toddler club programaction songs cd) using verses suited to this unit about cows and horses....
TRANSCRIPT
American Sign Language (ASL): farm, farmer, horse, foal, cow, calf, dairy, plow
Monday
Toddler Club Program
Date: June 4 -8, 2018
Objectives: Children will study farm animals. Children will learn about horses and dairy cows.
Spanish Vocabulary: granja, granjero, caballo, potro, vaca, ternero,
lácteos, ararEnglish Vocabulary: farm, farmer, horse, foal, cow, calf, dairy, plow
Parents as Partners: Send home Parents as Partners Card 41.
Lesson Plan for Farm Animals • Animales de la granja - Horses and Cows • Caballos y
Vacas (41) (Week 1)
Friday
•UNITE: Sing "Old MacDonald Had
a Farm" • "El anciano MacDonald
tenia una granja" (Frog Street Sing-
Along Songs CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
•Grandpa's Farm • La granja
del abuelo
Explain that farmers have
animals on their farm that
provide food or help the farmer
do his work.
Teach the ASL signs for horse,
foal, cow, calf, dairy, plow.
•UNITE: Sing "The Old Gray
Mare" • "La anciana yegua gris"
(Frog Street Sing-Along Songs
CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
action rhyme To Market, To
Market.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
•UNITE: Sing "Did You Feed My
Cow?" • "Alimentaron a mi
vaca?"
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT: Role play the
action rhyme To Market, To
Market.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
•Old MacDonald • El anciano
MacDonald story folder
Display the story cover. Ask
children to name the animals
they think they will hear about
in this story.
Teach the ASL signs for farm,
farmer.
•Old MacDonald • El anciano
MacDonald story folder
Display the story cover. Ask
children to name the animals they
think they will hear about in this
story.
Review the ASL signs for horse,
foal, cow, calf, dairy, plow.
•This Little Cow• Esta vaquita
Teach children the poem. Have
them hold up one finger for
each cow.
Review the ASL signs for
horse, foal, cow, calf, dairy,
plow.
•Grandpa's Farm • La granja
del abuelo
Explain that farmers also plant
crops that provide food for us
to eat.
Review the ASL signs for
horse, foal, cow, calf, dairy,
plow.
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
Tuesday WednesdayLESSON COMPONENTS
Language Development
Starting the Day
Monday Friday
•UNITE: Sing "Old MacDonald Had
a Farm" • "El anciano MacDonald
tenia una granja" (Frog Street Sing-
Along Songs CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
•UNITE: Sing "The Old Gray
Mare" • "La anciana yegua gris"
(Frog Street Sing-Along Songs
CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
action rhyme To Market, To
Market.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
•UNITE: Sing "Did You Feed My
Cow?" • "Alimentaron a mi
vaca?"
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT: Role play the
action rhyme To Market, To
Market.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Music and Movement
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "Old MacDonald Had a
Farm" • "El anciano MacDonald
tenia una granja".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Farmer in the Dell" •
"El granjero en el pajar".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Old MacDonald Had a
Farm" • "El anciano MacDonald
tenia una granja".
•Are You Listening?
Explain that sometimes cows wear
a bell around their neck so their
owner can tell exactly where they
are.
•Mommies and Baby Animals•
Mamy y bebes animales
Give children the horse/foal
and cow/calf Mommy and Baby
Animals (p 43). Encourage
children to match the mommies
with their babies.
•Dairy Products
Display a few dairy products.
Talk with children about these
foods that are made from the
milk produced by dairy cowsCognitive Development
•Photo Activity Cards
58 (horse • caballo)
59 (cow • vaca)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Farm Animals
Encourage children to
assemble the Farm Animal
Puzzles: Cows and Horse (p
42). Discuss the role horses
and cows play on the farm.
•Library and Listening
Encourage children to use the
props to sing "Old MacDonald."
•Making Butter
Point out that butter comes
from milk that cows produce.
Invite children to help make
butter from whipping.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Old MacDonald Had a Farm"
• "El anciano MacDonald tenia una
granja".
•Creativity Station
Invite children to dip a piece of
chalk into buttermilk. Point out
that buttermilk comes from
cows.
•Pretend and Learn
Encourage children to pretend
to be farmers.
•Galloping
Discuss different ways horses
move (gallop, trot, run, lope).
Recite the rhyme. Teach little ones
to gallop.
•Pony Riders
Encourage children to have fun
riding Noodle Ponies (p 43)
outdoors.
Learning Centers
•Five Little Ponies
Teach children the poem and
have them count down on their
fingers.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Farmer in the Dell" •
"El granjero en el pajar".
•Moo, Moo, Neigh
Play Moo, Moo, Neigh like you
would play Duck, Duck, Goose
(p 44).
•Horseshoes
Teach children how to play
Horseshoes (p 43). Use streamers
to create a throw line.
•How Tall Are You
Tell children the height of a horse
is measured in "hands." Use your
hand as a tool to measure the
height of each child.
•Creativity Station
Invite children to dip a piece of
chalk into buttermilk. Point out
that buttermilk comes from
cows.
•The Farmer in the Dell
Invite children to play The
Farmer in the Dell (Frog Street
Action Songs CD) using verses
suited to this unit about cows
and horses.
•Horseshoes
Teach children how to play
Horseshoes (p 43). Use
streamers to create a throw line.
•Purple Cows
Teach children the silly poem.
Show them a Purple Cow
(Patterns CD) and encourage
them to compare it to the cow
on Photo Activity Card 59 to
understand the humor of a
purple colored cow.
•Let the Cow Bells Ring
Remind children that farmer
sometimes put cows bells
around the neck of their cows
so they can hear where their
cows roam.
•Baby Horses
Display the mommy and baby
horse in Skidamarink. Point out
that a baby horse is called a
foal. A girl foal is a filly and a
boy foal is a colt.
•Construction
Sit with children and
encourage them to use blocks
to make fences for the cows
and horses.
Outdoor Play
Social Emotional
Development
•Pony Ride
Sit in a chair and allow little
ones to straddle your foot for a
horse ride.
•Horseshoes
Teach children how to play
Horseshoes (p 43). Use
streamers to create a throw
line.
Physical Development
•Clip Clop
Give each child two blocks and
invite children to use the
blocks as rhythm instruments
to make horse galloping
sounds as they listen to
"William Tell Overture" (Frog
Street Action songs CD).
Monday Friday
•UNITE: Sing "Old MacDonald Had
a Farm" • "El anciano MacDonald
tenia una granja" (Frog Street Sing-
Along Songs CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
•UNITE: Sing "The Old Gray
Mare" • "La anciana yegua gris"
(Frog Street Sing-Along Songs
CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
action rhyme To Market, To
Market.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
•UNITE: Sing "Did You Feed My
Cow?" • "Alimentaron a mi
vaca?"
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT: Role play the
action rhyme To Market, To
Market.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
• Responds to and interacts with
others (B.4.b.)
• Establishes secure relationships
with primary caregivers (B.1.a.)
• Shows ability to acquire and
process new information (D.3.c.)
Learning Goals
• Establishes secure
relationships with primary
caregivers (B.1.a.)
• Begins to develop and
demonstrate a positive sense
of self (B.2.e.)
• Develops the inclination and
ability to respond appropriately
to others (B.3.f.)
• Uses objects in new ways or
in pretend
play (D.4.a.)
• Listens with interest to
language of others (C.1.a.)
• Imitates sounds, gestures,
signs, or words (C.2.b.)
• Recognizes familiar people,
places, and things (D.3.a.)
• Develops an ability to be
creative and expressive
through a variety of activities,
such as art (D.5.b.)
• Matches items that go
together (D.1.h.)
• Develops spatial
understandings, including an
awareness of how
two- and three-dimensional
objects can be fitted together
(D.1.f.)
• Applies knowledge to new
situations (D.2.c.)
• Uses imitation in pretend play
to express creativity and
imagination (D.4.b.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Develops control of large
muscles for movement,
navigation, and
balance (A.2.a.)
• Develops confidence moving
to rhythm (A.2.e.)
American Sign Language (ASL): duck, duckling, chicken, chick, rooster, hen, farmer, farm
Monday
Toddler Club Program
Date: June11-15, 2018
Objectives: Children will study farm animals. Children will learn about ducks and chickens.
Spanish Vocabulary: pato, patito, pollo, pollito, gallo, gallina, granjero,
granjaEnglish Vocabulary: duck, duckling, chicken, chick, rooster, hen, farmer, farm
Parents as Partners: Send home Parents as Partners Card 42.
Lesson Plan for Farm Animals • Animales de la granja - Ducks and Chickens • Patos y
pollos (42) (Week 2)
Friday
•UNITE: Sing "Old MacDonald Had
a Farm" • "El anciano MacDonald
tenia una granja" (Frog Street Sing-
Along Songs CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•Grandpa's Farm • La granja
del abuelo
Ask children which farm animal
they like best and why.
Review the ASL sign for duck,
duckling, chicken, chick,
rooster, hen, farmer, farm.
•UNITE: Sing "Little Red Hen" •
"La gallinita roja" (Frog Street
Sing-Along Songs CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
action rhyme Hen Friends.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Over in the
Barnyard" • "Alla en el corral"
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT:
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
•Five Little Ducks • Cinco
patitos
Sing "Five Little Ducks." ask
children where they think the
ducks were when they didn't
come back.
Teach the ASL signs for duck,
duckling, chicken, chick,
rooster, hen, farmer, farm.
•Little Red Hen • La gallinita roja
Developmental Storybook
Sing the a song about the hen and
her lazy friends.
Review the ASL signs for duck,
duckling, chicken, chick, rooster,
hen, farmer, farm.
•Little Red Hen • La gallinita
roja Developmental Storybook
Talk with children about the
lack of help from the hen's
friends.
Review the ASL signs for duck,
duckling, chicken, chick,
rooster, hen, farmer, farm.
•Five Little Ducks • Cinco
patitos
Sing "Five Little Ducks." ask
children where they think the
ducks were when they didn't
come back.
Review the ASL signs for duck,
duckling, chicken, chick,
rooster, hen, farmer, farm.
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Language Development
Starting the Day
Monday Friday
•UNITE: Sing "Old MacDonald Had
a Farm" • "El anciano MacDonald
tenia una granja" (Frog Street Sing-
Along Songs CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•UNITE: Sing "Little Red Hen" •
"La gallinita roja" (Frog Street
Sing-Along Songs CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
action rhyme Hen Friends.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Over in the
Barnyard" • "Alla en el corral"
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT:
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Music and Movement
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "Old MacDonald Had a
Farm" • "El anciano MacDonald
tenia una granja".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Farmer in the Dell" •
"El granjero en el pajar".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Old MacDonald Had a
Farm" • "El anciano MacDonald
tenia una granja".
•Farm Animal Stick Puppets
Invite children to use the Farm
Animal Stick Puppets and imitate
the animal's sounds.
•Little Chicks • Pollitos
Discuss the food that baby
chicks eat. Ask children how it
is different from the food
human babies eat.
•Mommy and Baby Animals •
Mamy y bebé animales
Give children the horse/foal,
cow/calf, duck/duckling, and
chicken/chick Mommy and Baby
Animals (p 43). Encourage
children to match the mommies
with the babies.
Cognitive Development
•Photo Activity Cards
60 (chicken • pollo)
61 (duck • pato)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Farm Animals Puzzles
Encourage children to
assemble the Farm Animal
Puzzles: Duck and Chicken (p
42). Discuss the role chicken
play on the farm.
•Sensory
Invite children to float rubber
ducks in the water table.
Encourage children to sing duck
songs they know as they play.
•Feather Painting
Invite children to paint using
sturdy craft feathers as paint
brushes.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Old MacDonald Had a Farm"
• "El anciano MacDonald tenia una
granja".
•Creativity Station
Have children assemble a baby
chick face.
•Pretend and Learn
Encourage children to pretend
to be farmers.
•Chicken Dance
Play "New Chicken Dance" (Frog
Street Action Songs CD). Invite
children to do the chicken dance.
•Duck, Duck, Goose
Play Duck, Duck, Goose (p 44).
Learning Centers
•Rolling Eggs
Invite children to roll play
dough (p 44) into egg shapes.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "Five Little Ducks" •
"Cinco patitos".
•Wadding
Show children how to squad
and waddle like a duck. Blow
bubbles and invite your
"waddling ducks" to catch
them.
•Follow the Trail
Place the orange Duck Prints (p 42)
in a pathway on the sidewalk.
Invite children to follow the prints
with a beanbag on their head.
•Feather Race
Play a blowing game with little
ones one at a time. Place two craft
feathers on a table (one for you
and one for the child). See who can
blow the feather off the table first.
•Creativity Station
Have children assemble a baby
chick face.
•The Farmer in the Dell
Invite children to play The
Farmer in the Dell (Frog Street
Action Songs CD) using verses
suited to this unit about cows
and horses.
•Follow the Trail
Place the orange Duck Prints (p
42) in a pathway on the
sidewalk. Invite children to
follow the prints with a beanbag
on their head.
•Feather Race
Play a blowing game with little
ones one at a time. Place two
craft feathers on a table (one for
you and one for the child). See
who can blow the feather off the
table first.
•The Farmer in the Dell
Invite children to play The
Farmer in the Dell (Frog Street
Action Songs CD) using
verses suited to ducks, hens,
and chickens.
•Which Egg?
Hide a small "prize" inside one
of two plastic eggs. Invite
children to guess which "duck"
egg holds the treasure.
•Construction
Sit with children and
encourage them to use blocks
to make hen houses and build
fences for the chickens.
Outdoor Play
Social Emotional
Development
•Put Your Feather
Give each child a craft feather
to play a game. Ask children to
put their feather on various
parts of their body, such as on
their knee, on their toe, on their
head,
•Follow the Trail
Place the orange Duck Prints (p
42) in a pathway on the
sidewalk. Invite children to
follow the prints with a
beanbag on their head.
Physical Development
•Quack, Quack, Cluck, Cluck
Teach children this song and
=discuss the sound each
animal makes. Have children
flap their "wings" each time
they sing the words quack,
cluck.
Monday Friday
•UNITE: Sing "Old MacDonald Had
a Farm" • "El anciano MacDonald
tenia una granja" (Frog Street Sing-
Along Songs CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•UNITE: Sing "Little Red Hen" •
"La gallinita roja" (Frog Street
Sing-Along Songs CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
action rhyme Hen Friends.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Over in the
Barnyard" • "Alla en el corral"
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT:
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
• Responds to and interacts with
others (B.4.b.)
• Establishes secure relationships
with primary caregivers (B.1.a.)
• Develops control of small
muscles for manipulation and
exploration (A.3.b.)
• Demonstrates receptive language
(C.1.d.)
• Develops confidence with moving
in space, moving to rhythm, and
playing near and with others
(A.2.e.)
Learning Goals
• Establishes secure
relationships with primary
caregivers (B.1.a.)
• Begins to develop and
demonstrate a positive sense
of self (B.2.e.)
• Develops emerging skills in
caring and cooperation (B.4.f.)
• Responds to and interacts
with others (B.4.b.)
• Develops capacity to predict
routines and regular events
that make up the day or the
session (B.3.b.)
• Listens with interest to
language of others (C.1.a.)
• Imitates sounds, gestures,
signs, or words (C.2.b.)
• Develops communication
skills for increasingly complex
purposes,
such as negotiating, predicting,
reasoning, and guessing
(C.2.e.)
• Develops an understanding
that symbols/pictures can be
“read” by others (C.3.g.)
• Matches items that go
together (D.1.h.)
• Makes things happen and
watches for results and repeats
actions (D.1.d.)
• Matches items that go
together (D.1.h.)
• Shows ability to acquire and
process new information
(D.3.c.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Responds to nonverbal and
verbal communication of
others (C.1.b.)
• Begins to develop and
demonstrate a positive sense
of self and competence (B.2.e.)
• Engages in positive
relationships and interactions
with adults (B.1.d.)
American Sign Language (ASL): pig, piglets, hog, goat, kid, farm, farmer
Monday
Toddler Club Program
Date: June 18-22, 2018
Objectives: Children will study farm animals. Children will learn about pigs and goats.
Spanish Vocabulary: cerdo, cerditos, puerco, cabra, cabrito, granja,
granjeroEnglish Vocabulary: pig, piglets, hog, goat, kid, farm, farmer
Parents as Partners: Send home Parents as Partners Card 43.
Lesson Plan for Farm Animals • Animales de la granja - Pigs and Goats • Cerdos y
Cabras (43) (Week 3)
Friday
•UNITE: Sing "Mary Had a Little
Goat" • "Mary tenia una cabrita"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•Grandpa's Farm • La granja
del abuelo
Tell children that the leftover
food pigs eat is called slop.
Review the ASL sign for pig,
piglets, hog, goat, kid, farm,
farmer
•UNITE: Sing "Mary Had a Little
Goat" • "Mary tenia una
cabrita" (Frog Street Sing-
Along Songs CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
song "Three Pink Pigs."
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Higglety, Piggety,
Pop!" (Start Smart Songs for
1's, 2's, 3's CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT:
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
•The Three Little Pigs • Los
tres cerditos Developmental
Storybook
Sing "Five Little Ducks." ask
children where they think the
ducks were when they didn't
come back.
Teach the ASL signs for pig,
piglets, hog, goat, kid, farm,
farmer
•Grandpa's Farm • La granja del
abuelo
Tell children that the leftover food
pigs eat is called slop.
Review the ASL signs for pig,
piglets, hog, goat, kid, farm,
farmer
•The Three Billy Goats Gruff •
Los tres chivitos bruscos
Developmental Storybook
Ask a volunteer to point to the
big billy goat, the middle sized
billy goat and the little billy goat.
Review the ASL signs for pig,
piglets, hog, goat, kid, farm,
farmer
•The Three Little Pigs • Los
tres cerditos Developmental
Storybook
Sing "Five Little Ducks." ask
children where they think the
ducks were when they didn't
come back.
Review the ASL signs for pig,
piglets, hog, goat, kid, farm,
farmer
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Language Development
Starting the Day
Monday Friday
•UNITE: Sing "Mary Had a Little
Goat" • "Mary tenia una cabrita"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•UNITE: Sing "Mary Had a Little
Goat" • "Mary tenia una
cabrita" (Frog Street Sing-
Along Songs CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
song "Three Pink Pigs."
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Higglety, Piggety,
Pop!" (Start Smart Songs for
1's, 2's, 3's CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT:
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Music and Movement
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "Old MacDonald Had a
Farm" • "El anciano MacDonald
tenia una granja".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Farmer in the Dell" •
"El granjero en el pajar".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Three Little Pigs" • "Tres
cerditos".
•Pig Puppets
Make a pig puppet. Help children
glue the eyes, snout, and ears to
their puppet.
•Old MacDonald
Invite children to use the Old
MacDonald story folder props
to sing the song.
•Pet Goats
Explain to children that goats
are social creatures that like
people and will follow you
around like a dog.Cognitive Development
•Photo Activity Cards
45 (goats • cabras)
43 (piglets • cerditos)
62 (pig • cerdo)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Farm Animal Puzzles
Encourage children to
assemble the Farm Animal
Puzzles: Pig and Goat (p 42).
Discuss the role pig play on the
farm.
•Gross Motor
Invite children to build a bridge
with blocks. Then have them to tap
small blocks on the bridge to make
a trip-trap sound as if goats are
crossing the bridge.
•Mommy and Baby Animals
Give children the horse/foal,
cow/calf, duck/duckling,
chicken/chick, pig/piglet, and
goat/kid Mommy and Baby
Animals (p 43). Encourage
children to match the mommies
with their babies.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Old MacDonald Had a Farm"
• "El anciano MacDonald tenia una
granja".
•Gross Motor
Invite children to build a bridge
with blocks. Then have them to
tap small blocks on the bridge
to make a trip-trap sound as if
goats are crossing the bridge.
•Pretend and Learn
Encourage children to pretend
to be farmers. Provide
suggestions for actions
children can pretend to do,
such as feeding the pigs,
milking the goats.
•Feed the Goat
Goats love to eat paper. Show
children how to crumple recycled
paper and "feed" it to the goat
using tongs and the Feed the Goat
box (p 42).
•Feed the Goats
Invite children to fill pails with
"hay" (dried grass) and drop it
in the "through" (box) for the
goats.
Learning Centers
•Feed the Pig
Encourage children to feed the
Pig Food (p 43) to the Hungry
Pig (p 43). Discuss the things
pig eat.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Farmer in the Dell" •
"El granjero en el pajar".
•Feed the Goats
Invite children to fill pails with
"hay" (dried grass) and drop it
in the "through" (box) for the
goats.
•Goats Climb
Invite little ones to pretend to be
goats as they climb on low
climbing apparatus.
•This Little Piggy
Invite children to take off their
shoes. Play this game with
children individually. Help children
name their "piggy toes."
•Creativity Station
Invite children to sip sponges
into brown paint and dab them
on their pink construction
paper pigs to make "muddy
pigs."
•Pink Play Dough
Invite children to roll pink play
dough (p 44) into a ball and then
smash it to make a pig snout.
Have children add black circles
to make nostrils on the pig's
snout.
•Mud Pies
Invite children to make mud
pies for pigs using a tub of
water, a tub of dirt, and pie tins.
•Thank You Goats
Goats provide us with naturally
low-fat mil. They are also a big
help to farmers for helping clear
brush away. Goats are good
pets for humans and good
company for horses.
•Picking Up Tails
Make "pig tails" with ribbon.
Dump the pig tails on the floor
and challenge children to pick
them up and collect them in
pails.
•Alike and Different
Invite children to look closely at
Photo Activity Cards 45 and 58.
discuss how these two animals
are alike and how they are
different.
•Construction
Sit with children and
encourage them to use blocks
to make fences for the pigs and
to create a meadow for the
goats.
Outdoor Play
Social Emotional
Development
•This Little Piggy
Invite children to take off their
shoes. Play this game with
children individually. Help
children name their "piggy
toes."
•Mud Pies
Invite children to make mud
pies for pigs using a tub of
water, a tub of dirt, and pie tins.
Physical Development
•If You're a Pig
Sing this song. Discuss the
sounds that pigs and goats
make. Review the sounds that
other farm animals make.
Monday Friday
•UNITE: Sing "Mary Had a Little
Goat" • "Mary tenia una cabrita"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•UNITE: Sing "Mary Had a Little
Goat" • "Mary tenia una
cabrita" (Frog Street Sing-
Along Songs CD).
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Role play the
song "Three Pink Pigs."
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Higglety, Piggety,
Pop!" (Start Smart Songs for
1's, 2's, 3's CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT:
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
• Responds to and interacts with
others (B.4.b.)
• Establishes secure relationships
with primary caregivers (B.1.a.)
• Coordinates eye and hand
movements (A.3.c.)
• Develops familiarity with a variety
of types of music, art, drama, and
dance (D.5.d.)
• Develops control of small
muscles for manipulation and
exploration (A.3.b.)
Learning Goals
• Develops an expectation that
words, books, and pictures can
amuse, delight, comfort, inform
and excite (C.3.d.)
• Understands that pictures can
represent real things in the
environment (C.3.e.)
• Listens with interest to
language of others (C.1.a.)
• Responds to and interacts
with others (B.4.b.)
• Develops capacity to predict
routines and regular events
that make up the day or the
session (B.3.b.)
• Recognizes and responds to
the feelings and emotions of
others (B.4.c.)
• Develops an increasing
awareness of the impact and
consequences of their actions
(B.3.c.)
• Develops a feeling of being
valued as an important
individual who belongs within
the group setting (B.2.h.)
• Develops an understanding
that symbols/pictures can be
“read” by others (C.3.g.)
• Matches items that go
together (D.1.h.)
• Develops spatial
understandings, including an
awareness of how two- and
three-dimensional objects can
be fitted together (D.1.f.)
• Uses imitation in pretend play
to express creativity and
imagination (D.4.b.)
• Develops and demonstrates
the ability to remember and
connect new and known
experiences and information
(D.3.d.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Responds to nonverbal and
verbal communication of
others (C.1.b.)
• Matches items that go
together (D.1.h.)
• Establishes secure
relationships with primary
caregivers (B.1.a.)
• Shows ability to acquire and
process new information
(D.3.c.)
American Sign Language (ASL): farm, farmer, sheep, lam, wool, dog, puppy
Monday
Toddler Club Program
Date: June 25 -29, 2018
Objectives: Children will study farm animals. Children will learn about sheep and dogs.
Spanish Vocabulary: granja, granjero, oveja (s), cordero, lana, perro,
perritoEnglish Vocabulary: farm, farmer, sheep, lam, wool, dog, puppy
Parents as Partners: Send home Parents as Partners Card 45.
Lesson Plan for Farm Animals • Animales de la granja - Sheep and Dogs • Ovejas y
Perros (45) (Week 4)
Friday
•UNITE: Sing "Mary Had a Little
Lamb" • "Mary tenia un corderito".
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•Grandpa's Farm • La granja
del abuelo
Ask children which farm
animals they like best.
Review the ASL sign for farm,
farmer, sheep, lam, wool, dog,
puppy
•UNITE: Sing "Bingo."
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Explain children
about tricks dogs can do.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Higglety, Piggety,
Pop!" (Start Smart Songs for
1's, 2's, 3's CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
•Old MacDonald • El anciano
MacDonald story folder
Point out that women can be
farmers.
Teach the ASL signs for farm,
farmer, sheep, lam, wool, dog,
puppy
•Old MacDonald • El anciano
MacDonald story folder
Point out that women can be
farmers.
Review the ASL signs for farm,
farmer, sheep, lam, wool, dog,
puppy
•Max Listening Story (p 47)
Read the story to children.
Instruct children to pat their
head when they hear the words
good dog and shake their finger
when they hear no no dog.
Review the ASL signs for farm,
farmer, sheep, lam, wool, dog,
puppy
•Grandpa's Farm • La granja
del abuelo
Ask children which farm
animals they like best.
Review the ASL signs for farm,
farmer, sheep, lam, wool, dog,
puppy
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Language Development
Starting the Day
Monday Friday
•UNITE: Sing "Mary Had a Little
Lamb" • "Mary tenia un corderito".
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•UNITE: Sing "Bingo."
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Explain children
about tricks dogs can do.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Higglety, Piggety,
Pop!" (Start Smart Songs for
1's, 2's, 3's CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Music and Movement
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "Old MacDonald Had a
Farm" • "El anciano MacDonald
tenia una granja".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Farmer in the Dell" •
"El granjero en el pajar".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "My Dog Rags" • "Mi perro
Rags".
•Dog and Bone Match
Give children the Dog and Bones
(p 42). Have them count the dots
on each bone and place the bone
on the dog's mouth.
•Farm Nursery Rhymes
Recite the nursery rhymes with
children. Talk about each
character's job to care for
sheep.
•Farm Dogs
Discuss the work farm dogs
perform. Teach children the
poem. Have them hold up one
finger for each dog until they
have five fingers up.
Cognitive Development
•Photo Activity Cards
12 (pets 1 • mascotas 1)
63 (lamb, sheep • cordero,
oveja)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Farm Animal Puzzles
Encourage children to
assemble the Farm Animal
Puzzles: Sheep and Dog (p 42).
Discuss the role sheep play on
the farm.
•Creativity Station
Invite children to explore the finger
paint sheep.
•Mommy and Baby Animals
Give children the horse/foal,
cow/calf, duck/duckling,
chicken/chick, pig/piglet,
sheep/lamb, dog/puppy and
goat/kid Mommy and Baby
Animals (p 43). Encourage
children to match the mommies
with their babies.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Old MacDonald Had a Farm"
• "El anciano MacDonald tenia una
granja".
•Pretend and Learn
Encourage children to pretend
to be farmers.
•Fine Motor
Show children how to flatten
play sough and then use their
fist to imprint what looks like a
dog paw print in the dough.
•The Farmer in the Dell
Invite children to play The Farmer
in the Dell using verses suited to
this unit about sheep and dogs.
•Find the Sheep
Pretend to be Little Bo Peep
looking for her lost sheep.
Invite children to hide and
pretend to be the lost sheep
while you search for them.
Learning Centers
•If You're a Sheep
Sing the song. Discuss the
sound that sheep and dogs
make.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Farmer in the Dell" •
"El granjero en el pajar".
•Herding
Have children pretend to be
sheep and invite them to start
walking or running.
•Chasing Balls
Discuss how much dogs love to
chase balls. Invite children to
pretend they are dogs and chase
balls you toss.
•Rags
Sing the song. Point out that a dog
like Rags would not be a good
farm dog if he doesn't obey. Farm
dogs are working dogs.
•Pretend and Learn
Encourage children to pretend
to be farmers.
•Dog Tricks
Invite children to pretend to be
dogs learning tricks as you play
a version of Simon Says. Begin
each action command with "the
farmer says…."
•Chasing Balls
Discuss how much dogs love to
chase balls. Invite children to
pretend they are dogs and
chase balls you toss.
•Thank You Sheep
Tell children that sheep provide
us with wool. Invite children to
touch the wool items.
•Feed the Dog
Place a throw line (masking
tape) about five feet from a dog
bowl. Challenge children to
throw a "dog bone" inside the
bowl.
•Alike and Different
Invite children to look closely at
Photo Activity Cards 12, 45, 62,
and 63. Discuss how these
animals are alike, such as they
have four legs, and how they
are different, such as the
sounds they make.
•Construction
Sit with children and
encourage them to use blocks
to make a doghouse for the
dog and green fabric to create
a meadow for the sheep.
Outdoor Play
Social Emotional
Development
•Find the Sheep
Reproduce the picture guide of
"Farm Animal Puzzle Sheep
(Patterns CD). Show children
the sheep and then hide it.
Challenge little ones to pretend
they are sheep dogs looking for
the lost sheep.
•Chasing Balls
Discuss how much dogs love
to chase balls. Invite children
to pretend they are dogs and
chase balls you toss.
Physical Development
•The Farmer in the Dell
Invite children to play The
Farmer in the Dell using verses
suited to this unit about sheep
and dogs.
Monday Friday
•UNITE: Sing "Mary Had a Little
Lamb" • "Mary tenia un corderito".
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and exhale
several times. Now he is ready to
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Remind children that helpful hands
are kind.
• Calendar/Weather
•UNITE: Sing "Bingo."
•CALM: Explain Mac Donald's
tasks and invite children to act
them out with you.
•CONNECT: Explain children
about tricks dogs can do.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Give examples of helpful
hands, such as passing
something to someone.
• Calendar/Weather
•UNITE: Sing "Higglety, Piggety,
Pop!" (Start Smart Songs for
1's, 2's, 3's CD).
•CALM: Old Mac Donald washes
his face, brushes his teeth,
exercises, takes some deep
breaths to calm himself and
exhale several times. Now he is
ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Tell children that Old
MacDonald does some tasks
every day before he starts his
work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss using helpful hands.
• Calendar/Weather
Thursday
•UNITE: Sing "Old MacDonald
Had a Farm" • "El anciano
MacDonald tenia una granja"
(Frog Street Sing-Along Songs
CD).
•CALM: Old Mac Donald
washes his face, brushes his
teeth, exercises, takes some
deep breaths to calm himself
and exhale several times. Now
he is ready to work.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Remind children that helpful
hands are kind.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
• Responds to and interacts with
others (B.4.b.)
• Establishes secure relationships
with primary caregivers (B.1.a.)
• Coordinates eye and hand
movements (A.3.c.)
• Demonstrates receptive language
and expressive language skills
(C.1.d.)
• Develops confidence with moving
in space, moving to rhythm, and
playing near and with others
(A.2.e.)
• Imitates sounds, gestures, signs,
or words (C.2.b.)
Learning Goals
• Shows ability to cope with
stress (B.3.a.)
• Responds to and interacts
with others (B.4.b.)
• Begins to develop and
demonstrate a positive sense
of self (B.2.e.)
• Listens with interest to
language of others (C.1.a.)
• Responds to and interacts
with others (B.4.b.)
• Develops capacity to predict
routines and regular events
that make up the day or the
session (B.3.b.)
• Increasingly understands non-
verbal messages and makes
non-verbal requests (C.1.c.)
• Develops language skills in
structured language contexts,
such as through books, finger
plays, singing, storytelling, and
reenacting (C.2.d.)
• Develops a feeling of being
valued as an important
individual who belongs within
the group setting (B.2.h.)
• Matches items that go
together (D.1.h.)
• Begins to develop interests
and skills related to numbers
and counting
(D.2.f.)
• Matches items that go
together (D.1.h.)
• Develops spatial
understandings, including an
awareness of how two-and
three-dimensional objects can
be fitted together (D.1.f.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Responds to nonverbal and
verbal communication of
others (C.1.b.)
• Matches items that go
together (D.1.h.)
• Shows interest in songs,
rhymes, and stories (C.3.a.)
• Searches for missing or
hidden objects (D.3.b.)
• Shows confidence in
increasing abilities (B.2.c.)
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Thursday
• UNITE: Greet every child by name
and sing "Ten Little Monkeys" - "Uno,
dos, tres monitos" (AGp4)
• CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Name children who are
absent and send them well wishes. Use
Max to welcome back children who have
been absent.
• BUILD COMMUNITY: Remind children
that they are safe and pass around the
Safekeeper Box. When all the photos
are inside, place the lid on the box and
say: We are all safe here.
• Calendar/Weather
• Greet every child by name and
introduce the theme. Display Photo
Acitivity Cards #64 (Monkey-Mono) and
#65 (Ape - Simio). Tell children that this
week they will be learning about
monkeys and apes.
• UNITE: Sing "Five Silly Monkeys" -
Cinco Monos Tontos (AGp4) (Frog
Street Sing-Along Songs CD). Use the
ASL signs for monkey (AGp2) while
singing this song.
• CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Name children who are
absent and send them well wishes. Use
Max to welcome back children who have
been absent.
• BUILD COMMUNITY: Remind children
that they are safe and pass around the
Safekeeper Box. When all the photos
are inside, place the lid on the box and
say: We are all safe here.
• Calendar/Weather
• UNITE: Greet every child by name
and sing "Oh, Do You Want to See the
Zoo? (AG p4) (Frog Street Sing-Along
Songs CD).
•CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Use Max to welcome
back children who have been absent.
Select a partner and demonstrate the
movements for the rhyme "Hey Little
Monkey" (AGp5)
• BUILD COMMUNITY: Demonstrate
walking feet and running feet. Give
examples of places you need to walk (in
the classroom, inside your home, in
malls, instores) and places you can
run(outside, parks, backyard at home).
Say: Walking feet keep us safe and
keep our friends safe . Explain that we
will be practicing using walking feet this
week.
• Calendar/Weather
• UNITE: Greet every child by name and
sing "Oh, Do You Want to See the Zoo?
(AG p4) (Frog Street Sing-Along Songs
CD).
•CALM: Invite children to pretend they are
sleeping apes. Have them lie on the floor
and pretend to snore. Take in a deep
snoring breath as you inhale and let out a
long breath as you exhale. Remind children
that this type of belly breathing helps you
relax and get rid of stress.
• CONNECT: Use Max to welcome back
children who have been absent. Select a
partner and demonstrate the movements
for the rhyme "Hey Little Monkey" (AGp5)
• BUILD COMMUNITY: Demonstrate
walking feet and running feet. Give
examples of places you need to walk (in the
classroom, inside your home, in malls,
instores) and places you can run(outside,
parks, backyard at home). Say: Walking
feet keep us safe and keep our friends
safe . Explain that we will be practicing
using walking feet this week.
• Calendar/Weather
American Sign Language (ASL): zoo, monkey, ape, baby, tail, zookeeper, copy, see
Monday
Toddler Club Program
Date: July 2 - 6, 2018
Objective: Children will be learning about zoo animals. This week children will learn about monkeys and
apes (two similar yet different animals).
Spanish Vocabulary: zoologico, mono, simio, bebe, cola, cuidador del
zoologico, copiar, verEnglish Vocabulary: zoo, monkey, ape, baby, tail, zookeeper, copy, see
Parents as Partners: Send home Parents as Partners Card 45. Encourage parents to provide
experiences that optimize learning for their child.
Lesson Plan for Zoo Animals • Animales del Zoologico - Monkeys and Apes • Monos y
Simios (week 1)
Friday
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Thursday
• UNITE: Greet every child by name
and sing "Ten Little Monkeys" - "Uno,
dos, tres monitos" (AGp4)
• CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Name children who are
absent and send them well wishes. Use
Max to welcome back children who have
been absent.
• BUILD COMMUNITY: Remind children
that they are safe and pass around the
Safekeeper Box. When all the photos
are inside, place the lid on the box and
say: We are all safe here.
• Calendar/Weather
• Greet every child by name and
introduce the theme. Display Photo
Acitivity Cards #64 (Monkey-Mono) and
#65 (Ape - Simio). Tell children that this
week they will be learning about
monkeys and apes.
• UNITE: Sing "Five Silly Monkeys" -
Cinco Monos Tontos (AGp4) (Frog
Street Sing-Along Songs CD). Use the
ASL signs for monkey (AGp2) while
singing this song.
• CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Name children who are
absent and send them well wishes. Use
Max to welcome back children who have
been absent.
• BUILD COMMUNITY: Remind children
that they are safe and pass around the
Safekeeper Box. When all the photos
are inside, place the lid on the box and
say: We are all safe here.
• Calendar/Weather
• UNITE: Greet every child by name
and sing "Oh, Do You Want to See the
Zoo? (AG p4) (Frog Street Sing-Along
Songs CD).
•CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Use Max to welcome
back children who have been absent.
Select a partner and demonstrate the
movements for the rhyme "Hey Little
Monkey" (AGp5)
• BUILD COMMUNITY: Demonstrate
walking feet and running feet. Give
examples of places you need to walk (in
the classroom, inside your home, in
malls, instores) and places you can
run(outside, parks, backyard at home).
Say: Walking feet keep us safe and
keep our friends safe . Explain that we
will be practicing using walking feet this
week.
• Calendar/Weather
• UNITE: Greet every child by name and
sing "Oh, Do You Want to See the Zoo?
(AG p4) (Frog Street Sing-Along Songs
CD).
•CALM: Invite children to pretend they are
sleeping apes. Have them lie on the floor
and pretend to snore. Take in a deep
snoring breath as you inhale and let out a
long breath as you exhale. Remind children
that this type of belly breathing helps you
relax and get rid of stress.
• CONNECT: Use Max to welcome back
children who have been absent. Select a
partner and demonstrate the movements
for the rhyme "Hey Little Monkey" (AGp5)
• BUILD COMMUNITY: Demonstrate
walking feet and running feet. Give
examples of places you need to walk (in the
classroom, inside your home, in malls,
instores) and places you can run(outside,
parks, backyard at home). Say: Walking
feet keep us safe and keep our friends
safe . Explain that we will be practicing
using walking feet this week.
• Calendar/Weather
Monday Friday
Social Emotional
Development
Physical Development
• Ape Walk (AGp9)
Demonstrate how apes can walk
on all fours by using their
knuckles as feet. Encourage
children to try walking on all fours
like apes.
• Under the Monkey Tree
(AGp9)
Play this group game and invite
children to perform the actions.
Continue playing the copycat
game by creating silly behaviors
and facial expressions and having
children copy you. Teach the ASL
signs for copy , see , and tail .
(AGp2)
• Five Little Monkeys (AGp8)
Invite children to act out the
modified rhyme. Discuss what
happens when someone gets
hurt. Ask: Should the monkeys
keep jumping or should they help
take care of the monkey who fell?
Language Development
• Mommy and Baby Animals
(con't) (AGp8)Remind children about matching the
monkey and ape Mommy and Baby
Animals. (AGp42). Tell children that young
apes and monkeys are called babies just
like humans. Teach the ASL sign for baby.
(AGp2). When monkeys are toddlers, they
often ride on their mother's back. When
monkeys get older, they help their mother
take care of younger brothers and sisters.
• "Three Little Monkeys"- Tres
Monitos (AGp6)
Teach children this action rhyme.
After children are familiar with the
rhyme, select volunteers and have
children acit it out. Point out that one
reason monkeys stay in trees is to
stay away from their enemies.
• Go Bananas (AGp9)
Invite children to perform the actions
that go with this chant. Remind
children that monkeys like to eat
bananas. Don’t expect perfection.
Children will love moving to the
chant even if it is their choice of
movements.
• What Can a Monkey See?
(AGp8)
Sing this song with children. Fill in
the blank a few times and then
encourage children to fill in the
blank.
•"Molly's Jolly Jamboree" - La
Alegre Fiesta de Monica story
folder (AGp6)Display the story props. Tell children that
this story is about a clever monkey. Present
the story. Ask children if they would like to
go to Molly's party. Teach the ASL signs for
zoo and zookeeper (AGp2). Ask: What do
you think the zookeeper thought happened
when she found the animals all in a pie?
• Toe Pick Up (AGp9)
Challenge children to pick up
cotton balls with their toes and
drop them into a box. Remind
children that monkeys can use
their feet like hands.
• Zoo Animal Puzzles (AGp7)
Encourage children to assemble
the Zoo Animal Puzzles: Monkey
and Ape (Appendix p43). Discuss
apes and monkeys as children
work the puzzles.
• "Who's Who at Zippity Zoo"-
Quien es quien en el zoologico de
Zippity? (AGp6)
Display the book cover. Ask
children if they know the names
of any of the animals. Read the
title of the book and begin
reading. Pause when you read
the pages about monkeys and
apes. Teach the ASL signs for
monkey and ape . (AGp2)
• Mommy and Baby Animals
(AGp8)Display the back cover of
Skidamarink. Have children identify
the mommy, daddy, and baby
monkeys. Read the book and
discuss the love that mommies and
daddies have for their children. Have
children match the monkey and ape
Mommy and Baby Animals. (AGp42).
• This Little Monkey (AGp7)
Teach children the rhyme. Discuss
what monkeys eat (bugs, seeds,
berries, bananas, coconuts) and the
behaviors of monkeys (chatter,
swing, jump, nap, tease, play). If
you choose, take children's shoes
off and perform this rhyme using
children's toes as in "This Little
Piggy".
•Photo Activity Cards #64, #65
(AGp7)
Use the suggestions on the back
of the cards to practice
vocabulary and stimulate
discussion. Teach children the
ASL signs for zoo, monkey,
ape. (AGp2)
• "Three Little Monkeys"- Tres
Monitos (AGp6)
Teach children this action rhyme.
After children are familiar with the
rhyme, select volunteers and have
children acit it out. Point out that one
reason monkeys stay in trees is to
stay away from their enemies.
Cognitive Development
• Zoo Animal Memory Game
(AGp7)
Give cihldren the ape and
monkey "Memory Cards: Zoo
Animals". Invite children to first
match the animals into pairs.
Then have children place all four
cards face down and turn them
over to find matching animal
pairs. Next week you will add the
elephant and kangaroo cards to
this memory game.
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Thursday
• UNITE: Greet every child by name
and sing "Ten Little Monkeys" - "Uno,
dos, tres monitos" (AGp4)
• CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Name children who are
absent and send them well wishes. Use
Max to welcome back children who have
been absent.
• BUILD COMMUNITY: Remind children
that they are safe and pass around the
Safekeeper Box. When all the photos
are inside, place the lid on the box and
say: We are all safe here.
• Calendar/Weather
• Greet every child by name and
introduce the theme. Display Photo
Acitivity Cards #64 (Monkey-Mono) and
#65 (Ape - Simio). Tell children that this
week they will be learning about
monkeys and apes.
• UNITE: Sing "Five Silly Monkeys" -
Cinco Monos Tontos (AGp4) (Frog
Street Sing-Along Songs CD). Use the
ASL signs for monkey (AGp2) while
singing this song.
• CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Name children who are
absent and send them well wishes. Use
Max to welcome back children who have
been absent.
• BUILD COMMUNITY: Remind children
that they are safe and pass around the
Safekeeper Box. When all the photos
are inside, place the lid on the box and
say: We are all safe here.
• Calendar/Weather
• UNITE: Greet every child by name
and sing "Oh, Do You Want to See the
Zoo? (AG p4) (Frog Street Sing-Along
Songs CD).
•CALM: Invite children to pretend they
are sleeping apes. Have them lie on the
floor and pretend to snore. Take in a
deep snoring breath as you inhale and
let out a long breath as you exhale.
Remind children that this type of belly
breathing helps you relax and get rid of
stress.
• CONNECT: Use Max to welcome
back children who have been absent.
Select a partner and demonstrate the
movements for the rhyme "Hey Little
Monkey" (AGp5)
• BUILD COMMUNITY: Demonstrate
walking feet and running feet. Give
examples of places you need to walk (in
the classroom, inside your home, in
malls, instores) and places you can
run(outside, parks, backyard at home).
Say: Walking feet keep us safe and
keep our friends safe . Explain that we
will be practicing using walking feet this
week.
• Calendar/Weather
• UNITE: Greet every child by name and
sing "Oh, Do You Want to See the Zoo?
(AG p4) (Frog Street Sing-Along Songs
CD).
•CALM: Invite children to pretend they are
sleeping apes. Have them lie on the floor
and pretend to snore. Take in a deep
snoring breath as you inhale and let out a
long breath as you exhale. Remind children
that this type of belly breathing helps you
relax and get rid of stress.
• CONNECT: Use Max to welcome back
children who have been absent. Select a
partner and demonstrate the movements
for the rhyme "Hey Little Monkey" (AGp5)
• BUILD COMMUNITY: Demonstrate
walking feet and running feet. Give
examples of places you need to walk (in the
classroom, inside your home, in malls,
instores) and places you can run(outside,
parks, backyard at home). Say: Walking
feet keep us safe and keep our friends
safe . Explain that we will be practicing
using walking feet this week.
• Calendar/Weather
Monday Friday
• Climbing (AGp3)
Invite children to climb on the
jungle gym or any other climbing
apparatus outdoors. Explain that
the jungle gym got its name from
monkeys who live in the jungle.
•Frog Street Sing-Along Songs
CD - Canciones para cantar
juntos de Frog Street "Oh, Do You Want to See the Zoo?"
• "Quieres Venir al Zoologico?".
Outdoor Play
Persistence: demonstrates
persistence in learning and
discovery (E.2.a.)
dances, and movement to
rhythmic patterns (A.2.f.)
• Develops control of large
muscles for movement,
navigation,
and balance (A.2.a.)
• Learns and begins to use math
concepts during daily routines
and
experiences (D.2.g.)
Learning Goals
• Coordinates eye-hand
movements (A.3.c.)
• Engages with stories and
books (C.3.c.)
• Understands and begins to
use oral language for
conversation and
communication (C.2.c.)
• Establishes secure
relationships with primary
caregivers (B.1.a.)
• Applies knowledge to new
situations (D.2.c.)
• Shows ability to acquire and
process new information
(D.3.c.)
• Shows interest in colors,
shapes, patterns, and pictures
(D.1.c.)
• Listens with interest to
language of others (C.1.a.)
•Learns and begins to use
math concepts during daily
routines and experiences
(D.2.g.)
• Shows emotional connections
and attachment to others while
beginning to show
independence (B.1.c.)
• Shows awareness of
relationships to
family/community/cultural
group (B.2.d.)
• Uses imitation in pretend play
to express creativity and
imagination (D.4.b.)
•Creativity Station (AGp3)Explain to children that monkeys do not
have thumbs. Invite children to pretend
to be monkeys by finger painting on a
table top without using their thumbs.
Draw a monkey face in the finger paint
by making a circle and adding facial
features and big ears.
• Zookeeper Says (AGp3)
Play The Zookeeper Says as you
would play Simon Says. Review
ASL sign for zookeeper (AGp2).
•Fine Motor Skills (AGp3)
Monkeys like to be clean so they
groom each other to remove
stickers and bugs from their fur.
Cover stuffed monkeys with
paper confetti and imvite children
to pick off the confetti and put it in
a bowl.
Learning Centers
•Shawn Brown Toddler Tunes
"Five Little Monkeys" • "Cinco
Monos Tontos".
• Zookeeper Says (AGp3)
Play The Zookeeper Says as you
would play Simon Says. Review
ASL sign for zookeeper (AGp2).
• Climbing (AGp3)
Invite children to climb on the jungle
gym or any other climbing apparatus
outdoors. Explain that the jungle
gym got its name from monkeys
who live in the jungle.
•Pretend and Learn (AGp3)
Invite children to pretend they are
taking care of zoo animals. Discuss
the tools they need to feed and
clean up after the animals. Teach
the ASL signs for zoo and
zookeeper (AGp2)
•Frog Street Sing-Along Songs
CD - Canciones para cantar
juntos de Frog Street "Oh, Do You Want to See the Zoo?" •
"Quieres Venir al Zoologico?".
• Construction (AGp3)
Encourage children to create
homes for the zoo animals.
Teach children the ASL signs for
monkey and ape . (AGp2)
Music and Movement
•Frog Street Sing-Along Songs
CD - Canciones para cantar
juntos de Frog Street
"Five Silly Monkeys" • "Cinco
Monos Tontos".
American Sign Language (ASL): elephant, calf, kangaroo, joey, zoo
Monday
Toddler Club Program
Date: July 9-13, 2018
Objectives: Children will be learning about zoo animals. Children will learn about elephants and kangaroos.
Spanish Vocabulary: elefante, ternero, canguro, canguro bebe,
zoológicoEnglish Vocabulary: elephant, calf, kangaroo, joey, zoo
Parents as Partners: Send home Parents as Partners Card 46.
Lesson Plan for Zoo Animals • Animales del zoológico - Elephants and Kangaroos •
Elefantes y Canguros (week 2)
Friday
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them well
wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Explain that listening ears means
that you are not talking or looking
around the room when someone is
speaking to you.
• Calendar/Weather
•Who's Who at Zippity Zoo? •
Quien es quien en el Zoológico
Zippity?
Read the title of the book and
begin reading. Pause when you
read the pages about an
elephant or a kangaroo.
Review the ASL sign for
elephant, calf, kangaroo, joey,
zoo.
•UNITE: Sing "Katie Kangaroo"
• "El canguro Katie".
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Remind children
to use gentle hands.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
•Animal Friends •Amigos
animales
You and the children use the
pictures to create a story.
Teach the ASL signs for
elephant, calf, kangaroo, joey,
zoo.
•Animal Friends •Amigos animales
Name the animals in the book.
Review the ASL signs for
elephant, calf, kangaroo, joey, zoo.
•Molly's Jolly Jamboree story
folder
Tell children that this story is
about a clever monkey.
Encourage children to talk
about things they do at parties.
Review the ASL signs for
elephant, calf, kangaroo, joey,
zoo.
•Who's Who at Zippity Zoo? •
Quien es quien en el Zoológico
Zippity?
Read the title of the book and
begin reading. Pause when you
read the pages about elephant
or a kangaroo.
Review the ASL signs for
elephant, calf, kangaroo, joey,
zoo.
Thursday
•UNITE: Sing "Katie Kangaroo"
• "El canguro Katie".
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Language Development
Starting the Day
Monday Friday
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them well
wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Explain that listening ears means
that you are not talking or looking
around the room when someone is
speaking to you.
• Calendar/Weather
•UNITE: Sing "Katie Kangaroo"
• "El canguro Katie".
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Remind children
to use gentle hands.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Thursday
•UNITE: Sing "Katie Kangaroo"
• "El canguro Katie".
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Music and Movement
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Oh, Do You Want to See
the Zoo?" • "Quieres venir al
zoológico?"
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "One Elephant" • "Un
elefante".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Oh, Do You Want to See
the Zoo?" • "Quieres venir al
zoológico?"
•Photo Activity Cards
67 (elephant • elefante)
68 kangaroo • canguro)
Use the suggestions on the back
of the cards to practice vocabulary
and stimulate discussion.
•Five Kangaroos
Explain that kangaroos live in a
far away country called
Australia. Demonstrate
hopping like a kangaroo and
have children show you how a
kangaroo hops as you recite
the poem.
•Feed the Elephant
Discuss foods elephants eat.
Invite children to play =Feed the
elephant Game (p 42) by
choosing foods that are
appropriate for an elephant to
eat.
Cognitive Development
•Photo Activity Cards
67 (elephant • elefante)
68 kangaroo • canguro)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Zoo Animal Puzzles
Encourage children to
assemble the Zoo Animal
Puzzles: Elephant and
Kangaroo (p 43). Discuss
elephants and kangaroos as
children work the puzzles.
•Creativity Station
Invite children to shape ears from
the play dough and attach them to
the elephant's face.
•Mommy and Baby Animals
Display the cover of
Skidamarink. Have children
identify the mommy, daddy,
and baby elephant.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Oh, Do You Want to See the
Zoo?" • "Quieres venir al
zoológico?" granja".
•Pretend and Learn
Invite children to pretend they
are taking care of zoo animals.
Discuss the tools they need to
feed and clean up after the
animals.
•Construction
Sit with children and encourage
them to create homes for the
zoo animals.
•Play Dough Elephants
Encourage children to flatten
brightly colores play dough and
then cut out elephants using
elephant-shaped cookie cutters.
•Elephant Walk
Have children walk around the
playground pretending to be
elephants. Show them how to
bend over and swing their right
arm in front of them like a
trunk.
Learning Centers
•Elephant Soccer
Have children sit in a circle and
spread their legs so their feet
are touching the child's feet on
either side of them.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "One Elephant" • "Un
elefante".
•Elephant Walk
Have children walk around the
playground pretending to be
elephants. Show them how to
bend over and swing their right
arm in front of them like a
trunk.
•Hop! Hop! Stop!
Say the word hop several times
and then say stop. Children must
listen for the stop command and
follow it quickly.
•Elephant Ears
Create an African elephant ear
outline (masking tape) on the floor.
See how many children can fit
inside.
•Pretend and Learn
Invite children to pretend they
are taking care of zoo animals.
Discuss the tools they need to
feed and clean up after the
animals.
•Kangaroo Hoop
Have children wear aprons with
a front pocket to resemble a
kangaroo pouch.
•Kangaroo Jump
Lay a 6-foot streamer on
playground and have them try
to jump to the end of the
streamer.
•Zoo Safety
Discuss ways to stay safe at the
zoo. Explain that the animals
are at the zoo for us to see.
•One Elephant
Have children sit in a circle.
Select one child to be the first
elephant to walk around the
circle swinging one arm in
front of her like an elephant's
trunk.
•Handprint Elephants
Work with children one at a
time. Paint the inside of a
toddler's hand with gray. Turn
the handprint upside down and
use draw a tail, toe nails, and a
ear.
•Construction
Sit with children and
encourage them to create
homes for the zoo animals.
Outdoor Play
Social Emotional
Development
•Zoo Safety
Discuss ways to stay safe at
the zoo. Explain that the
animals are at the zoo for us to
see.
•Hop! Hop! Stop!
Say the word hop several times
and then say stop. Children
must listen for the stop
command and follow it quickly.
Physical Development
•The Elephant
Have children perform the
poem movements.
Monday Friday
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them well
wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Explain that listening ears means
that you are not talking or looking
around the room when someone is
speaking to you.
• Calendar/Weather
•UNITE: Sing "Katie Kangaroo"
• "El canguro Katie".
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Remind children
to use gentle hands.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Thursday
•UNITE: Sing "Katie Kangaroo"
• "El canguro Katie".
•CALM: Demonstrate kangaroo
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Explain that listening ears
means that you are not talking
or looking around the room
when someone is speaking to
you.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
• Develops control of large
muscles for movement, navigation,
and
balance (A.2.a.)
• Moves body to achieve a goal
(A.2.c.)
• Demonstrates receptive language
and expressive language skills
(C.1.d.)
Learning Goals
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Develops an increasing
capacity to pay attention,
focus, concentrate, and be
involved (B.2.f.)
• Responds to and interacts
with others (B.4.b.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Develops an increasing
capacity to pay attention,
focus, concentrate, and be
involved (B.2.f.)
• Responds to and interacts
with others (B.4.b.)
• Develops a playful interest in
repetitive sounds and words
(rhythm, rhyme,
alliteration) (C.3.b.)
• Develops spatial
understandings, including an
awareness of how
two-and three-dimensional
objects can be fitted together
(D.1.f.)
• Develops skill and confidence
with processes of art (D.5.a.)
• Responds to nonverbal and
verbal communication of
others (C.1.b.)
• Pays attention and exhibits
curiosity in people and objects
(D.1.a.)
• Develops an increasing
awareness of the impact and
consequences of their actions
(B.3.c.)
LESSON COMPONENTS
Language Development
Starting the Day
Thursday
•UNITE: Sing "African Plains" •
"Las llanuras de Africa".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice being fair and taking
turns.
• Calendar/Weather
Tuesday Wednesday
•Animal Friends •Amigos animales
Name the animals in the book.
Review the ASL signs for giraffe,
calf, zebra, foal, zoo, zookeeper.
•Molly's Jolly Jamboree story
folder
Have children name the animals
that came to the party.
Review the ASL signs for
giraffe, calf, zebra, foal, zoo,
zookeeper.
•Who's Who at Zippity Zoo? •
Quien es quien en el Zoológico
Zippity?
Read the title of the book and
begin reading. Discuss the
pictures of zebras and giraffes
Review the ASL signs for
giraffe, calf, zebra, foal, zoo,
zookeeper.
•UNITE: Sing "Zeebee" • "Cibi".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Perform the
rhyme Georgie Giraffe.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss the plate of cookies at
snack time.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Practice being fair and taking
turns.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss being fair and taking
turns.
• Calendar/Weather
•Animal Friends •Amigos
animales
You and the children use the
pictures to create a story.
Teach the ASL signs for
giraffe, calf, zebra, foal, zoo,
zookeeper.
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice being fair and taking
turns.
• Calendar/Weather
•Who's Who at Zippity Zoo? •
Quien es quien en el Zoológico
Zippity?
Read the title of the book and
begin reading. Discuss the
pictures of zebras and giraffes
Review the ASL sign for
giraffe, calf, zebra, foal, zoo,
zookeeper.
American Sign Language (ASL): giraffe, calf, zebra, foal, zoo, zookeeper
Monday
Toddler Club Program
Date: July 16-20, 2018
Objectives: Children will be learning about zoo animals. Children will learn about giraffes and zebras.
Spanish Vocabulary: jirafa, ternero, cebra, potrillo, zoológico, cuidador
del zoológicoEnglish Vocabulary: giraffe, calf, zebra, foal, zoo, zookeeper
Parents as Partners: Send home Parents as Partners Card 47.
Lesson Plan for Zoo Animals • Animales del zoológico - Giraffes and Zebras • Jirafas y
Cebras (week 3)
Friday
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Sing "African Plains" •
"Las llanuras de Africa".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice being fair and taking
turns.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Sing "Zeebee" • "Cibi".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Perform the
rhyme Georgie Giraffe.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss the plate of cookies at
snack time.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Practice being fair and taking
turns.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss being fair and taking
turns.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice being fair and taking
turns.
• Calendar/Weather
Monday Friday
•Construction
Sit with children and
encourage them to create
homes for the zoo animals.
Outdoor Play
Social Emotional
Development
•Zoo Safety
Discuss ways to stay safe at
the zoo. Explain that the
animals are at the zoo for us to
see.
•A Tall View
Challenge children to take a
minute to look around from
higher viewpoints.
Physical Development
•African Safari Dance
Remind children that both
zebras and giraffes live in
Africa which is a country
faraway.
•Galloping
Discuss different ways zebras
move.
•A Tall View
Challenge children to take a
minute to look around from
higher viewpoints.
•Zoo Safety
Discuss ways to stay safe at the
zoo. Explain that the animals
are at the zoo for us to see.
•Hey, Up There
Share the poem If I Were Lost
with children. Point out that
when you are up high you can
see farther because you can
see over shorter things.
•Giraffe Handprints
Trace the child's hand onto
yellow construction paper and
then turn the paper upside
down.
Learning Centers
•Animal Moves
Display some of the cards from
Memory Cards: Bugs and Zoo
Animals (Patterns CD). Discuss
and demonstrate how each
animal moves.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
"Across the African Plains"
•Galloping Zebras
Have children gallop like
zebras across the playground.
•The Zookeeper Says
Play this game as you would
Simon Says.
•What's for Lunch
Discuss the giraffe's diet and the
fact that giraffes eat for about 18
hours of each day.
•Pretend and Learn
Invite children to pretend they
are taking care of zoo animals.
Discuss the tools they need to
feed and clean up after the
animals.
•Creativity Station
Invite children to make brown
giraffe spots on yellow paper.
•Mommy and Baby Animals
Have children match the giraffe
and zebra Mommy and Baby
Animals: Zoo ( p 42).
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Oh, Do You Want to See the
Zoo?" • "Quieres venir al
zoológico?" granja".
•Pretend and Learn
Invite children to pretend they
are taking care of zoo animals.
Discuss the tools they need to
feed and clean up after the
animals.
•Gross Motor
Demonstrate walking slowly
and elegantly like a giraffe.
•Galloping
Recite the rhyme Ten Fast Zebras.
Demonstrate the zebra
movements.
•Galloping Zebras
Have children gallop like
zebras across the playground.
•Photo Activity Cards
68 (zebra• cebra)
69 (giraffe • jirafa)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Zoo Animal Puzzles
Encourage children to
assemble the Zoo Animal
Puzzles: Zebra and Giraffe (p
43). Discuss zebras and
giraffes as children work the
puzzles.
Music and Movement
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Oh, Do You Want to See
the Zoo?" • "Quieres venir al
zoológico?"
•Frog Street Action Songs -
Canciones de acción de Frog
Street
"Across the African Plains"
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Oh, Do You Want to See
the Zoo?" • "Quieres venir al
zoológico?"
•Black and White Stripes
Invite children to paint white
stripes on black paper.
Share the poem Zebra.
•Black and White Stripes
Invite children to paint black
stripes on white paper.
Share the poem Zebra.
•Photo Activity Cards
68 (zebra• cebra)
58 (horse• caballo)
Explain children the differences
between a horse and a zebra.
Cognitive Development
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Sing "African Plains" •
"Las llanuras de Africa".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice being fair and taking
turns.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Sing "Zeebee" • "Cibi".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Perform the
rhyme Georgie Giraffe.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss the plate of cookies at
snack time.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Practice being fair and taking
turns.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss being fair and taking
turns.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice being fair and taking
turns.
• Calendar/Weather
Monday Friday
• Develops control of large
muscles for movement, navigation,
and balance (A.2.a.)
• Moves body to achieve a goal
(A.2.c.)
• Develops control of large
muscles for movement, navigation,
and balance (A.2.a.)
• Develops an ability to be creative
and expressive through a variety of
activities, such as pretend play,
art, and music (D.5.b.)
• Moves body to achieve a goal
(A.2.c.)
Learning Goals
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Develops an increasing
capacity to pay attention,
focus, concentrate, and be
involved (B.2.f.)
Listens with interest to
language of others (C.1.a.)
• Develops responsive and
reciprocal communication
skills, such as turn-taking
(B.4.e.)
• Begins to learn and
internalize rules, routines, and
directions (B.3.e.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Develops an increasing
capacity to pay attention,
focus, concentrate, and be
involved (B.2.f.)
• Understands that pictures can
represent real things in the
environment (C.3.e.)
• Develops communication
skills for increasingly complex
purposes,
such as negotiating, predicting,
reasoning, and guessing
(C.2.e.)
• Recognizes familiar people,
places, and things (D.3.a.)
• Develops a playful interest in
repetitive sounds and words
(rhythm, rhyme,
alliteration) (C.3.b.)
• Develops skill and confidence
with processes of art (D.5.a.)
• Develops spatial
understandings, including an
awareness of how
two- and three-dimensional
objects can be fitted together
(D.1.f.)
• Develops and demonstrates
the ability to remember and
connect new and known
experiences and information
(D.3.d.)
• Responds to nonverbal and
verbal communication of
others (C.1.b.)
• Pays attention and exhibits
curiosity in people and objects
(D.1.a.)
Begins to understand safe and
unsafe behaviors (A.1.f.)
• Uses hands or feet to touch
objects or people (A.3.a.)
• Engages in positive
relationships and interactions
with adults (B.1.d.)
American Sign Language (ASL): giraffe, calf, zebra, foal, zoo, zookeeper
Monday
Toddler Club Program
Date: July 23-27, 2018
Objectives: Children will be learning about zoo animals. Children will learn about giraffes and zebras.
Spanish Vocabulary: jirafa, ternero, cebra, potrillo, zoológico, cuidador
del zoológicoEnglish Vocabulary: giraffe, calf, zebra, foal, zoo, zookeeper
Parents as Partners: Send home Parents as Partners Card 48.
Lesson Plan for Zoo Animals • Animales del zoológico - Lions and Tigers • Leones y
Tigres (week 4)
Friday
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice being fair and taking
turns.
• Calendar/Weather
•Who's Who at Zippity Zoo? •
Quien es quien en el Zoológico
Zippity?
Read the title of the book and
begin reading. Discuss the
pictures of zebras and giraffes
Review the ASL sign for
giraffe, calf, zebra, foal, zoo,
zookeeper.
•UNITE: Sing "Zeebee" • "Cibi".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Perform the
rhyme Georgie Giraffe.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss the plate of cookies at
snack time.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Practice being fair and taking
turns.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss being fair and taking
turns.
• Calendar/Weather
•Animal Friends •Amigos
animales
You and the children use the
pictures to create a story.
Teach the ASL signs for
giraffe, calf, zebra, foal, zoo,
zookeeper.
•Animal Friends •Amigos animales
Name the animals in the book.
Review the ASL signs for giraffe,
calf, zebra, foal, zoo, zookeeper.
•Molly's Jolly Jamboree story
folder
Have children name the animals
that came to the party.
Review the ASL signs for
giraffe, calf, zebra, foal, zoo,
zookeeper.
•Who's Who at Zippity Zoo? •
Quien es quien en el Zoológico
Zippity?
Read the title of the book and
begin reading. Discuss the
pictures of zebras and giraffes
Review the ASL signs for
giraffe, calf, zebra, foal, zoo,
zookeeper.
Thursday
•UNITE: Sing "African Plains" •
"Las llanuras de Africa".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice being fair and taking
turns.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Language Development
Starting the Day
Monday Friday
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice being fair and taking
turns.
• Calendar/Weather
•UNITE: Sing "Zeebee" • "Cibi".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Perform the
rhyme Georgie Giraffe.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss the plate of cookies at
snack time.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Practice being fair and taking
turns.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss being fair and taking
turns.
• Calendar/Weather
Thursday
•UNITE: Sing "African Plains" •
"Las llanuras de Africa".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice being fair and taking
turns.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Music and Movement
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Oh, Do You Want to See
the Zoo?" • "Quieres venir al
zoológico?"
•Frog Street Action Songs -
Canciones de acción de Frog
Street
"Across the African Plains"
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Oh, Do You Want to See
the Zoo?" • "Quieres venir al
zoológico?"
•Black and White Stripes
Invite children to paint white
stripes on black paper.
Share the poem Zebra.
•Black and White Stripes
Invite children to paint black
stripes on white paper.
Share the poem Zebra.
•Photo Activity Cards
68 (zebra• cebra)
58 (horse• caballo)
Explain children the differences
between a horse and a zebra.
Cognitive Development
•Photo Activity Cards
68 (zebra• cebra)
69 (giraffe • jirafa)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Zoo Animal Puzzles
Encourage children to
assemble the Zoo Animal
Puzzles: Zebra and Giraffe (p
43). Discuss zebras and
giraffes as children work the
puzzles.
•Creativity Station
Invite children to make brown
giraffe spots on yellow paper.
•Mommy and Baby Animals
Have children match the giraffe
and zebra Mommy and Bany
Animals: Zoo ( p 42).
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Oh, Do You Want to See the
Zoo?" • "Quieres venir al
zoológico?" granja".
•Pretend and Learn
Invite children to pretend they
are taking care of zoo animals.
Discuss the tools they need to
feed and clean up after the
animals.
•Gross Motor
Demonstrate walking slowly
and elegantly like a giraffe.
•Galloping
Recite the rhyme Ten Fast Zebras.
Demonstrate the zebra
movements.
•Galloping Zebras
Have children gallop like
zebras across the playground.
Learning Centers
•Animal Moves
Display some of the cards from
Memory Cards: Bugs and Zoo
Animals (Patterns CD). Discuss
and demonstrate how each
animal moves.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
"Across the African Plains"
•Galloping Zebras
Have children gallop like
zebras across the playground.
•The Zookeeper Says
Play this game as you would
Simon Says.
•What's for Lunch
Discuss the giraffe's diet and the
fact that giraffes eat for about 18
hours of each day.
•Pretend and Learn
Invite children to pretend they
are taking care of zoo animals.
Discuss the tools they need to
feed and clean up after the
animals.
•Galloping
Discuss different ways zebras
move.
•A Tall View
Challenge children to take a
minute to look around from
higher viewpoints.
•Zoo Safety
Discuss ways to stay safe at the
zoo. Explain that the animals
are at the zoo for us to see.
•Hey, Up There
Share the poem If I Were Lost
with children. Point out that
when you are up high you can
see farther because you can
see over shorter things.
•Giraffe Handprints
Trace the child's hand onto
yellow construction paper and
then turn the paper upside
down.
•Construction
Sit with children and
encourage them to create
homes for the zoo animals.
Outdoor Play
Social Emotional
Development
•Zoo Safety
Discuss ways to stay safe at
the zoo. Explain that the
animals are at the zoo for us to
see.
•A Tall View
Challenge children to take a
minute to look around from
higher viewpoints.
Physical Development
•African Safari Dance
Remind children that both
zebras and giraffes live in
Africa which is a country
faraway.
Monday Friday
•UNITE: Sing "Oh, Do You Want to
See the Zoo?" • "Quieres venir al
zoológico?" (Frog Street Sing-
Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice being fair and taking
turns.
• Calendar/Weather
•UNITE: Sing "Zeebee" • "Cibi".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Perform the
rhyme Georgie Giraffe.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss the plate of cookies at
snack time.
• Calendar/Weather
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Practice being fair and taking
turns.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Sing "Oh, Do You Want
to See the Zoo?" • "Quieres
venir al zoológico?" (Frog
Street Sing-Along Songs CD).
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss being fair and taking
turns.
• Calendar/Weather
Thursday
•UNITE: Sing "African Plains" •
"Las llanuras de Africa".
•CALM: Demonstrate giraffe
breathing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice being fair and taking
turns.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
• Develops control of large
muscles for movement, navigation,
and balance (A.2.a.)
• Moves body to achieve a goal
(A.2.c.)
• Develops control of large
muscles for movement, navigation,
and balance (A.2.a.)
• Develops an ability to be creative
and expressive through a variety
of activities, such as pretend play,
art, and music (D.5.b.)
• Moves body to achieve a goal
(A.2.c.)
Learning Goals
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Develops an increasing
capacity to pay attention,
focus, concentrate, and be
involved (B.2.f.)
Listens with interest to
language of others (C.1.a.)
• Develops responsive and
reciprocal communication
skills, such as turn-taking
(B.4.e.)
• Begins to learn and
internalize rules, routines, and
directions (B.3.e.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Develops an increasing
capacity to pay attention,
focus, concentrate, and be
involved (B.2.f.)
• Understands that pictures can
represent real things in the
environment (C.3.e.)
• Develops communication
skills for increasingly complex
purposes,
such as negotiating, predicting,
reasoning, and guessing
(C.2.e.)
• Recognizes familiar people,
places, and things (D.3.a.)
• Develops a playful interest in
repetitive sounds and words
(rhythm, rhyme,
alliteration) (C.3.b.)
• Develops skill and confidence
with processes of art (D.5.a.)
• Develops spatial
understandings, including an
awareness of how
two- and three-dimensional
objects can be fitted together
(D.1.f.)
• Develops and demonstrates
the ability to remember and
connect new and known
experiences and information
(D.3.d.)
• Responds to nonverbal and
verbal communication of
others (C.1.b.)
• Pays attention and exhibits
curiosity in people and objects
(D.1.a.)
Begins to understand safe and
unsafe behaviors (A.1.f.)
• Uses hands or feet to touch
objects or people (A.3.a.)
• Engages in positive
relationships and interactions
with adults (B.1.d.)
LESSON COMPONENTS
Language Development
Starting the Day
Thursday
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
"Put Your Little Foot" • "Pon tu
piecito".
•CALM: Remind children that
deep breathing helps relieve
stress.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•Gram Is Coming to My House • Mi
abuelita viene a mi casa
Remind children the book is about
a grandmother who is on her way
to see her grandson.
Review the ASL signs for tricycle,
bicycle, wagon, wheels, travel,
feet, roll.
•My Aunt Violet • Mi tia Violeta
story folder
Display the cover of the story
folder and define transport .
Review the ASL signs for
tricycle, bicycle, wagon,
wheels, travel, feet, roll.
•Gram Is Coming to My House •
Mi abuelita viene a mi casa
Ask children about names they
use for their grandmother.
Review the ASL signs for
tricycle, bicycle, wagon,
wheels, travel, feet, roll.
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
"Put Your Little Foot" • "Pon tu
piecito".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling
•CONNECT: Demonstrate how
to bicycle your legs.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "My Little Red Wagon" •
"Mi carrito rojo".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
Sing "My Little Red Wagon" •
"Mi carrito rojo".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•Gram Is Coming to My House •
Mi abuelita viene a mi casa
Read the story pausing at the
end to discuss the vehicles.
Teach the ASL signs for
tricycle, bicycle, wagon,
wheels, travel, feet, roll.
•UNITE: Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Little Red Wagon" • "Mi
carrito rojo".
•CALM: Remind children that deep
breathing helps relieve stress.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
• Goldilocks Story Pathway
Lead children through the story
using Goldilocks Story
Pathway (p 42) as a guide.
Review the ASL sign for
tricycle, bicycle, wagon,
wheels, travel, feet, roll.
American Sign Language (ASL): tricycle, bicycle, wagon, wheels, travel, feet, roll
Monday
Toddler Club Program
Date: July 30 - August 3, 2018
Objectives: Children will be learning about transportation and travel. Children will learn about walking and
dancing as well as riding a tricycle or a wagon.
Spanish Vocabulary: triciclo, bicileta, carro, ruedas, viajar, pies, rodarEnglish Vocabulary: tricycle, bicycle, wagon, wheels, travel, feet, roll
Parents as Partners: Send home Parents as Partners Card 49.
Lesson Plan for On the Go • Sobre la marcha - Tricycles and Wagons • Triciclos y
Carros (Week 1)
Friday
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
"Put Your Little Foot" • "Pon tu
piecito".
•CALM: Remind children that
deep breathing helps relieve
stress.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
"Put Your Little Foot" • "Pon tu
piecito".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling
•CONNECT: Demonstrate how
to bicycle your legs.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "My Little Red Wagon" •
"Mi carrito rojo".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
Sing "My Little Red Wagon" •
"Mi carrito rojo".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•UNITE: Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Little Red Wagon" • "Mi
carrito rojo".
•CALM: Remind children that deep
breathing helps relieve stress.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
Monday Friday
•Construction
Create masking tape pathways
along the floor. Invite children
to use the box lids as wagons.
Outdoor Play
Social Emotional
Development
•My Wagon
Teach children the poem My
Wagon. Have children echo
each line in the poem and
perform the motions.
•Baby Steps
Show children hot to take baby
steps. Challenge them to walk
across the playground using
baby steps.
Physical Development
•Bicycle Exercise
Lie on your back and
demonstrate moving your legs
as if your were pedaling a
bicycle.
•Riding My Bike
Teach children to recite this
poem while practice pedaling.
•Wash the Tricycle
Have children wash the tricycle
with a sponge and towels.
•Walking Safely
Point out we travel, or move
from one place to another using
our feet.
•Tactile Crawl
Create a tactile pathway using
various textured material. Invite
children to crawl over the
pathway.
•Footprint Mural
Do this activity one child at a
time. Have children take their
shoes off, ask them to step on
the paint and then walk on the
paper. Tell children they have
traveled on foot from one
location to another.
Learning Centers
•Travel Time
Invite children to sing and
move to the song "The Grand
Old Duke of York."
•Frog Street Action Songs -
Canciones de acción de Frog
Street
"Put Your Little Foot" • "Pon tu
piecito".
•Baby Steps
Show children hot to take baby
steps. Challenge them to walk
across the playground using
baby steps.
•Put Your Little Foot
Teach children this fun dance.
•My Wagon
Teach children the poem My
Wagon. Have children echo each
line in the poem and perform the
motions.
•Construction
Create masking tape pathways
along the floor. Invite children
to use the box lids as wagons.
•Creativity Station
Invite children to paint tricycles.
•Recite the rhyme Stop, Look,
and Listen. Work with children
one at a time to "cross the
street" safely.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Little Red Wagon" • "Mi
carrito rojo".
•Creativity Station
Invite children to paint wagons.
•Discovery
Invite children to explore a
tricycle and a wagon.
Encourage children to name the
parts.
•Galloping
Recite the rhyme Ten Fast Zebras.
Demonstrate the zebra
movements.
•Take a Walk
Take a walk inside the school.
Call attention to ways people
move.
•Photo Activity Cards
72 (wagon • carro)
73 (tricycle • triciclo)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Wagon Wheels
Give children Wagons and
Wheels )Patterns CD) and
invite them to create wagons
with different sizes of wheels.
Music and Movement
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Can You Move with Me?"
• "Te puedes mover conmigo".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
"Put Your Little Foot" • "Pon tu
piecito".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Little Red Wagon" •
"Mi carrito rojo".
•Tricycle
Discuss tricycles and bicycles.
Display Photo Activity Card 73.
Count the wheels on the bicycle.
Teach children the finger play My
Bike
•Tricycle
Discuss tricycles and bicycles.
Display Photo Activity Card 73.
Count the wheels on the
bicycle.
•Transportation Puzzles
Encourage children to assemble
the Transportation Puzzles:
Wagon and Tricycle ( p 43).Cognitive Development
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
"Put Your Little Foot" • "Pon tu
piecito".
•CALM: Remind children that
deep breathing helps relieve
stress.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
"Put Your Little Foot" • "Pon tu
piecito".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling
•CONNECT: Demonstrate how
to bicycle your legs.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "My Little Red Wagon" •
"Mi carrito rojo".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Action
Songs - Canciones de acción
de Frog Street
Sing "My Little Red Wagon" •
"Mi carrito rojo".
•CALM: Have children form a
line behind you and take a
breathing walk by taking a few
steps and inhaling, and then
exhaling.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•UNITE: Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Little Red Wagon" • "Mi
carrito rojo".
•CALM: Remind children that deep
breathing helps relieve stress.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
Monday Friday
• Develops control of large
muscles for movement, navigation,
and balance (A.2.a.)
• Develops confidence with moving
in space, moving to rhythm, and
playing near and with others
(A.2.e.)
Learning Goals
• Shows ability to cope with
stress (B.3.a.)
• Responds to and interacts
with others (B.4.b.)
• Develops increasing ability to
identify own emotional
responses (B.2.g.)
• Develops language skills in
structured language contexts,
such as through books, finger
plays, singing, storytelling, and
reenacting
(C.2.d.)
• Engages with stories and
books (C.3.c.)
• Shows interest in colors,
shapes, patterns, and pictures
(D.1.c.)
• Develops spatial
understandings, including an
awareness of how
two- and three-dimensional
objects can be fitted together
(D.1.f.)
• Develops and demonstrates
the ability to remember and
connect new and known
experiences and information
(D.3.d.)
• Develops awareness,
understanding, and
appreciation for their bodies
and how they function (A.2.d.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Shows emotional connections
and attachment to others while
beginning
to show independence (B.1.c.)
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Discuss sitting by
someone on a bus.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "The Wheels on the Bus" •
"Las ruedas del camión".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "I'm a Little Hunk of Tin" •
"Soy un pedacito de estaño".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo"Wagon" •
"Mi carrito rojo".
•CALM: Demonstrate how people
on a bus may sit up and down
while riding the bus by sitting tall
and erect and then relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
American Sign Language (ASL): car, truck, bus, ice cream truck, wheel, passenger, seat belt, windshield wipers
Monday
Toddler Club Program
Date: August 6 - 12, 2018
Objectives: Children will be learning about transportation and travel. Children will learn about vehicles
that move on roads: cars, trucks, and buses.
Spanish Vocabulary: carro, camión, autobús, camión de helados,
ruedas, pasajero, cinturón de seguridad, limpiaparabrisasEnglish Vocabulary: car, truck, bus, ice cream truck, wheel, passenger, seat belt, windshield wipers
Parents as Partners: Send home Parents as Partners Card 50.
Lesson Plan for On the Go! • Sobre la marcha! - Cars, Trucks, and Buses • Carros,
Camiones y Autobuses (Week 2)
Friday
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Discuss sitting by
someone on a bus.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "The Wheels on the Bus" •
"Las ruedas del camión".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "I'm a Little Hunk of Tin" •
"Soy un pedacito de estaño".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo"Wagon" •
"Mi carrito rojo".
•CALM: Demonstrate how people
on a bus may sit up and down
while riding the bus by sitting tall
and erect and then relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
Monday Friday
Language Development
Outdoor Play
Social Emotional
Development
•Sitting Politely
Work with children individually
to remind them about how to
keep your body on your own
space when sitting beside
someone else.
•Cars and Trucks
Take cars and trucks outdoors
to play with in the sandbox or
on the sidewalks.
Physical Development
•Here Is a Car
Teach children this little
transition rhyme.
•Red Light, Green Light
Use Stop-and-Go Circles (p 43)
as you play a game of Red
Light, Green Light.
•Cars and Trucks
Take cars and trucks outdoors
to play with in the sandbox or
on the sidewalks.
•Buckle Up for Safety
Talk with little ones about
wearing seat belts. Teach them
the song "Buckle Up."
•Windshield Wiper Moves
Have children move their hands
back and forth like windshield
wipers as you recite this
rhyme.
•Car Safety
Discuss being safe in and
around a car.
•The Wheels on the Bus
Tell children that he words in the
book are similar to the words in
the song.
Review the ASL sign for car, truck,
bus, ice cream truck, wheel,
passenger, seat belt, windshield
wipers.
•Here Is a Car
Teach children this little
transition rhyme.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
"Buckle Up" • "Abróchate el
cinturón".
•Bus, Car, and Truck Search
Look through the window to
look for buses, cars, and
trucks.
•Cars and Trucks
Take cars and trucks outdoors to
play with in the sandbox or on the
sidewalks.
•Car Safety
Discuss being safe in and around a
car.
•Bus Driver • Chofer del
autobús
Teach children the finger play
and explain them that people
who ride the bus are called
passengers .
Review the ASL signs for car,
truck, bus, ice cream truck,
wheel, passenger, seat belt,
windshield wipers.
•Gram Is Coming to My House •
Mi abuelita viene a mi casa
Read the story pausing at the
end to discuss the vehicles.
Teach the ASL signs for car,
truck, bus, ice cream truck,
wheel, passenger, seat belt,
windshield wipers.
•Sitting Politely
Work with children individually
to remind them about how to
keep your body on your own
space when sitting beside
someone else.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Little Red Wagon" • "Mi
carrito rojo".
•Windshield Wiper Moves
Have children move their hands
back and forth like windshield
wipers as you recite this rhyme.
•Bus, Car, and Truck Search
Look through the window to
look for buses, cars, and
trucks.
•Photo Activity Cards
74 (car • carro)
75 (truck • camión)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Windshield Wipers
Discuss the purpose of
windshield wipers. Review the
song.
•Gram Is Coming to My House •
Mi abuelita viene a mi casa
Read the story pausing at the
end to discuss the vehicles.
Teach the ASL signs for car,
truck, bus, ice cream truck,
wheel, passenger, seat belt,
windshield wipers.
Music and Movement
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "I'm a Little Hunk of Tin" •
"Soy un pedacito de estaño".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "The Wheels on the Bus" •
"Las ruedas del camión".
•Does it Roll?
Provide a collection of items that
roll. Invite children to explore the
items to determine if they roll.
•Car Tracks
Make a car track and point out
the path they make.
•Transportation Puzzles
Encourage children to assemble
the Transportation Puzzles: Car,
Truck, and Bus (p 43).
•The Wheels on the Bus
Tell children that he words in
the book are similar to the
words in the song.
Review the ASL sign for car,
truck, bus, ice cream truck,
wheel, passenger, seat belt,
windshield wipers.
Cognitive Development
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Discuss sitting by
someone on a bus.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "The Wheels on the Bus" •
"Las ruedas del camión".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "I'm a Little Hunk of Tin" •
"Soy un pedacito de estaño".
•CALM: Demonstrate how
people on a bus may sit up and
down while riding the bus by
sitting tall and erect and then
relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"I'm a Little Red Dump Truck" •
"Soy un camioncito rojo"Wagon" •
"Mi carrito rojo".
•CALM: Demonstrate how people
on a bus may sit up and down
while riding the bus by sitting tall
and erect and then relaxing.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
Monday Friday
• Develops control of large
muscles for movement, navigation,
and balance (A.2.a.)
• Imitates sounds, gestures, signs,
or words (C.2.b.)
• Develops responsive and
reciprocal communication skills,
such as turn-taking (B.4.e.)
• Increasingly understands non-
verbal messages and makes non-
verbal
requests (C.1.c.)
Learning Goals
• Shows ability to cope with
stress (B.3.a.)
• Responds to and interacts
with others (B.4.b.)
• Develops emerging skills in
caring and cooperation (B.4.f.)
• Recognizes and responds to
the feelings and emotions of
others (B.4.c.)
• Develops confidence and
ability to express emotional
needs without fear (B.1.f.)
• Develops language skills in
structured language contexts,
such as through books, finger
plays, singing, storytelling, and
reenacting
(C.2.d.)
• Increasingly understands non-
verbal messages and makes
non-verbal requests (C.1.c.)
• Develops an understanding
that symbols/pictures can be
“read” by others (C.3.g.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Shows interest in colors,
shapes, patterns, and pictures
(D.1.c.)
• Makes things happen and
watches for results and repeats
actions (D.1.d.)
• Develops and demonstrates
the ability to remember and
connect new and known
experiences and information
(D.3.d.)
• Develops spatial
understandings, including an
awareness of how two- and
three-dimensional objects can
be fitted together (D.1.f.)
• Develops awareness,
understanding, and
appreciation for their bodies
and how they function (A.2.d.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Uses hands or feet to touch
objects or people (A.3.a.)
• Develops emerging skills in
caring and cooperation (B.4.f.)
•Construction
Use masking tape to create
"roads" on the floor. Place the
"garages" along the road. Invite
children to move the cars along
the roads and park them in the
garages.
Learning Centers
•Science
Provide containers for children
to roll like wheels. Point out the
round shape of the containers.
•Construction
Use masking tape to create
"roads" on the floor. Place the
"garages" along the road. Invite
children to move the cars along the
roads and park them in the
garages.
•Creativity Station
Place a sponge in a shallow
box and pour tempera paint on
it. Invite children to roll the car
wheels over the sponge and
then roll them ontoi a sheet of
paper to make tire stacks.
•Pretend and Learn
Invite children to sit inside the
boxes and use a steering wheel
to drive the "car."
American Sign Language (ASL): train, tracks, engine, caboose, airplane, fly, wings
Monday
Toddler Club Program
Date: August 13 - 17, 2018
Objectives: Children will be learning about transportation and travel. Children will learn about vehicles
people use to travel longer distances: trains and airplanes.
Spanish Vocabulary: tren, vías del tren, locomotora, furgón de cola,
avión, volar, alas .English Vocabulary: train, tracks, engine, caboose, airplane, fly, wings
Parents as Partners: Send home Parents as Partners Card 51.
Lesson Plan for On the Go! • Sobre la marcha! -Trains and Airplanes • Trenes y Aviones
(Week 3)
Friday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•CALM: Demonstrate flying like
and airplane and coordinate your
breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
• The Train
Read the chant to children and
use the names of children in
your care as you say the
second line. Discuss the
sounds the train makes.
Review the ASL sign for train,
tracks, engine, caboose,
airplane, fly, wings.
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Invite children to
sing the chant "Chug, Chug."
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "Airplane Flyers" • "Pilotos
del avión".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Down By the Station" •
"En la estación".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•Gram Is Coming to My House •
Mi abuelita viene a mi casa
Read the story pausing at the
end to discuss the vehicles.
Teach the ASL signs for train,
tracks, engine, caboose,
airplane, fly, wings.
• The Train
Read the chant to children and use
the names of children in your care
as you say the second line.
Discuss the sounds the train
makes.
Review the ASL sign for train,
tracks, engine, caboose, airplane,
fly, wings.
•Little Engine 99 • El trenecito
99 Prop Story
Discuss the first car (engine)
and the last car (caboose).
Review the ASL signs for train,
tracks, engine, caboose,
airplane, fly, wings.
•Gram Is Coming to My House •
Mi abuelita viene a mi casa
Read the story pausing at the
end to discuss the vehicles.
Teach the ASL signs for train,
tracks, engine, caboose,
airplane, fly, wings.
Thursday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"If I Had Wings" • "Si tuviera
alas".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Language Development
Starting the Day
Monday Friday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•CALM: Demonstrate flying like
and airplane and coordinate your
breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Invite children to
sing the chant "Chug, Chug."
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "Airplane Flyers" • "Pilotos
del avión".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Down By the Station" •
"En la estación".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
Thursday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"If I Had Wings" • "Si tuviera
alas".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
Music and Movement
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Down By the Station" •
"En la estación".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "Airplane Flyers" • "Pilotos
del avión".
•Airplane Googles
Help each child construct a pair of
airplane googles.
•Balancing Wings
Have children walk along a
strip of masking tape while
holding their arms out like
wings.
•Transportation Puzzles
Encourage children to assemble
the Transportation Puzzles:
Airplane and Train (p 43).Cognitive Development
•Photo Activity Cards
77 (train • tren)
78 (airplane• avión)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Airplane Moves
Discuss the movements of
airplanes: taxi down the
runway, take off, fly, and land.
Teach children the action
rhyme The Airplane.
•Fine Motor
Invite children to make an airplane
appears by using the airplane
template ( p 42).
•The Flight Attendant Says
Play a game similar to Simon
Says. Give commands that
would be appropriate for
passengers on a flight.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•Creativity Station
Have children finger paint train
tracks by using two fingers to
wipe off parallel lines of paint.
•Pretend and Learn
Arrange boxes like train cars
and invite children to pretend
they are on a train ride.
•Airplane Flyers
Have children pretend to put on
their googles and caps and climb
into their stunt airplanes.
•Choo-Choo Trains
Invite children to form a line
and hold onto the waits of the
child in front of them and move
around the playground making
train noises.
Learning Centers
•Choo-Choo
Teach children the action
rhyme chant. Discuss the
sounds trains make.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
"If I Had Wings" • "Si tuviera
alas".
•Airplane Search
Have children watch airplanes
that may fly overhead as they
are outdoors playing.
•Choo-Choo Trains
Invite children to form a line and
hold onto the waits of the child in
front of them and move around the
playground making train noises.
•Graham Cracker Engine
Help children make a cracker train
on a paper plate.
•Construction
Use masking tape to make a
"train track" on the floor. Invite
children to push trains (small
boxes) along the track.
•Fly Like and Airplane
Give each child two paper
plates to use as wings. Have
children use crayons to
decorate their "wings."
•Airplane Shadows
Have children spread their arms
like airplane wings.
•Airplane Sounds
Discuss the sounds that
airplanes make. Encourage
children to make the sounds
with you.
•Train Cars
Discuss the names of the train
cars as mentioned in the finger
play. Describe the basic
difference between a
passenger train and a freight
train.
•Paper Airplanes
Invite children to color on
sturdy paper. With their
permission, fold their art into a
paper airplane.
•Construction
Use masking tape to make a
"train track" on the floor. Invite
children to push trains (small
boxes) along the track.
Outdoor Play
Social Emotional
Development
•Close Seating
Explain to little ones that
airplanes and trains require
that people sit close to one
another.
•Airplane Search
Have children watch airplanes
that may fly overhead as they
are outdoors playing.
Physical Development
•Airplane Action
Teach children this action
rhyme. Define words that may
be unfamiliar to them (revved,
instruments, runway).
Monday Friday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•CALM: Demonstrate flying like
and airplane and coordinate your
breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Little Red Caboose" • "El
furgoncito rojo".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Invite children to
sing the chant "Chug, Chug."
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Action
Songs - Canciones de acción de
Frog Street
Sing "Airplane Flyers" • "Pilotos
del avión".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Down By the Station" •
"En la estación".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
Thursday
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
"If I Had Wings" • "Si tuviera
alas".
•CALM: Demonstrate flying like
and airplane and coordinate
your breathing accordingly.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday WednesdayLESSON COMPONENTS
Starting the Day
• Moves body to achieve a goal
(A.2.c.)
• Uses imitation in pretend play to
express creativity and imagination
(D.4.b.)
• Responds to nonverbal and
verbal communication of others
(C.1.b.)
• Develops responsive and
reciprocal communication skills,
such as turn-taking (B.4.e.)
• Increasingly understands non-
verbal messages and makes non-
verbal requests (C.1.c.)
Learning Goals
• Begins to learn and
internalize rules, routines, and
directions (B.3.e.)
• Develops a feeling of being
valued as an important
individual who belongs within
the group setting (B.2.h.)
• Shows ability to cope with
stress (B.3.a.)
• Recognizes and responds to
the feelings and emotions of
others (B.4.c.)
• Develops confidence and
ability to express emotional
needs without fear (B.1.f.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Develops a playful interest in
repetitive sounds and words
(rhythm, rhyme, alliteration)
(C.3.b.)
• Listens with interest to
language of others (C.1.a.)
• Develops an understanding
that symbols/pictures can be
“read” by others (C.3.g.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Develops control of large
muscles for movement,
navigation, and balance (A.2.a.)
• Uses objects in new ways or in
pretend play (D.4.a.)
• Shows imagination, creativity,
and uses a variety of strategies
to solve
problems (D.2.b.)
• Develops spatial
understandings, including an
awareness of how two- and
three-dimensional objects can
be fitted together (D.1.f.)
• Develops emerging skills in
caring and cooperation (B.4.f.)
• Imitates sounds, gestures,
signs, or words (C.2.b.)
• Demonstrates receptive
language and expressive
language skills (C.1.d.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Uses hands or feet to touch
objects or people (A.3.a.)
• Develops emerging skills in
caring and cooperation (B.4.f.)
LESSON COMPONENTS
Language Development
Starting the Day
Thursday
•UNITE: Sing "Have You Ever
Seen a Sailboat?" • "Has visto
alguna vez un velero?"
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•I Saw a Ship A-Sailing• Vi un
barco que navegaba
Discuss the unfamiliar words in
this nursery rhyme.
Review the ASL sign for boat,
ship, ocean, lake, motor, wind,
water.
•I Saw a Ship A-Sailing• Vi un
barco que navegaba
Discuss the unfamiliar words in
this nursery rhyme.
Review the ASL signs for boat,
ship, ocean, lake, motor, wind,
water.
•How Do They Move? • Como
se mueven?
Read the book and pause on
each page to review what
powers each boat.
Teach the ASL signs for boat,
ship, ocean, lake, motor, wind,
water.
•UNITE: Sing "Big Green Boat"
• "El botesote verde".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Have children
pretend they are rowing a long
boat.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•How Do They Move? • Como
se mueven?
Read the story pausing at the
end to discuss the vehicles.
Teach the ASL signs for boat,
ship, ocean, lake, motor, wind,
water
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your Boat" •
"Rema, rema, rema tu bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
• Little Canoe
Read the story and invite
children to perform the actions
with you.
Review the ASL sign for boat,
ship, ocean, lake, motor, wind,
water.
American Sign Language (ASL): boat, ship, ocean, lake, motor, wind, water
Monday
Toddler Club Program
Date: August 20 - 24, 2018
Objectives: Children will learn about transportation vehicles that move on the water: boats and ships.
Spanish Vocabulary: botes, barco, océano, lago, motor, viento, aguaEnglish Vocabulary: boat, ship, ocean, lake, motor, wind, water
Parents as Partners: Send home Parents as Partners Card 52.
Lesson Plan for On the Go! • Sobre la marcha! -Boats and Ships • Botes y Barcos
(Week 4)
Friday
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Sing "Have You Ever
Seen a Sailboat?" • "Has visto
alguna vez un velero?"
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Sing "Big Green Boat"
• "El botesote verde".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Have children
pretend they are rowing a long
boat.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your Boat" •
"Rema, rema, rema tu bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
Monday Friday
•Science
Invite children to drop items
(feather, cork, spoon, etc.) in a
tub of water to see which ones
sink and which ones float.
Outdoor Play
Social Emotional
Development
•Boat and sun safety
Discuss some simple boat
safety rules. Demonstrate for
children the power of
sunscreen.
•Motor Boat, Motor Boat
Hold hands with one child at a
time and circle around saying
the rhyme.
Physical Development
•Airplane Action
Teach children this action
rhyme. Define words that may
be unfamiliar to them (revved,
instruments, runway).
•Fly Like and Airplane
Give each child two paper
plates to use as wings. Have
children use crayons to
decorate their "wings."
•Motor Boat, Motor Boat
Hold hands with one child at a
time and circle around saying
the rhyme.
•Sailboat Fun
Invite children to sail Ice
Sailboats (p 42) in a tub of
water. Have children blow on
the sails gently to see the boats
move.
•Train Cars
Discuss the names of the train
cars as mentioned in the finger
play. Describe the basic
difference between a
passenger train and a freight
train.
•A Sailor Went to Sea
Teach children the song.
Discuss tools that make it
easier to see things on the
water, such as sunglasses and
binoculars.
Learning Centers
•Choo-Choo
Teach children the action
rhyme chant. Discuss the
sounds trains make.
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Bonnie Lies Over the
Oceans" • "Mi amada descansa
en el océano".
•Making Waves
Have children hold the edges of
a blue sheet and pretend is an
ocean.
•Motor Boat, Motor Boat
Hold hands with one child at a time
and circle around saying the
rhyme.
•A Sailor Went to Sea
Teach children the song. Discuss
tools that make it easier to see
things on the water, such as
sunglasses and binoculars.
•Sensory
Invite children to make "wind"
to blow boats across the water.
•Science
Invite children to drop items
(feather, cork, spoon, etc.) in a tub
of water to see which ones sink
and which ones float.
•Boat and sun safety
Discuss some simple boat
safety rules. Demonstrate for
children the power of
sunscreen.
•Frog Street Sing-Along Songs-
Canciones para cantar juntos de
Frog Street
Sing "Row, Row, Row Your Boat" •
"Rema, rema, rema tu bote".
•Creativity Station
Invite children to paint ocean
pictures. Show them how to
swirl their brush to make a
wave effect.
•Pretend and Learn
Paint a blue water line on the
boxes and convert them into
"boats."
•Airplane Flyers
Have children pretend to put on
their googles and caps and climb
into their stunt airplanes.
•Making Waves
Have children hold the edges of
a blue sheet and pretend is an
ocean.
•Photo Activity Cards
79 (boat • bote)
80 (ship • barco)
Use the suggestions on the
back of the cards to practice
vocabulary and stimulate
discussion.
•Build a Shape Vehicle
challenge children to use the
shapes to build transportation
vehicles.
Music and Movement
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•Frog Street Action Songs -
Canciones de acción de Frog
Street
Sing "My Bonnie Lies Over the
Oceans" • "Mi amada descansa
en el océano".
•Frog Street Sing-Along Songs-
Canciones para cantar juntos
de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•Sailboats Move
Teach children the action rhyme.
Demonstrate how a boat tips and
then rights itself while sailing in
the wind.
•Build a Shape Vehicle
challenge children to use the
shapes to build transportation
vehicles.
•Transportation Puzzles
Encourage children to assemble
the Transportation Puzzles:
Sailboat and Ship (p 43).Cognitive Development
LESSON COMPONENTS
Starting the Day
Thursday
•UNITE: Sing "Have You Ever
Seen a Sailboat?" • "Has visto
alguna vez un velero?"
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a
safe place, we are a community
of learners who take care of
each other.
Practice using our listening
ears to pay attention to other's
big voices.
• Calendar/Weather
Tuesday Wednesday
•UNITE: Sing "Big Green Boat"
• "El botesote verde".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Have children
pretend they are rowing a long
boat.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Remind children they use their
big voice when they don't like
what someone else is doping.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell
children our classroom is a safe
place, we are a community of
learners who take care of each
other.
Give examples of big voices.
• Calendar/Weather
Greet each child by name as
children enter the classroom
and then again as you begin
"Starting the Day."
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your
Boat" • "Rema, rema, rema tu
bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Pass
around the Safekeeper Box and
invite each child to put his or
her photo inside.
Discuss listening to big voices.
• Calendar/Weather
•UNITE: Frog Street Sing-Along
Songs-Canciones para cantar
juntos de Frog Street
Sing "Row, Row, Row Your Boat" •
"Rema, rema, rema tu bote".
•CALM: Tell children you will be
pretending to be the wind that
blows sailboats.
•CONNECT: Name the children
who are absent and send them
well wishes.
•BUILD COMMUNITY: Tell children
our classroom is a safe place, we
are a community of learners who
take care of each other.
Practice using our listening ears to
pay attention to other's big voices.
• Calendar/Weather
Monday Friday
• Moves body to achieve a goal
(A.2.c.)
• Uses imitation in pretend play to
express creativity and imagination
(D.4.b.)
• Responds to nonverbal and
verbal communication of others
(C.1.b.)
• Develops responsive and
reciprocal communication skills,
such as turn-taking (B.4.e.)
• Develops an increasing ability to
keep a steady beat through chants,
dances, and movement to rhythmic
patterns (A.2.f.)
• Develops awareness,
understanding, and appreciation
for their bodies and how they
function (A.2.d.)
Learning Goals
• Begins to learn and
internalize rules, routines, and
directions (B.3.e.)
• Develops a feeling of being
valued as an important
individual who belongs within
the group setting (B.2.h.)
• Shows ability to cope with
stress (B.3.a.)
• Develops an ability to be
creative and expressive
through music (D.5.b.)
• Begins to learn and
internalize rules, routines, and
directions (B.3.e.)
• Responds to and interacts
with others (B.4.b.)
• Shows interest in songs,
rhymes, and stories (C.3.a.)
• Demonstrates receptive
language and expressive
language skills (C.1.d.)
• Listens with interest to
language of others (C.1.a.)
• Listens with interest to
language of others (C.1.a.)
• Develops an understanding
that symbols/pictures can be
“read” by others (C.3.g.)
• Begins to develop interests
and skills related to numbers
and counting (D.2.f.)
• Develops control of large
muscles for movement,
navigation, and balance (A.2.a.)
• Uses objects in new ways or in
pretend play (D.4.a.)
• Shows imagination, creativity,
and uses a variety of strategies
to solve
problems (D.2.b.)
• Develops spatial
understandings, including an
awareness of how two- and
three-dimensional objects can
be fitted together (D.1.f.)
• Understands and begins to
use oral language for
conversation and
communication (C.2.c.)
• Develops emerging skills in
caring and cooperation (B.4.f.)
• Imitates sounds, gestures,
signs, or words (C.2.b.)
• Demonstrates receptive
language and expressive
language skills (C.1.d.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Uses hands or feet to touch
objects or people (A.3.a.)
• Begins to understand safe
and unsafe behaviors (A.1.f.)
• Makes things happen and
watches for results and repeats
actions (D.1.d.)
• Pays attention and exhibits
curiosity in people and objects
(D.1.a.)