lesson plans for animals • los animales - bugs (week 3) … · 03/04/2018 · “catching...

Date Teacher

Literacy MathVocabulary, Phonological Awareness, Oral Language

English Vocabulary

Letter Knowledge

abdomen, altogether, bee, beneficial, compassion, decrease, dragonflies, entomologist, entomology, fireflies, increase, insects, ladybug, mosquito, nectar, pollen, termites, thorax

Spanish Vocabulary abdomen, en total,abeja, beneficioso, compasión, disminuir, libélulas, entomólogo, luciérnagas, aumentar, insectos, mariquita, mosquito, néctar, polen, termitas, entomología, tórax

English-I, i, B, b, L, l, D, d, T, tSpanish-I, i, A, a, M, m, L, l, T, t Number and Operations

“Catching Fireflies” • “Luciérnagas en un frasco” listening story• Learn about dragonflies • Discuss compassion for living things

“Dandy, the Dragonfly” • “Luciana, la libélula” story starter• Discuss target vocabulary• Finish Dandy’s adventure

Lesson Plans for Animals • Los animales - Bugs (Week 3)April 9-13 Gard 3

entomology, entomologíaWonderful Word CharacterEducation

Curiosity, CuriosoCompassion, Compasión Technology Writer's Corner; Reading Buddy

• Compare flies and dragonflies• Read to find more information

Centers• Writer's Corner-Add to Butterfly Book• Library and Listening-Retell and modify story• Creativity Station-Illustrate story ending

II D 5 III B 3 III D 2

• Identify rhyming word pairs• Create new rhyming verses

Centers• Writer's Corner-Finish our Butterfly Book• Language and Literacy-Match rhyming words• Creativity Station-Illustrate new verses

•Display photo activity cards, ask children to identify insects, sing "The Insect Song" (pg.189)•Invite children to perform Butterfly Breathing (pg.169)•Implement Daily Commitment, Safe Keeper, Absent Child•Play "All Together" (pg.176) Explain that ants work together to build theri homes and gather food• Morning Message-Termite begins with T. Follow the Morning Message routine established on Day 1 for letters sounds and forming letters

Day 4

Greeting Circle

•Sing "All Around My Yard"([pg.183) Discuss the sounds the bugs make.• This week we will learn about insects.•Introduce calming strategy Butterfly Breathing (pg. 169)•Ask children about their experience teaching family members ,Kangaroo Breathing•Dance to "Shubert Shuffle (pg.182)•Implement Safe Keeper, Daily Commitment Ritual and Absent Child• Morning Message-Insect begins with I. Each day practice saying letter names and sounds and writing letters

• Display Photo Pockets with appropriate letter and phone. Ask children to identify both insects. •Invite children to sing "Baby Bumblebee (pg.169) as a calming strategy. •Implement Safe keeper, Daily Commitment Ritual and Absent Child•Review "Here is the Beehive" (pg.173)•Ask children to make a commitment today on how they specifically can be a caring friend.• Morning Message- I see a Bee on my knee. Model writing uppercase and lowercase Bb or Aa.

• Display Photo Pocket with ladybug photo.Ask children to identify the insect•Practice the calming strategy, S.T.A.R. (pg.171)•Implement Absent Child and Daily Commitment, Safer Keeper•Play "I Wish You Well (pg.178)• Morning Message-Ladybugs begins with L. Display photo pocket with appropriate letter and photo. Say the message

• Invite children to sing "All Around My Yard" (pg.183)•Invite children to learn the calming strategy Dragon Wings (pg.170)•Implement Absent Child, Daily Commitment, Safer Keeper• Morning Message- Dragonfly begins with D. Say the message, follow the moring message routine established on Day 1 for letter sounds and forming letters.

Day 1 Day 2 Day 3

Shubert’s Helpful Day• Compare story character and ladybug photo• Classify story as real or make-believe

Day 5LESSON COMPONENTS

Literacy (Oral Language, Phonics, Handwriting, Read Aloud)

• Learn insect body parts• Sort insects and other bugs

Centers• Writer's Corner-Trace "Insect"• Library and Listening-Search for animals in book• Language and Literacy-Play insect concentration

• Recall details after listening• Use checklist to classify bees and wasps

Centers• Writer's Corner-Our Butterfly Book• Library and Listening-Make bumblebee stick puppets• Language and Literacy-Use checklist to sort photo cards

• Use checklist to confirm ladybugs and beetles are insects• Discuss benefits of checklists

Centers• Writer's Corner-Add to butterfly book• Fine Motor Center-Make pet ladybugs• Language and Literacy-Illustrate lucky ladybug wishes

“The Ants Go Marching” • “Las hormigas marchan” (Nursery Rhyme • Cuentes infantiles flip chart)• Verify an ant is an insect• Point out ants in text

“Animals Habitats and Homes” • “Los hábitats y las casas de los animales” story folder• Compare termite’s home and anthill• Distinguish between home and habitat

Dragonfly ribbon flying or game “Little Ants” • “Las Hormigas” action song (pg.190)

Edie’s Backyard Bugs • Los insectos del jardín de Edie• Introduce vocabulary• Talk about children’s experiences

Critter Hide-and-Seek • Jugando al escondite con los animales• Introduce concept of camouflage• Discuss ways bugs are beneficial

Moving and Learning

“Can You Move with Me?” • “¡Ven y muévete así!” action song (pg.185)

Waggle Dance (pg.209) Ladybug , Ladybug. (pg.202) or play Ladybug , Fly Away (pg.207)

The Song of the Teeny Tiny Mosquito • El canto del mosquito• Name insect body parts• Listen to see what animals like to eat

“Ms. Bumblebee Gathers Nectar” • “La Sra. Abeja sale a recoger nectar” prop story• Act out story with puppet• Discuss how bees are beneficial

Day 4Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS

Outdoor Learning

• Pair children. Give each pair a yard of yarn. Have them find a spot on the playground to make a circle with their yarn. Encourage them to conduct a bug search inside their circle. Make sure they know not to touch any bugs they may find. Have magnifying glasses available for close-up looks.

• Invite children to play Queen Bee • Abeja reina (p. 208).

Character Education

• Play Beetle, Beetle, Ladybug • Escarabajo, escarabajo, mariquita (p. 206).

• Place frog beanbags on the parachute and encourage children to figure a way to make the frogs hop up to catch flying bugs.

• Play Follow the Leader Ants. Select a lead ant and have the other children follow in a line, mimicking the movements of their leader.

•Which is your favorite insect? Why?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree:Count the hearts on the kindness tree• Family Connection-Talk about ways to keep our classroom safe.

Butterfly breathing Practice our calming technque

• Order towers from most cubes to fewest• Use frogs to illustrate story problems

Centers• Math-Use props to create word problems• Gross Motor Area-Play number order hopping game

• Most interesting thing you learned about dragonflies?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Share frog facts with your family.

• How are bees and wasps alike??• Check on Commitments:Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Check our insect checklist.

• Do farmers like ladybugs in their garden?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Play the "Ladybug Counting" game.

Patience Sing our Patience song

Butterfly breathingIntroduce our calm breathing

Pride Discuss what you are proud of?

DisappointedDiscuss/ Define disappointed. When did you feel this way?

Closing Circle

• How can you tell an insect from a bug?• Check on Commitments:Ask children if they followed through on their daily commitments• Kindness Tree:Count the hearts on the kindness tree• Family Connection-Look in your yard for bugs.

• Identify and extend one more pattern• Introduce dividing set equally

Centers• Math-Play a dot-cube game• Creativity Station-Create an egg-carton insect

Math and Science

• Act out a more than, fewer than story• Compare sets of insects

Centers• Creativity Station-Create a backyard scene• Science-Sift sand and find plastic insects

• Introduce concept that numeral can describe position or indicate quantity

Centers• Creativity Station-Make pattern block insects• Math-Order boxes from largest to smallest

• Act out word-problem story• Use models to make a word problem

Centers• Math-Play count and match dots game• Gross Motor Area-Toss beanbags and record results

• Fine Motor-Create a yellow and black pattern • Science-Examine a honeycomb with a magnifying glass• Creativity Station-Use yellow and black crayons to color bees or wasps

• Fine Motor-Trace a ladybug • Science-Observe live ladybugs• Creativity Station-Use red and black crayons to color ladybugs

• Fine Motor-Draw dragonflies• Science-Observe and compare either live frogs and toads or photos • Creativity Station-Create fly wings by tracing ovals on waxed paper, cutting them out and using a thin, black marker to make lines

Weekly Learning Centers

• Fine Motor-Make bug-eye glasses• Science-Make a list of bugs and take a nature walk looking for insects• Creativity Station-Draw pictures of bugs

• Fine Motor-Create ants• Science-Observe ants with our magnifying boxes outside• Creativity Station-Create fingerprint ants

Day 4Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS

• Begins to understand difference and connection between feelings and behaviors• Assumes various roles and responsibilities as part of a classroom community • Demonstrates empathy and caring for others• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Provides appropriate information for various situations• Participates in classroom music activities• Uses some appropriate writing conventions when writing or giving dictation• Produces a word that rhymes with a given word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Uses informal strategies to share or divide up to ten items equally • Identifies equal and unequal set• Produces a word that begins with the same sound as a given pair of words• Identifies and describes the characteristics of organisms• Perceives differences between similar-sounding words

• Recognizes and blends two phonemes into real words with pictorial support• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Begins to have meaningful friends• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by responding appropriately • Recognizes, observes, and discusses the relationship of organisms to their environments• Uses category labels to understand how words and objects relate to each other• Names at least 20 upper- and at least 20 lowercase letters• Engages in conversations in appropriate ways• Counts up to ten items and demonstrates that the last count indicates how many items werecounted• Uses the verbal ordinal terms • Uses concrete models or makes a verbal word problem for adding up to five objects• Practices good habits of personal safety• Shows understanding by responding appropriately• Provides appropriate information for various situations

• Demonstrates empathy and caring for others• Shows competence in initiating social interactions• Independently writes letters on request• 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• Deletes a word from a compound word• Shows understanding by responding appropriately• Uses the verbal ordinal terms• Uses concrete models or makes a verbal word problem for adding up to five objects• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Practices good habits of personal safety• Shows understanding by responding appropriately• Provides appropriate information for various situations

• 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• Uses sentences with more than one phrase• Identifies and describes the characteristics of organisms• Uses category labels to understand how words and objects relate to each other• Deletes a word from a compound word• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Uses concrete models or makes a verbal word problem for adding up to five objects• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Describes and sequences life cycles of organisms• Recognizes, observes, and discusses the relationship of organisms to their environments

Learning Goals

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Is aware of where own body is in space; respects personal boundaries• Produces the correct sounds for at least ten letters• Uses a wide variety of words to label and describe people, places, things, and actions• Shows understanding by responding appropriately• Identifies and describes the characteristics of organisms• Combines syllables into words• Uses category labels to understand how words and objects relate to each other• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Uses concrete models or makes a verbal word problem for adding up to five objects• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Practices good habits of personal safety• Uses some appropriate writing conventions when writing or giving dictation• Provides appropriate information for various situations

I. Social and Emotional DevelopmentII. Language and CommunicatiI.A.1. Is aware of where own body is in space, II.A.1. Shows understanding by respond I.A.2. Shows awareness of areas of competenc II.A.2. Shows understanding by followin I.A.3. Shows reasonable opinion of his own ab II.A.3. Shows understanding of the new I.A.4. Shows initiative in independent situations II.B.1. Is able to use language for differe I.B.1.a. Follows classroom rules and routines w II.B.2. Engages in conversations in app I.B.1.b. Takes care of and manages classroom II.B.3. Provides appropriate information I.B.1.c. Regulates his own behavior with occas II.B.4. Demonstrates knowledge of verb I.B.2.a. Begins to understand difference and co II.B.5. Demonstrates knowledge of nonv I.B.2.b. Is aware of own feelings most of the timII.B.6. Matches language to social conteI.B.2.c. Is able to increase or decrease intensit II.C.1. Understood by both the teacher a I.B.3.a. Sustains attention to personally chosen II.C.2. Perceives differences between s I.B.3.b. Remains focused on engaging group a II.C.3. Investigates and demonstrates g I.C.1. Develops warm relationships with teacheII.D.1. Uses a wide variety of words to la I.C.2. Assumes various roles and responsibilitie II.D.2. Demonstrates understanding of t I.C.3. Shows competence in initiating social int II.D.3. Demonstrates receptive vocabula I.C.4. Increasingly interacts and communicates II.D.4. Uses a large speaking vocabular I.C.5. Initiates problem-solving strategies and s II.D.5. Uses category labels to understa I.C.6. Demonstrates empathy and caring for ot II.D.6. Increases listening vocabulary an I.C.7. Begins to have meaningful friends II.E.1. Uses complete sentences of four I.D.1. Demonstrates an understanding and tole II.E.2. Uses appropriate syntaxI.D.2. Demonstrates an understanding that oth II.E.3. Uses sentences with more than o

II.E.4. Combines ideas for complex senII.E.5. Combines sentences that give de II.E.6. Engages in various forms of nonv II.E.7. Uses single words and simple ph II.E.8. Attempts to use new vocabulary a

III. Emergent Literacy ReaIV. Emergent Literacy WrV. MathematicsVI. ScienceIII.A.1. Shows interest in books (foIV.A.1. Intentionally uses scribbl V.A.1. Knows that o VI.A.1. Descri III.A.1. Engages in reading-related IV.B.1. Independently uses lette V.A.2. Uses words VI.A.2. Investi III.A.2. Uses books and other writ IV.B.2. Closely approximates wr V.A.3. Demonstrate VI.A.3. Uses s III.A.3. Seeks to understand print IV.C.1. Independently writes lett V.A.3. Counts on VI.A.4. Investi III.B.1. Separates a normally spok IV.D.1. Uses some appropriate w V.A.4. Demonstrate VI.B.1. Identifi III.B.2. Combines words to make a compound word V.A.5. Counts up to VI.B.2. Descri III.B.3. Deletes a word from a compound word V.A.6. Demonstrate VI.B.3. Recog III.B.4. Combines syllables into words V.A.7. Uses the ve VI.C.1. Identif III.B.5. Deletes a syllable from a word V.A.8. Verbally iden VI.C.2. Identif III.B.6. Produces a word that rhymes with a given word V.A.9. Recognizes VI.C.3. Observ III.B.7. Produces a word that begins with the same sound as a giv V.B.1. Uses concre VI.C.4. Demon III.B.8. Combines onset and rime to form a familiar one- syllable w V.B.2. Uses concre VI.D.1. Practic III.B.9. Combines onset and rime to form familiar one- syllable wo V.B.3. Uses inform VI.D.2. Practic III.B.10. Recognizes and blends two phonemes into real words wit V.C.1. Describes a VI.D.3. Identifi III.C.1. Names at least 20 upper and at least 20 lower case letters V.C.1. Names common shapesIII.C.2. Recognizes at least 20 letter sounds V.C.2. Creates shapesIII.C.3. Produces the correct sounds for at least 10 letters V.C.3. Demonstrates use of locat III.D.1. Retells or reenacts a story after it is read aloud V.C.4. Slides, flips, and turns sha III.D.2. Uses information learned from books by describing, relatin V.D.1. Recognizes and compares III.D.3. Asks and answers appropriate questions about the book V.D.2. Recognizes how much can

one phrase V.D.3. Recognizes and compares tences V.D.4. Uses language to describe etail, stays on topic, and clearly communicates V.E.1. Describes attributes (foreru verbal commu- nication with those who do not speak her home lan V.E.1. Demonstrates awareness o rases to communicate meaning in social situations (ELL) V.E.1. Sorts objects that are the s and grammar in speech (ELL) V.E.2. Identifies equal and unequ

V.E.2. Collects data and organize V.E.3. Recognizes and creates pa

VII. Social StudieVIII. Fine ArtIX. Physical DevelopmenX. TechnologyVII.A.1. Identifies simi VIII.A.1. Uses a IX.A.1. Demonstrates coordina X.A.1. Opens and navigates throug VII.A.2. Identifies simi VIII.A.2. Uses ar IX.A.2. Coordinates sequence o X.A.2. Uses and names a variety o VII.A.3. Organizes the VIII.A.3. Demons IX.B.1. Shows control of tasks t X.A.3. Operates voice/sound recor VII.B.1. Demonstrates VIII.B.1. Particip IX.B.2. Shows increasing contr X.A.4. Uses software applications VII.B.2. Participates in VIII.B.2. Responds to different musical styles th X.A.5. Recognizes that information VII.B.3. Discusses the VIII.C.1. Creates or recreates stories, moods, or experiences through dramatic reVII.C.1. Identifies and creates common features in her immediate environmentVII.D.1. Identifies flags of the United States and resident stateVII.D.2. Recites the Pledge of Allegiance to the United States flag and the state flag and observes a mom VII.D.3. Engages in voting as a method for group decision-makingVII.D.4. Identifies similarities among people like himself and classmates as well as between himself and p

ces good habits of personal safety. ces good habits of personal health and hygiene. ies good habits of nutrition and exercise.

tion words apes to demonstrate that the shape remains the same s heights or lengths of people or objects n be placed within an object s weights of objects or people e concepts associated with the passing of time unner) of one-to-one relationships (forerunner) same and different into groups and uses language to describe how the groups are similar and different al sets (forerunner) es it in a graphic representation atterns

gh software programs designed to enhance development of appropriate concepts of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD-ROM rders and touchscreens to create and express own ideas n is accessible through the use of technology

epresentations

ment of silence

people from other cultures

Date Teacher

Literacy Math

• Construction-Continue dramatic play• Sensory Table-Bury "ostrich eggs" and let children find them• Creativity Station-Make yarn paintings

• Sing "Mary Had a Little Lamb" •Play "S.T.A.R Song" Spanish version "Estrella" is on P.180•Introduce "Baa Baa Sweet Sheep" (p.172)•Implement Safe Keeper Ritual and Daily Commitment Ritual• Morning Message-Goat begins with G.

“Farmer in the Dell” game (p.207) “Farmer in the Dell” (p.207) singing game

• Compare sheep and goats• Work on KWL Chart

Centers• Library and Listening-Add new animals to story• Fine Motor-Trace letter H• Creativity Station-Make handprint sheep

• Learn more about pigs• Fill in KWL chart

Centers• Library and Listening-Compare photos of pigs• Writer's Corner-Copy pig with pink crayons• Creativity Station-Illustrate class story

Follow the Leader game - galloping, trotting, and loping.

Farm Animals • Animales de la granja• Name parent and baby animals• Learn about goats and sheep

“Old MacDonald” • “El viejo Donaldo” story folder• Name farm animals• Add verses to song

• Sing "Did You Feed My Cow?" (p.185)• Introduce the calming strategy Moo (p.171)•Play "Shubert Shuffle" (p.182) Encourage children to be either a cow or horse as they dance, moving on all fours•Implement Safe Keeper Ritual and Daily Commitment Ritual• Morning Message-My horse ate hay.

• Sing "Ten Little Piglets" (p.197)•Today they are going to learn about the ways birds and bees move•Introduce "To Market To Market" (p.174)Implement Safe Keeper Ritual and Daily Commitment Ritual• Morning Message-Pig begins with P.

Farm Animals • Animales de la granja• Introduce farm vocabulary• Gather facts from informational book

“Old MacDonald” • “El viejo Donaldo” story folder• Identify farm animals• Imitate animal sounds

Farm Animals • Animales de la granja• Note first letter and sound in animal names• Use table of contents

“Half-Chicken” • “Mediopollito” story folder• Listen for information in story• Discuss chicken body parts

Farm Animals • Animales de la granja• Read to learn about pigs and hogs• Develop vocabulary

“Pedro, the Curious Pig” • “Pedro, el cerdo curioso” story starter (p.218)• Develop idea of curious• Write a group story

Moving and Learning


“One Pretty Pig” action song (p.208)

• Discuss experiences with farm animals• Create a KWL chart for farm animals

Centers• Library and Listening-Add animals to MacDonald’s farm• Creativity Station-Begin drawing of a farm• ABC-Create name tags for Bingo

• Role-play an action rhyme• Compare chickens, ducks, and ostriches

Centers• Writer's Corner-Copy words with magnetic letters• Library and Listening-Retell a story with story props• Gross Motor Area-Drop feathers into a box

agriculture, agriculturaWonderful Word CharacterEducation

Curiosity, CuriosoCompassion, Compasión

Lesson Plans for Animals • Los animales - Farm Animals Week 3 April 2-6

Technology ABC and XYZ; Sounds and Rhymes; Tux PaintGard 3

Spanish Vocabulary agricultura, en total, ternero, ganado, potro, cosechas, doméstico, oveja, granjero, bandada, chivos, manada, ovejas, animales de cría, avestruz, pastizal, aves de corral, productos, cordero

Day 1 Day 2 Day 3 Day 4 Day 5LESSON COMPONENTS

• Discuss cows and horses• Compare them using a Venn diagram

Centers• Writer's Corner-Practice writing names• Library and Listening-Listen to a story• ABC-Circle letters in magazine print

In the Cow’s Backyard • La hamaca de la vaca• Compare real cow to story character• Create a T-chart for animal sounds

Farm Animals • Animales de la granja• Read to learn about cattle and horses• Describe photographs

• Construction-Add lakes to the farm• Sensory Table-Make mud and provide plastic pigs for dramatic play• Creativity Station-Paint pink pigs using white and red fingerpaints

• Construction-Role-play farm life using plastic animals• Sensory Table-Role-play farm life using plastic animals• Creativity Station-Paint using a variety of brushes and describe how painting with each brush is different


• Construction-Begin construction of a farm• Sensory Table-Excavate rocks from the farm field• Creativity Station-Cut out picturesof farm animals, produce, or equipment from magazines to create a farm collage

• Construction-Add fences using craft sticks• Sensory Table-Plow field and plant "seeds"• Creativity Station-Paint with feathers

English-A, a, F, f, P, p, H, h, G, g, N, n Spanish-A, a, G, g, C, c

Letter Knowledge

Greeting Circle

• Sing "Old MacDonald" (p.204)•Encourage children to share their conversations at home about spreading seeds of kindness•Display Photo Activity Cards - have the children make the sound of one of the animals• Morning Message-Animals begins with A.

• Sing 5 Little Ducks (p.186)•Practice the calming strategy Crisscross (p.170)•Review the words and the movements of "That Was Helpful" (p.181) and then have the children sing along•Ask the children to make a specific commitmen as to how they plan to be a caring friend today• Morning Message-Farm begins with F.

“New Chicken Dance” (p.193)

agriculture, altogether, calf, cattle, colt, crops, domestic, ewe, farmer, flock, goats, herd, lambs, livestock, ostrich, pasture, poultry, products, sheep

Whole-Part Relationships

English Vocabulary

Vocabulary, Written Expression

Day 1 Day 2 Day 3 Day 4 Day 5LESSON COMPONENTS

• Develop counting-on strategy for adding• Create a counting-cube pattern

Centers• Gross Motor Area-Throw to practice combinations of five• Sensory Table-Make pawprints in play dough

Character Education

PATHS-Proud What does proud mean?

Curiosity & Compassion: Read Little Miss Muffet Poem How do you think she found the courage to return?

Math and Science

• Practice solving verbal word problems (addition)

Centers• Creativity Station-Draw set to match dots on dot cube• Science-Sort animal photos

• Work with combinations of five• Create a Combinations of Five chart

Centers• Math-Play missing duckling game• Science-Match pictures of parent and baby animals

Curiosity & Compassion: Act out "Little Miss Muffet Poem" on light camera action.

• Encourage children to play Wolf and Sheep • El lobo y las ovejas (p. 209).

Closing Circle

• What did you learn about farms?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Share the class scarecrow with your families.

• Why do farmers raise chickens?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree:Count the hearts on the kindness tree• Family Connection-Teach your family the "New Chicken Dance"

• What is a pig's favorite food?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Share what you learned about pigs

• How are horses and cows alike? How are they different?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Send home note asking family members' favorite flavor of ice cream (FC CD)

• What did you learn about farm animals this week?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Send home a note and encourage the children to teach Moo to their family (FC CD)

Outdoor Learning• Make a pathway using yarn or rope. Invite children to crow hop along the pathway (hop on two feet).

• Invite children to play Hopping Chicken • Pollo saltarín (p. 207).

• Invite the children to gallop like horses

Conscious Discipline- Review previously learned calming strategies.

PATHS-Proud. Discuss a time when you felt proud.

• Practice one-to-one correspondence• Use models to count-on to add

Centers• Math-Play dot-cube game• Creativity Station-Paint one-more dot sets

• Uses models to demonstrate one less• Matches models to chart

Centers• Gross Motor Area-Roll and score bowling game• Science-Do a measurement experiment-Will it fit?

Learning Goals

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Remains focused on engaging group activities for age-appropriate range of time• Shows understanding by responding appropriately• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Demonstrates receptive vocabulary (three to four thousand words)• Seeks to understand print• Uses category labels to understand how words and objects relate to each other• Uses some appropriate writing conventions when writing or giving dictation• Identifies and describes the characteristics of organisms• 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• 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• Participates in classroom music activities

• Assumes various roles and responsibilities as part of a classroom community• Demonstrates empathy and caring for others• Recognizes at least 20 letter sounds• 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• Identifies and describes the characteristics of organisms• Uses some appropriate writing conventions when writing or giving dictation• 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• Demonstrates that all people need food, clothing, and shelter• Recognizes, observes, and discusses the relationship of organisms to their environments• Discusses the roles and responsibilities of community workers

• Demonstrates empathy and caring for others• Produces the correct sounds for at least ten letters• Participates in classroom music activities• Uses a large speaking vocabulary, adding several new words daily• 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• Identifies and describes the characteristics of organisms• Uses some appropriate writing conventions when writing or giving dictation• 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 subtracting 1 to 5 objects from a set• Investigates and describes sources of energy including light, heat, and electricity• Uses category labels to understand how words and objects relate to each other

• Recognizes and blends two phonemes into real words with pictorial support• Independently writes letters on request• Creates or re-creates stories, moods, or experiences through dramatic representations• 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• Produces the correct sounds for at least ten letters• Uses a large speaking vocabulary, adding several new words daily• Identifies and describes the characteristics of organisms• Uses some appropriate writing conventions when writing or giving dictation• 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 a wide variety of words to label and describe people, places, things, and actions• Describes, observes, and investigates properties and characteristics of common objects• Coordinates sequence of movements to perform tasks

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Independently writes letters on request • Demonstrates empathy and caring for others• 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• Identifies and describes the characteristics of organisms• Uses some appropriate writing conventions when writing or giving dictation• Knows that objects or parts of an object can be counted• Uses words to rote count from 1 to 30• Recognizes and creates patterns• Combines syllables into words• Identifies and describes the characteristics of organisms

• Play Farmer, May I? • Sr. Granjero, ¿puedo? (p. 207) as you would Mother, May I?


epresentations

ment of silence


Date Teacher

Literacy Math

butterflies, caterpillar, compare, crickets, egg, grasshopper, hammock, larva, metamorphosis, mollusk, pupa, slugs, snails, spiders, squirm, wiggle, worms, zero

Spanish Vocabulary mariposas, orugas, comparar, grillos, huevo, saltamontes, hamaca, larva, metamorfosis, molusco, pupa, babosas, caracoles, arañas, retorcerse, menearse, gusanos, cero

Day 1 Day 2 Day 3

“The Life Cycle Chant” action rhyme (pg.203) Say the chant slowly so children can perform each stage of the life cycle

Hop! Hop! Stop! • ¡Salta! ¡Salta! ¡Detente! Game (pg.207)

Can You Move with Me? • ¡Ven y muévete así! action song (pg.185)

“Itsy Bitsy Spider” danceInvite children to climb and dance

Day 5LESSON COMPONENTS

• Today we will review all we've learned.•Sing "All Around My Yard" (pg.183)•Review the calming strategy Butterfly Breathing (pg.169) •Implement Absent Child, Daily Commitment , Safe Keeper Ritual•Review Can of Worms (pg.173)• Morning Message- Worm bgins with W. Say the morning message , follow the morning message routine established on Day 2 for letter sounds and forming letters

Moving and Learning

•Today we will learn about worms, slugs and snails. •Display Photo activity cards, teach the children "Nobody Likes Me" (pg.193)•Review calming strategy Thumb Tracking (pg.171) •Implement Absent Child, Daily Commitment, Safe Keeper Rituals•Introduce a partner greeting called Can of Worms (pg.173)• Morning Message- Snail and slug begin with S. Display the Photo Pocket with the snail or caracol photo and appropriate letter

• Today we will focus on spiders.•Sing "Itsy Bitsy Spider" (pg.189)•Practice calming strategy Eye Rest (pg.170)•Implement Absent Child, Daily Commitment , Safe Keeper Rituals•Create a Ginormous School Family Greeting like the insects do in the book Shubert's New Friend, use a spider web greeting• Morning Message- Spiders begin with S. Say the message, follow the morning message routine established on Day 2 for letter sounds and forming letters


• Develop a butterfly life cycle chart• Analyze the word metamorphosis • metamorfosis

Centers• Writer's Corner-Copy metamorfosis and count letters• Fine Motor-Play Insect Charades• Library and Listening-Reenact metamorphosis rhyme

• Read to learn about grasshoppers• Compare grasshopper’s body to child’s body

Centers• ABC- Copy Magnetic letters and use to play game• Language and Literacy-Sort photos using insect checklist• Library and Listening-Accompany story with a cricket song

• Consider life without arms, legs, and eyes• Identify rhyming words in sentence

Centers• Writer's Corner-Make play dough worms and letters• Pretend and Learn-Make shadow worms and tell story• Library and Listening-Add an adventure to Wiggle Worm’s story

• Learn about spiders• Use photo to identify body parts

Centers• Writer's Corner-Trace spider.• Language and Literacy-Retell stories with puppets and props• Pretend and Learn-Reenact story with shadows

• Identify bugs and insects from clear descriptions• Create graph to show favorites

Centers• Writer's Corner-Draw worms.• Creativity Station-Create crazy bug hat• Listening and Library-Listen to a story

Create an insect and bug orchestra, provide sound makers for the insects

Edie’s Backyard Bugs • Los insectos del jardín de Edie• Develop vocabulary• Introduce butterfly life cycle

Shubert is a S.T.A.R.• Learn about a different change• Describe story details

Sara Sidney’s Runaway Adventure • Sara, la iguana que se escapó• Learn about crickets• Discuss cricket sounds

Edie’s Backyard Bugs • Los insectos del jardín de Edie• Remember grasshopper’s role in story• Discuss grasshopper sounds

Can You Move with Me? • ¡Ven y muévete así!• Compare caterpillars and worms• Demonstrate animal movements

“Wiggle Worm’s Adventure” • “La aventura de Graciela Gusano” prop story• Learn about worms• Compare story character to real worm

“Itsy Bitsy Spider” • “La araña chiquitita” story folder• Discuss the spider’s perseverance• Compare character to real spiders

Shubert’s New Friend• Listen for differences in the characters• Compare story resolution to children’s experiences

Day 4

Greeting Circle

• Today we will focus on caterpillars and butterflies.•Display photo activity card #45, teach children, "Roly-Poly Caterpillar" (pg.195)•Invite children to sing, "Bye Bye, Crankies (pg.172)•Implement Absent Child, Daily Commitment, Safe Keeper Rituals•Review "Twinkle , Twinkle (pg.175)• Morning Message-Caterpillars know how to eat. Say the message, challenge children to guess the mystery words. Slowly say each word, phoneme by phoneme

• Today we will learn about grasshoppers and crickets.•Display photo activity card #51, encourage children to sing, "My Busy Garden" (pg.192)•Allow children to choose a calming strategy to perform. (Strategy Card V: Calming Strategies)•Implement Absent Child, Daily Commitment, Safe Keeper Rituals•Play "That Was Helpful" (pg.181)•Ask children to make a specific commitment as to how they plan to bea helpful friend today• Morning Message- Jump begins with J. Rest of week, say letter names and sounds and practice writing letters

Gard 3metamorphosismetamorfosis

Can You Move with Me? • ¡Ven y muévete así!• Use picture cues to read vocabulary words• Find words in text of story

In the Cow’s Backyard • La hamaca de la vaca• Compare sizes of animals• Consider how changing story events impacts story

Technology Words, Words, Words; Internet

Letter Knowledge

English-S, s, J, j, W, wSpanish-A, a, G, g, S, s, C, c

Lesson Plans for Animals • Los animales - More Bugs (Week 4)April 23-27

Number and Operations

Wonderful Word

Oral Language, Phonological Awareness, Vocabulary

CharacterEducation


English Vocabulary

Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS Day 4

• Gross Motor-Pretend to be grasshoppers• Creativity Station-Use green and brown paint to paint grasshoppers and crickets• Fine Motor-Place grasshopper Tiddlywinks with green and white buttons

• Gross Motor-Have worm races• Creativity Station-Paint worms with brown and black tempera paint using brushes of varied widths• Fine Motor-Roll play dough into worms

• Gross Motor-Create a yarn maze and pretend to be a spider• Creativity Station-Make puff-paint spider webs• Fine Motor-Roll play dough into balls to assemble spiders

• Gross Motor-Create sock worms and large, paper leaves to play a game of toss• Creativity Station-Encourage children to draw their favorite insects or bugs• Fine Motor-Shape worms or other insects using play dough, wiggle eyes, and chenille wires


• Gross Motor-Pretend to be caterpillars• Creativity Station-Create blotto butterflies• Fine Motor-Use tweezers to place yarn "caterpillars" on paper leaves

Pride•Look at our American flag and discuss "Pride"

Calm Bee Wings • Review our calming technique.

• Use cube worms to model subtraction and addition

Centers• Creativity Station-Create a pattern block worm• Math-Play Compare and Capture • Comparar y capturar

• Introduce the concept of zero• Compare equal and unequal sets

Centers• Sensory Table-Use ears to find equal sets of pennies in plastic eggs• Math-Make cube towers to show how many legs

• Introduce symmetry• Divide sets of cubes equally

Centers• Sensory Table-Use mirror to locate midsection of animal photo• Math-Order connecting cube towers and divide towers in half

• Compare sizes of grasshoppers• Estimates length of grasshopper’s jump

Centers• Gross Motor Area-Measure length of jumps• Math-Move frogs on number line to specific numbers

• How far can a grasshopper hop?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection- Have a hopping contest at home.

Character Education

Patience•Have an open discussion on being patient at school and at home.

Calm Bee Wings •Introduce our calm beathing.

Jealous•Read Lisa's Baby Sister.

• Make a giant spider with the parachute. (p. 208).

Look for insects outside. Discuss the children’s observations when they return to the room.

Outdoor Learning

• Fly around the playground making butterfly shadows.

Math and Science

• Observe changes in cube tower• Add or subtract cubes to match changes

Centers• Fine Motor-Compare sets to see which has the fewest• Math-Play Copy Me • Imítame

Closing Circle

• What tickled your fancy today?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection-Send a baby picture of your child.

• Encourage children to jump around the perimeter of the playground pretending to be crickets or grasshoppers. They may be able to observe some real jumping insects.

• Remember compassion toward animals. • Check on Commitments:Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection- Teach the Can of Worms greeting to a family member

• How many legs do insects have?• Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection- Find something at home that has a quantity of zero.

• How many legs does a spider have? • Check on Commitments: Ask children if they followed through on their daily commitment• Kindness Tree: Count the hearts on the kindness tree• Family Connection- Share spider facts.

• Invite children to make a long worm by holding onto each other’s waist. Challenge them to wiggle across the playground without coming apart.

Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS Day 4

Learning Goals

• Begins to understand difference and connection between feelings and behaviors• Demonstrates empathy and caring for others• Recognizes and blends two phonemes into real words with pictorial support• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Describes and sequences life cycles of organisms• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Deletes a word from a compound word• Demonstrates awareness of one-to-one relationships• Uses concrete models or makes a verbal word problem for adding up to five objects• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Describes and sequences life cycles of organisms• Combines sentences that give detail, stays on topic, and clearly communicates

• Demonstrates an understanding and tolerance for unique characteristics of others• Demonstrates empathy and caring for others• Is aware of own feelings most of the time• Asks and answers appropriate questions about the book• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Engages in conversations in appropriate ways• Deletes a word from a compound word• Uses concrete models or makes a verbal word problem for adding up to five objects• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Recognizes and compares heights or lengths of people or objects• Regulates his own behavior with occasional reminders or assistance from teacher• Recognizes, observes, and discusses the relationship of organisms to their environments

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Demonstrates empathy and caring for others• Regulates his own behavior with occasional reminders or assistance from teacher• Shows initiative in independent situations and persists in attempting to solve problems• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary (three to four thousand words)• Names at least 20 upper- and at least 20 lowercase letters• Engages in voting as a method for group decision making• Knows that objects or parts of an object can be counted • Uses informal strategies to share or divide up to ten items equally• Identifies equal and unequal sets• Investigates and describes position and motion of objects• Identifies and describes the characteristics of organisms• Describes attributes

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Assumes various roles and responsibilities as part of a classroom community• Participates in classroom music activities• Uses a wide variety of words to label and describe people, places, things, and actions• Uses category labels to understand how words and objects relate to each other• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Combines sentences that give detail, stays on topic, and clearly communicates• Shows understanding by responding appropriately• Engages in voting as a method for group decision making• Uses concrete models or makes a verbal word problem for adding up to five objects• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Identifies equal and unequal sets• Practices good habits of personal safety• Is aware of own feelings most of the time• Identifies and describes the characteristics of organisms

• Shows competence in initiating social interactions• Remains focused on engaging group activities for age appropriate range of time• Demonstrates knowledge of nonverbal conversational rules• 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)• Engages in conversations in appropriate ways• Uses a wide variety of words to label and describe people, places, things, and actions• Produces a word that rhymes with a given word• Knows that objects or parts of an object can be counted• Uses concrete models or makes a verbal word problem for adding up to five objects• Identifies equal and unequal sets• Identifies and describes the characteristics of organisms• Recognizes, observes, and discusses the relationship of organisms to their environments• Independently uses letters or symbols to make words or parts of words


epresentations

ment of silence


Date Teacher

Literacy Math

Sing “You Are My Sunshine”

Fine Motor: Draw a picture of your favorite things-Creation Station: Draw a picture for a friend

Writer’s Corner: Shape play dough into letters-Creation Station: Have the children draw a picture of all of their family members.

Day 1 Day 2 Day 3

Sing “If You are Wearing...”

Writer’s Corner: Have the children trace upper case ABCs-Creation Station: Dot paint creation

The Very Hungry Caterpillar-How did the caterpillar change and grow? -How are you different than when you were a baby?

David Goes to School-Review classroom rules-What are somethings David could have done differently?

Math and Science

LESSON COMPONENTS



Calendar (month, day, year) -Introduce the theme: Week of the Young Child. What are young children?Centers-Letter Recognition: Review a, b, c, d, e with letter packets -Gross Motor: crawl around like you are a baby

Moving and Learning

Play “Silly Dance Contest” CD

Lesson Plans for Week of the Young ChildApril 16-20

Numbers 11-20 Review

Greeting Circle Sing “Growing" Sing “The More We Get Together"

Gard 3

Spanish Vocabulary Joven, niño, único, personalidad, amigo, familia, especial, cooperación, intencionalidad, confianza en sí mismo, curiosidad, compasión, el compromiso, la lealtad, decepcionado

unique, único

Sing “Hello, Neighbor"

Wonderful Word

Oral Language, Comprehension, Letter Recognition

CharacterEducation Values and Virtues Review

English Vocabulary

Letter Knowledge

Technology Jumpstart Advance Preschool, Kid Pix, Frog Street

Letters in Name

Go for a walk taking 19 baby steps and 20 giant stepsCentersSink or float? With different objects, have the children predict if it will sink or float. Conduct the experiment and revisit the predictions to see if they were/weren’t correct.

Day 4

Calendar (month, day, year)-What is your favorite thing to do with your family? Share information about different family dynamics. Centers-Letter Recognition: Review u, v, w, x, y, z with letter packets -Library: Find pictures of families in different books

Play “Duck, Duck, Goose” but replace the words with “Me, Me, You”

Calendar (month, day, year)-Ask the children to share things they like about being 3 and things that they can do. Centers -Letter Recognition: Review p, q, r, s, t with letter packets -Writer’s Corner: Make a list of things that you can do

Day 5

Dance to with ribbons

Calendar (month, day, year)-Describe a friend to the class and what makes them specialCenters-Letter Recognition: Review f, g, h, i, j with letter packets -Pretend and Learn: Pretend that you are meeting a new friend

Character Education

PATHS: Proud Circle time with Twiggle

Values & Virtues: CompassionColor the "It's Not Funny" page

Young, child, unique, personality, friends, family, special, cooperation, intentionality, self-reliance, curiosity, compassion, commitment, loyalty, love

Calendar (month, day, year)-What makes you special? Have the children explain positive things about themselvesCenters-Letter Recognition: Review k, l, m, n, o with letter packets -Language: Tell a funny story about yourself

Review 11 & 12 Connect the dots with 11 and 12 dots. CentersSorting boxes and bowls. Have children sort different objects by size, color and shape.

Review 13 & 14 Have the children jump 13 times and touch their toes 14 times. CentersCount our different body parts. Have children see how many fingers, toes, hands, feet, eyes, nose and mouth they have.

Have relay races using the “Don’t Drop the Egg’ game.

Parachute play day

PATHS: ProudRead : "I Like Me"

PATHS: ProudMake a list of things that make you feel proud

Review 15 & 16 Build a tower together of 15 and 16 blocks Centers“What is your favorite color” graph. Have the children share their favorite color by making tallies and then create a bar graph.

Review 17 & 18 Count out 17 and 18 unifix cubes. CentersPattern color cubes. Have the children make a 1 and 1 pattern. To extend, have them make three color patterns.

Duck at the Door-What are some things duck can do or learns to do?-Make a list of things that we can do as 3 year olds

Benny's Pennies-Who is in Benny's family?-Who is in your family?

Writer’s Corner: Have the students trace the numbers 11-20-Creation Station: Draw a self-portrait: try to have the students draw themselves making sure that they have 2 eyes, 1 nose, ECT.

Writer’s Corner: have the students trace/write their own names -Creation Station: Cut a circle and draw a face showing an emotion

Values & Virtues: CuriosityAsk your friends what their favorite things are

The Cow That Laid an Egg-What does it mean to be special?-Compare to how each child is different and special

Closing Circle

Week of the Young Child•Check on Commitments•Kindness Tree•Family Connection: Parents, share with your child what you were like when you were young.

We are all friends at school•Check on Commitments•Kindness Tree•Family Connection: Tell your family who your school friends are!

We all have a family•Check on Commitments•Kindness Tree•Family Connection: Share some family fun time this weekend!

We are all different. •Check on Commitments •Kindness Tree•Family Connection: Have your family share what makes you special!

It’s great to be three! •Check on Commitments•Kindness Tree•Family Connection: Look at family photos.

Day 1 Day 2 Day 3LESSON COMPONENTS Day 4 Day 5

Outdoor Learning

Bubble Day! Have children blow bubbles to kick off WOYC!

Look for shapes in the clouds.

Hand and eye coordination-letter recognition-Uses vocabulary to communicate actions and details- practices hand writing-Can operate simple cutting techniques -can identify what feelings look like -recognizes numerals 11-20-can pattern 1 and 1 colored patterns

Have a race with a friend! They can hop, skip, run, ECT.

Name Ball GameHave the children sit in a circle and supply the children with a ball. The child must say the child's name that they are going to roll the ball to.

Learning Goals

Hand and eye coordination-letter recognition-aware of own body in space-comprehends meaning of young child-practices hand writing -follows step by step directions-recognizes numerals 11-20-Sorts objects by different attributes

Hand and eye coordination-letter recognition-Interacts with peers to initiate pretend-play scenarios -Uses a variety of words to describe people and friendships -Can operate simple cutting techniques -Able to communicate basic physical attributes -recognizes numerals 11-20-Uses one-to-one correspondence

Hand and eye coordination-letter recognition-Identifies family members as care takers-Recognizes all different types of families -Identifies community members as care takers -creates letters using fine motor skills - recognizes numerals 11-20-Makes predictions and infers for a scientific experiment

Hand and eye coordination-letter recognition-Able to communicate a basic story to others -Communicates positive attributes about self -Able to identify positive attributes of others personalities -Able to communicate basic physical attributes -recognizes numerals 11-20-collects data and displays data in a graph

Play follow the leader


epresentations

ment of silence


Date Teacher

Literacy Math

“Chim Chim Chimpanzee” tapping game and song p.185

• Learn about elephants, tigers, and bears• Vote on which animal (of the above 3) is your favorite.Centers• Writer's Corner-copy elephant, tiger, zoo with Magnetic letters• Library and Listening-Listen for new information• Language and Literacy-Play zoo concentration

carnivorous, chimpanzee, elephants, endangered, giraffe, glossary, herbivorous, herd, kangaroo, koala, lions, mammals, nocturnal, one less, one more, pride, zebra, zoologycarnívoro, chimpancé, elefantes, en peligro de extinción, jirafa, glosario, herbívoro, manada, canguro, koala, leones, mamíferos, nocturnos, uno menos, uno más , orgullo, cebra, zoología

Day 1

English Vocabulary

Spanish Vocabulary

Day 5

• Today we will be discussing kangaroos and koalas. Explain these animals come from Australia.•Sing "Oh, Do You Want to See the Zoo?" (p.195)•Practice the calming strategy Bunny Breathing (p.169)•Invite children to sing and move to "Get Ready" (p.177)•Implement the Safe Keeper Ritual and the Daily Commitment Ritual• Morning Message: Kangaroo and koala both begin with the letter K.

Gard 3

zoology, zoología

• Look at Photo Activity Card #95 and identify the animal. Sing "Lion at the Zoo" p. 191•Introduce the calming strategy Elephant Breathing (p.170)•Review "Georgie Porgie (p.173)•Implement the Safe Keeper Ritual and the Daily Commitment Ritual• Morning Message: Elephant begins with E.

• Sing "Oh, Do You Want to see the Zoo?" (pg195)•Invite the children to Bend and Stretch (p.169) Encourage them to pretend they have long legs and a long neck like a giraffe•Implement the Safe Keeper Ritual and the Daily Commitment Ritual• Morning Message: Zebra begins with a Z•Invite the children to sing "Zippity Zoo" (p.196)

Wonderful Word

Oral Language, Vocabulary, Written Expression

CharacterEducation

Letter Knowledge

FS Math-Order It; Writer's Corner

April 16-20

Number and Operations

Greeting Circle

• Sing "Oh Do You Want to See the Zoo?" pg. 195, and ask children about their zoo experiences.•Invite the children to practice the Balloon calming strategy (p.169)•Encourage children to describe their experiences teaching a family member the Moo calming strategy (p.171)•Implement Safe Keeper Ritual and Daily Commitment Ritual• Morning Message: We go by the zooInvite the children to sing "Zippity Zoo" (p.196)

• Compare giraffe, zebra, and emu with Photo Activity Cards.Centers• ABC-Create a giraffe from the letter z• Language and Literacy-Play zoo concentration• Math-Look for objects the length of giraffe's tongue

Day 2

Zookeeper Says (p. 209) as you would play Simon Says: You be the zookeeper and give commands to move like the zoo animals.

Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity• Introduce animal camouflage• Read about giraffes and zebrasAnimal Friends • Amigos animales• Describe animal characters• Compare character movements with real animals


LESSON COMPONENTS


• Sing along with "Zippity Zoo" p. 196 and name all the 'Z' words you hear.• Discuss zoo animalsCenters• Writer's Corner-Decorate word (zoo) with monkey (child's) fingerprints.• Library and Listening-Listen to story• Fine Motor-Build a zoo animal

Moving and Learning

English-M, m, E, e, Z, z, K, kSpanish-M, m, E, e, C, c, K, k, Z, z

Lesson Plans for Animals • Los animales - Zoo Animals Week 4

Technology: Frog street

Day 4

“Three Happy Bears” (p.209) “Twirl Those Ribbons” ribbon dancing p. 197

• Sing "Ten Little Monkeys" p. 195•Practice the calming strategy Arm Breathing (p.169) Encourage the children that they have long arms and to pretend they are chimps and monkeys•Invite children to sing alng and move with "My School Famiy" (p.197) Point out that the zoo is a family of animals•Implement the Safe Keeper Ritual and the Daily Commitment Ritual• Morning Message: Monkey begins with M.

Day 3

Monkey Nonsense (p.208) •Have the children demonstrate monkey movements (Scratch9ing, bouncing, eating bananas, picking)

Welcome to Zippity Zoo • Bienvenidos al zoológico de Zippity• Preview the book and make summary statement• Share questions about animalsHow Do Animals Use their Mouths? • ¿Como usan la boca los animales?• Compare the ways animals and people use their mouths

Welcome to Zippity Zoo • Bienvenidos alzoológico de Zippity• Research chimpanzees and monkeys• Use glossary of bookFive Silly Monkeys • Cinco monos tontos• Role-play the story• Contrast illustrations and photos

How Do Animals Use their Ears? • ¿Cómo usan los oídos los animales?• Learn about animal ears• Sit inside the outline of an elephant’s earThe Gift • El regalo• Compare fiction to nonfiction• Develop vocabulary

• Learn about marsupials, meaning that they carry their babies in their pouches.• Look at the Photo Activity Card of a kangaroo, analyze how the kangaroo moves around, then demonstrate.Centers• Writer's Corner-Name animals in photos and write the first letters of each• Library and Listening-Learn about wallabies and koalas• Gross Motor Area-Compare jump to kangaroo’s jump

Welcome to Zippity Zoo • Bienvenidos alzoológico de Zippity• Listen for and identify rhyming words• Read about kangaroos and koalas“Zanzibar Zoo” • “El zoolólogico de Zanzíbar” story folder• Introduce names of groups of animals• Compare Zanzibar Zoo and Zippity Zoo

• Tap words and syllables to "Chim Chim Chimpanzee" p.185• Learn about different kinds of monkeysCenters• Writer's Corner-Try writing like a monkey (without thumb)• Language and Literacy-Sequence story cards and retell tale "Five Monkeys Swinging on a Vine"• Fine Motor-Pick small items without using thumb

Day 1 Day 5Day 2LESSON COMPONENTS Day 4Day 3

• Which zoo animal is your favorite? Let's make a tally chart.• Check on Commitments: Ask the children if they followed through on their daily commitment• Kindness Tree: Have the childrne count the hearts on the kindness tree• Family Connection: Send a note and encourage children to teach Kangaroo Breathing (FC CD)

• Which is the largest zoo animal that we learned about?• Check on Commitments: Ask the children if they followed through on their daily commitment• Kindness Tree: Have the children count the hearts on the kindness tree• Family Connection: Play a zoo riddle game with your family.

• Sing 5 Little Monkeys • Check on Commitments: Ask the children if they followed through on their daily commitment• Kindness Tree: Have the children count the hearts on the kindness tree• Family Connection: Read the Zippity Zoo take-home story book. (FC CD)

• Invite children to play Mbube, Mbube (p. 208) or Elephant Soccer • Fútbol de elefantes (p. 206).

• Provide can stilts (p. 166). Encourage children to pretend to walk like giraffes.

• Set up Kangaroo Races • Carreras de canguros (p. 207).Outdoor Learning

• Move like zoo animals on the playground.

Math and Science

• Use word problem to add up to five objects• Develop strategies for problem solving

Centers• Math-Use frog counters in "Kookaburra" adding song p(190)• Science-Sort animals—live in trees, do not live in trees

• What did you learn about monkeys today?• Check on Commitments: Ask the children if they followed through on their daily commitment• Kindness Tree: Have the children count the hearts on the kindness tree• Family Connection: Encourage children to solve verbal word problems at home.

• Play a game of Catch a Tiger’s Tail • Atrapa la cola del tigre (p. 206).

Closing Circle

• What did you learn about the zoo today?• Check on Commitments; Ask the children if they followed through on their daily commitment• Kindness Tree: Have the children count the hearts on the kindness tree• Family Connection: Discuss favorite zoo animals with your family.

Character Education

• Use models to solve problems (subtraction) (continue "Kookaburra")• Develop strategies for solving problems

Centers• Math-Use frog counters for subtraction game• Creativity Station-Make a jungle scene with animal stamps

• Construction-Provide plastic monkeys and build a habitat for them• Pretend and Learn-Pretend to be zookeepers feeding and caring for the animals• Creativity Station-Pretend to be a monkey while painting pictures (without thumb)

• Compare weight and size of spiders and elephants• Use fingers to count and add and subtract numbers

Centers• Math-Use story board to support adding one• Science-Compare attributes of materials

PATHS -Love Define the feeling "Love".

Conscious Discipline: Introduce "Ear Rub" p.170• Discuss zoo manners and safety/ empathy toward animals

Values & Virtues- Curiosity & Compassion-Review what it means to have curiosity.

PATHS- LovePuppet show with Twiggle.

• Five little monkeys ryhme pg (200) discuss and compare number of monkeys at the beginning and the end• Introduce one less pattern with word problems

Centers• Creativity Station-Paint black and white striped pattern• Math-Use story board to retell song

• Construction-Create an Australian section of the zoo. Provide kangaroos and koalas• Pretend and Learn-Pretend to be visiting vets taking care of zoo animals• Creativity Station-Paint with a feather


• Construction-Add elephants, bears, tigers, and lions to the zoo• Pretend and Learn-Bathe the animals in a tub of water• Creativity Station-Use black and orange paint to paint tigers

Values & Virtues- Curiosity & Compassion-Review what it means to have compassion.

• Compare "one Elephant (194) and chant Five Little Monkeys p(200) • Count forward and backward

Centers• Math-Increase and decrease frogs in set• Gross Motor Area-Hop up and down a number line

• Construction-Add giraffes and zebras• Pretend and Learn-Place orders for food and supplies for zoo animals. Provide order forms, clipboards, catalogs, and pens• Creativity Station-Use black and white paint to paint zebras

• Construction-Provide zoo photos and discuss plans to build a zoo• Pretend and Learn-Encourage zookeepers to arrange a pretend zoo• Creativity Station-Draw favorite zoo animals

Day 1 Day 5Day 2LESSON COMPONENTS Day 4Day 3

• Shows competence in initiating social interactions• Produces the correct sounds for at least ten letters• Matches language to social contexts• 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• Identifies and describes the characteristics of organisms• Provides appropriate information for various situations• Uses some appropriate writing conventions when writing or giving dictation• Names at least 20 upper- and at least 20 lowercase letters• Verbally identifies, without counting, the number of objects from 1 to 5• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Produces a word that rhymes with a given word• Shows understanding by responding appropriately

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Independently writes letters on request• Uses category labels to understand how words and objects relate to each other• Produces a word that rhymes with a given word• 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• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Uses concrete models or makes a verbal word problem for adding up to five objects• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Demonstrates receptive vocabulary (three to four thousand words)• Uses a large speaking vocabulary, adding several new words daily

•Is able to increase or decreaseintensity 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• Is aware of where own body is in space, respects personal boundaries• 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• Names at least 20 upper- and at least 20 lowercase letters• Verbally identifies, without counting, the number of objects from 1 to 5• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Uses concrete models or makes a verbal word problem for adding up to five objects• Initiates problem-solving strategies and seeks adult help when necessary• Shows initiative in independent situations and persists in attempting to solve problems• Shows understanding by responding appropriately

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• Recognizes and blends two phonemes into real words with pictorial support• Asks and answers appropriate questions about the book• Identifies and describes the characteristics of organisms• Demonstrates interest in and shows appreciation for the creative work of others• Uses sentences with more than one phrase• Provides appropriate information for various situations• Uses some appropriate writing conventions when writing or giving dictation• Verbally identifies, without counting, the number of objects from 1 to 5• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Uses concrete models or makes a verbal word problem for adding up to five objects• Regulates his own behavior with occasional reminders or assistancefrom teacher• 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• Begins to have meaningful friends• Produces the correct sounds for at least ten letters• Asks and answers appropriate questions about the book• 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 category labels to understand how words and objects relate to each other• Uses some appropriate writing conventions when writing or giving dictation• Provides appropriate information for various situations• Verbally identifies, without counting, the number of objects from 1 to 5• Counts up to ten items and demonstrates that the last count indicates how many items were counted• Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set• Demonstrates coordination and balance in isolation• Coordinates sequence of movements to perform tasks• Creates or re-creates stories, moods, or experiences through dramatic representations


epresentations

ment of silence


lesson plans for animals • los animales - bugs (week 3) … · 03/04/2018 · “catching...

Documents