crème prep lesson plan theme: scents of the season march

Crème Prep Lesson Plan

Theme: Scents of the Season March 12-16, 2018

Day of the Week /

Objectives

Calendar

Circle Time

Language

Comprehension

Phonics

Development

Handwriting

Enrichment

PATHS/Manners

and Etiquette/

Social Studies

Curriculum

Centers

Monday

To begin to dictate

words and sentences

to record on paper

- Introduce the theme

- Sing “Spring is here”

- Morning Message:

What are some signs

of spring?

-Calendar / Weather

- Ask the children to

tell you what they

know about spring

-Use a Venn

Diagram to compare

and contrast

Autumn and Spring

-Review morning

message and discuss

syllables, punctuation,

and capitalization

-Read a book about

spring and discuss the

topic

-Review your

EXISTING sight words

- Handwriting without

Tears activity

- PATHS lesson#28

-Talk about the

season spring. Tell

them that when it’s

spring here, it may be

another season in

other countries

-Go for a spring walk

outside

-Pretend to pick up a

bouquet of flowers on

your walk

-what colors do you

see?

Tuesday

To begin to engage

in conversation

- Tell children there

are 4 seasons

- Sing “Rain rain go

away”

- Morning Message:

What can we do

during rainy days?

-Calendar / Weather

- Talk about spring

weather

- What does the

weather feel like?

What does the sky

look like? What are

the clouds doing?

-Review morning

message and discuss

syllables, punctuation

and capitalization

-Create a springtime

word web about spring

-Sing “Oh Mister Sun”

- Review sight words

-Have children write

the words from the

word web

-Manners and

Etiquette Lesson #.6

(review again)

Raindrop race with

eyedropper

-Use dropper to place

2 drops of water side

by side. Tilt paper and

let raindrops race to

the bottom

Wednesday

To use language for

a variety of purposes

Ask children what

season it is today?

- Sing “I love the

mountains”

-Morning Message:

What is your favorite

flower and color for

spring?

-Calendar / Weather

-Show the children

a plant seed. Tell

them that plants and

flowers originate

from a seed.

-Talk about the

plant cycle using the

Sequence Cards

-Review morning

message and discuss


and capitalization

- Review your

EXISTING sight words

-Handwriting without

Tears workbook

activity

-write words that have

to do with spring :

warm, birds, puddles,

flowers

-PATHS lesson #28

-Discuss Helen

Keller: who was she

and what kind of

obstacles did she

have growing up

-Pretend to be a florist

with plastic flowers

- Have children draw

and color flowers for

their class book

Thursday

To ask questions

related to the current

topic of discussion

-Talk about different

animals and bugs you

see in spring

-Sing “ Baby Bumble

Bee”

-Morning Message:

The baby bumblebee

says buzz.

-Calendar / Weather

-Tell the children

that in spring, a lot

of baby animals are

born

-Name some baby

animals that you

might see in the

spring

-Review consonants p,

q, v

Read The Very Hungry

Caterpillar

-Discuss the book and

see if they can list what

the caterpillar ate

-Write 5 sentences

using your EXISTING

sight words on

handwriting paper

-Manners and

Etiquette Lesson #6

(review again)

-Rubber ducks in the

water

-Pretend to be the

Very Hungry

Caterpillar

-Bumblebees buzzing

around the room

Friday

To produce speech

sounds with

increasing ease

-Review the season of

spring

-Sing “

-Morning Message:

Spring is almost here!

-Calendar / Weather

-Talk about all the

different spring

activities that we

can do outside

-What does a

shamrock represent?

-Review morning

message and discuss


and capitalization

-Review words that

begin with sp and sh

-Have shamrock

pattern ready for

children to color and

cut

-PATHS lesson#28

Talk about St.

Patrick’s day

-Make a kite

-Puzzles

-Reading Center

Date Teacher

Literacy Math

Spanish Vocabularyalrededor, entre, bicicleta, contracción, baile, par, móvil, músculos, numeral, impar, patrón, regla del patrón, retracción, patines, patineta, saltar, tronar los dedos,

carritos

Day 1 Day 2 Day 3

• Building community p. 46

Unite: Sing "My Little red Wagon" (

Appendix p. 190) Focus on pushing

and pulling things with our bodies.

Connect: Fanny Frog Rituals (USE

FANNY FROG). Play "Move What I

Touch" (Appendix p. 174)

Commit: Safe Keeper Rituals and

Daily Commitments.(USE

COMMITMENT STICKS)

• Morning Message- Wagons and

scooters help me move.

LESSON

COMPONENTS

Literacy (Focus

and Development)

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts- mobility,

mobile, lead & follow

Focus & Develop p. 24

• Play a partner game to retell the story

• Add to the story with original lines

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts-muscles,

movement, hop, jump, run, walk & skip


• Label parts of a foot

• List things children can do with their

feet

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts mobile, flap,

clap & snap

Photo Activity Cards # 2, #5, #7, #8,

#11


Recognize rhyming words

• Produce action rhyming words

Moving and

Learning

Greeting Circle

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts-dance, respect,

make-believe, fiction, dance muscles,

bones & tendons


Read These Bones big book adn Sing

Song (Moving to Math CD)

• Categorize story as fiction

• Tap a rhythm pattern in story with

rhythm sticks


Unite: Teach "Three White Mice"

(Appendix p. 193) Focus on moving by

dancing.


FANNY FROG). Invite Children to do the

"Shubert Shuffle" a dance of respect.

(Appendix p. 179)

Commit: Safe Keeper and Daily

Commitments. (USE COMMITMENT

STICKS).

• Morning Message-I can sing and

dance

CM- p. 34 Practice spatial vocabualry

having children put hands up, down, to

the left & right etc. Perform “Hands and

Fingers” song and dance (Appendix p.

182 & Moving to Math CD)

GYM/OUT p. 21 Challenge children to

pretend to be shadow or string puppets

and create a puppet dance. Discuss

body movements.

CM- p. 40“The Numeral Dance” song

and dance (Appendix p. 203 & Moving

to Math CD) Place the Giant Dance 1

and Giant Dance 2 sequence cards in

order, and then follow the sequence to

create a dance.

GYM/OUT p. 21-Encourage the

children to walk on stilts (p. 167).

Which parts of your body move with

this activity?

CM- p. 22 “Wiggles, Jiggles, Giggles”

song and dance. (Appendix p. 195 &

Frog Street Friends CD)

GYM/OUT p. 21 Invite children to play

Keep Away (p. 202). Discuss ways the

body moves during the game.


Unite: Sing " Walk, Walk, Walk Your

Feet" (Appendix p. 195) Focus on how

we move our legs and feet.


FANNY FROG). Play "Walk & Stop"

(Appendix p. 174) and change action

words to jump, hop etc.

Commit: Safe Keeper Rituals. (USE

COMMITMENT STICKS)

• Morning Message- I can walk and

run very fast.


Unite: Sing "Open, Shut Them"

(Appendix p. 188 & FS-Songs of You &

Me) List things you can do with your

fingers, hands & arms.


FANNY FROG). Invite children to do the

"Wave" (Appendix p. 174) Ask children

why is cooperation important in this

activity?

Commit: Safe keeper and Daily

Commitment Rituals.(USE

COMMITMENT STICKS)

• Morning Message- I can wave good-

bye.

Lesson Plans for Things That Move • Cosas que se mueven - I Move (Week 1)March 19 - 23 2018 Crème Prep

mobile, móvilWonderful Word TechnologySounds and Rhymes; ABC and XYZCharacter

EducationSelf-reliance, Auto confianza

Letter

Knowledge

English-V, v, G, g, H, h

Spanish-V, v, G, g, H, h

Day 4

around, between, bicycle, contraction, dance, even, mobile, muscles, numeral, odd, pattern, pattern core, retraction, scooters, skateboard, skip, snap, wagons

CM- p. 46 “Compound Boogie” dance

(Appendix p. 183 & Dr. Jean on Frog

Street CD)

GYM-Freeze Dance

OUT-Invite children to participate in

tricycle relays (p. 202).


Unite: Sing "Head, Shoulders, Knees

and Toes" (Appendix p. 186 and FS-

Songs of You & Me CD) Learning

about mobility and the way our bodies

move.

Connect: Fanny Frog Rituals. (USE

FANNY FROG)

Commit: Ask children about talking to

their families about what they are

grateful for. Safe Keeper and Daily

Rituals. (USE COMMITMENT STICKS)

• Morning Message- I can bend low

and stretch high.

Day 5

CM-p. 28 “It Makes Me Jump” action

song. (Appendix p. 187 & Frog Street

Friends CD)

GYM/OUT p. 21 -Encourage children to

play parachute games (p. 204). Which

parts of the body do you use for these

games?

Patterns and NumeracyPhonological Awareness, Vocabulary

English Vocabulary

Coconut Theater-

Letters V,v,G,g,H,h

Vocabulary Concepts-breathe,

muscles, touch, skateboard, sway,

bump & rock.

Photo Activity Card # 137


Read Gram is Coming to My House big

book

• Compare riding toys

• Separate parts of compound words

Day 1 Day 2 Day 3LESSON

COMPONENTSDay 4 Day 5

Phonics- p. 28 Repeat morning

message. Challenge children to blend

on onset and the rime. (/r/-un) Have

children guess the mystery words.

Handwriting- HWT Activity

Sight Words - continue to introduce

the 1st set of 10 of the Primer Sight

words.



on onset and the rime. (/w/-ave) Have

children guess the mystery word.

Handwriting-Practice First and/or Last

Names

Sight Words - continue to introduce

the 1st set of 10 of the Primer Sight

words.



on onset and the rime. (/d/-ance) Have


Handwriting- Handwriting Without

Tears Workbook

Sight words - continue to introduce the

1st set of 10 of the Primer Sight words.



on onset and the rime. (/m/-ove) Have


Handwriting-Journal

Sight Words - Have a sight word

contest. SEND HOME SIGHT WORDS

ON INDEX CARDS.

Fine Motor Skills &

Handwriting, Sight

Words



on onset and the rime. (/b/-end) Have

children guess the mystery words.

Handwriting- Introduce Handwriting

Without Tears Letter and formation.

Sight Words- Introduce the 1st set of

10 of the Primer Sight Words (all -

came)

Conscious Discipline p. 46

Review Belly Breathing (Appendix p.

168) Have children feel their breathing

go up and down and their diaphram

muscles expand & deflate. (use video

camera)

Virtues and Values- Introduce self-

reliance. Explain vocabulary concepts.

Have children explain a time when they

did something all by themselves.

P.A.T.H.s-Lesson #29 "Different Types

of Feelings"

• Fine Motor-Make finger puppets

dance

• Construction-Build a stage for

ballerinas to dance on using finger

puppets or small figures

• Language and Literacy-Sequence

cards to retell story

Literacy (Oral

Language, Read

Aloud)

Our Muscles • Los músculos

• Introduce table of contents

• Apply facts in books to children’s

bodies

Body Talk in Rhyme • El cuerpo habla

en rimas

• Reinforce concept of mobile

• Imitate movements in book

“The Gingerbread Boy” • “El muñequito

de jengibre” story folder

• Recall story details

• Create a new rhyme for story

“Half-Chicken” • “Mediopollito” story

folder

• Imitate Half-Chicken’s movements

• Connect story with country of origin

Hands and Fingers • Manos y dedos

• Compare song lyrics to story text

• Demonstrate hand movements

A to Z Helping Hands • Manos

amables de la A a la Z

• Discuss ways hands and fingers are

used

• Think of helping hand movements


Perform the pretzel (Appendix p. 170)

How does our body move when we do

this? Describe inhaling and exhaling to

expand our diaphram muscles. (use

video camera)

P.A.T.H.s- Lesson #29 "Different

Types of Feelings"


Teach toe touches. Remind children

that inhaling and exhaling helps to

reduce stress and that crossing their

midline helps energize their thinking.

Read Shubert Book

Manners and Etiquette-Lesson 6 (We

are still reviewing Lesson 6)


Invite children to implement "Here's the

Bunny" (Appendix p. 171) calling

attnetion to how children are using their

hands, arms & fingers. (use video

camera)

P.A.T.H.s-Lesson #29 "Different Types

of Feelings" Content Connection p. 45 Science and Social

Studies- Describe charteristics of frogs, what

they eat, where they live etc. Make a list of

things Fanny might do at their homes when she

comes to visit.

Conscious Discipline p.40

Practice S.T.A.R. -Repeat "Shubert

Shuffle" (Appendix p. 179 & It Starts in

the Heart CD)

Read Shubert Book

Manners and Etiquette-Lesson 6 (We

are still reviewing Lesson 6)

• Fine Motor-Remove shoes and pick

up various objects with toes and drop

into a bucket

• Construction-Build a zigzag pathway

with blocks

• Writer's Corner-Form play dough

letters or write in sand

• Drop clothespins into a coffee can

• Fine Motor-Work with play dough

• Construction-Build using just one

hand and describe experience

• Language and Literacy-Create and

use finger puppets

The Numeral Dance • El baile de los

números

• Compare story to Moving and

Learning song lyrics

• Describe movements

Dance! • ¡A bailar!

• Study photo and infer feelings

• Consider implications of story events

Our Muscles • Los músculos

• Discuss movements of bicycle and

wagon

• Consider benefits of vehicles

“My Aunt Violet” • “Mi tía Violeta” story

folder


• Demonstrate compound words

Closing Circle

• Reflecting on the day p. 27

• Check on Commitments

• Kindness Tree

• Family Connection-Send home

Theme Letter and PATT Mat and

encourage children to show family

members some ways their muscles

help them move.

Character

Education

Weekly Learning

Centers

• Fine Motor-Sit on the floor and use

tweezers to pick up and move objects

• Construction-Print a copy of the

body parts checklist. Ask children to

place a check by the body parts they

use as they build.

• Gross Motor Area-Provide a wagon

for children to explore and discuss

• Fine Motor-Build wagons and

scooters with Legos®

• Construction-Provide medium-sized,

shallow boxes to serve as wagons

Centers

• Library and Listening-Dance finger

puppets while listening to music



• Kindness Tree

• Family Connection- Suggest children

compare their feet to a family member's

feet- Do they look similar?



• Kindness Tree

• Family Connection-Practice a snap-

clap pattern. Challenge children to

teach the patterns to a family member.



• Kindness Tree

• Family Connection



• Kindness Tree

• Family Connection-Challenge children

to think of a way to share the

importance of wearing a helmet when

riding bikes or scooters with their

families.(sing a song, create a chant,

draw a poster etc.)

Day 1 Day 2 Day 3LESSON

COMPONENTSDay 4 Day 5

• Assumes various roles and

responsibilities as part of a classroom

community

• Demonstrates empathy and caring for

others

• Combines onset and rime to form familiar

one-syllable words without pictorial support

• 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

• Uses category labels to understand how

words and objects relate to each other

• Coordinates sequence of movements to

perform tasks

• Recognizes and creates patterns

• Demonstrates awareness of one-to-one

relationships

• Recognizes one-digit numerals 0 through

9


• Identifies similarities and differences in

characteristics of families

• Identifies and describes the

characteristics of organisms

• Increasingly interacts and communicates

with peers to initiate pretend-play scenarios

that share a common plan and goal

• Is able to increase or decrease

intensity of emotions more consistently,

although adult guidance is sometimes

necessary

• Separates a normally spoken four-word

sentence into individual words



actions

• Uses information learned from books by

describing, relating, categorizing, or

comparing and contrasting

• Combines words to make a compound

word

• Produces a word that begins with the

same sound as a given pair of words

• Demonstrates awareness of one-to-one

relationships


9


• Practices good habits of personal safety

• Uses a large speaking vocabulary, adding

several new words daily

Learning Goals


others

• Is aware of where own body is in

space; respects personal boundaries

• Combines onset and rime to form

familiar one-syllable words without

pictorial support

• Seeks to understand print

• Demonstrates receptive vocabulary

(three to four thousand words)



• Creates or re-creates stories, moods,

or experiences through dramatic

representations

• Demonstrates knowledge of

nonverbal conversational rules

• Retells or reenacts a story after it is

read aloud

• Demonstrates use of location words


• Investigates and describes position

and motion of objects

• Identifies similarities and differences

in characteristics of families

• 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

• Follows classroom rules and routines with

occasional reminders from teacher



• Retells or reenacts a story after it is read

aloud


about the book



actions

• Demonstrates receptive vocabulary (three

to four thousand words)

• Names at least 20 upper- and at least 20

lowercase letters

• Closely approximates writing of first name


9




perform tasks

• Practices good habits of personal safety

• Demonstrates coordination and balance in

isolation

• Increasingly interacts and communicates

with peers to initiate pretend-play scenarios

that share a common plan and goal

• Separates a normally spoken four-word

sentence into individual words










actions

• Produces a word that rhymes with a given

word

• Names at least 20 upper- and at least 20

lowercase letters

• Uses words to rote count from 1 to 30


9


• Identifies good habits of nutrition and

exercise


perform tasks

Date Teacher

Literacy Math Position Words, Spatial Sense, Patterns

English Vocabularyadventure, airport, bus, car, diagonal, distance, horizontal, imagination, intersection, persistent, quadrant, self-reliant, subway station, suitcase, train station,

transportation, travel, vertical

Letter

Knowledge

English-K, k, W, w, A, a

Spanish-K, k, W, w, A, a

Lesson Plans for Things That Move • Cosas que se mueven - Travel (Week 2)March 26 - 30, 2018 Crème Prep

adventure, aventuraWonderful Word

Vocabulary, Oral Language, Comprehension

Character

EducationSelf-reliance, Auto confianza Technology

Reading Buddy, Sounds and Rhymes, Tux Paint


Unite: Sing "Three White Mice" (Appendix

p193) We will learn about animal travel.

Connect: Fanny Frog Rituals - Use Fanny

Frog to welcome each child by name.

Welcome back any friends who were

absent yesterday. Introduce "Two Little

Blackbirds" (Appendix p174) Discuss

positional and descriptive words fast, slow,

high and low.

Commit: Safe Keeper - Discuss what other

places are safe and who might help keep

them safe other than you. Daily

Commitment - Have the children use their

commitment sticks to make their

commitment for the day.

• Morning Message: Animals travel in all

kinds of ways.

Moving and

Learning

CM/GYM/OUTp. 57 & 58

“Hands and Fingers” action song

(Appendix p182 & Moving to Math CD)

Make a hopscotch grid. Have children

navigate the grid, hopping from one to

ten, and then turn around and travel

backwards. Encourage children to

describe their movements.

CM p. 64

What will we need to pack for a hike? Sing

and act out “The Cool Bear Hunt”

participation story (Appendix p182 (words)

and Dr. Jean on Frog Street CD)

GYM p. 57 - Practice Hopscotch

OUT - Encourage children to draw their

own hopscotch grids. Point out that a

hopscotch grid is like a map. It tells you the

direction of travel.

CM p. 70

“Itsy Bitsy Spider” dance & p. 57 Invite

children to play Pack-to-Travel

Hopscotch (Appendix p202)

GYM/OUT- Travel Suitcase Relay

Races. Have children run back and

forth with a different article of clothing

from the suitcase until the last article of

clothing is gone and the suitcase

crosses the finish line.


Unite: Sing "My Bonnie Lies Over the

Ocean" (Appendix p. 190 (words) & Frog

Street Action Songs CD # 18) We will learn

about travel and transportation.


Frog to welcome each child by name.

Welcome back any friends who were

absent yesterday. Introduce "This Little

Finger" (Appendix p. 173) Ask children

where do you want to travel to?

Commit: Safe Keeper - Remind the

children that they are in a safe place and

that here at school, you will help keep them

safe.

Daily Commitment - Have the children use

their commitment sticks to make their


• Morning Message: We can travel to

many locations.


Unite: Sing "She'll Be Coming Round the

Mountain" (Appendix p. 193) Discuss the

preperation that occurs prior to traveling.


Frog to welcome each child by name and

send well wishes to those who are absent

today. Invite children to sing along & move

with "People to People" (Appendix p176

(words) & It Starts in the Heart CD)


children that their school is a safe place and

that you help them stay safe.




• Morning Message: We can pack a

suitcase.


Unite: Sing "If I had Wings" (Appendix

p187) Discuss imagination . We can

imagine ourselves anywhere…. We will

learn about using our imaginations to travel.


Frog to welcom each child by name. Send

well wishes to friends who are absent. Sing

"Row, Row, Row Your Boat" (Appendix

p174) Children will use their imaginations to

decide where they want to travel in their

boats.

Commit: Safe Keeper - Discuss what other

places are safe and who might help keep

them safe other than you.

Daily Commitments - Have the children use


commitments for the day.

• Morning Message: My imagination takes

me to many places.

CM p. 76

“Can You Move With Me?” action song

(Appendix p183 (words) and Feeling

Froggy CD) Practice YOGA poses.

GYM/OUT p. 57- Encourage children

to play One Elephant (Appendix p203).

CM- Parachute Fun!

GYM p. 82 - Bubble dance

OUT p. 57 - Challenge children to use

their imagination to create a new

parachute and move it across the

playground or high in the air.

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts -travel, hop,

and swing.

Photo Activity cards #30, #31, #35,

#42, #91, #97, #129, #132 & #134

Focus and Develop p. 78

Sing "Ten Little Monkeys" (Appendix p.

185)

• Act out and guess animal

movements

• Combine onset and rime to form

movement words

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- imagination,

visualization adventure, pretend, self-

reliance.


Aryanna's Magic Door Listening Story

(Appendix p. 205)

• Use imagination to transform familiar

objects

• Visualize story events and details

Day 5LESSON

COMPONENTS

Literacy (Oral

Language, Read

Aloud)

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- position,

travel, transportation, distance, here,

there , and, in between .

Photo Activity cards #123, #124,

#125, & #126


Sing " Five Little Ducks" (Appendix p.

184 (words) & Songs of Little

Creatures CD)

• Note difference in travel and

transportation

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- travel,

transportation, map and adventure


Display p. 5 of Meet My Grandparents

• Introduce maps and globe

• Language and Literacy-Explore

maps, atlas, and globe

-Name various land & water features

Coconut Theater:

Letters K,k,W,w,A,a

Vocabulary Concepts- suitcase, trip,

weather forecast, valise, bag, luggage

and overnight case


* Discuss various positional and

ordinal words

• Discuss the importance of planning

• Read Rebus poster to pack

*Make a list of items you might need to

pack for a trip and chart children's

responses

Greeting Circle


Unite: Sing "Walk, Walk, Walk Your Feet"

(Appendix p. 195) Today we will learn about

travel.



send well wishes to those friends who are

absent. Play "It Starts in the Heart"

(Appendix p. 178 (words) and It Starts in

the Heart CD)


children that this is a safe place to be. Their

school is a safe place to be.



commitment for the day. (i.e. use soft

hands, use helping hands, use our big

voice)

• Morning Message: We can travel from

here to there.

Spanish Vocabularyaventura, aeropuerto, autobús, carro, diagonal, distancia, horizontal, imaginación, intersección, persistente, cuadrante, independiente, estación del tren subterráneo,

maleta, estación del tren, transporte, viajar, vertical

Day 1 Day 2 Day 3 Day 4

Day 5LESSON

COMPONENTSDay 1 Day 2 Day 3 Day 4

Closing Circle



• Kindness Tree

• Family Connection- Invite children to

work with their families on making a

list of ways to travel to school, even

imaginary ones!



• Kindness Tree

• Family Connection-Send children out

the door moving as their favorite

animals. Encourage them to ask a

family member which animal they like

the best.



• Kindness Tree

• Family Connection- Encourage the

children to tell fmily members how they

used their imaginations at school

today.

Conscious Discipline-p. 64

Sing "Bye-bye, Crankies" (Appendix p.

171) Traveling can be stressful and

tiring. Why? Encourage children to

remember to de-stress and leave their

crankies behind when traveling.

Manners and Etiquette - Lesson #7

Conscious Discipline-p.70

Introduce "Bend and Stretch"

(Appendix p. 168) Read Shubert's Big

Voice. Discuss using their Big Voice.

PATHS - Lesson #30 "Excited" (use

video camera)

•Writer's Corner-Shape play dough

snakes into letters.

*Construction Center- have children

create various methods of travel with

the blocks and legos.

• Pretend and Learn-Pack a suitcase

• Writer's Corner -Think of ways to

draw if they could not use their hands.

* Fine Motor Skills- Provide children

with playdough and various materials

such as pipe cleaners, fabric, ribbons

craft sticks etc. and have them use

their imaginations to create

"something"

*Pretend Center- Have various

vacation type props for children to

pretend they are on vacation.

Gram Is Coming to My House •

Abuelita se viene a mi casa

• Describe grandparent’s travel


Giants Made by People • Gigantes

hechos por el hombre

• Identify vehicles used for travel

• Discuss future travel

Itsy Bitsy Spider • “La araña chiquitita”

story folder

• Discuss real spiders

• Develop concept of persistence and

self-reliance

Can You Move With Me? • ¡Ven y

muévete así!

• Discuss ways that animals move

• Record animal movements on T-

chart

• Creativity Station - Decorate map to

playground

• Writer's Corner - Explore printed

mazes.

* Block Center - add various traveling

vehicles, planes, trains, helicopters &

boats etc.

*Pretend Center - Add various

community helper costumes that help

provide transportation ex. a pilot and

have children pretend they are at the

airport

• Writer's Corner - Make a pretend list

of clothes to pack for a sleepover.

* Pretend Center - Add props for the

children to act out the Itsy Bitsy Spider.

*Construction - Have the children use

a variety of blocks to create the 3 pigs

houses.



• Kindness Tree

• Family Connection: Send home note

asking family members to help

children draw a map of the route from

home to school



• Kindness Tree

• Family Connection-Ask children what

Fanny Frog might pack for her travels.


Review the calming strategy Bunny

Breathing (Appendix p. 168)


Conscious Discipline-p 82.

Teach the calming strategy

"Visualization" (Appendix p. 174)


video camera) Character

Education


Teach the calming strategy "Thumb

Tracking" (Appendix p. 169)

emphasizing the position words.


video camera)

Literacy (Oral

Language, Read

Aloud) con't

Can You Move with Me? • ¡Ven y

muévete así!

• Move like different animals

• Develop vocabulary describing

animal movement

“Monster Coaster” • “Monstruosa, la

montaña rusa” story folder

• Analyze character’s curiosity

• Introduce concept of a cycle

Weekly Learning

Centers

* Block Center- Wooden Train set

* Pretend Center- Children will

pretend to pack a suit case to go visit

some one.

*Travel puzzles

• ABC -Circle Tt in newspaper ads

The Ants Go Marching • “Las

hormigas marchan” (Nursery Rhyme •

Cuentos infantiles flip chart)

• Learn about ants’ navigation

• Recognize rhyming words

Wynken, Blynken, and Nod • “Sueño

de niño” (Nursery Rhyme • Cuentos

infantiles flip chart)

• Introduce the idea of metaphor

• Recognize role of imagination



• Compare vehicles used for travel

• Infer what character would pack

“The Three Little Pigs” • “Los tres

cerditos” (Developmental Storybook )

• Compare Gram’s suitcase to pigs’

backpacks

• Think about source of pigs’ furniture

Phonics and

Handwriting

Phonics- repeat morning message-

have children blend the onset and the

rime. Say the onset, pause, and say

the rime. Have children guess the

mystery words can (/k/-an) and here

(/h/-ere) See strategy Card F

Handwriting- Introduce HWT letter of

the week and letter formation.

Sight Words - Review the previous 10

sight words that were sent home last

week.





mystery words many (/m/-any) and

locations (/l/-ocations)

Handwriting- Spring Words

Sight Words - Have a Sight Word

contest between the boys and the girls.





mystery words pack (/p/-ack) &

suitcase (/s/-uitcase)

Handwriting- Write Sight words and

practice first and last names

Sight Words - Review the previous 10

sight words that were sent home last

week.





mystery words kinds (/k/-inds) & ways

(/w/-ays)

Handwriting - Handwriting Without

Tears Workbooks

Sight Words - Have them tell you the

10 Sight Words and write them on the

whiteboard.





mystery words imagination (/i/-

magination) & takes (/t/-akes)

Handwriting- Where do you want to

travel to?


contest.

Day 5LESSON

COMPONENTSDay 1 Day 2 Day 3 Day 4

Learning Goals

• Assumes various roles and

responsibilities as part of a classroom

community

• Is aware of where own body is in space;

respects personal boundaries


about the book




various situations


describe people, places, things, and actions

• Shows understanding by following two-

step oral directions, and usually follows

three-step directions

• Is able to use language for different

purposes

• Investigates and describes position and

motion of objects


intensity of emotions more

consistently, although adult guidance

is sometimes necessary• Uses sentences with more than one

phrase



• Identifies and creates common features in

her immediate environment

• Remains focused on engaging group

activities for age appropriate range of time


motion of objects

• Recognizes that information is accessible

through the use of technology


perform tasks




• Participates in activities to help them

become aware of what it means to be a

consumer

• Initiates problem-solving strategies and

seeks adult help when necessary



• Seeks to understand print

• Recognizes that information is accessible

through the use of technology

• Uses the verbal ordinal terms

• Shows awareness of areas of

competence and describes self positively in

what he is able to do

• Uses a large speaking vocabulary, adding

several new words daily

• Demonstrates empathy and caring

for others

• Coordinates sequence of movements

to perform tasks



pictorial support

• Uses information learned from books

by describing, relating, categorizing, or




• Verbally identifies, without counting,

the number of objects from 1 to 5

• Recognizes one-digit numerals 0

through 9


• Increasingly interacts and

communicates with peers to initiate

pretend-play scenarios that share a

common plan and goal• Produces a word that rhymes with a given

word

• Initiates problem-solving strategies and

seeks adult help when necessary

• Combines sentences that give detail,

stays on topic, and clearly communicates

•Slides, flips, and turns shapes to

demonstrate that the shapes

remain the same


motion of objects

• Creates or re-creates stories,

moods, or experiences through dramatic

representations

Date Teacher

Literacy Math Data Analysis

English Vocabulary

Vocabulary, Oral Language

Character

EducationSelf-reliance, Auto confianza Technology

Letter

Knowledge

English-E, e, J, j, O, o, Q, q

Spanish-E, e, J, j, O, o, Q, q

Lesson Plans for Things That Move • Cosas que se mueven - Transportation (Week 3)April 2 - 6, 2018 Crème Prep

aerodynamic

aerodinámicaWonderful Word

Words, Words, Words; Frog Street Math-Measure It

X.A.1. X.A.2. II.D.1. V.D.1.

CM/GYM

p.100 “Stars and Stripes Forever”

(Feelin Froggy CD) and pretend to fly.

GYM/OUT

Invite children to fly paper

airplanes.Have children lie on their

backs and watch for airplanes in the

sky.

CM/GYM/OUT

p. 106 “Little Red Train” action

verse…"as it goes, little red train grows

& grows". Provide boxes (large enough

to hold a child) for children to build a

train.

LESSON

COMPONENTS

Greeting Circle


Unite: Sing "Little Hunk of Tin" (Appendix

p. 188 & Learning Songs of Fun CD) Focus

on transpotation vehicles cars, taxis &

buses.




absent. Sing "Welcome" (Appendix p.180

(words & It Starts in the Heart CD)








voice)

• Morning Message: Cars and buses

transport us on roads.

Moving and

Learning

CM/GYM/OUT

p. 94 “The Wheels on the Bus” song

with sound effects.

p. 91-Invite children to play Red Light,

Green Light (Appendix p. 204).


Unite: Sing "Roller Coaster Cars"

(Appendix p. 191) Focus on Carnival

Rides.

Connect: Fanny Frog Rituals - Use

Fanny Frog to welcome each child by

name. Send well wishes to friends who

are absent. Play "My School Family"

(Appendix p. 180 (words) & It Starts in

the Heart CD)

Commit: Safe Keeper - Discuss what

other places are safe and who might

help keep them safe other than you.

Daily Commitments - Have the children

use their commitment sticks to make

their commitments for the day.

• Morning Message: Everyone enjoys

a carnival ride.

Day 4


Unite: Sing "If I Had Wings (Appendix

p. 187) Focus on airplanes, helicopters

and space shuttles.



name. Welcome back any friends who

were absent yesterday. Work with a

partner to create a helicopter greeting.

(p.100)


children that they are in a safe place

and that here at school, you will help

keep them safe.

Daily Commitment - Have the children


their commitment for the day.

• Morning Message: Airplanes and

helicopters move people through the

air.


Unite: Sing "The Train" (Appendix p.

194) Focus on trains today.



name and send well wishes to those

who are absent today. Invite children to

sing "Twinkle, Twinkle, Little Star"

(Appendix p. 172)




keep them safe.




• Morning Message: Trains move

cargo quickly along the track.

CM/GYM/OUT

p. 112 “My Bonnie Lies over the

Ocean” (Appendix p.190 (words) &

Frog Street Action Songs # 18) Use a

parachute to demonstrate the

resistance created by air. Lift the

parachute up high and allow it to drift

down. If it is a windy day, position the

chute so that it is pushed by the air.

CM/GYM/OUT Invite children to set up a carnival. Have a

ball-tossing game, a go fishing game, and

a duck draw. Suggest that children think of

ways to make a pretend roller coaster (hold

on to one another’s waist and twist and turn

around the playground) and carousel (walk

in a circle, dipping up and down).


Unite: Sing " A Sailor Went to Sea"

(Appendix p. 192) Focus on ships and

boats.




were absent yesterday. Play "Get

Ready" (Appendix p. 175 (words) & It

Starts in the Heart CD)







• Morning Message: Boats and ships

move cargo quickly.

aerodynamic, airplane, bicycle, boats, cargo, Ferris wheel, freight, helicopter, horse, merry-go-round, object graph, people (real) graph, picture graph, roller coaster,

ships, train, transportation, yacht

Spanish Vocabularyaerodinámica, aeroplano, bicicleta, botes, cargamento, rueda de Chicago, carga, helicóptero, caballo, carrusel, gráfica de objetos, gráfica de gente (real), pictograma,

montaña rusa, barcos, tren, transporte, yate

Day 1 Day 2 Day 3 Day 5

LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5

Weekly Learning

Centers

• Construction - Build a town with

roads and traffic signs and various

vehicles

• Fine Motor - Compare play dough

block impressions

• ABC Center - Make rubbings of

license plates

• Discovery Center - Explore balance

using a scale.

• Construction - Build an airport

complete with towers and a runway add

plastic planes and helicopters

• Fine Motor Center - Fold paper

airplanes

Giants Made by People • Gigantes

hechos por el hombre

• Discuss carnival rides

• Distinguish different power sources


montaña rusa”

• Introduce idea of a round-trip

• Think about what it means to be self-

reliant

Phonics-Repeat Morning Message-

p.100 Blend the onset and the rime for

move (/m/ove) & people (/p/-eople). Say

the sentence. Draw a horizontal line on the

chart paper for each word as you repeat it.

Write the sentence, one word on each line.

Display the letter cards and invite

volunteers to circle these letters and others

they know in the sentence.

Handwriting - HWT workbook activity

Sight Words - Continue to review the

2nd set (10) of the Primer Sight Words.



move (/m/ove). Say the sentence. Draw a

horizontal line on the chart paper for each

word as you repeat it. Write the sentence,

one word on each line. Display the letter

cards and invite volunteers to circle these

letters and others they know in the

sentence.

Handwriting - Review numbers. Write

numbers on handwriting paper. Write them

by 10's.

Sight Words - Continue to review the 2nd

set (10) of the Primer Sight Words.

“Reagan’s Journal • El diario de

Reagan”

• Discuss travel safety measures

• Respond to questions in text



• Identify four-wheeled vehicles in story

• Connect story to experience

Once Upon a Time in Dragon Land •

Había una vez en Dragolandia

• Develop airplane background and

vocabulary

• Share experiences about flying



• Compare airplane to helicopter

• Compare illustrations to photographs



• Introduce fact-based fiction

• Compare photograph to illustrations

“Engine Ninety-Nine” • “Locomotora

Noventa y Nueve” listening story


• Participate in storytelling

* Construction - Wooden Car Garage

and various vehicles.

* Transportation Puzzles

* Construction - Create an ocean

using blue fabric or paper and plastic

boats

• Pretend and Learn - Provide a large

box to use as a pretend boat.

• Sensory Table - Explore ways to

move sailboats

* Construction - Wooden Train Set

* Pretend and Learn Center - Children

pretend driving or flying various

vehicles using props & costumes

*Transportation Puzzles

“I Saw a Ship A-Sailing” • “Yo vi un

barquito que navegaba” participation

story

• Develop vocabulary

• Pantomime story

“Wynken, Blynken, and Nod” • “Sueño

de un niño” (Nursery Rhyme • Cuentos

infantiles flip chart)

• Recognize imagery in poem

• Think about how a boat is powered

Coconut Theater

Letters E,e,J,j,O,o,Q,q

Vocabulary Concepts-boats,ships,

transport, pleasure, work &

aerodynamically


Focus & Develop Sing "Row, Row,

Row, Your Boat" (Appendix p. 174)

Display pages 14 & 15 of Nature's

Giants

• Contrast cargo ships and cruise ships

• List and categorize watercraft

Coconut Theater

Letters-E,e,H,h,O,o,P,p

Vocabulary Concepts- airplane,

helicopter, jet, rocket, aerodynamic and

space



Sing "Airplane Flyers" (Appendix p.

181)

• Introduce concept of aerodynamics

• Discuss and contrast flying vehicles

Coconut Theater

Letters- E,e,J,j,O,o,Q,q

Vocabulary Concepts-train, passenger,

freight, cargo, chemical, engine,

passenger cars & aerodynamic



Perform Action Rhyme "I'm a Choo-

Choo Train (Appendix p. 197)

• Discuss & compare different trains

and the noises they make

• ABC-Complete missing letter patterns

with magnetic letters

Fine Motor Skills &

Handwriting, Sight

Words

Literacy (Focus

and Development)

Coconut Theater

Letters-E,e,J,j,O,o,Q,q

Vocabualry Concepts- transportation,

cars, taxis, buses, highways, roads &

passenger


Teach Maxi's Taxi" (Appendix p. 199)

and pick out the rhyming words.

• Discuss likenesses and differences in

vehicles

• A to Z Helping Hands p. 15 and

Machines Large & Small p. 4

* Distinguish between road signs

Phonics- Repeat Morning Message-

p. 94 Blend the onset and the rime for car

(/k/-ar) & road (/r/-oad). Say the sentence.

Draw a horizontal line on the chart paper

for each word as you repeat it. Write the

sentence, one word on each line. Display

the letter cards and invite volunteers to

circle these letters and others they know in

the sentence.

Handwriting- HWT Introduce Letter of the

Week and Formation

Sight Words - Introduce the 2nd set (10)

of the Primer Sight words. (did - like).

Literacy (Oral

Language, Read

Aloud)

Phonics- Repeat Morning Message-


move (/m/ove). Say the sentence. Draw a

horizontal line on the chart paper for each

word as you repeat it. Write the sentence,

one word on each line. Display the letter

cards and invite volunteers to circle these

letters and others they know in the

sentence.

Handwriting- Have the children write

some of their new sight words on

handwriting paper.

Sight Words - Continue to review the 2nd

set (10) of the Primer Sight Words.



ride (/r/ide). Say the sentence. Draw a

horizontal line on the chart paper for

each word as you repeat it. Write the

sentence, one word on each line.

Display the letter cards and invite

volunteers to circle these letters and

others they know in the sentence.

Handwriting - HWT workbook activity

Sight Words - Send the 2nd set (10) of

the Primer Sight Words home on index

cards.

Coconut Theater

Letters- E,e,J,j,O,o,Q,q

Vocabulary Concepts- carousel,

carnival rides, circular round-trip, merry-

go-round, Ferris wheel & roller coaster

Photo Activity card # 4


• Develop background information

about merry-go-rounds

• Consider whether a round trip

represents travel

LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5



• Kindness Tree

• Family Connection- Encourage

children to discuss their family cars.




• Asks and answers appropriate

questions about the book

• 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

• Sorts objects that are the same and

different into groups and uses language

to describe how the groups are similar

and different

• Counts up to ten items, and

demonstrates that the last count

indicates how many items were

counted

• Identifies equal and unequal sets



• Uses simple measuring devices to

learn about objects

• Begins to understand difference and

connection between feelings and

behaviors




common plan and goal

• Retells or reenacts a story after it is

read aloud

• Uses sentences with more than one

phrase

• Initiates problem-solving strategies

and seeks adult help when necessary

• Engages in voting as a method for

group decision making

• Demonstrates awareness of one-to-

one relationships

• Shows increasing control of tasks that

require eye-hand coordination


step oral directions, and ususally

follows three-step directions

• Uses art as a form of creative self-

expression and representation

Learning Goals




necessary

• Shows competence in initiating social

interactions



• Uses category labels to understand

how words and objects relate to each

other

• Produces a word that rhymes with a

given word

• Practices good habits of personal

safety


• Identifies equal and unequal sets.

• Collects data and organizes it in a

graphic representation

• Shows awareness of areas of

competence and describes self

positively in what he is able to do







pictorial support

• Shows understanding by responding

appropriately.




stays on topic, and clearly

communicates

• Child investigates and describes

position and motion of objects.

• Describes, observes, and investigates

properties and characteristics of

common objects

•Demonstrates coordination and

balance in isolation

• Is aware of own feelings most of the time

• Participates in classroom music activities


others




• Demonstrates an understanding that

others have perspectives and feelings that

are different from her own.


step oral directions, and usually follows

three-step directions




various situations


perform tasks

• Identifies equal and unequal sets

• Collects data and organizes it in a graphic

representation

• Reflecting on the day p.123


• Kindness Tree

• Family Connection- Send Home

Parent note about Roller Coaster

Breathing

Closing Circle

Character

Education


Introduce the calming strategy "Taking

a Trip" (Appendix p. 169) (use video

camera)

P.A.T.H.S - Lesson #31 "Tired"

Social Studies - Read Tools that Help

Me- Review street-crossing safety and

recite "Use Your Head Before Your

Feet" (Appendix p. 198) Display p. 5 of

the book and discuss the street

crossing signals.


Teach the Helicopter Calming Strategy

(Appendix p. 169)

Read a Shubert story and discuss the

outcome.


(Review again)


Play "S.T.A.R." Song (Appendix p. 177)

(use video camera)

P.A.T.H.S - Lesson #31 "Tired"

Social Studies - Read Tools that Help

Me- Review street-crossing safety and

recite "Use Your Head Before Your

Feet" (Appendix p. 198) Display p. 5 of

the book and discuss the street

crossing signals.



• Kindness Tree



• Kindness Tree

• Family Connection- Today is a perfect

day to "chug" your way to your car.



• Kindness Tree

• Family Connection- Send Home

Parent note about Tummy Waves.


Practice Tummy Waves, breathing like

waves in the ocean.


(Review again)


Review Roller Coaster Breathing (Appendix

p.169)

Virtues and Values- Discuss Interdependence

of the members of the classroom. Compare the

things children can do by themselves to the

things that it takes everyone working together to

achieve. Discuss classroom helpers and make a

list of helper jobs for the classroom.

P.A.T.H.S - Lesson #31 "Tired" (use video

camera)

Celebrating Our Youngest Learners

Theme: Week of the Young Child Crème Prep Lesson Plan Week: April 9 - 13, 2018

Day of the Week /

Objectives

Calendar

Circle Time

Language

Comprehension

Phonics

Development

Handwriting

Enrichment

Social Studies Curriculum

Centers

MISMATCH DAY

Monday

Reading and Writing

To cooperate with

others in a joint

activity

- Introduce the theme: Week

of the Young Child

- Sing “The More We Get

Together”

- Morning Message: What is

special about you?

-Calendar / Weather

- Discuss why we enjoy reading

and how we can learn new things

each time we open a book. Talk to them about how reading makes

them feel.

- Pick some individual children to read some sentences from the

Readers Level 1 books.

- Have them spell

their friend’s names

with the magnetic

letters.

- Have the children

make a Book about

Fun. This should be

activities that they

enjoy doing.

- PATHS

Discuss the history of the

Young Child and when it

was established.

-Talk about cooperation **SEND A NOTE HOME

REQUESTING SOME

FAMILY PICTURES TO BE

USED ON FRIDAY

- Have the children draw a

picture and let the class try and

guess what it is.

IN MUSIC – We will be

singing “One Love” for Music

Monday.

CAREER DAY

Tuesday

Creativity and Play

To know what makes

you unique

- Talk about how the

children dressed today and

what they want to be when

they grow up

- Morning Message:

What makes you unique?

-Calendar / Weather

- Discuss how we all look

different but we are each

important. Discuss their

physical attribute. Discuss

internal attributes (likes,

dislikes, things they excel at)

- Clap syllables of

your name and the

names of your

friends.

- Sing “Twinkle,

Twinkle, Little

Star”

- Trace and cut-out the

children’s hands.

Write a compliment.

- Discuss ways children help

the cycle of the world. Make

a facial expression chart.

You can use the picture

cards from the PATHS

lessons.

- Let one child place magnetic

letters on the board while

another child dictates what letter

to choose.

LUNCH – creating your own

tacos for Taco Tuesday!

SPORTS DAY

Wednesday

Child Health

To work on large

motor skills

- Talk about the children’s

favorite sports team. What

sports does that team play?

- -Morning Message:

What is your favorite fruit?

-Calendar / Weather

- Discuss the things children

can do to stay healthy. Learn

the importance of staying

active. How can we stay

active? Who can exercise with

us? How can staying active be

fun? Practice some simple

exercises.

- Sing “Head,

Shoulders, Knees,

and Toes”

- Stretch our bodies

while we spell out

sight words.

- All About Me Book

-PATHS

Discuss how exercise and

healthy foods affect our

bodies.

- Discuss ways children can

take care of their bodies.

- Draw healthy foods

IN ART – Each child will be

working on their All About Me

page for the Classroom Book

(please laminate)

BRING YOUR

FAVORITE

STORYBOOK

CHARACTER

Thursday

Creativity and Play

To learn how to be

compassionate

- Talk about the children’s

favorite storybook

characters.

- Sing “You Are My

Sunshine”

-Morning Message:

What is your favorite

storybook character?

-Calendar / Weather

- Have the children pick out

their favorite stories and act

them out.

- Make a list of

rhyming words

- Glue the fruits and

vegetables on a paper

plate.

-Discuss compassion and

give examples. Create a

cheer to cheer-up your

friends.

- Encourage children to work on

puzzles together.

- Have them build with blocks as

a group.

IN KREM-TV – Decorating

cookies 4-6:30pm

SPIRIT DAY

Friday

Reading and Writing

I have a special family

- Talk about the different

colors everyone is wearing

today.

-Sing “Everyone Is Special”

-Morning Message:

What makes you happy?

-Calendar / Weather

SHOW AND TELL

- Ask the children to explain the

differences and similarities from

their photos. What can they do now that they couldn’t perform

before when they were younger?

Talk about their families. What are their names? What do they do

at home? Do they have any pets?

- Sing “I Love You”

- Create a family

poem

- Make a Feelings

Collage SHOW AND TELL

- Share family pictures and

discuss different emotions

- Play and sing together

- Build a house with blocks

FUN for Fitness Friday!!

Date Teacher

Literacy Math

English Vocabulary


Unite: Sing "Niagara Falls (Appendix p.

190) Learn about water as a mover.




were absent yesterday.Play "Caring

Friends" (Appendix p. 177 & It Starts in

the Heart CD)




keep them safe.




• Morning Message: Photo Fanny

Share and Tell.

Calendar / Weather

Letter

Knowledge

English-U, u, X, x, Y, y, Z, z

Spanish-U, u, X, x, Y, y, Z, zDirection and Location ConceptsOral Language, Vocabulary, Comprehension

Greeting Circle

Lesson Plans for Things That Move • Cosas que se mueven - Mysterious Movers (Week 4)April 16 - 22, 2018 Crème Prep

mysterious, misteriosoWonderful Word Self-reliance, Auto confianza TechnologyWriter's Corner; ABC & XYZCharacter

Education

CM - p. 130 “Twirl Around” song and

ribbon/streamer dance

GYM/OUT - p. 129 -Invite children to

blow bubbles. Call attention to how the

bubbles float on the wind.

CM - p. 136 “Itsy Bitsy Spider” down-

the-spout dance. (Additional game)

Water the Flowers and Watch Them

Grow game

GYM - Relay Races

OUT - p. 129 Build a pile of sand or

dirt. Place seeds or twigs in the pile.

Pour water over the pile and watch the

seeds and twigs travel

Day 4


Unite: Sing "Nursery Rhyme Rap"

(Appendix p. 188 and Songs of Learning

Fun CD) Discuss the verses about Jack

and Jill and Humpty Dumpty. Focus on

forces like gravity and magnetism.



send well wishes to those who are absent

today. Review "Humpty Dumpty" (Appendix

p. 173) and discuss independence and

cooperation.


children that they are in a safe place and

that here at school, you will help keep them

safe.




• Morning Message-Photo Fanny Share

and Tell

Calendar / Weather

direction, east, forces, gravity, magnetism, moon, mysterious, north, pollen, powerful, rivers, south, sun, tremble, unseen, waves, west, wind

Spanish Vocabularydirección, este, fuerzas, gravedad, magnetismo, Luna, misteriosos, norte, polen, poderosos, ríos, sur, Sol, temblar, no visto, olas, oeste, viento

Day 1 Day 2

• Building community p.130

Unite: Sing "Rock-a-Bye Birdie" (Appendix

p. 191) Discuss things that are moved by

unseen forces.




absent. Review Roller Coaster Breathing

(Appendix p. 169)








voice)

• Morning Message: No message, but do

the Photo Fanny Share and Tell. Look at

your Important Message letter that will be

sent home to parents and follow the

directions. (It was included in your Theme 7

folder)

Calendar / Weather

Day 5LESSON

COMPONENTS

Moving and

Learning

CM/GYM - p. 148 “The Sounds of

Nature” moon dance (Leaping Literacy

CD) Dance in slow motion.

GYM/OUT - p. 129 Have the children

look at their shadow. Encourage the

children to look at the shadows of the

things around them. Take the children

outdoors again in the afternoon. As

they look at their shadows again, ask

them the same questions

Day 3


Unite: Sing "Mister Moon" (Appendix .

190) Focus on the movement of the

sun and the moon.




were absent yesterday. Review "Mr.

Sun" (Appendix p. 172 & Songs of Our

Earth CD)







• Morning Message- Photo Fanny

Share and Tell

Calendar / Weather


Unite: Sing "My Busy Garden"

(Appendix p. 189) Discuss how animals

move things, sometimes things we

can't see.



name. Send well wishes to friends who

are absent. Sing "It Starts in the Heart"

(Appendix p. 178 & CD)




Daily Commitments - Have the children


their commitments for the day.

• Morning Message- Photo Fanny

Share and Tell

Calendar / Weather

CM - p. 142 “Itsy Bitsy Spider” gravity-

defying, up-the-spout dance- (additional

activity- Parachute with Balls- Point out

examples of gravity

GYM/OUT - Bouncing Ball Comparison-

Point out examples of gravity on the

playground (slide, swings, balls).

CM - p. 154 Waggle Dance (Appendix

p. 202) • (additional game- Colored

Flower Memory Add on Game)

GYM/OUT - Bee Pollination relay

races.

Day 4Day 1 Day 2 Day 5LESSON

COMPONENTSDay 3

Weekly Learning

Centers

• Science-Explore moving various

objects with air movers

• Sensory Table-Use fans to move

boats in a water table

• Creativity Station-Draw a picture of

something blowing in the wind

• Library and Listening-Sequence

story cards

• Science-Use air to move a cotton ball

• Writer's Corner-Illustrate the class

story

• Science-Explore water movement

using dampened sand

• Sensory Table-Provide a variety of

objects to move water

• Creativity Station-Paint with

watercolors and discuss

Phonics - Have children produce

words that start with /x/ (box, fox, ox)


Tears pgs. 9-10

Sight Words - Review sight words


words that start with /y / (yuck, yack,

yarn, yo-yo)


Tears pgs 11-12

Sight Words - See if the children can

tell you all new 10 sight words

• Science-Explore a honeycomb with a

magnifiying glass

• Sensory Table-Provide plastic water

animals and discuss how animals

move things in the water

• Creativity Station-Construct a bird's

nest using tweezers as a beak

• Library and Listening-Retell story

with puppets

• Fine Motor-Simulate gathering and

moving pollen

Character

Education

Conscious Discipline - p. 130

Calming Strategy Balloon (Appendix p.

168) (use video camera)

P.A.T.H.S - Lesson #32 "Frustrated"

Conscious Discipline - p. P. 136

Learn about how water moves. Practice

Calming Strategy Drain (Appendix p.

168) Pretend the water is carrying your

stress away with it.

Manners and Etiquette #8 - Speaking

Clearly on the Phone

Continue Learning Home Addresses

Reinforcing Open and Closed Positions


Stretching Activities. These activities

are stress releasers. Discuss how

gravity would affect these movements.

(use video camera)



Practice S.T.A.R. calming Strategy

(Appendix p. 169) Read Shubert's

S.T.A.R and discuss the story with the

children

Manners and Etiquette #8 -

Speaking Clearly on the Phone

Continue Learning Home Addresses

Reinforcing Open and Closed Positions


Repeat Arm Breathing (Appendix p.

168) (use video camera)


• Science-Make a nail dance in water

using a magnet

• Sensory Table-Experiments pouring

water

• Creativity Station-Using a magnet,

move a washer in tempera paint

through a cookie sheet

• Fine Motor-String beads up

• Construction-Build a marble run

• Science-Mark hours using shadow

movement

• Sensory Table-Experiment with

changes in water temperature

• Creativity Station-Draw a night sky

and a day sky

• Science-Create shadows

• Writer's Corner-Write with finger

paint

• Library and Listening-Sort by

nighttime sky and daytime sky

Mysterious Movers • Fuerzas

misteriosas

• Experience Japanese haiku and art

• Consider how wind moves things

“The Last Leaf” • “La última hoja” story

starter (Appendix p.209)

• Develop vocabulary

• Add to a story

Mysterious Movers • Fuerzas

misteriosas

• Discuss moving water

• Contrast brooks and oceans as

movers

“River Talk” • “Plática de rios” listening

story (Appendix p.211)

• Introduce river vocabulary

• Analyze character’s feelings


montaña rusa” story folder

• Introduce concept of momentum

• Discuss role of gravity in carnival

rides

“Henny Penny” • “La gallina Tina” story

folder

• Introduce term “jumping to a

conclusion”

• Consider the impact of a changed

event

Twinkle, the Little Star • Chispita la

estrellita

• Develop star vocabulary

• Analyze story events

“The Sun and the Moon” • “El Sol y la

Luna” story folder

• Learn about the moon

• Consider moon’s perspective

Fine Motor Skills &

Handwriting, Sight

Words

Literacy (Focus

and Development)

Coconut Theater

Letters- U,u,X,x,Y,y,Z,z

Vocabulary Concepts - wind,

mysterious, unseen, trembling, passing

through & bowed.


• Read and discuss poem about wind

• Discuss sounds the wind makes

Coconut Theater

Letters- U,u,X,x,Y,y,Z,z

Vocabulary Concepts - mysterious,

Niagra Falls, ocean, rivers, rain and

waves


Fanny Frog's Fantastic Poems and

Rhymes ("I Love the Oceans")

• Learn about oceans

• Discuss ocean pollution

Coconut Theater

Letters U,u,X,x,Y,y,Z,z


gravity, magetism, forces,

independence, pull, steady, invisible


• Reinforce understanding of gravity

• Answer what if questions

Phonics - Have children produce words

that start with /u/. (up, cut, hut, nut)

Discuss that the letter /u/ has two sounds

long & short.

Handwriting - Illustrate the story "The Last

Leaf."

• Make a class story

Sight Words - Write the sight words in

journals. (Still reviewing the 2nd set of (10)

Primer Words.

Literacy (Oral

Language, Read

Aloud)

Coconut Theater



bees, honey, polen, nectar

Photo Activity Cards #37, #42, #46,

#52 and Seeds on the Move sequence

cards.


• Act out a rhyme "Animal Movers"

(Appendix p. 196)

• Sequence moving seed story cards


words that start with /z/ (zoo, zebra,

Zack)

Handwriting - Draw a night sky

• Handwriting Without Tears pgs 13-14


contest


words that start with the letters of the

week.

Handwriting - Write the sight words

Sight Words - Write the sight words in

journals. (Still reviewing the 2nd set of

(10) Primer Words.

“Ms. Bumblebee Gathers Nectar” • “La

Sra. Abeja recoge nectar” prop story

(Appendix p.210)

• Learn about the bee, a mysterious

mover

• Sing “Honeybee Buzz”

“Seeds” • “La semillita” listening story

(Appendix p.212)

• Introduce movement vocabulary

• List ways that seeds move

Coconut Theater



revolves, sun, moon, revolution,

reflection


Display p. 20-21 of Nature's Giant

• Introduce revolution of earth

• Learn about sun, moon, and earth

Day 4Day 1 Day 2 Day 5LESSON

COMPONENTSDay 3



communicates



• Demonstrates an understanding that

others have perspectives and feelings

that are different from her own

• Engages in voting as a method for

group decision making



• Identifies, observes, and discusses

objects in the sky

• Observes and describes what

happens during changes in the earth

and sky


• Uses art as a form of creative self-

expression and representation

• Creates or recreates stories, moods,


representations





• Participates in classroom music

activities




• Recognizes, observes, and discusses

the relationship of organisms to their

environments

• Creates or re-creates stories, moods,


representations


appropriately

• Combines syllables into words


to perform tasks

Learning Goals




necessary


others

• Observes and describes what

happens during changes in the earth

and sky

• Uses a wide variety of words to label

and describe people, places, things,

and actions




various situations




• Uses simple measuring devices to

learn about objects

• Uses a variety of art materials and

activities for sensory experience and

exploration

• Begins to have meaningful friends



communicates



• Identifies similarities among people

like himself and classmates, as well as

between himself and people from other

cultures• Shows understanding by responding

appropriately

• Demonstrates the importance of caring

for our environment and our planet


motion of objects

• Uses simple measuring devices to learn

about objects

• Identifies, compares, and discusses earth

materials and their properties and uses


to perform tasks

• Combines ideas for complex

sentences


appropriately





• Demonstrates knowledge of verbal

conversational rules



• Uses language to describe concepts

associated with the passing of time

• Describes, observes, and investigates

properties and characteristics of

common objects

• Sorts objects that are the same and

different into groups, and uses

language to describe how the groups

are similar and different



• Kindness Tree

• Family Connection- Encourage the

children to talk with someone at home

about ways they are spreading seeds

of kindness by being helpful at school.

Closing Circle



• Kindness Tree

• Family Connection- Encourage

children to show their families how

invisible moving air (wind) moves

things



• Kindness Tree

• Family Connection- Remind the

children to talk with their families about

what direction the wind is blowing

today.



• Kindness Tree

• Family Connection Have children

become gravity detectives and spot

gravity at work.



• Kindness Tree

• Family Connection- Remind children

to look at the moon tonight and check

to see if any stars are visible.

crème prep lesson plan theme: scents of the season march

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