lesson day 1 day 2 day 3 day 4 day 5 components greeting...
TRANSCRIPT
Date Teacher
Literacy Math
• Building community
• Morning Message: I can put
together two rectangles and make a
new shape.
• Calendar
Day 4
Greeting Circle• Building community
• Morning Message: Cindy Circle
and Suzy Square like to sing.
• Calendar
• Building community
• Morning Message: Trixie Triangle
and Randy Rectangle are friends.
• Calendar
• Building community
• Morning Message:Renee
Rhombus has four egual sides.
• Calendar
Day 1 Day 2 Day 3
Literacy
Can You See the Shapes?
• Review geometric shapes
• Introduce hexagon and rhombus
“Smart Cookie’s Creative
Cookies”
Lista” story folder
• Identify problem solving in story
• Recall story details
Hands and Fingers
• Predict story content
• Supply position words in context
Twinkle, the Little Star
• Note spatial words
• Recall story details
Math and Science
• Make models of squares and
circles
• Find squares and circles in
classroom
Centers
• Science-Experiment with straw
rollers
• Introduce the terms angle,
obtuse, and acute
• Make right angles with
AngLegs
Centers
• Math-Sort cards by shapes
• Introduce term quadrilateral
• Construct models of rhombi
and trapezoids
Centers
• Math-Construct models of
angles
• Contruction-Arrange blocks to
match blueprint
• Counts the sides on shapes
• Create models of octagons and
hexagons
Centers
• Writer's Corner-Trace shape
stencils
• Math-Copy fish with pattern
blocks
• Identify the numeral 0
• Place blocks following spatial
directions
Centers
• Creativty Station-Glue shape
cutouts into design
• Writer's Corner-Trace shape
stencils
• Gross Motor Area-Play a
beanbag tossing game using all
of the shapes
• Construction Center-Add large
and small boxes for building
• Writer's Corner-triangle and
rectangle
• Gross Motor Area-Play a
beanbag tossing game using
various laminated triangles
• Construction Center-Build only
with triangular and rectangular
blocks
• Writer's Corner-circle and
square
• Gross Motor Area-Play a
beanbag tossing game using a
laminated circle and a square
• Construction Center-Build only
with square and circular blocks
• Building community
• Morning Message: Oscar the
octoagon has eight sides.
• Calendar
• Introduce the prefix tri-
• Compare and describe
attribute buttonsLanguage Arts
• Form shapes with bodies
• Match oral shape name to
pattern block
• Learn a finger play about
circles
• Introduce idea circle stands for
unity
• Identify colors in photographs
• Create lists of familiar color
objects
• Writer's Corner-Have children
practice marking an X in, outside
on top of, below and beside a
circle
• Gross Motor Area-Describe the
location of their beanbags in
relationship to their target (on top
of, beside, below, above, near, far)
• Construction Center-Build
• Writer's Corner-Mix red and
blue playdough
• Gross Motor Area-Play a
beanbag tossing game using a
laminated hexagon and an
octagon
• Construction Center-Build only
with rectangular blocks
• Develop purpose for directional
words
• Follow directions that require
understanding position words
Lesson Plans for I Build! I Create! • Construction Terms (Week 1) Jan 23-27
Geometry and Spatial Sense
“Song of the Kites” (Cultural
Rhymes •
Rimas culturales flip book)
• Introduce rhombus • rombo
• Discuss experiences with kites
The Button Story
• Continue writing story
Letter
Knowledge
R, r, T, t, I, i
“Three Straight Sides” ball-
rolling song
Ms. Rachel and Mr. Marcus
geometricWonderful Word Focuses Rectangle, Green, 4Character
EducationCooperation, Intentionality
Vocabulary and Alliteration
“Tillie the Triangle” prop story
• Associate shapes with
common foods
• Recognize letter T
Can You See the Shapes?
• Review geometric shapes
• Find triangles on clothing
Can You See the Shapes?
• Discuss role of author and
illustrator
• Introduce circle and square
The Button Story
• Discuss story illustrations
• Begin writing a story
LESSON
COMPONENTS
angle, circle, comparison, cooperation, geometric, hexagon, octagon, oval, position, rectangle, rhombus, shapes, slanted, spatial, square, trapezoid, triangle
Day 5
“Little Ants” action song “Hands and Fingers” action song
English Vocabulary
“Rainbow Dancers” ribbon
dance
Weekly Learning
Centers
Moving and LearningCooperative Musical Circle
game
Creme de la Creme 1
Day 4Day 1 Day 2 Day 3LESSON
COMPONENTSDay 5
Character Education PATHS: Making Choices PATHS: Making Choices
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Letter R worksheet • Handwriting Without Tears • Letter T worksheet
• Shows competence in initiating
social interactions
• Demonstrates receptive vocabulary
(three to four thousand words)
• Produces a word that begins with the
same sound as a given pair of words
• Provides appropriate information for
various situations
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Uses books and other written
materials to engage in prereading
behaviors
• Demonstrates understanding of
terms used in the instructional
language of the classroom
• Uses a wide variety of words to label
and describe people, places, things,
and actions• Names common shapes
• Creates shapes
• Recognizes and compares heights or
lengths of people or objects
• Shows understanding by responding
appropriately
• Initiates problem-solving strategies and
seeks adult help when necessary
• Demonstrates use of location words
• Produces a word that begins with the
same sound as a given pair of words
• Is able to increase or decrease
intensity of emotions more consistently
although adult guidance is sometimes
necessary
• Shows competence in initiating social
interactions
• Uses a wide variety of words to label
and describe people, places, things, and
actions
• Asks and answers appropriate
questions about the book
• Shows initiative in independent
situations and persists in attempting to
solve problems
• Demonstrates receptive vocabulary
(three to four thousand words)
• Shows understanding by following two-
step oral directions, and usually follows
three-step directions
• Creates shapes
• Demonstrates understanding that
when counting, the items can be chosen
in any order
• Names common shapes
• Identifies and creates common
features in her immediate environment
• Collects data and organizes it in a
graphic representation
• Is able to increase or decrease intensity
of emotions more consistently, although
adult guidance is sometimes necessary
• Demonstrates use of location words
• Produces a word that begins with the
same sound as a given pair of words
• Uses category labels to understand how
words and objects relate to each other
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds
• Shows understanding by responding
appropriately
• Shows understanding by following two-
step oral directions, and usually follows
three-step directions
• Names common shapes
• Creates shapes
• Coordinates sequence of movements to
perform tasks
• Participates in classroom music
activities
Writer's Corner-Write/Trace first
and last names
• ABC-Spell names with magnetic
letters
Cooperation and Intentionally PATHS: Making ChoicesCooperation and Intentionally
Learning Goals
• Increasingly interacts and
communicates with peers to initiate
pretend play scenarios that share a
common plan and goal
• Produces a word that begins with the
same sound as a given pair of words
• Recognizes at least 20 letter sounds
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Combines ideas for complex
sentences
• Names common shapes
• Demonstrates understanding of
terms used in the instructional
language of the classroom
• Shows competence in initiating
social interactions
• Names at least 20 upper- and at
least 20 lowercase letters
• Creates shapes
• Demonstrates use of location words
• Describes attributes
• Uses art as a form of creative self-
expression and representation
• Identifies equal and unequal sets
• 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
• Recognizes at least 20 letter sounds
• Shows interest in books
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds
• Uses category labels to understand
how words and objects relate to each
other
• Provides appropriate information for
various situations
• Retells or reenacts a story after it is
read aloud
• Names common shapes
• Creates shapes
• Describes attributes
• Describes, observes, and
investigates properties and
characteristics of common objects
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Handwriting &
Phonics
Creme de la Creme 2
Creme de la Creme 3
Creme de la Creme 4
Creme de la Creme 5
Creme de la Creme 6
Creme de la Creme 7
Creme de la Creme 8
Creme de la Creme 9
Creme de la Creme 10
Creme de la Creme 11
Creme de la Creme 12
Creme de la Creme 13
Creme de la Creme 14
Creme de la Creme 15
Creme de la Creme 16
Creme de la Creme 17
Creme de la Creme 18
Date Teacher
Literacy Math Measurement, Counting Non-standard UnitsOral Language and Phonological
Awareness (alliteration, compound words)
• Categorize tools by the way
they move
• Investigate pulleys
Centers
• Science-Sort tools
Tools That Help Me
• Introduce Table of Contents
• Discuss tools used by those
with special needs
Letter
Knowledge
D, d, S, s, L, l
English Vocabulary
• Introduce the tape measure
• Solve a measurement problem
Centers
• Math-Measure yarn with
connecting cubes
Handwriting &
Phonics
• Letter D worksheet
Math and Science
Lesson Plans for I Build! I Create! • Tools and Machines (Week 2) Jan 30- Feb 3Ms. Rachel and Mr. Marcus
machineryWonderful Word Rhombus, Orange, 5Character
EducationCooperation,Intentionality Focuses
• Construct and measure ramps
• Organize data from survey
Centers
• Science-Construct and test
ramps
• Math-Compare high and low
inclines
• Confirm units of measurement
must be the same size
Centers
• Math-Measure with AngLegs
• Pretend and Learn-Use an
eggbeater to create bubbles in
a bucket of soapy water
• Science-Experiment with rocks
and erosion
• Fine Motor-Provide nuts and
bolts or locks and keys for
children to manipulate
• Pretend and Learn-Explore a
toolbox of toy tools
• Science-Experiment with
movement
• Fine Motor-Encourage
children to dismantle
nonfunctioning working clocks,
watches, and music boxes
Handwriting without tears Letter S and L worksheet • Writer's Corner-Explore writing
tools
ABC-spell out words of the
week with magnetic letters
“Bake a Cake” action story
• Act out a story
• Distinguish between tools and
ingredients
“Make Tortillas” action story
• Recall story details
• Compare the way tortillas and
cake are made
“The Shoemaker and the Elves”
story folder
• Learn about a shoemaker’s
tools
• Compare a poem and a story
“My Grandmother’s Garden”
listening story
• Identify garden tools
• Discuss the value of garden
tools
Machines Large and Small
• Introduce machines that move
things
• Discuss opposites
“The Great Enormous Rock”
story folder
• Change a story by introducing
a new element
• Match tools to a purpose
.
Machines Large and Small
• Introduce tools that dig
• Compare shovels and front-
end loader
“Little Red Hen” story folder
• Identify tools used in story
• Label wheelbarrow as
compound word
• Introduce alliteration
• Discuss front-end loader
“Push, Pull, Swing” action song Tug-of-Peace game
• Introduce simple machines
• Develop concept—machines
make work easier
LESSON
COMPONENTS
Weekly Learning
Centers
Language arts
• Develop kitchen tool
vocabulary
• Discuss the value of tools
• Pretend and Learn-Make
cookies with play dough
• Science-Experiment with sand
and funnels
• Fine Motor-Sweep pebbles
into a scoop with a pastry brush
Greeting Circle• Building community
• Morning Message: List some
kitchen toolds you like to use.
• CalendarMoving and
Learning“Peanut Butter and Jelly” action
song
Literacy
• Building community
• Morning Message: Hearing ais
make sounds louder.
• Calendar
Day 4
• Building community
• Morning Message: Saws and
screwdrivers are tools.
• Calendar
• Building community
• Morning Message: Which tools
push and pull?
• Calendar“Push, Pull, Swing” song and
pantomime
I Spy game
• Building community
• Morning Message: Which tools
dig and drill?
• Calendar
• Compare tablespoon and
teaspoon
• Understand that a big spoonful
is greater than a small spoonful
Centers
• Science-Discuss tool safety
rules
tools, machinery, constructing, funnel, more, less, same, hammer, scissors, shovel, bulldoze, graders, move, push, pull, lift, inclined plane, pulley
Day 1 Day 2 Day 3
• Pretend and Learn-Pretend to
be the Little Red Hen baking
her bread
• Science-Experiment with
building and using a ramp
• Fine Motor-Explore with sand
and a variety of digging tools
• Pretend and Learn-Provide
drawing paper and marking
pens. Invite children to print
name cards or exit signs using
large letters for children who are
visually impaired.
• Science-More exploration with
a ramp
• Fine Motor-Identify objects
using only sense of touch
• Introduce tools for individuals
with special needs
• Demonstrate some of the tools
Day 5
• Read a story about helping
hands
• Identify tools in the story
LESSON
COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5
• Increasingly interacts and communicates
with peers to initiate pretend-play
scenarios that share a common plan and
goal
• Uses category labels to understand how
words and objects relate to each other
• Produces a word that begins with the
same sound as a given pair of words
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Seeks to understand print
• Produces a word that begins with the
same sound as a given pair of words
• Recognizes at least 20 letter sounds
• Demonstrates receptive vocabulary
(three to four thousand words)
• 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
• Recognizes and compares heights or
lengths of people or objects
• Identifies and describes the
characteristics of organisms
• Recognizes, observes and discusses the
relationship of organisms to their
environments
• Demonstrates receptive vocabulary
(three to four thousand words)
• Demonstrates an understanding and
tolerance for unique characteristics of
others
• Demonstrates an understanding that
others have perspectives and feelings
that are different from her own
• Names at least 20 upper- and at
least 20 lowercase letters
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Seeks to understand print
• Demonstrates receptive vocabulary
(three to four thousand words)
• Counts up to ten items and
demonstrates that the last count
indicates how many items were
counted
• Recognizes and compares heights or
lengths of people or objects
• Collects data and organizes it in a
graphic representation
• Investigates and describes sources
of energy including light, heat, and
electricity
• Begins to understand difference and
connection between feelings and
behaviors
• Demonstrates empathy and caring for
others
• Produces a word that begins with the
same sound as a given pair of words
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Uses category labels to understand how
words and objects relate to each other
• Identifies, compares, discusses earth
materials and their properties and uses
• Provides appropriate information for
various situations
• Uses books and other written materials
to engage in prereading behaviors
• Recognizes and compares weights of
objects or people
• Sorts objects that are the same and
different into groups and uses language to
describe how the groups are similar and
different
• Investigates and describes position and
motion of objects
• Describes, observes, and investigates
properties and characteristics of common
objects
• Identifies and creates common features
in her immediate environment
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Cooperation & Intentionality
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
PATHS: Solving Problems
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Learning Goals
• Begins to understand difference and
connection between feelings and
behaviors
• Demonstrates empathy and caring
for others
• Produces a word that begins with the
same sound as a given pair of words
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Retells or reenacts a story after it is
read aloud
• Remains focused on engaging group
activities for age-appropriate range of
time
• Knows that objects or parts of an
object can be counted
• Recognizes how much can be placed
within an object
• Uses simple measuring devices to
learn about objects
• Participates in classroom music
activities
• Demonstrates coordination and
balance in operation
• Is able to increase or decrease intensity of
emotions more consistently, although adult
guidance is sometimes necessary
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that share
a common plan and goal
• Produces a word that begins with the same
sound as a given pair of words
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Asks and answers appropriate questions about
the book
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Combines words to make a compound word
• Identifies similarities and differences in
characteristics of families
• 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
• Recognizes and compares heights or lengths of
people or objects
• Shows initiative in independent situations and
persists in attempting to solve problems
• Initiates problem-solving strategies and seeks
adult help when necessary
• Describes, observes, and investigates
properties and characteristics of common objects
Closing Circle
Character
Education
PATHS: Solving Problems Shubert's New Friend PATHS: Solving Problems
Date Teacher
Literacy Math
Handwriting without tears• Writer's Corner-Form letters
with blocks
Classifying, Data Analysis
Letter C and B worksheet • Writer's Corner-Draw or
write in journal
• Writer's Corner-Trace letters
using gel bag
• Construction-Make rainbow
makers
• Creativity Station-Make tissue
paper collages
• Fine Motor-Show children how
to fold paper airplanes
Lesson Plans for I Build! I Create! • I Can Build (Week 3) Feb 5-10 Ms. Rachel and Mr. Marcus
constructWonderful Word Heart, Purple, 6FocusesCharacter
EducationCooperation, Intentionality
• Construction-Build using small
boxes
• Creativity Station-Decorate
paper to use as wrapping paper
for boxes
• Fine Motor-Have box races
This Way to Pre-K
• Introduce title page, author,
photographer
• Compare book with classroom
The Do-Nothing Machine
• Introduce vocabulary in
context
• Compare tools in book with
classroom tools
Homes for Everyone
• Compare theme project to
structures
• Introduce composition
Giants Made by People
• Identify purposes of structures
• Introduce model and
intentionality
“Reagan’s Journal”
• Connect experiences with
journal entry
• Think about solving
construction problems
“The Baby Bluebird Story” fold-
and-cut story
• Enjoy a creative story
experience
• Discuss paper constructions
assemble, build, caring, category, cleverness, concrete, construction, cooperation, deeds, foundation, friend, habitats, homes, intentions, loquacious, model, raw
materials, sort, structure
Letter
Knowledge
C, c, N, n, B, b
Day 1 Day 3
• Construction-Build a house to
share with a friend
• Creativity Station-Paint a group
mural
• Fine Motor-String beads for
friendship bracelets
Math and Science
• Sort blocks by size and
geometric categories
Centers
• Math-Sort blocks by use
• Introduce geometric
vocabulary
• Compare shapes of box faces
Centers
• Fine Motor-Build a machine
• Math-Construct shapes with
connecting cubes
• Build five-cube arrangements
• Compare and sort by rules
Centers
• Science-Explore ways to
connect paper
• Math-Build unique five-cube
arrangements
Handwriting &
Phonics
Sentence Structure, Vocabulary, Oral Language
Literacy
English Vocabulary
LESSON
COMPONENTS
Weekly Learning
Centers
• Sort by attributes old and new
• Graph data collected
Centers
• Science-Observe effects of
aging (banana)
• Math-Observe effects of aging
(coins)
• Create name trains
• Compare and sort trains
Centers
• Math-Sort name trains
.
Language Arts
• Discuss building projects
• Introduce construct
• Construction-Have stacking
races
• Creativity Station-Decorate
boxes covered in plastic wrap
• Fine Motor-Build with smaller
blocks
Greeting Circle
• Building community
• Morning Message: I can build with
blocks.
• Calendar
Moving and
Learning
Create a music ensemble Drum to marching music Play a musical adding-on
game
Follow musical directions for
greeting friends
• Build long sentences
• Write a story for a wordless
book
• Develop a word web about
friends
• Discuss letters in friend
“Jack the Builder” Nursery
Rhyme flip chart
• Analyze sentence
construction
• Identify rhyming words
“Animal Habitats and
Homes” story folder
• Discuss terms—habitats
and homes
• Describe raw materials
used to build homes
Dance with streamers
“The Giants of the City” listening
story
• List structures in city
• Introduce idea of building
friendships
The Do-Nothing Machine
• Identify building materials
• Name the machine
Day 2
• Construction-Build
sentences with word blocks
• Creativity Station-Make a
collage using environmental
• Fine Motor-Work with name
puzzles
Day 5
• Brainstorm uses for a box • Explore different kinds of
paper
• Answer what if questions
• Building community
• Morning Message: Now we can build
friendships with our classmates.
• Calendar
Day 4
• Building community
• Morning Message: Building boxes
can be fun.
• Building community
• Morning Message: What can we
build with newspaper?
• Calendar
• Building community
• Morning Message: I can build.
• Calendar
Day 1 Day 3LESSON
COMPONENTSDay 2 Day 5Day 4
Learning Goals
• Is aware of own feelings most of the
time
• Demonstrates empathy and caring
for others
• Names at least 20 upper- and at
least 20 lowercase letters• Demonstrates receptive vocabulary (three to
four thousand words)
• Asks and answers appropriate questions about
the book
• Combines sentences that give detail, stays on
topic, and clearly communicates
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Combines syllables into words
• Slides, flips, and turns shapes to demonstrate
that the shapes remain the same
• Describes attributes
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• 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
• Shows understanding by responding
appropriately
• Is aware of own feelings most of the time
• 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
• Uses information learned from books by
describing, relating, categorizing, or comparing
and contrasting
• Uses a large speaking vocabulary, adding
several new words daily
• Shows initiative in independent situations and
persists in attempting to solve problems
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Initiates problem-solving strategies and seeks
adult help when necessary
• Describes, observes, and investigates
properties and characteristics of common objects
• Describes attributes
• Names common shapes
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Demonstrates an understanding that others
have
perspectives and feelings that are different from
her own
• Shows initiative in independent situations
and persists in attempting to solve problems
• Initiates problem-solving strategies and seeks
adult help when necessary
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Character
Education
PATHS: Solving Problems with
friends
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection• Uses sentences with more than
one phrase
• Assumes various roles and
responsibilities as part of a
classroom community
• Uses some appropriate writing
conventions when writing or giving
dictation
• Combines ideas for complex
sentences
• 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
• Sorts objects that are the same
and different into groups, and uses
language to describe how the
groups are similar and different
• Identifies equal and unequal sets
• Collects data and organizes it in a
graphic representation
• Combines ideas for complex
sentences
• Provides appropriate information
for various situations
• Demonstrates empathy and caring for
others
• Participates in classroom music activities
• Names at least 20 upper- and at least 20
lowercase letters
• Uses a large speaking vocabulary, adding
several new words daily
• Uses some appropriate writing conventions
when writing or giving dictation
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Begins to have meaningful friends
• Uses a wide variety of words to label and
describe people, places, things, and actions
• Describes attributes
• Sorts objects that are the same and different
into groups and uses language to describe
how the groups are similar and different
• Collects data and organizes it in a graphic
representation
• Coordinates sequence of movements to
perform tasks
• Initiates problem solving strategies and
seeks adult help when necessary
• Increasingly interacts and communicates
with peers to initiate pretend-play scenarios
that share a
common plan and goal
• Increasingly interacts and communicates with
peers to initiate pretend-play scenarios that share
a common plan and goal
• Demonstrates empathy and caring for others
• Names at least 20 upper- and at least 20
lowercase letters
• 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
• Produces a word that rhymes with a given word
• Combines ideas for complex sentences
• Verbally identifies, without counting, the number
of objects from 1 to 5
• Slides, flips, and turns shapes to demonstrate
that the shapes remain the same
• Sorts objects that are the same and different
into groups and uses language to describe how
the groups are similar and different
• Describes, observes, and investigates
properties and characteristics of common objects
• Provides appropriate information for various
situations
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Manner & Etiquette:
Introduction, napkins and
utensils
PATHS: Solving Problems with
friends
Cooperation & Intentionality PATHS: Solving Problems with
friends
Date Teacher
Literacy MathOral Language, Phonological Awareness
English Vocabulary
Math and Science
• Practice identifying the number
of objects without counting
• Introduce strategies for
determining number of objects
in a set
Centers
• Math-Practice counting out
sets
Literacy
Dance!
• Make story predictions
• Contrast ordinary and
extraordinary
“The Runaway Cookie Parade” ”
participation story
• Develop action word
vocabulary
• Participate in telling a story
Day 4
alliteration, attribute, collages, convey, create, extraordinary, flatten, grateful, gratitude, images, imaginative, inspired , intentionality , numeral, pentagon, quadrilateral,
sculpture, strategy
Identifying and Labeling Sets
Day 2 Day 3
Character
EducationCooperation, Intentionality
Letter
Knowledge
M, m, P, p, F, f
• Fine Motor-Practice the
directions of the How to Care
for Books • rebus poster using
books
• Creativity Station-Illustrate
pretend books
• Construction-Add a few small
books to the center. Encourage
children to build bookshelves for
the books.
• Building community
• Morning Message: Please make a
book from the paper in the center.
• Calendar
Lesson Plans for I Build! I Create! • I Can Create (Week 4) Feb 13-17 Ms. Rachel and Mr. Marcus
inspirationWonderful Word Focuses Pentagon, Pink. 7
Day 5
• Introduce numerals 1 through
9
• Analyze shape attributes of
numerals
Centers
• Writer's Corner-Trace
numerals
• Writer's Corner-Complete
pages for book
• Building community
• Morning Message: Pencils and
markers are tools for writing.
• CalendarPantomime “Body Talk in
Rhyme”
• Introduce tally marks
• Review quantification
strategies
Centers
Math-Count buttons and sort by
color/type
• Develop concept of gratitude
• Write and draw a cooperative
book
Nature’s Giants
• Recognize descriptions as
creations
• Discuss inspiration for
descriptions
Fanny Frog’s Fantastic Poems
and
Rhymes
• Experience poetry
• Introduce elements of poetry
Animal Friends
• Identify characters in wordless
book
• Dictate a story for the book
This Way to Pre-K
• Develop story walk chart
• Retell story using chart
Follow directions to “Shake
Your Reader Ribbons”
• ABC-Paint pictures
• Fine Motor-Use markers to
copy short sentences
• Creativity Station-Paint a
design using the child's name
• Construction-Build towns and
then create signage for streets
and buildings
• Introduce forming a mental
picture for quantification
• Play Finger Flash • Muestra
con los dedos
Centers
• Math-Make handprint counting
boards
• Review introduced polygon
shapes
• Introduce hexagon and
pentagon
Centers
• Math-Make five-pattern-block
picture
.
• Building community
• Morning Message: I can make up
and perform fancy dances.
• Calendar
Day 1
Skidamarink
• Discuss meaning of love
• Introduce inspire
“The Surprise” chalk and prop
story
• Describe illustrations
• Make inferences
Twinkle, the Little Star
• Create a prop for story
• Play the role of Twinkle
Three Bears’ Rap
• Introduce collage as style of
illustration
• Compare collages to other
illustrations
Play Freeze Dance with streamers
• Building community
• Morning Message: It is fun to
sculpt and mold playdough.
• Calendar
• Compare illustrations in
different books
• Introduce idea of intentionality
• Discuss sculptures
• Describe clay sculptures
• Discuss the power of words
• Introduce onomatopoeia,
alliteration, and rhyming words
LESSON
COMPONENTS
Weekly Learning
Centers
Language Arts
• Create a chart of dance moves
• Participate in telling the story
• Fine Motor-Make music using
ways other than instruments
• Creativity Station-Draw or
paint covers for their musical
instruments
• Construction-Make musical
instruments
Moving and
Learning
“Put Your Little Foot” dance
Greeting Circle• Building community
• Morning Message: I create fantastic
paintings and murals.
• Calendar
Handwriting &
Phonics
Writer's Corner-Trace and write
vocabulary card(s)
• Handwriting without tears • Letter C and B worksheet
• Fine Motor-Create various
hues of green by mixing food
coloring
• Creativity Station-Draw with
various mediums
• Construction-Decorate paper
bag blocks with markers
• Fine Motor-Make play dough
creations using buttons, lace
and beads
• Creativity Station-Make torn-
paper collages
• Construction-Build statues with
blocks or stuff paper bags to
create a sculpture
Day 4Day 2 Day 3 Day 5Day 1LESSON
COMPONENTS
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
Closing Circle• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Demonstrates knowledge of
nonverbal conversational rules
• Names at least 20 upper- and at
least 20 lowercase letters
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Demonstrates receptive vocabulary
(three to four thousand words)
• Asks and answers appropriate
questions about the book
• Recognizes at least 20 letter sounds• Produces a word that begins with the
same sound as a given pair of words
• Demonstrates that the order of the
counting sequence is always the same
regardless of what is counted
• Recognizes one-digit numerals 0 through
9
• Describes attributes
• Produces a word that begins with the
same sound as a given pair of words
• Perceives differences between similar-
sounding words
• Shows understanding by responding
appropriately
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection
• Is aware of own feelings most of the
time
• Demonstrates empathy and caring
for others
• Produces a word that begins with the
same sound as a given pair of words
• Uses a wide variety of words to label
and describe people, places, things,
and actions
• Combines ideas for complex
sentences
• Retells or reenacts a story after it is
read aloud
• Provides appropriate information for
various situations• Combines sentences that give detail,
stays on topic, and clearly communicates
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Recognizes one-digit numerals 0 through
9
• Collects data and organizes it in a
graphic representation
• Assumes various roles and
responsibilities as part of a classroom
community
• Uses books and other written materials
to engage in prereading behaviors
• Seeks to understand print
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
• Produces a word that begins with the
same sound as a given pair of words
• Demonstrates receptive vocabulary
(three to four thousand words)
• Retells or reenacts a story after it is
read aloud
• Uses information learned from books
by describing, relating, categorizing, or
comparing and contrasting
• Uses some appropriate writing
conventions when writing or giving
dictation• Coordinates sequence of movements to
perform tasks
• 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
• Recognizes one-digit numerals 0 through
9
• Responds to different musical styles
through movement and play
• Increasingly interacts and
communicates with peers to initiate
pretend-play scenarios that share a
common plan and goal
• Produces a word that begins with the
same sound as a given pair of words
• Uses a variety of art materials and
activities for sensory experience and
exploration
• Demonstrates interest in and shows
appreciation for the creative work of
others
• Asks and answers appropriate
questions about the book• Shows understanding by responding
appropriately
• Uses information learned from books by
describing, relating, categorizing, or
comparing and contrasting
• Combines words to make a compound
word
• Counts one to ten items, with one count
per item
• Verbally identifies, without counting, the
number of objects from 1 to 5
• Recognizes one-digit numerals 0 through
9
• Uses art as a form of creative self-
expression and representation
• Is able to increase or decrease intensity
of emotions more consistently, although
adult guidance is sometimes necessary
• Increasingly interacts and communicates
with peers to initiate pretend-play
scenarios that share a common plan and
goal
• Produces a word that begins with the
same sound as a given pair of words
• 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
• Demonstrates interest in and shows
appreciation for the creative work of others
• Demonstrates receptive vocabulary
(three to four thousand words)
• Independently writes letters on request
• Counts up to ten items and demonstrates
that the last count indicates how many
items were counted
• Recognizes one-digit numerals 0 through
9
• Creates shapes
• Investigates and describes sources of
energy including light, heat, and electricity
• Describes, observes, and investigates
properties and characteristics of common
objects
• Initiates problem-solving strategies and
seeks adult help when necessary
Character
Education
Manners & Etiquette: Week 3 PATHS: Comfortable &
Uncomfortable
Social Studies: President's Day PATHS: Comfortable &
Uncomfortable
PATHS: Comfortable &
Uncomfortable