 "Twiggle's
Special Day" - Use the turtle puppet to
introduce this lesson. Invite the PATHS
Kid for Today up to help you with the
storybook.
Literacy (Oral
Language, Read
Aloud)
The Frog Prince • El príncipe sapo
• Discuss main characters
• Introduce fairytale elements
Reagan’s Journal (Appendix p. 161)
• Develop vocabulary
• Discuss family celebration
The Frog Prince • El príncipe sapo
• Discuss story setting
• Notice Frog’s actions reveal his
character
• Ask children to name the room in the
palace that they saw.
“Jack and the Beanstalk” • Juan y los
frijoles mágicos” story folder
• Discuss story setting
• Compare castles in two stories
“Odon, the Giant” • “Odón, el gigante"
listening story
• Discuss onomatopoeia - words that
"describe" sounds (moo, swish, creak,
splash)
• Read the story and have children
buzz for the mosquito.
“Kilum” • “Kilum” listening story
• Develop vocabulary
• Compare make-believe world to real
world
Weekly Learning
Centers
• Construction-Build small bed for the
frog so he doesn’t have to sleep on the
princess’s pillow
• Fine Motor-Encourage children to sort
frogs by size
Coconut Theater-
Letters- Q, R
Vocabulary Concepts princess,
mattress, fairytale, real, test
Focus and Develop p. 114
• Reenact queen’s mattress test
• Suggest alternate (more accurate)
tests
Photo Activity Card #134
Coconut Theater-
Letters M-R & m-r
Vocabulary Concepts- review the
vocabulary words
Focus and Develop p. 120
• Think about how shoes protect feet
• Categorize shoes by use and material
used in making them
• Identify parts of the shoes
Fine Motor Skills &
Handwriting
Literacy (Focus
and Development)
Coconut Theater-
Letters- M,m,N,n,O,o,P,p,Q,q,R,r
Vocabulary Concepts- magic,
fairytale
Focus and Develop p. 96
Identify fairytale elements in story
• Identify rhyming words
Coconut Theater-
Letters M, N Photo Pockets: Ff and
frog
Vocabulary Concepts- princess,
prince
Focus and Develop p. 102
• Retell “Jack and the Beanstalk” in a
story circle
Coconut Theater
Letters- O, P Photo Pockets: Ss
Vocabulary Concepts- magic,
fairytale
Focus and Develop p. 108 Compare
fairytales
• Identify real and make-believe
elements in the story
Phonics book
Handwriting - HWT Book
Sight Words - Introduce 2nd set of
10 sight words (funny - look)
Phonics book
Handwriting: Write the second set of
10 sight words in journals.
Sight Words - Continue to review the
second set of ten sight words
Phonics book
Handwriting: HWT Book
Sight Words - Continue to review the
second set of ten sight words
Phonics book
Handwriting- HWT Book
Sight Words - Continue to review the
second set of ten sight words
Phonics book
Handwriting - Write in journals the
sight words
Sight Words - Continue to review the
second set of ten sight words. Send
home the second set of 10 sight
words on flashcards.
Day 5LESSON
COMPONENTSDay 1 Day 2 Day 3 Day 4
Learning Goals
• Is aware of where own body is in
space; respects personal boundaries
• Shows competence in initiating social
interactions
• Coordinates sequence of movements
to perform tasks
• 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
• Asks and answers appropriate questions
about the book
• Demonstrates receptive vocabulary (three
to four thousand words)
• Shows interest in books
• Produces a word that rhymes with a given
word
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Uses concrete models or makes a verbal
word problem for adding up to 5 objects
• Uses concrete models or makes a verbal
word problem for subtracting 1 to
5 objects from a set
• Identifies and describes the
characteristics of organisms
• Combines sentences that give detail,
stays on topic, and clearly communicates
• Assumes various roles and
responsibilities as part of a classroom
community
• Coordinates sequence of movements to
perform tasks
• Deletes a word from a compound word
• Uses category labels to understand how
words and objects relate to each other
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Uses some appropriate writing
conventions when writing or giving dictation
• Retells or reenacts a story after it is read
aloud
• Creates or re-creates stories, moods, or
experiences through dramatic
representations
• Provides appropriate information for
various situations
• Demonstrates understanding that when
counting, the item can be chosen in any
order
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Collects data and organizes it in a graphic
representation
• Identifies good habits of nutrition and
exercise
• Uses a wide variety of words to label and
describe people, places, things, and
actions
• Is aware of where own body is in space;
respects personal boundaries
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that
share a common plan and goal
• Investigates and describes sources of energy
including light, heat, and electricity
• Uses category labels to understand how words
and objects relate to each other
• Perceives differences between similar-
sounding words
• Asks and answers appropriate questions about
the book
• Demonstrates receptive vocabulary (three to
four thousand words)
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Seeks to understand print
• Counts up to ten items and demonstrates that
the last count indicates how many items were
counted
• Verbally identifies, without counting, the number
of objects from 1 to 5
• Uses concrete models or makes a verbal word
problem for adding up to five objects
• Uses art as a form of creative self-expression
and representation
• Creates or re-creates stories, moods, or
experiences through dramatic
representations
• Retells or reenacts a story after it is read aloud
• Is able to increase or decrease
intensity of emotions more consistently,
although adult guidance is sometimes
necessary
• Demonstrates empathy and caring for
others
• Produces a word that rhymes with a
given word
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Retells or reenacts a story after it is
read aloud
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Combines sentences that give detail,
stays on topic, and clearly
communicates
• Uses a large speaking vocabulary,
adding several new words daily
• Uses words to rote count from 1 to 30
• Counts 1 to 10 items, with one count
per item
• Demonstrates use of location words
• Identifies equal and unequal
Closing Circle
• Reflecting on the day p. 99
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day p. 117
• Check on Commitments
• Kindness Tree How many hearts are
on our tree- did we meet our goal of
kind acts?
• Family Connection- Encourage
children to retell the story of the
"Princess and the Pea" to their families
• Reflecting on the day p. 123
• Check on Commitments
• Kindness Tree
• Family Connection-Send home parent
note about "Wonderful Woman"
(Family Connections CD)
• 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
• Participates in activities to help them
become aware of what it means to be
a consumer• Uses a large speaking vocabulary, adding
several new words daily
• Asks and answers appropriate questions
about the book
• Practices good habits of personal safety
• Provides appropriate information for
various situations
• Sorts objects that are the same and
different into groups and uses language to
describe how the groups are similar and
different
• Verbally identifies, without counting, the
number of objects from one to five
• Uses concrete models or makes a verbal
word problem for adding up to five objects
• Recognizes and creates patterns
• Reflecting on the day p. 105
• Check on Commitments- How did you
show your commitment today?
• Kindness Tree
• Family Connection- Have children
look for beans in their kitchens and
report next day about what they found.
• Reflecting on the day p. 111
• Check on Commitments- How did you
show your commitment today?
• Kindness Tree
• Family Connection- Suggest children
scoop and count at home with kitchen
utensils and small objects
Date Teacher
Literacy Math
after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane
Spanish Vocabularydespués, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero,
veleta
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
Greeting Circle
• Building community p. 130
Unite: Welcome each child by name and
teach children a few verses of "Frog
Went a Courtin" (Appendix p. 182)
Explain that this song is a ballad . A
ballad is a song that tells a story. Ask
children what story is told in a ballad.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Ask children to
share experiences teaching their family
members "Wonderful Woman".
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Frog asked Miss
Mousie to be his bride.
• Say the morning message and have
children produce words that rhyme with
frog (dog, hog, log).
• Write the sentence. Explain why Frog's
and Miss Mousie's names begin with
uppercase letters.
• Display the letter cards for the week.
Ask them to name the letters.
• Building community p. 136
Unite: Welcome each child by name and
tell children that today's story is a Latin
American ballad called "El Senor don
Gato". (Songs of Little Creatures CD-
Appendix p192). Explain that this is a
humorous ballad about a cat that falls
from a roof and dies, but miraculously
revived by the smell of fish. Invite
children to sing along with the ballad.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent.Play "Todos
Juntos" ("It Starts in the Heart" CD-
Appendix p173). Demonstratethe actions
as children sing along.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Which words
rhyme with cat?
• Say the morning message and have
children produce words that rhyme with
cat.
• Write the sentence.
• Display letter cards for the week and
ask them to name the letters.
• Building community p. 142
Unite: Welcome each child by name
and teach the children the song
"There Was an Old Lady Who
Swallowed a Fly" (Appendix p. 184).
Explain that this song is also a story
which means it can be considered a
ballad.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to
those friends who are absent. The
old woman swallowed eight animals.
Let's use safe touches and eye
contact to extend pinky hugs to eight
friends.
Commit: Safer Keeper Rituals-
Remind children that our classroom
is a Safe Place.
Commitment Box - Use
Commitment Sticks - Ask children
to make a commitment for the day.
• Morning Message- There was an
old woman who swallowed a fly..
• Say the morning message and
have children produce words that
rhyme with old.
• Write the sentence.
• Display the letter cards. Ask them
to name the letters.
• Building community p. 148
Unite: Welcome each child by name and
invite the children to sing "Three Tricky
Turtles" (Appendix p. 183) Tell children that
they will hear two stories today about
turtles. In both stories the turtles are tricky.
Let children know they will continue to learn
about different types of stories. Today they
will focus on fables. Fables are stories that
teach a lesson.
Connect: Fanny Frog Rituals - Use Fanny
Frog to send well wishes to those friends
who are absent. Introduce "Caring Friends"
("It Starts in the Heart CD-Appendix p174).
Remind children that caring friends show
loyalty to one another by helping to keep
each other safe.
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Will the tortoise win
the race?
• Say the morning message and have
children produce words that rhyme with
win.
• Write the sentence.
• Display the letter cards. Ask children to
name the letters.
• Building community p. 154
Unite: Welcome each child by name and
teach children "Johnny Appleseed"
(Appendix p. 180) Explain that Johnny
Appleseed is a character from a tall tale.
Tall tales are exaggerated stories.
Johnny Appleseed planted apple seeds
all over the country. Tell children they will
continue to learn about different stories.
Today they will focus on tall tales.
Connect: Fanny Frog Rituals - Use
Fanny Frog to send well wishes to those
friends who are absent. Review "On
Your Face" (Appendix p172)
Commit: Safer Keeper Rituals- Remind
children that our classroom is a Safe
Place.
Commitment Box - Use Commitment
Sticks - Ask children to make a
commitment for the day.
• Morning Message- Which story is your
favorite tall tale?
• Say the morning message and have
children produce words that rhyme with
tall.
• Write sentence.
• Display the letter cards. Ask children to
name the letters.
Moving and
Learning
CM-p. 130 Select five volunteers to be
frogs. Invite children to sing and act out
“Five Little Speckled Frogs” (Appendix
p181). Ask children to dance and sing
along to “Shubert‟s Shuffle” ("It Starts
in the Heart CD-Appendix p173). Ask
children the meaning of the lyric It's the
dance of respect.
OUT/GYM p. 129 Play Leap Frog •
Salta la rana (p. 193)
CM/OUT/GYM- p.136 Play Musical Cat
and Fish (Appendix p194). Select one
child to be the cat and one child to be
the fish.The cat closes his eyes. The
fish is placed in a new spot in the cirlce.
The cat attempts to find the fish by
listening to sound clues. Classmates
sing "Here Comes the Cat".
CM- p.142 Invite children to dance like
spiders to "Itsy Bitsy Spider". (FS
Friends CD)
OUT/GYM -Blow bubbles. Pretend that
the bubbles are flies and encourage
children to catch all the bubbles so the
old woman won‟t swallow them
CM- p.148 Invite children to move like
story animals. Hop like a hare. Leap
like a deer. Hip hop like Half-Chicken.
Crawl like a turtle. Which animal
moves most quickly? Which animals
movement is the most fun?
OUT/GYM- Invite children to participate
in relay races
CM/Gym/Outside- p.154 Act out
exaggerations Parachute Fun! Pretend
the parachute is Paul Bunyan‟s shirt
and shake it out to dry it. Challenge
children to take Paul Bunyan giant
steps around the perimeter of the
parachute (Paul‟s shirt)
Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4)February 5-9, 2018 Crème Prep
exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare ItCharacter
Education
Commitment, Compromiso
Loyalty, Lealtad
Ordinal Numbers
English Vocabulary
Letter
Knowledge
Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz
Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzProblem Solving, Oral Language
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
Phonics book
Handwriting- HWT
Sight Words- Continue to review the
2nd set of 10 sight words.
Phonics book
Handwriting- HWT
Sight Words- Review the 2nd set of
sight words by writing them on the
Smart Board or Dry Erase Board.
Phonics book
Handwriting-HWT
Sight Words- Review the 2nd set of
sight words by writing them on the
Smart Board or Dry Erase Board.
Phonics book
Handwriting- Writer's Corner-write the
sight words in journal.
Sight Words- Review the 2nd set of
sight words.
Coconut Theater:
Letter Review S-Z & s-z
Vocabulary Concepts- ballad, absurd,
cause, effect, organizer & pattern
Focus and Develop p. 144
"There Was an Old Lady Who
Swallowed a Fly"
• Identify the beginning, middle, and
end of a story
• Use a cause-effect organizer to show
story events
• Language and Literacy-Sort rhyming
word cards
• Library and Listening-Listen to story
Coconut Theater:
Letters- Review S-Z & s-z
Vocabulary Concepts- ballad, folktale,
fable
Focus and Develop p.132
• Identify rhyming story words
• Add to story with new rhymes
• Language and Literacy-"Frog Went to
Courtin'" Sequence story cards
• Library and Listening-Listen to story
Coconut Theater:
Letter Review S-Z & s-z S,T and U
Pocket Letters and Pictures
Vocabulary Concepts-ballad,
miraculously, humorous, Mrs., Mr.,
Miss, magical & ay caramba
Focus and Develop p. 138
-Fanny Frog's Fantastic Poems and
Rhymes
Produce rhyming words in story context
• Language and Literacy-Sort rhyming
cards
Phonics book
Handwriting- HWT
Sight Words- Review 2nd set of 10
sight words.
Cocnut Theater:
Letter Review S-Z & s-z
Vocabulary Concepts fables, moral-
Photo Activity acard # 99 & #129
Focus and Develop p. 150
"Half Chicken" Story Folder
• Compare and contrast a hen and a
rooster
• Participate in the telling of a Latin
folktale
• Library and Listening-Retell a story
with props
Literacy (Oral
Language, Read
Aloud)
“Frog Went a Courtin„ ” • “Sapito se fue
a casar un buen día” listening story
• Sequence the story events
• Identify story events as fiction and
could happen
The Rooster Who Went to His Uncle’s
Wedding • El gallo que fue a la boda
de su tío
• Develop vocabulary
• Chart cause-and-effect relationships
“The Cat and the Mice” • “El gato y los
ratones” listening story
• Introduce fables
• Identify the moral of the story
“Puss in Boots” • “El gato con botas”
listening story
• Describe main story character
• Compare Puss and el señor don Gato
“Groundhog‟s Dance” • “El baile de la
marmota” listening story
• Introduce folktale as a genre
• Role-play story with chant
“The Chihuahua and the Leopard” • “El
perrito Chichuahua y el leopardo” story
folder
• Develop vocabulary
• Discuss the moral of the story
• Pretend and Learn-Hae children act
out the story the Tortoise Wins the
Race""
• ABC-Play Find the Letter •
• Construction-Build a racetrack for the
tortoise and the hare race
• Pretend and Learn-Pretend to make
flapjacks (pancakes)
• ABC-Make play dough pancakes for
Paul Bunyan and imprint with magnetic
letters
• Construction-Build a bed for Paul
Bunyan
Fine Motor Skills &
Handwriting, Sight
Words
Literacy (Focus
and Development)
Character
Education
Conscious Discipline- p. 130 Help
Frog and Miss Mousie "blow up"
balloons for their wedding. (Appendix p.
168) (USE THE VIDEO CAMERA FOR
THIS EXERCISE)
P.A.T.H.s - Lesson #23 "Advanced
Compliments" Use the turtle and
hedgehog puppets to introduce this
lesson. Do Compliment Cheers
Conscious Discipline- "Cat's Meow"
p. 168 calming strategy- have children
get on all fours, lower head and take a
deep breath and exhale slowly, then lift
head and meow likea cat and arch thier
backs and repeat.
Manners and Etiquette-
•Good Manners Lesson 2 (Second
Rule of Introduction, Uses of the
Napkin, Appropriate Meeting and
Exiting Conversation, Holding
Utensils).
“The Tortoise and the Hare” • “La
tortuga y la liebre” listening story
• Describe and discuss rabbits
• Identify moral of story
“Tortoise Wins the Race” • “La Tortuga
gana la carrera” listening story
• Describe and discuss deer
• Compare two fables
“Paul Bunyan” listening story
• Introduce tall tale as a genre
• Identify exaggerations in story
“Pecos Bill” listening story
• Enrich vocabulary
• Compare Pecos Bill to modern
superheroes
.
Weekly Learning
Centers
• Pretend and Learn-Invite children to
role-play the wedding of Frog and Miss
Mousie
• ABC-Find the magnetic letters S, s
through Z, z in the frog pond (sensory
table)
• Construction-Build a home that will be
appropriate for a mouse and for a frog
• Pretend and Learn-Role-play the
wedding of El Señor don Gato and his
bride or set up a hospital to treat El
Señor don Gato
• ABC-Go fishing for letters
• Construction-Build a new home for El
Señor don Gato and his bride
• Pretend and Learn-Make a Fly Trap
Stew
• ABC-Play "catch the fly" with
magnetic letters
• Construction-Build homes for the
animals the old woman swallowed
Conscious Discipline- Bunny
Breathing (appendix p. 168)
Manners and Etiquette -
•Good Manners Lesson 2 (Second
Rule of Introduction, Uses of the
Napkin, Appropriate Meeting and
Exiting Conversation, Holding
Utensils).
Conscious Discipline- Belly Breathing
(Appendix p. 168) Imagine the size of
the old womans' belly was when she
swallowed the cat…. (USE THE
VIDEO CAMERA FOR THIS EXERCISE)
P.A.T.H.s - Lesson #23 "Advanced
Compliments" - Turtling for
Compliments"
Coconut Theater-
Letter Review S-Z & s-z
Vocabulary Concepts -exaggeration,
tall tale,hero & outlandish
Focus and Develop p. 156
• As a class, write a tall tale
Conscious Discipline- p. 154 Apple
Picker Stretches
Virtues and Values- Review concepts-
Loyalty and Commitment- What does it
mean to be loyal to your family, country
& school? How can you show your
loyalty?
Day 1 Day 2 Day 3 Day 5LESSON
COMPONENTSDay 4
• Reflecting on the day p. 159
• Check on Commitments
• Kindness Tree
• Family Connection- Have children tell
their family their favorite fable.
• Shows competence in initiating social
interactions
• Is aware of own feelings most of the
time
• Names at least 20 upper- and at least
20 lowercase letters
• Asks and answers appropriate
questions about the book
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Recognizes that information is
accessible through the use of
technology• Uses some appropriate writing
conventions when writing or giving dictation
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Produces a word that rhymes with a given
word
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 through
9
• Demonstrates use of location words
• Responds to different musical styles
through movement and play
• Shows increasing control of tasks that
require hand-eye coordination
• Uses art as a form of creative self-
expression and representation
• Demonstrates empathy and caring for
others
• Shows understanding by responding
appropriately
• Coordinates sequence of movements
to perform tasks
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Demonstrates receptive vocabulary
(three to four thousand words)
• Names at least 20 upper and at least
20 lowercase letters
• Uses a large speaking vocabulary,
adding several new words daily
• Asks and answers appropriate
questions about the book
• Combines sentences that give detail,
stays on topic, and clearly
communicates• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 through
9
• Demonstrates use of location words
• Identifies flags of the U.S. and resident
state
• Recites the Pledge of Allegiance to the
United States flag and the state flag and
observes a moment of silence
• Is aware of where own body is in
space; respects personal boundaries
• Is able to increase or decrease
intensity of emotions more consistently,
although adult guidance is sometimes
necessary
• Shows understanding by following two-
step oral directions, and usually follows
three-step directions
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Asks and answers appropriate
questions about the book
• Shows interest in books
• Uses some appropriate writing
conventions when writing or giving
dictation• Combines sentences that give detail,
stays on topic, and clearly communicates
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 through
9
• Recognizes and compares heights or
lengths of people or objects
• Identifies and describes the
characteristics of organisms
• Describes, observes, and investigates
properties and characteristics of common
objects
• Describes attributes
• Reflecting on the day p. 147
• Check on Commitments
• Kindness Tree
• Family Connection- Have children tell
their family their favorite ballad
• Reflecting on the day p. 153
• Check on Commitments
• Kindness Tree
• Family Connection- Challenge
children to be like the steady tortoise
and complete any jobs that need to be
done at home.
Learning Goals
• Shows initiative in independent
situations and persists in attempting to
solve problems
• Responds to different musical styles
through movement and play
• Produces a word that rhymes with a
given word
• Demonstrates understanding of terms
used in the instructional language of
the classroom
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Uses some appropriate writing
conventions when writing or giving
dictation
• Produces a word that rhymes with a
given word
• Shows understanding by responding
appropriately
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0
through 9
• Demonstrates use of location words
• Identifies and describes the
characteristics of organisms
• Recognizes, observes, and discusses
the relationship of organisms to their
environments
• Is aware of where own body is in
space; respects personal boundaries
• Begins to understand difference and
connection between feelings and
behaviors
• Produces a word that rhymes with a
given word
• Asks and answers appropriate
questions about the book
• Seeks to understand print
• Demonstrates receptive vocabulary
(three to four thousand words)
• Shows competence in initiating social
interactions
• Uses the verbal ordinal terms
• Recognizes one-digit numerals 0 – 9
• 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
Closing Circle
• Reflecting on the day p. 135
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day p. 141
• Check on Commitments
• Kindness Tree
• Family Connection- Have children use
ordinal numbers to name the guests at
the dinner table in terms of arrival to
the table…mom was first, sister was
second etc.
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