lesson plans for stories and rhymes • cuentos y rimas ... · out-invite children to fly kites...

Date Teacher

Literacy Math

English Vocabulary

Letter

Knowledge

English-Aa, Bb, Cc, Dd, Ee, Ff

Spanish-Aa, Bb, Cc, Dd, Ee, FfPhonological Awareness (Rhyming) Counting, Whole-Part Relationship

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1)January 15-19, 2018 Gard 3

culture, culturaWonderful Word TechnologyWriter's CornerCharacter

Education

Commitment, Compromiso

Loyalty, Lealtad

Moving and

Learning

CM- p. 22 “Stars and Stripes

Forever” with musical eggs

OUT/GYM- p. 21 Play Please Don’t

Let the Ball Fall (Appenx p. 193)

CM/GYM p. p. 28 “Ring around the

Rosie” singing game (Appenx p.

183)

OUT-p. 21 Provide first-aid props.

Turn bicycles into emergency

vehicles.

CM-p. 34 “Miss Mary Mack” clapping

game Feelin Froggy CD or (Appendx p.

180)

Out/Gym-p. 28 Encourage children to

Jump the Fence (Appendx p. 193).

CM/GYM- Dance with streamers to

music.

OUT-Invite children to fly kites

CM-"Who has the Mitten?" (played

Doggie, Doggie Where's Your Bone?)

GYM- play Drop the Mitten (Appendx p.

193).

OUT- play "Find the Mitten" p. 193

Day 5LESSON

COMPONENTSDay 4

Greeting Circle

• Building community p. 22

Unite: Welcome each child by name and

invite the children to sing "Nursery Rhyme

Rap" (Leaping Literacy CD #14-Appendix p.

181) Tell children that nursery rhymes are

short, rhyming poems or songs. Today they

will focus on a Mother Goose rhyme,

"Humpty Dumpty"

Connect: Fanny Frog Rituals - Use Fanny

Frog to send well wishes to those friends

who are absent. Recite "Humpty Dumpty"

(Appendix p. 185) and then the cooperative

version (Appendix p.171). Ask about the

difference in the rhyme. Have children

identify a rhyme were people are helpful.

Commit: Safer Keeper Rituals- Remind

children that our classroom is a Safe Place.

Commitment Box - Use Commitment Sticks -

Ask children to work with others to solve a

problem today just like the queen's horses

and king's men did in "Humpty Dumpty".

• Morning Message- Humpty Dumpty sat on

a wall. Humpty Dumpty had a great fall.

• Review the morning message- How do the

two sentences look the same. Include

Uppercase letters and punctuation. • Ask the

children if they see any words that rhyme.

• Challenge children to think of other words

that rhyme with wall & fall.

• Review letter sounds for A-F.



invite the children to sing "Nursery

Rhyme Rap" (Leaping Literacy CD #14-

Appendix p. 181) Recite "Sana, Sana"

(Appendix p.186) in Spanish. Ask

children about wounds they have had

and how their family members take care

of their wounds. Tell children that they will

continue learning about nursery rhymes.

Connect: Fanny Frog Rituals - Use

Fanny Frog to send well wishes to those

friends who are absent. Invite children to

sing and perform movements to

"Twinkle, Twinkle, Little Star" (Appendix

p. 178) with partners.


children that our classroom is a Safe

Place.

Commitment Box - Use Commitment

Sticks - Ask children to make a

commitment for the day.

• Morning Message- Jack and Jill went

up the hill.

• Review the morning message and have

children identify the rhyming words.

(Strategy Card D-Rhyming)

• Challenge children to name other words

that rhyme Jill and hill.

• Review letter sounds A-F





Appendix p. 181). Tell children that they

will continue learning about nursery

rhymes. Today they will focus on a rhyme

that is believed to be African American,

"Miss Mary Mack".



friends who are absent. Tell children that

there are several nursery rhymes that

use the name Mary . Teach children

"Mary Had a Little Lamb" (Appendix p.

170) .



Place.




• Morning Message- Miss Mary Mack

wears black.

• Review the morning message and have

children identify the rhyming words.

• What words rhyme with Mack and

black?

• Display letter cards-A-F and a-f







rhymes. Today they will focus on a

Japanese rhyme called "The Kite".



friends who are absent. Play "My

School Family" (It Starts in the Heart CD

#6-Appendix p. 175) . Encourage

children to work with a partner. Instruct

them to change partners each time they

hear boom, boom, boom.



Place.




• Morning Message- Kites are rising in

the sky.

• Review morning message.

• Discuss the meaning of "rising". What

words rhyme with sky?

• Display letter cards A-F and a-f







rhymes. Today they will focus on rhymes

about animals.




sing and move to "Get Ready" (It Starts

in the Heart CD #2-Appendix p. 174) .

Explain that the activities in this song

help our brains be able to focus and

concentrate.



Place.




• Morning Message- Three little kittens

lost their mittens.

• Review morning message.

• Identify the rhyming words. What other

words rhyme with kittens and mittens ?

• Display letter cards and ask volunteers

to name the letters.

alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds

Spanish Vocabularyigual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas

Day 1 Day 2 Day 3

Day 5LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3

Conscious Discipline-p. 40

Have children pretend their hands are

kites and their arms are strings. They

will use their breath to create air for the

kites. (USE VIDEO CAMERA WHILE DOING

THIS EXERCISE SO THAT THE CHILDREN

CAN SEE THEMSELVES ON THE FLAT

SCREENS.)

Conscious Discipline- p.34

Have children choose a calming

strategy and perform it.

P.A.T.H.s - Lesson #20 "Sharing and

Caring I" - Remind children "Sharing is

Caring". Talk about playing together.

Coconut Theatre-

Letters A-F and a-f

Vocabulary Concepts- slink, arch,

mittens, gloves, naughty, lost & found

Focus & Develop p. 48

Retell the story of the three little kittens

w/ props and read "Don Meliton"

Spanish rhyme (Appendx 185)

Analyze the rhyming words mitten and

kitten

Virtues and Values-

Introduce the concepts- Commitment

and Loyalty.

Create word webs and have children

brainstorm ways to keep commitments

and be loyal.


Caring I" - Send home the parent

handout Sharing is Caring. Continue to

send home the Compliment List with

the PATHS Kid for Today.

Character

Education

Consious Discipline- p. 22

Invite Children to choose a calming

strategy.


Caring I" - Use the turtle and hedgehog

puppets to introduce the lesson. Make

flower shapes.

Conscious Discipline- p. 28

Have children choose a calming

strategy. Remind children of the

"cranky cream" explain to children that

creams can also help heal hurts. (USE

VIDEO CAMERA WHILE DOING THIS

EXERCISE SO THAT THE CHILDREN CAN

SEE THEMSELVES ON THE FLAT

SCREENS.)

Social Studies p. 51

Discuss the roles that mittens and

gloves play in keeping our hands safe

and warm Have children experience

cold by holding ice cubes with and

without them. What community helpers

wear gloves?

Mysterious Movers • Fuerzas

misteriosas

• Extend vocabulary

• Role-play action verbs

Twinkle, the Little Star • Chispita la

estrellita


• Recognize that author is telling a story

“Cucú” • “Ribbit, Ribbit” (Cultural

Rhymes flip book)

• Hear a traditional Latin American

rhyme

• Produce rhyming words

“There Was an Old Woman” (Nursery

Rhyme • Cuentos infantiles flip chart)

• Compare two stories

• Identify rhyming words in story

Weekly Centers

*Pretend and Learn-Build a wall with

blocks and explore items that balance

*Language and Literacy-Match rhyming

word cards

*Flannel Board Nursery Rhymes

*Pretend and Learn-Pretend to treat

injuries with brown paper strips- a

pretend first-aid kit in the center and

pretend to bandage wounds


*Pretend and Learn-Discuss the

elephant that jumped the fence and

provide items to toss in the air and

watch drop

*ABC-letter cookie cutters with play

dough

*Language and Literacy-Sort buttons by

attributes

*Pretend and Learn-Test the wind

direction outside using bubbles

*ABC-Lacing letters with string or yarn

* Language and Literacy-Match

rhyming words


*Nursery Rhyme Puzzles

*Provide various sized & patterned

mittens to match

*ABC-Match magnetic letters to letters

in alphabet book

*Language and Literacy-Match pairs of

mittens (uppercase & lowercase letters,

rhyming words)

Phonics Book /

Fine Motor Skills &

Handwriting

Literacy (Focus

and Development)

Coconut Theatre-

Letters A,a,B,b,C,c,D,d,E,e,F,f

Vocabulary Concepts- nursery,

rhyme, like & different


How are these items alike and

Different? Which items would sit most

easily on a wall? Demonstrate the

children's guesses to see if they were

right. Have children fill in the rhyming

words in "Humpty Dumpty"

Analyze and produce rhyming words

Coconut Theatre-

Letters A-F and a-f

Vocabulary Concepts-boo-boo,

cream, wounds


How do we treat injuries? How did they

treat Jack and Jill's boo boos? Recite

"Heal, Heal" Brainstorm words that

have the same ending sounds

Work with rhyming words

Handwriting- HWT Letter Introduction

& formation and Finger plays & Songs

Cononut Theatre-

Letters- A-F & a-f

Vocabulary Concepts- kites, tail,

string, Japanese, ideograms and

phonograms


Learn parts of a kite

Compare Japanese symbols and

alphabet letters- ideograms and

phonograms. Each symbol means the

meanings of several words.

Literacy (Oral

Language, Read

Aloud)

“This Is the House that Jack Built” •

“Ésta es la casa que Juan construyó”

listening story (p. 196)

• Describe characters

• Explore cause-and-effect

relationships

“Peter, Peter, Pumpkin Eater” • “Daniel,

Daniel” (Nursery Rhyme • Cuentos

infantiles flip chart)

• Identify and produce rhyming words

• Compare Jack’s house to Peter’s

pumpkin

Going Down Frog Street A to Z or

Abeceloco

• Enjoy an alphabet story

• Identify uppercase letters A, B, C, D,

E, F

“Jack and Jill” • “Juan y Josefina”

(Nursery Rhyme • Cuentos infantiles

flip chart)

• Use illustrations to predict story action

• Introduce new vocabulary words

“Hey Diddle Diddle” • Hey mentironsín


flip chart)

• Distinguish between real and pretend

• Produce rhyming words

“Little Miss Muffet” or “Arroz con leche”


flip chart)


Coconut Theatre-

Letters A-F and a-f

Vocabulary Concepts- fleece, silver,

fifty cents, slave, cotton fields, alike,

different, alliteration, black and yellow.


Identify letter M at beginning of

alliterative phrases.

Identify pairs of sounds alike and

different. Look at letter formation, which

are made using only straight lines.

Handwriting-HWT Activity Handwriting- Write first and last

names

Handwriting- HWT Workbook Handwriting-Writer's corner-Trace

hands and design mittens

Day 5LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3

Learning Goals

• Demonstrates empathy and caring for

others

• Produces a word that rhymes with a

given word

• Responds to different musical styles

through movement and play

• Uses information learned from books

by describing, relating, categorizing, or

comparing and contrasting

• Uses a wide variety of words to label

and describe people, places, things,

and actions

• Names at least 20 upper- and at least

20 lowercase letters

• Recognizes at least 20 letter sounds

• Knows that objects or parts of an

object can be counted

• Recognizes and compares heights or

lengths of people or objects• Sorts objects that are the same and

different into groups and uses language

• Describes, observes, and investigates

properties and characteristics of common

objects

• Investigates and describes position and

motion of objects

• Describes attributes

•Is able to increase or decrease

intensity of emotions more consistently,

although adult guidance is sometimes

necessary

• Practices good habits of personal

health and hygiene

• Participates in classroom music

activities

• Retells or reenacts a story after it is

read aloud



and actions

• Names at least 20 upperand at least



given word

• Knows that objects or parts of an

object can be counted


lengths of people or objects

• Recognizes how much can be placed

within an object

Closing Circle

• Reflecting on the day p. 27

• Check on Commitments- How did you

show your commitment today?

• Kindness Tree

• Family Connection- Practice reciting

"Humpty Dumpty" and encourage

children to share with their families at

home.


• Check on Commitments How did you


• Kindness Tree

• Family Connection- Do you have a

first aid kit at home. What items do you

have the same or different then the

schools F.A. Kit

• Increasingly interacts and

communicates with peers to initiate

pretend-play scenarios that share a

common plan and goal




given word

• Demonstrates receptive vocabulary

(three to four thousand words)• Uses information learned from books by

describing, relating, categorizing, or


• Produces a word that begins with the

same sound as a given pair of words

• Names at least 20 upper- and at least 20

lowercase letters

• Shows understanding by following two-

step oral directions, and usually follows

three-step directions

• Knows that objects or parts of an object

can be counted

• Counts one to ten items, with one count

per item

• Demonstrates that the order of the

counting sequence is always the same



objects

• Uses a variety of art materials and

activities for sensory experience and

exploration





• Begins to understand difference and

connection between feelings and

behaviors


given word

• Shows interest in books

• Seeks to understand print• Uses a wide variety of words to label and

describe people, places, things, and

actions

• Identifies similarities among people like

himself and classmates, as well as

between himself and people from other

cultures

• Knows that objects or parts of an object,

can be counted

• Counts up to ten items, and demonstrates

that the last count indicates how many

items were counted

• Verbally identifies, without counting, the

number of objects from 1 to 5



objects

• Investigates and describes position and

motion of objects

• Demonstrates coordination and balance in

isolation

• Assumes various roles and

responsibilities as part of a classroom

community

• Increasingly interacts and communicates

with peers to initiate pretend-play scenarios

that share a common plan and goal

• Creates or recreates stories, moods, or

experiences through dramatic

representations

• Asks and answers appropriate questions

about the book

• Produces a word that rhymes with a given

word

• Uses information learned from books by



• Names at least 20 upper- and at least 20

lowercase letters

• Retells or reenacts a story after it is read aloud

• Knows that objects or parts of an object can be

counted

• Demonstrates understanding that when

counting, the items can be chosen in any order


number of objects from one through five

• Discusses the roles and responsibilities of

community workers

• Practices good habits of personal safety

• Initiates problem-solving strategies and seeks

adult help when necessary


• Check on Commitments

• Kindness Tree

• Family Connection- Send home a

copy of Miss Fanny Frog Take-Home

Storybook



• Kindness Tree

• Family Connection- Encourage

children to explain and demonstrate

gravity to their families



• Kindness Tree-count how many acts

of kindness were done this week

• Family Connection- Review Kite

breathing with the children and send

home note about Kite Breathing.

Date Teacher

Literacy Math

audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survery, traditional, trowel, version

Spanish Vocabularyaudiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión

Day 1 Day 2 Day 3 Day 5LESSON

COMPONENTSDay 4

Greeting Circle


Unite: Welcome each child by name

and invite the children to sing "Three

Bear's Rap" (Moving to Math CD-

Appendix p. 179) Tell children that this

week they will be learning about some of

their favorite stories. They will be

learning about traditional tales. Stories

that have been around a long time.

Today they will focus on "The Three

Bears".



friends who are absent. Introduce "Here

is the Beehive" (appendix p.170). Teach

the words and then the movements.



Place.




• Morning Message- The three bears

sat on chairs.

• Write the sentence and review the

morning message- Include Uppercase

letters and punctuation.

• Ask the children if they see any words that

rhyme.


that rhyme with bears and chairs.

• Review letter sounds for G-L



and invite the children to sing "Three

Pigs" (Appendix p. 181) Tell children that

they will continue to learn about

traditional tales. Stories that have been

around a long time. Today they will focus

on "The Three Pigs" and "The Three

Billy Goats".




participate in "Three Nice Mice"

(appendix p.175). Point out that this

story is about three animals just like

other stories we have heard about

bears, pigs, goats, and kittens.



Place.




• Morning Message- Who huffs and

puffs and blows houses down?




• Ask the children if they see any words that

rhyme.


that rhyme with huff and puff.




and invite the children to sing "Through

the Woods" (Appendix p. 183) Tell

children that today they will hear

another story about a wolf. This time

the wolf will try to eat a little girl named

Red.


Fanny Frog to send well wishes to

those friends who are absent. Invite

children to play "I Wish You Well" (It

Starts in the Heart CD"-Appendix

p175). Encourage children to work with

partners.

Commit: Safer Keeper Rituals-

Remind children that our classroom is

a Safe Place.




• Morning Message- Little Red sat on

the high bed.




• Ask the children if they see any words

that rhyme.

• Challenge children to think of other

words that rhyme with Red and bed.




and invite the children to sing "Caring

Friends" (Appendix p. 174) Tell

children that they will continue to learn

about traditional tales. Today they will

learn about "The Little Red Hen" and

her unhelpful friends.



those friends who are absent. Play

"People to People" (It Starts in the

Heart CD-appendix p177). Review the

actions prior to listening to the song.

Encourage children to give some

examples of being a friend.


Remind children that our classroom is

a Safe Place.




• Morning Message- Little Red Hen

can count to ten.





that rhyme.

• Challenge children to think of other

words that rhyme with Hen and ten.




and invite the children to sing "I'm a

Little Acorn Brown" (Appendix p. 180)

Tell children that they will continue to

learn about traditional tales. The story

they will hear today is about a silly

chicken who mistakes an acorn for a

piece of the sky.




select a partner and exchange a pinky

hug greeting. Challenge children to

create a special greeting they might offer

one of the primary characters in Henny

Penny.



Place.




• Morning Message- Henny Penny and

Goosey Loosey went to find the king.





that rhyme.


that rhyme with Henny and penny.


Moving and

Learning

CM/GYM - Invite children to participate

in a Walk-on Nursery Rhyme

(Appendix p191). Encourage them to

follow your lead through "Goldilocks".

OUT/GYM- p. 57 Encourage children

to play with small, medium and large

CM/GYM - Invite children to play “One

Pink Piglet" (Appendix p. 195). Teach

them the words and allow them to

make up the movements.

OUT/GYM -p. 57 Invite the children to

play "Mr. Troll, May I? (Appendix

CM/GYM-p. 70 Play “What Time Is It,

Mr. Wolfe?" (Appendix p.194)

OUT/GYM-p. 57 Encourage the

children to play "Duck, Duck, Goose"

CM/GYM- p.76 Invite children to dance

to "New Chicken Dance"

OUT/GYM -Invite children to play a

traditional Mexican game The Blind

Hen (Appendix p. 193)

CM- p.82 Invite children to create a

"Henny Penny" dance.

GYM- play "Drop the Mitten" (Appendix

p. 193).

OUT- play "Find the Mitten" (Appendix

p. 193).

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Traditional Tales (Week 2)January 22-26, 2018 Gard 3

traditional, tradicionalWonderful Word TechnologyReading Buddy; Sounds and RhymesCharacter

Education


Loyalty, Lealtad

Measurement, Ordering by Attributes

English Vocabulary

Letter

Knowledge

English-Gg, Hh, Ii, Jj, Kk, Ll

Spanish-Gg,Hh,Ii,Jj,Kk,LlComprehension and Dramatic Expression


COMPONENTSDay 4

Handwriting-Encourage children to

use finger paint to paint the pictures of

pigs.

Handwriting- Practice tracing fiirst

and last names.

Handwriting-• HWT workbook Handwriting- Use magnetic letters to

spell rhyming words. Give them

examples.

Coconut Theatre-

Letters I and J pocket letter and

pictures.


Talk about wolves and how they walk

and look. Display Photo Activity Card

#131 - Show children the photo of the

wolf. Use the information on the back

of card to discuss the wolves.

Coconut Theatre-

Letters Gg,Hh, Ii, Jj, Kk, Ll

Vocabulary Concepts - hen, dog


Tell children the story of "The Three

Bears" was written a long, long, long

time ago. Ask them if they remember

how the story ends. Where does the

story take place? What kind of sounds

can you hear from the story?

Coconut Theatre-

Letters G and H pocket letters and

pictures


-How do we know when something is

real or make believe? Give examples.

Display Photo Activity Card #127 - Use

the photo and information on back of

card to introduce and discuss facts

about pigs.

Handwriting-- letter introduction and

formation. TEACHER - write the letters

of the week on a white board. As you

are writing them, explain how you are

writing each letter and say the sound of

the letter. ("letter A is for apple" .) See

if they can copy the letter on their white

board.

Cononut Theatre-

Letters- K and L

Vocabulary Concepts- cat, goose


• Display the "Little Red Hen" story

props.

• Display vocabulary cards hen, dog,

cat, and goose. Discuss the letters in

each animal name.

Literacy (Oral

Language, Read

Aloud)

“The Three Bears" • “Los tres osos”

story folder


• Describe how the part of Papa Bear

is always different from the part of

Baby Bear (Baby's soup is gone, chair

is broken, bed is occupied)

“The Three Pigs” • “Los tres cerditos”

(Developmental Storybook)

• T alk about the pigs used for building

materials for their homes.

• Compare real and make believe pigs

• Consider characters’ commitments

"The Boy Who Cried Wolf” • "El pastor

mentiroso" (Appendix p.209)

• Ask children why it is important to tell

the truth.

• Have children put their hands above

their ears to look like wolf ears every

time they hear the word wolf in the

story.

• Pretend and Learn-Invite children to

plant and harvest wheat


make acorn soup

• Construction-Reenact the story of

Henny Penny using plastic farm

animals

Fine Motor Skills &

Handwriting

Literacy (Focus

and Development)

Character

Education

Consious Discipline-

p. 58 Invite Children to choose a

calming strategy.

Social Studies - Talk about who

Martin Luther King was. Adapt with age

of children.

P.A.T.H.S.- Lesson #21 "Sharing and

Caring II" - Use the turtle and dog

puppets to introduce the lesson. Sing

"Five Friends Song"

Conscious Discipline-

p. 64 Teach children "Huff and Puff"

calming strategy. (Appendix p.168) Tell

them they are going to pretend they

are like wolves like the one in the

story. (USE VIDEO CAMERA WHILE

DOING THIS EXERCISE)

“Little Red Hen” • “La gallinita roja”

story folder


• Consider Little Red Hen’s decision to

eat alone

“Henny Penny” • “La gallina Tina” story

folder

• Discuss story events

“The Gingerbread Boy” • “El muñequito

de jengibre” story folder

• Discuss fox’s trick

• Identify characters in the story

Weekly Centers

*Pretend and Learn-Make Alphabet

Soup for Little Miss Muffet using the

magnetic letters for Gg and Ll.


pretend they live with the troll

• Pretend and Learn-Pretend that Little

Red is carrying a basket of magnetic

letters to her Grandmother’s home


p. 76 Invite children to choose a

calming strategy and show their friends

how to do it. (USE VIDEO CAMERA

WHILE DOING THIS EXERCISE)


p. 70 Repeat the "Huff and Puff"

calming strategy. (Appendix p.168)

P.A.T.H.S. - Lesson #21 "Sharing and

Caring II" - Sing "The More We Get

Together". Praise children for sharing

with one another.Ask them how they

feel when they don't want to share.

Coconut Theatre-

Letters Sound out the letters of the

week. Sing the ABC song.


Display the Henny Penny story props.

Challenge children to create a rhyming

name using their name similar to the

story character names.

Virtues and Values-

Introduce the concepts- Commitment

and Loyalty. Create word webs and

have children brainstorm ways to keep

commitments and be loyal.

P.A.T.H.S - Lesson #21 "Sharing and

Caring" II - Send home the PATHS Kid

for Today parent letter. Find ways to

involve parents in the compliment

process. Friendship Coloring.


COMPONENTSDay 4



• Kindness Tree-count how many acts

of kindness were done this week


children to teach someone at home the

animal greeting they created with their

partner this morning.


others


given word

• Shows understanding by responding

appropriately


• Demonstrates an understanding that

others have perspectives and feelings

that are different from her own


(three to four thousand words)

• Demonstrates use of location words

• Asks and answers appropriate

questions about the book

• Begins to have meaningful friends

• Participates in classroom music

activities






• Describes, observes, and

investigates properties and

characteristics of common objects

• Recognizes how much can be placed

within an object

• Investigates and describes sources of

energy including light, heat, and

electricity

• Shows competence in initiating social

interactions

• Is able to increase or decrease intensity

of emotions more consistently, although

adult guidance is sometimes necessary

• Participates in classroom music activities


about the book

• Retells or reenacts a story after it is read

aloud


word

• Uses the verbal ordinal terms

• Recognizes and creates patterns



• Kindness Tree

• Family Connection- Have children

choose one fact about real wolves that

they will share with their families.



• Kindness Tree

• Family Connection-Encourage

children to share a report about their

baking experience with their families.

Learning Goals

• Is able to increase or decrease



necessary


others

• Provides appropriate information for

various situations




• Uses category labels to understand

how words and objects relate to each

other


• Is aware of where own body is in

space, respects personal boundaries








• Is able to use language for different

purposes

• Names at least 20 upper and 20

lowercase letters

• Recognizes and compares weights of

objects or people


Closing Circle




• Kindness Tree

• Family Connection- Send a note

home asking for a paper towel tube.

Each child will use one next week.


• Check on Commitments How did you


• Kindness Tree

• Family Connection- Invite children to

find out the building materials used to

build their houses.

Date Teacher

Literacy Math

Spanish Vocabularysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario,

convocado, quitar

Day 1 Day 2 Day 3 Day 4 Day 5LESSON

COMPONENTS

CM- Invite children to play "Boot, Boot,

Shoe" as they would "Duck, Duck,

Goose" (Appendix p193)

OUT/GYM -Teach the children how to

play Leap Frog & set them up to do

Frog Jumps (Appendix p. 193).

Greeting Circle



and invite the children to sing "A

Stomping Giant" (Appendix p. 178) Ask

children what they remember about

"Jack and the Beanstalk" from their

study of giants. Tell them they will

continue to learn about fairytales today

and they will revisit "Jack and the

Beanstalk".



friends who are absent.Review the

words and actions to "Jack Be Noodle"

(Appendix p170). Ask children to find

partner.Repeat three times focusing on

different body parts. Commit: Safer Keeper Rituals- Remind children

that our classroom is a Safe Place.

Commitment Box - Use Commitment Sticks -

Ask children to make a commitment for the day.

Remind the children of the promise the princess

in yesterday's story made to the frog.

• Morning Message- Jack climbed the beanstalk

more than once.

• Say the morning message and have children

produce words that rhyme with Jack or Juan .

• Write the sentence. Point out that beanstalk is

a compound word.

• Display letter cards for the week and ask them




and invite the children to sing

"Dragon Chase" (Appendix p. 193)

Tell children that today they will

review what they have learned about

giants and dragons and learn about

more fairytales.



those friends who are absent.


Remind children that our classroom

is a Safe Place.

Commitment Box - Use

Commitment Sticks - Ask children

to make a commitment for the day.

• Morning Message- Once upon a

time in Dragon Land dragons ruled.

• Say the morning message and

have children produce words that

rhyme with time (dime, lime, mime,

rime). • Write the sentence. Exlplain why the

words Dragon and Land begin with

uppercase letters. .

• Display the letter cards. Ask them to

name the letters.

Moving and

Learning

CM/GYM p. 94 Explain that in today's

story a frog retrieves a princess's ball

from a pond. They are going to play a

game that involves retrieving the

princess's ball.

Princess Ball Roll game (Appendix p.

195)

OUT/GYM-Teach the children how to

play Leap Frog & set them up to do

Frog Jumps (Appendix p. 193).

CM/GYM-p. 100 Practice giant

movements—walk, jump, hop and

dance like a giant.

OUT/GYM- Play Grab the Goose

(p.193)

CM-p. 106 Create dragon and giant

shadows Use a flashlight. Have

children create flying dragons and

stomping giants by moving between

the light source and a wall.

OUT/GYM- Invite children to play

Duck, Duck, Goose (Appendix p. 193)



and invite the children to sing "Are

You Sleeping" (Appendix p. 178) Tell

children that today's fairytale is about

sleepy princess who sleeps on 20

mattrresses.



those friends who are absent.

Introduce "Wee Willie Winkie"

(Appendix p171). Teach the words

first and then demonstrate the

actions with a partner.



is a Safe Place.




• Morning Message- The princess

slept on the pea.

• Say the morning message and have

children produce words that rhyme with

pea (see,bee, free, he, me, tea) .

• Write the sentence.

• Display the letter cards. Ask children


TechnologyWords, Words, Words; Extra Reading Buddy



and invite the children to sing "This Little

Elf" (Appendix p. 179) Ask children what

they know about elves. Point out that

elves are often portrayed as helpful. Tell

children that today they will continue to

learn about fairytales. The story today is

the "The Shoemaker and the Elves".



friends who are absent. Explain that in

the story today they will hear about some

elves that are helpful. We help each

other every day in our classroom.

Celebrate being helpful by singing "That

Was Helpful" (It Starts in the Heart CD -

Appendix p176)



Place.



commitment for the day.• Morning Message- Can an elf make a shoe?

• Say the morning message and have children

produce words that rhyme with shoe (glue, too,

new ) and make (bake, cake, lake).

• Write sentence.

• Display the letter cards. Ask children to name

the letters.

Phonological Awareness—rhyming words

Character

Education

CM-p. 112 Tell the children that a tiny

pea is going to play a big role in our

story today. Play "Who’s Got the Pea?"

(Appendix p. 195)

OUT/GYM- p. 93 Draw a hopscotch

grid. Encourage children to use the

princess’s pea (a pebble) as a marker



and invite the children to sing "Five

Speckled Frogs" (Moving to Math CD-

Appendix p. 181) Tell children that today

they will hear about a prince who was

turned into a frog. Explain that this week

they will learn about fairytales. Fairytales

are full of magic.



friends who are absent. Ask children

about their experience teaching family

members the animal greeting. Challenge

children to work with a partner to create

a frog greeting using safe touches and

making eye contact.



Place.




• Morning Message- Today we will read

about a frog prince.



frog (dog, hog, log).

• Write the sentence. Display the letter

cards for the week. Ask them to name the

letters.

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3) January 29-February 2,

2018 Gard 3

magic, mágicoWonderful Word

add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take

away


Loyalty, Lealtad

Letter

Knowledge

English-Mm, Nn, Oo, Pp, Qq, Rr

Span.-Mm, Nn, Ññ, Oo, Pp, Qq, RrNumber and Operation

English Vocabulary


COMPONENTS

Fine Motor Skills: Glue pasta noodles

on the letter N.

Handwriting: Trace your first name

and last name.

Fine Motor Skills -Match magnetic

letters to the letter cards.

Handwriting: Trace your first name

and last name as well as the letters for

the week.Fine Motor Skills &

Handwriting

Literacy (Focus

and Development)

Coconut Theater-

Letters- M,m,N,n,O,o,P,p,Q,q,R,r

Vocabulary Concepts- magic,

fairytale

Focus and Develop p. 96

Identify fairytale elements in story

• Identify rhyming words

Coconut Theater-

Letters M, N Photo Pockets: Ff and

frog

Vocabulary Concepts- princess,

prince


• Retell “Jack and the Beanstalk” in a

story circle

Coconut Theater

Letters- O, P Photo Pockets: Ss

Vocabulary Concepts- magic,

fairytale

Focus and Develop p. 108 Compare

fairytales

• Identify real and make-believe

elements in the story

Fine Motor Skills: Invite children to

design a new ball for the princess

using construction paper. Have

children tear pieces from paper and

glue onto a circle.

Coconut Theater-

Letters- Q, R

Vocabulary Concepts princess,

mattress, fairytale, real, test


• Reenact queen’s mattress test

• Suggest alternate (more accurate)

tests

Photo Activity Card #134

Coconut Theater-

Letters M-R & m-r

Vocabulary Concepts- review the

vocabulary words


• Think about how shoes protect feet

• Categorize shoes by use and material

used in making them

• Identify parts of the shoes

Character

Education

Conscious Discipline- p. 94 Swim

like frogs in slow motion. As they move

their arms from in front of their bodies

to beside their bodies, have them lift

head and inhale. Practice swimming

inhalilng and exhaling-

P.A.T.H.S - Lesson #22 "Twiggle's

Special Day" - Use the turtle puppet to

introduce this lesson. Invite the PATHS

Kid for Today up to help you with the

storybook.

Literacy (Oral

Language, Read

Aloud)

The Frog Prince • El príncipe sapo

• Discuss main characters

• Introduce fairytale elements

Reagan’s Journal (Appendix p. 161)

• Develop vocabulary

• Discuss family celebration


• Discuss story setting

• Notice Frog’s actions reveal his

character

• Ask children to name the room in the

palace that they saw.

“Jack and the Beanstalk” • Juan y los

frijoles mágicos” story folder

• Discuss story setting

• Compare castles in two stories

“Odon, the Giant” • “Odón, el gigante"

listening story

• Discuss onomatopoeia - words that

"describe" sounds (moo, swish, creak,

splash)

• Read the story and have children

buzz for the mosquito.

“Kilum” • “Kilum” listening story


• Compare make-believe world to real

world

Weekly Learning

Centers

• Construction-Build small bed for the

frog so he doesn’t have to sleep on the

princess’s pillow

• Fine Motor-Encourage children to sort

frogs by size

*Lily Pad Rhyming Game p. 97

(Patterns CD)

• Construction-Build a bench for the

shoemaker

• Fine Motor-Encourage children to

lace shoes

• Creativity Station-Invite children to

design a pair of shoes

“The Shoemaker and the Elves” • “El

zapatero y los duendes” story folder

• Identify and compare parts of shoes

• Develop concept of consumer

“The Sweet Mother Who Lives in a

Shoe” • “La señora que vive en un

zapato” listening story

• Compare nursery rhymes

“The Princess and the Pea” • “La

princesa y el guisante” story folder

• Identify characters in story

• Ask the children how the queen

tested the young lady to be sure she

was a princess.


• Ask one of the children tto retell the

story.

• Compare princesses

Conscious Discipline- p. 100 Breath

like a giant with big gulps of air and

slow exhales. (USE THE VIDEO

CAMERA FOR THIS EXERCISE)

Manners and Etiquette - p. 19

Meeting New People - Introductions -

Lesson 1 p. 27

Conscious Discipline- p.106 Have

children demonstrate how a dragon

might stretch when he wakes up in the

morning- Read Once Upon a Time in

Dragon Land (Listening Story & CD)

P.A.T.H.S - Lesson #22 "Twiggle's

Special Day" - Sing "What Friends Do"

Conscious Discipline-p. 112 Breath

like a sleeping prince or princess-

Read Shubert Series book. (USE THE

VIDEO CAMERA FOR THIS EXERCISE)

Manners and Etiquette - p. 19

Meeting New People - Introductions -

Lesson 1 p. 27

Conscious Discipline- p. 118 Review

"Wonder Woman" (Appendix p. 172)

Virtues and Values- Commitment

and Loyalty. Discuss dependability

with children. When you make a

commitment you are making a

promise to do something. Go through

scenarios with children and have them

decide if that person was being

dependable and keeping their

commitment.

• Construction-Construct a cage for the

golden goose

• Fine Motor-Play Is the Giant Asleep?

• Creativity Station-Provide green paint

and invite children to paint beanstalks

• Construction-Design and build a

maze for Bunny Foo Foo’s mice

• Creativity Station-Show them how to

make mice from their fingerprints

Pretend and Learn- Fairytale Dress up

clothes

• Construction-Build a bed for the

princess so she doesn’t have to sleep

on so many mattresses

Pretend and Learn- Fairytale Puppets

• Creativity Station-Create pebble

prints


COMPONENTS

Closing Circle



• Kindness Tree

• Family Connection



• Kindness Tree How many hearts are

on our tree- did we meet our goal of

kind acts?


children to retell the story of the

"Princess and the Pea" to their families



• Kindness Tree

• Family Connection-Send home parent

note about "Wonderful Woman"

(Family Connections CD)







community



• Participates in activities to help them

become aware of what it means to be

a consumer• Uses a large speaking vocabulary, adding

several new words daily


about the book

• Practices good habits of personal safety


various situations

• Sorts objects that are the same and

different into groups and uses language to

describe how the groups are similar and

different


number of objects from one to five

• Uses concrete models or makes a verbal

word problem for adding up to five objects

• Recognizes and creates patterns




• Kindness Tree

• Family Connection- Have children

look for beans in their kitchens and

report next day about what they found.




• Kindness Tree

• Family Connection- Suggest children

scoop and count at home with kitchen

utensils and small objects

Learning Goals


space; respects personal boundaries


interactions

• Coordinates sequence of movements

to perform tasks



and actions• Uses information learned from books by




about the book

• Demonstrates receptive vocabulary (three

to four thousand words)



word




word problem for adding up to 5 objects


word problem for subtracting 1 to

5 objects from a set

• Identifies and describes the

characteristics of organisms

• Combines sentences that give detail,

stays on topic, and clearly communicates



community

• Coordinates sequence of movements to

perform tasks

• Deletes a word from a compound word

• Uses category labels to understand how

words and objects relate to each other




• Uses some appropriate writing

conventions when writing or giving dictation

• Retells or reenacts a story after it is read

aloud

• Creates or re-creates stories, moods, or


representations


various situations

• Demonstrates understanding that when

counting, the item can be chosen in any

order



• Collects data and organizes it in a graphic

representation

• Identifies good habits of nutrition and

exercise

• Uses a wide variety of words to label and

describe people, places, things, and

actions

• Is aware of where own body is in space;

respects personal boundaries

• Increasingly interacts and communicates with

peers to initiate pretend-play scenarios that

share a common plan and goal

• Investigates and describes sources of energy

including light, heat, and electricity

• Uses category labels to understand how words

and objects relate to each other

• Perceives differences between similar-

sounding words

• Asks and answers appropriate questions about

the book

• Demonstrates receptive vocabulary (three to

four thousand words)


describing, relating, categorizing, or comparing

and contrasting

• Seeks to understand print

• Counts up to ten items and demonstrates that

the last count indicates how many items were

counted

• Verbally identifies, without counting, the number

of objects from 1 to 5

• Uses concrete models or makes a verbal word

problem for adding up to five objects

• Uses art as a form of creative self-expression

and representation

• Creates or re-creates stories, moods, or


representations

• Retells or reenacts a story after it is read aloud




necessary


others


given word



and actions

• Retells or reenacts a story after it is

read aloud





stays on topic, and clearly

communicates

• Uses a large speaking vocabulary,

adding several new words daily

• Uses words to rote count from 1 to 30

• Counts 1 to 10 items, with one count

per item


• Identifies equal and unequal

Date Teacher

Literacy Math

after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane

Spanish Vocabularydespués, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero,

veleta


COMPONENTSDay 4

Greeting Circle



teach children a few verses of "Frog

Went a Courtin" (Appendix p. 182)

Explain that this song is a ballad . A

ballad is a song that tells a story. Ask

children what story is told in a ballad.



friends who are absent. Ask children to

share experiences teaching their family

members "Wonderful Woman".



Place.




• Morning Message- Frog asked Miss

Mousie to be his bride.



frog (dog, hog, log).

• Write the sentence. Explain why Frog's

and Miss Mousie's names begin with

uppercase letters.

• Display the letter cards for the week.

Ask them to name the letters.



tell children that today's story is a Latin

American ballad called "El Senor don

Gato". (Songs of Little Creatures CD-

Appendix p192). Explain that this is a

humorous ballad about a cat that falls

from a roof and dies, but miraculously

revived by the smell of fish. Invite

children to sing along with the ballad.



friends who are absent.Play "Todos

Juntos" ("It Starts in the Heart" CD-

Appendix p173). Demonstratethe actions

as children sing along.



Place.




• Morning Message- Which words

rhyme with cat?



cat.


• Display letter cards for the week and

ask them to name the letters.



and teach the children the song

"There Was an Old Lady Who

Swallowed a Fly" (Appendix p. 184).

Explain that this song is also a story

which means it can be considered a

ballad.



those friends who are absent. The

old woman swallowed eight animals.

Let's use safe touches and eye

contact to extend pinky hugs to eight

friends.



is a Safe Place.




• Morning Message- There was an

old woman who swallowed a fly..

• Say the morning message and

have children produce words that

rhyme with old.


• Display the letter cards. Ask them




invite the children to sing "Three Tricky

Turtles" (Appendix p. 183) Tell children that

they will hear two stories today about

turtles. In both stories the turtles are tricky.

Let children know they will continue to learn

about different types of stories. Today they

will focus on fables. Fables are stories that

teach a lesson.

Connect: Fanny Frog Rituals - Use Fanny

Frog to send well wishes to those friends

who are absent. Introduce "Caring Friends"

("It Starts in the Heart CD-Appendix p174).

Remind children that caring friends show

loyalty to one another by helping to keep

each other safe.


children that our classroom is a Safe Place.




• Morning Message- Will the tortoise win

the race?



win.


• Display the letter cards. Ask children to

name the letters.



teach children "Johnny Appleseed"

(Appendix p. 180) Explain that Johnny

Appleseed is a character from a tall tale.

Tall tales are exaggerated stories.

Johnny Appleseed planted apple seeds

all over the country. Tell children they will

continue to learn about different stories.

Today they will focus on tall tales.



friends who are absent. Review "On

Your Face" (Appendix p172)



Place.




• Morning Message- Which story is your

favorite tall tale?



tall.

• Write sentence.

• Display the letter cards. Ask children to

name the letters.

Moving and

Learning

CM-p. 130 Select five volunteers to be

frogs. Invite children to sing and act out

“Five Little Speckled Frogs” (Appendix

p181). Ask children to dance and sing

along to “Shubert‟s Shuffle” ("It Starts

in the Heart CD-Appendix p173). Ask

children the meaning of the lyric It's the

dance of respect.

OUT/GYM p. 129 Play Leap Frog •

Salta la rana (p. 193)

CM/OUT/GYM- p.136 Play Musical Cat

and Fish (Appendix p194). Select one

child to be the cat and one child to be

the fish.The cat closes his eyes. The

fish is placed in a new spot in the cirlce.

The cat attempts to find the fish by

listening to sound clues. Classmates

sing "Here Comes the Cat".

CM- p.142 Invite children to dance like

spiders to "Itsy Bitsy Spider". (FS

Friends CD)

OUT/GYM -Blow bubbles. Pretend that

the bubbles are flies and encourage

children to catch all the bubbles so the

old woman won‟t swallow them

CM- p.148 Invite children to move like

story animals. Hop like a hare. Leap

like a deer. Hip hop like Half-Chicken.

Crawl like a turtle. Which animal

moves most quickly? Which animals

movement is the most fun?

OUT/GYM- Invite children to participate

in relay races

CM/Gym/Outside- p.154 Act out

exaggerations Parachute Fun! Pretend

the parachute is Paul Bunyan‟s shirt

and shake it out to dry it. Challenge

children to take Paul Bunyan giant

steps around the perimeter of the

parachute (Paul‟s shirt)

Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4)February 5-9, 2018 Gard 3

exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare ItCharacter

Education


Loyalty, Lealtad

Ordinal Numbers

English Vocabulary

Letter

Knowledge

Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz

Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzProblem Solving, Oral Language


COMPONENTSDay 4

Handwriting- Trace senor don gato Handwriting- Write first names and

trace the letters

Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz

Handwriting- HWT Workbooks Handwriting- Trace tortoise and hare

Coconut Theater:

Letter Review S-Z & s-z

Vocabulary Concepts- ballad, absurd,

cause, effect, organizer & pattern


"There Was an Old Lady Who

Swallowed a Fly"

• Identify the beginning, middle, and

end of a story

• Use a cause-effect organizer to show

story events

• Language and Literacy-Sort rhyming

word cards

• Library and Listening-Listen to story

Coconut Theater:

Letters- Review S-Z & s-z

Vocabulary Concepts- ballad, folktale,

fable

Focus and Develop p.132

• Identify rhyming story words

• Add to story with new rhymes

• Language and Literacy-"Frog Went to

Courtin'" Sequence story cards

• Library and Listening-Listen to story

Coconut Theater:

Letter Review S-Z & s-z S,T and U

Pocket Letters and Pictures

Vocabulary Concepts-ballad,

miraculously, humorous, Mrs., Mr.,

Miss, magical & ay caramba


-Fanny Frog's Fantastic Poems and

Rhymes

Produce rhyming words in story context

• Language and Literacy-Sort rhyming

cards

Handwriting- Introduce Letter of the

Week and letter formation with songs

and fingerplays. TEACHER - write the

letters of the week on a white board. As

you are writing them, explain how you

are writing each letter and say the

sound of the letter. ("letter A is for

apple".)

Cocnut Theater:


Vocabulary Concepts fables, moral-

Photo Activity acard # 99 & #129


"Half Chicken" Story Folder

• Compare and contrast a hen and a

rooster

• Participate in the telling of a Latin

folktale

• Library and Listening-Retell a story

with props

Literacy (Oral

Language, Read

Aloud)

“Frog Went a Courtin„ ” • “Sapito se fue

a casar un buen día” listening story

• Sequence the story events

• Identify story events as fiction and

could happen

The Rooster Who Went to His Uncle’s

Wedding • El gallo que fue a la boda

de su tío


• Chart cause-and-effect relationships

“The Cat and the Mice” • “El gato y los

ratones” listening story

• Introduce fables

• Identify the moral of the story

“Puss in Boots” • “El gato con botas”

listening story

• Describe main story character

• Compare Puss and el señor don Gato

“Groundhog‟s Dance” • “El baile de la

marmota” listening story

• Introduce folktale as a genre

• Role-play story with chant

“The Chihuahua and the Leopard” • “El

perrito Chichuahua y el leopardo” story

folder


• Discuss the moral of the story

• Pretend and Learn-Hae children act

out the story the Tortoise Wins the

Race""

• ABC-Play Find the Letter •

• Construction-Build a racetrack for the

tortoise and the hare race

• Pretend and Learn-Pretend to make

flapjacks (pancakes)

• ABC-Make play dough pancakes for

Paul Bunyan and imprint with magnetic

letters

• Construction-Build a bed for Paul

Bunyan

Fine Motor Skills &

Handwriting

Literacy (Focus

and Development)

Character

Education

Conscious Discipline- p. 130 Help

Frog and Miss Mousie "blow up"

balloons for their wedding. (Appendix p.

168) (USE THE VIDEO CAMERA FOR

THIS EXERCISE)

P.A.T.H.s - Lesson #23 "Advanced

Compliments" Use the turtle and

hedgehog puppets to introduce this

lesson. Do Compliment Cheers

Conscious Discipline- "Cat's Meow"

p. 168 calming strategy- have children

get on all fours, lower head and take a

deep breath and exhale slowly, then lift

head and meow likea cat and arch thier

backs and repeat.

Manners and Etiquette-

•Good Manners Lesson 2 (Second

Rule of Introduction, Uses of the

Napkin, Appropriate Meeting and

Exiting Conversation, Holding

Utensils).

“The Tortoise and the Hare” • “La

tortuga y la liebre” listening story

• Describe and discuss rabbits

• Identify moral of story

“Tortoise Wins the Race” • “La Tortuga

gana la carrera” listening story

• Describe and discuss deer

• Compare two fables

“Paul Bunyan” listening story

• Introduce tall tale as a genre

• Identify exaggerations in story

“Pecos Bill” listening story

• Enrich vocabulary

• Compare Pecos Bill to modern

superheroes

.

Weekly Learning

Centers


role-play the wedding of Frog and Miss

Mousie

• ABC-Find the magnetic letters S, s

through Z, z in the frog pond (sensory

table)

• Construction-Build a home that will be

appropriate for a mouse and for a frog

• Pretend and Learn-Role-play the

wedding of El Señor don Gato and his

bride or set up a hospital to treat El

Señor don Gato

• ABC-Go fishing for letters

• Construction-Build a new home for El

Señor don Gato and his bride

• Pretend and Learn-Make a Fly Trap

Stew

• ABC-Play "catch the fly" with

magnetic letters

• Construction-Build homes for the

animals the old woman swallowed

Conscious Discipline- Bunny

Breathing (appendix p. 168)

Manners and Etiquette -

•Good Manners Lesson 2 (Second

Rule of Introduction, Uses of the

Napkin, Appropriate Meeting and

Exiting Conversation, Holding

Utensils).

Conscious Discipline- Belly Breathing

(Appendix p. 168) Imagine the size of

the old womans' belly was when she

swallowed the cat…. (USE THE

VIDEO CAMERA FOR THIS EXERCISE)

P.A.T.H.s - Lesson #23 "Advanced

Compliments" - Turtling for

Compliments"

Coconut Theater-


Vocabulary Concepts -exaggeration,

tall tale,hero & outlandish


• As a class, write a tall tale

Conscious Discipline- p. 154 Apple

Picker Stretches

Virtues and Values- Review concepts-

Loyalty and Commitment- What does it

mean to be loyal to your family, country

& school? How can you show your

loyalty?


COMPONENTSDay 4



• Kindness Tree

• Family Connection- Have children tell

their family their favorite fable.


interactions

• Is aware of own feelings most of the

time







and actions

• Recognizes that information is

accessible through the use of

technology• Uses some appropriate writing

conventions when writing or giving dictation





word


• Recognizes one-digit numerals 0 through

9




• Shows increasing control of tasks that

require hand-eye coordination

• Uses art as a form of creative self-

expression and representation


others


appropriately

• Coordinates sequence of movements

to perform tasks






• Names at least 20 upper and at least


• Uses a large speaking vocabulary,

adding several new words daily




stays on topic, and clearly

communicates• Uses the verbal ordinal terms


9


• Identifies flags of the U.S. and resident

state

• Recites the Pledge of Allegiance to the

United States flag and the state flag and

observes a moment of silence






necessary

• Shows understanding by following two-

step oral directions, and usually follows

three-step directions



and actions





conventions when writing or giving

dictation• Combines sentences that give detail,

stays on topic, and clearly communicates



9


lengths of people or objects





objects




• Kindness Tree

• Family Connection- Have children tell

their family their favorite ballad



• Kindness Tree

• Family Connection- Challenge

children to be like the steady tortoise

and complete any jobs that need to be

done at home.

Learning Goals

• Shows initiative in independent

situations and persists in attempting to

solve problems




given word

• Demonstrates understanding of terms

used in the instructional language of

the classroom





conventions when writing or giving

dictation


given word


appropriately


• Recognizes one-digit numerals 0

through 9




• Recognizes, observes, and discusses

the relationship of organisms to their

environments



• Begins to understand difference and

connection between feelings and

behaviors


given word



• Seeks to understand print




interactions


• Recognizes one-digit numerals 0 – 9







Closing Circle



• Kindness Tree

• Family Connection



• Kindness Tree

• Family Connection- Have children use

ordinal numbers to name the guests at

the dinner table in terms of arrival to

the table…mom was first, sister was

second etc.

lesson plans for stories and rhymes • cuentos y rimas ... · out-invite children to fly kites...

Documents