LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS Greeting ...cremedelacreme.com/wp-content/uploads/2017/02/CP6.pdf · Date Teacher Literacy Math • Building community • Morning

Date Teacher

Literacy Math

• Building community

• Morning Message: I can put

together two rectangles and make a

new shape.

• Calendar

Day 4

Greeting Circle• Building community

• Morning Message: Cindy Circle

and Suzy Square like to sing.

• Calendar


• Morning Message: Trixie Triangle

and Randy Rectangle are friends.

• Calendar


• Morning Message:Renee

Rhombus has four egual sides.

• Calendar

Day 1 Day 2 Day 3

Literacy

Can You See the Shapes?

• Review geometric shapes

• Introduce hexagon and rhombus

“Smart Cookie’s Creative

Cookies”

Lista” story folder

• Identify problem solving in story

• Recall story details

Hands and Fingers

• Predict story content

• Supply position words in context

Twinkle, the Little Star

• Note spatial words


Math and Science

• Make models of squares and

circles

• Find squares and circles in

classroom

Centers

• Science-Experiment with straw

rollers

• Introduce the terms angle,

obtuse, and acute

• Make right angles with

AngLegs

Centers

• Math-Sort cards by shapes

• Introduce term quadrilateral

• Construct models of rhombi

and trapezoids

Centers

• Math-Construct models of

angles

• Contruction-Arrange blocks to

match blueprint

• Counts the sides on shapes

• Create models of octagons and

hexagons

Centers

• Writer's Corner-Trace shape

stencils

• Math-Copy fish with pattern

blocks

• Identify the numeral 0

• Place blocks following spatial

directions

Centers

• Creativty Station-Glue shape

cutouts into design

• Writer's Corner-Trace shape

stencils

• Gross Motor Area-Play a

beanbag tossing game using all

of the shapes

• Construction Center-Add large

and small boxes for building

• Writer's Corner-triangle and

rectangle


beanbag tossing game using

various laminated triangles

• Construction Center-Build only

with triangular and rectangular

blocks

• Writer's Corner-circle and

square


beanbag tossing game using a

laminated circle and a square


with square and circular blocks


• Morning Message: Oscar the

octoagon has eight sides.

• Calendar

• Introduce the prefix tri-

• Compare and describe

attribute buttonsLanguage Arts

• Form shapes with bodies

• Match oral shape name to

pattern block

• Learn a finger play about

circles

• Introduce idea circle stands for

unity

• Identify colors in photographs

• Create lists of familiar color

objects

• Writer's Corner-Have children

practice marking an X in, outside

on top of, below and beside a

circle

• Gross Motor Area-Describe the

location of their beanbags in

relationship to their target (on top

of, beside, below, above, near, far)

• Construction Center-Build

• Writer's Corner-Mix red and

blue playdough


beanbag tossing game using a

laminated hexagon and an

octagon


with rectangular blocks

• Develop purpose for directional

words

• Follow directions that require

understanding position words

Lesson Plans for I Build! I Create! • Construction Terms (Week 1) Jan 23-27

Geometry and Spatial Sense

“Song of the Kites” (Cultural

Rhymes •

Rimas culturales flip book)

• Introduce rhombus • rombo

• Discuss experiences with kites

The Button Story

• Continue writing story

Letter

Knowledge

R, r, T, t, I, i

“Three Straight Sides” ball-

rolling song

Ms. Rachel and Mr. Marcus

geometricWonderful Word Focuses Rectangle, Green, 4Character

EducationCooperation, Intentionality

Vocabulary and Alliteration

“Tillie the Triangle” prop story

• Associate shapes with

common foods

• Recognize letter T


• Review geometric shapes

• Find triangles on clothing


• Discuss role of author and

illustrator

• Introduce circle and square

The Button Story

• Discuss story illustrations

• Begin writing a story

LESSON

COMPONENTS

angle, circle, comparison, cooperation, geometric, hexagon, octagon, oval, position, rectangle, rhombus, shapes, slanted, spatial, square, trapezoid, triangle

Day 5

“Little Ants” action song “Hands and Fingers” action song

English Vocabulary

“Rainbow Dancers” ribbon

dance

Weekly Learning

Centers

Moving and LearningCooperative Musical Circle

game

Creme de la Creme 1

Day 4Day 1 Day 2 Day 3LESSON

COMPONENTSDay 5

Character Education PATHS: Making Choices PATHS: Making Choices

• Reflecting on the day

• Check on Commitments

• Kindness Tree

• Family Connection



• Kindness Tree




• Kindness Tree


• Letter R worksheet • Handwriting Without Tears • Letter T worksheet

• Shows competence in initiating

social interactions

• Demonstrates receptive vocabulary

(three to four thousand words)

• Produces a word that begins with the

same sound as a given pair of words

• Provides appropriate information for

various situations

• Uses a wide variety of words to label

and describe people, places, things,

and actions

• Uses books and other written

materials to engage in prereading

behaviors

• Demonstrates understanding of

terms used in the instructional

language of the classroom



and actions• Names common shapes

• Creates shapes

• Recognizes and compares heights or

lengths of people or objects

• Shows understanding by responding

appropriately

• Initiates problem-solving strategies and

seeks adult help when necessary

• Demonstrates use of location words



• Is able to increase or decrease

intensity of emotions more consistently

although adult guidance is sometimes

necessary

• Shows competence in initiating social

interactions


and describe people, places, things, and

actions

• Asks and answers appropriate

questions about the book

• Shows initiative in independent

situations and persists in attempting to

solve problems



• Shows understanding by following two-

step oral directions, and usually follows

three-step directions

• Creates shapes

• Demonstrates understanding that

when counting, the items can be chosen

in any order

• Names common shapes

• Identifies and creates common

features in her immediate environment

• Collects data and organizes it in a

graphic representation

• Is able to increase or decrease intensity

of emotions more consistently, although

adult guidance is sometimes necessary




• Uses category labels to understand how

words and objects relate to each other



• Recognizes at least 20 letter sounds


appropriately

• Shows understanding by following two-

step oral directions, and usually follows

three-step directions


• Creates shapes

• Coordinates sequence of movements to

perform tasks

• Participates in classroom music

activities

Writer's Corner-Write/Trace first

and last names

• ABC-Spell names with magnetic

letters

Cooperation and Intentionally PATHS: Making ChoicesCooperation and Intentionally

Learning Goals

• Increasingly interacts and

communicates with peers to initiate

pretend play scenarios that share a

common plan and goal






and actions

• Combines ideas for complex

sentences


• Demonstrates understanding of

terms used in the instructional

language of the classroom

• Shows competence in initiating

social interactions

• Names at least 20 upper- and at

least 20 lowercase letters

• Creates shapes


• Describes attributes

• Uses art as a form of creative self-

expression and representation

• Identifies equal and unequal sets

• Is aware of where own body is in

space, respects personal boundaries



pretend-play scenarios that share a



• Shows interest in books




• Uses category labels to understand

how words and objects relate to each

other


various situations

• Retells or reenacts a story after it is

read aloud


• Creates shapes


• Describes, observes, and

investigates properties and

characteristics of common objects

Closing Circle• Reflecting on the day


• Kindness Tree




• Kindness Tree


Handwriting &

Phonics

Creme de la Creme 2

Creme de la Creme 3

Creme de la Creme 4

Creme de la Creme 5

Creme de la Creme 6

Creme de la Creme 7

Creme de la Creme 8

Creme de la Creme 9

Creme de la Creme 10









Date Teacher

Literacy Math Measurement, Counting Non-standard UnitsOral Language and Phonological

Awareness (alliteration, compound words)

• Categorize tools by the way

they move

• Investigate pulleys

Centers

• Science-Sort tools

Tools That Help Me

• Introduce Table of Contents

• Discuss tools used by those

with special needs

Letter

Knowledge

D, d, S, s, L, l

English Vocabulary

• Introduce the tape measure

• Solve a measurement problem

Centers

• Math-Measure yarn with

connecting cubes

Handwriting &

Phonics

• Letter D worksheet

Math and Science

Lesson Plans for I Build! I Create! • Tools and Machines (Week 2) Jan 30- Feb 3Ms. Rachel and Mr. Marcus

machineryWonderful Word Rhombus, Orange, 5Character

EducationCooperation,Intentionality Focuses

• Construct and measure ramps

• Organize data from survey

Centers

• Science-Construct and test

ramps

• Math-Compare high and low

inclines

• Confirm units of measurement

must be the same size

Centers

• Math-Measure with AngLegs

• Pretend and Learn-Use an

eggbeater to create bubbles in

a bucket of soapy water

• Science-Experiment with rocks

and erosion

• Fine Motor-Provide nuts and

bolts or locks and keys for

children to manipulate

• Pretend and Learn-Explore a

toolbox of toy tools

• Science-Experiment with

movement

• Fine Motor-Encourage

children to dismantle

nonfunctioning working clocks,

watches, and music boxes

Handwriting without tears Letter S and L worksheet • Writer's Corner-Explore writing

tools

ABC-spell out words of the

week with magnetic letters

“Bake a Cake” action story

• Act out a story

• Distinguish between tools and

ingredients

“Make Tortillas” action story


• Compare the way tortillas and

cake are made

“The Shoemaker and the Elves”

story folder

• Learn about a shoemaker’s

tools

• Compare a poem and a story

“My Grandmother’s Garden”

listening story

• Identify garden tools

• Discuss the value of garden

tools

Machines Large and Small

• Introduce machines that move

things

• Discuss opposites

“The Great Enormous Rock”

story folder

• Change a story by introducing

a new element

• Match tools to a purpose

.

Machines Large and Small

• Introduce tools that dig

• Compare shovels and front-

end loader

“Little Red Hen” story folder

• Identify tools used in story

• Label wheelbarrow as

compound word

• Introduce alliteration

• Discuss front-end loader

“Push, Pull, Swing” action song Tug-of-Peace game

• Introduce simple machines

• Develop concept—machines

make work easier

LESSON

COMPONENTS

Weekly Learning

Centers

Language arts

• Develop kitchen tool

vocabulary

• Discuss the value of tools

• Pretend and Learn-Make

cookies with play dough

• Science-Experiment with sand

and funnels

• Fine Motor-Sweep pebbles

into a scoop with a pastry brush


• Morning Message: List some

kitchen toolds you like to use.

• CalendarMoving and

Learning“Peanut Butter and Jelly” action

song

Literacy


• Morning Message: Hearing ais

make sounds louder.

• Calendar

Day 4


• Morning Message: Saws and

screwdrivers are tools.

• Calendar


• Morning Message: Which tools

push and pull?

• Calendar“Push, Pull, Swing” song and

pantomime

I Spy game


• Morning Message: Which tools

dig and drill?

• Calendar

• Compare tablespoon and

teaspoon

• Understand that a big spoonful

is greater than a small spoonful

Centers

• Science-Discuss tool safety

rules

tools, machinery, constructing, funnel, more, less, same, hammer, scissors, shovel, bulldoze, graders, move, push, pull, lift, inclined plane, pulley

Day 1 Day 2 Day 3

• Pretend and Learn-Pretend to

be the Little Red Hen baking

her bread

• Science-Experiment with

building and using a ramp

• Fine Motor-Explore with sand

and a variety of digging tools

• Pretend and Learn-Provide

drawing paper and marking

pens. Invite children to print

name cards or exit signs using

large letters for children who are

visually impaired.

• Science-More exploration with

a ramp

• Fine Motor-Identify objects

using only sense of touch

• Introduce tools for individuals

with special needs

• Demonstrate some of the tools

Day 5

• Read a story about helping

hands

• Identify tools in the story

LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3 Day 5

• Increasingly interacts and communicates

with peers to initiate pretend-play

scenarios that share a common plan and

goal





• Uses information learned from books by

describing, relating, categorizing, or

comparing and contrasting

• Seeks to understand print






• 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



• Identifies and describes the

characteristics of organisms

• Recognizes, observes and discusses the

relationship of organisms to their

environments



• Demonstrates an understanding and

tolerance for unique characteristics of

others

• Demonstrates an understanding that

others have perspectives and feelings

that are different from her own



• Uses information learned from books

by describing, relating, categorizing, or





• Counts up to ten items and

demonstrates that the last count

indicates how many items were

counted





• Investigates and describes sources

of energy including light, heat, and

electricity

• Begins to understand difference and

connection between feelings and

behaviors

• Demonstrates empathy and caring for

others








• Identifies, compares, discusses earth

materials and their properties and uses


various situations

• Uses books and other written materials

to engage in prereading behaviors

• Recognizes and compares weights of

objects or people

• Sorts objects that are the same and

different into groups and uses language to

describe how the groups are similar and

different

• Investigates and describes position and

motion of objects

• Describes, observes, and investigates

properties and characteristics of common

objects

• Identifies and creates common features

in her immediate environment



• Kindness Tree


Cooperation & Intentionality



• Kindness Tree




• Kindness Tree




• Kindness Tree


PATHS: Solving Problems



• Kindness Tree


Learning Goals

• Begins to understand difference and

connection between feelings and

behaviors

• Demonstrates empathy and caring

for others





and actions





read aloud

• Remains focused on engaging group

activities for age-appropriate range of

time

• Knows that objects or parts of an

object can be counted

• Recognizes how much can be placed

within an object

• Uses simple measuring devices to

learn about objects

• Participates in classroom music

activities

• Demonstrates coordination and

balance in operation

• Is able to increase or decrease intensity of

emotions more consistently, although adult

guidance is sometimes necessary

• Increasingly interacts and communicates with

peers to initiate pretend-play scenarios that share

a common plan and goal

• Produces a word that begins with the same

sound as a given pair of words


describing, relating, categorizing, or comparing

and contrasting

• Asks and answers appropriate questions about

the book

• Uses a wide variety of words to label and

describe people, places, things, and actions

• Combines words to make a compound word

• Identifies similarities and differences in

characteristics of families

• Knows that objects or parts of an object can be

counted

• Counts up to ten items and demonstrates that

the last count indicates how many items were

counted

• Recognizes and compares heights or lengths of

people or objects

• Shows initiative in independent situations and

persists in attempting to solve problems

• Initiates problem-solving strategies and seeks

adult help when necessary


properties and characteristics of common objects

Closing Circle

Character

Education

PATHS: Solving Problems Shubert's New Friend PATHS: Solving Problems

Date Teacher

Literacy Math

Handwriting without tears• Writer's Corner-Form letters

with blocks

Classifying, Data Analysis

Letter C and B worksheet • Writer's Corner-Draw or

write in journal

• Writer's Corner-Trace letters

using gel bag

• Construction-Make rainbow

makers

• Creativity Station-Make tissue

paper collages

• Fine Motor-Show children how

to fold paper airplanes

Lesson Plans for I Build! I Create! • I Can Build (Week 3) Feb 5-10 Ms. Rachel and Mr. Marcus

constructWonderful Word Heart, Purple, 6FocusesCharacter


• Construction-Build using small

boxes

• Creativity Station-Decorate

paper to use as wrapping paper

for boxes

• Fine Motor-Have box races

This Way to Pre-K

• Introduce title page, author,

photographer

• Compare book with classroom

The Do-Nothing Machine

• Introduce vocabulary in

context

• Compare tools in book with

classroom tools

Homes for Everyone

• Compare theme project to

structures

• Introduce composition

Giants Made by People

• Identify purposes of structures

• Introduce model and

intentionality

“Reagan’s Journal”

• Connect experiences with

journal entry

• Think about solving

construction problems

“The Baby Bluebird Story” fold-

and-cut story

• Enjoy a creative story

experience

• Discuss paper constructions

assemble, build, caring, category, cleverness, concrete, construction, cooperation, deeds, foundation, friend, habitats, homes, intentions, loquacious, model, raw

materials, sort, structure

Letter

Knowledge

C, c, N, n, B, b

Day 1 Day 3

• Construction-Build a house to

share with a friend

• Creativity Station-Paint a group

mural

• Fine Motor-String beads for

friendship bracelets

Math and Science

• Sort blocks by size and

geometric categories

Centers

• Math-Sort blocks by use

• Introduce geometric

vocabulary

• Compare shapes of box faces

Centers

• Fine Motor-Build a machine

• Math-Construct shapes with

connecting cubes

• Build five-cube arrangements

• Compare and sort by rules

Centers

• Science-Explore ways to

connect paper

• Math-Build unique five-cube

arrangements

Handwriting &

Phonics

Sentence Structure, Vocabulary, Oral Language

Literacy

English Vocabulary

LESSON

COMPONENTS

Weekly Learning

Centers

• Sort by attributes old and new

• Graph data collected

Centers

• Science-Observe effects of

aging (banana)

• Math-Observe effects of aging

(coins)

• Create name trains

• Compare and sort trains

Centers

• Math-Sort name trains

.

Language Arts

• Discuss building projects

• Introduce construct

• Construction-Have stacking

races

• Creativity Station-Decorate

boxes covered in plastic wrap

• Fine Motor-Build with smaller

blocks

Greeting Circle


• Morning Message: I can build with

blocks.

• Calendar

Moving and

Learning

Create a music ensemble Drum to marching music Play a musical adding-on

game

Follow musical directions for

greeting friends

• Build long sentences

• Write a story for a wordless

book

• Develop a word web about

friends

• Discuss letters in friend

“Jack the Builder” Nursery

Rhyme flip chart

• Analyze sentence

construction

• Identify rhyming words

“Animal Habitats and

Homes” story folder

• Discuss terms—habitats

and homes

• Describe raw materials

used to build homes

Dance with streamers

“The Giants of the City” listening

story

• List structures in city

• Introduce idea of building

friendships

The Do-Nothing Machine

• Identify building materials

• Name the machine

Day 2

• Construction-Build

sentences with word blocks

• Creativity Station-Make a

collage using environmental

print

• Fine Motor-Work with name

puzzles

Day 5

• Brainstorm uses for a box • Explore different kinds of

paper

• Answer what if questions


• Morning Message: Now we can build

friendships with our classmates.

• Calendar

Day 4


• Morning Message: Building boxes

can be fun.


• Morning Message: What can we

build with newspaper?

• Calendar


• Morning Message: I can build.

• Calendar

Day 1 Day 3LESSON

COMPONENTSDay 2 Day 5Day 4

Learning Goals

• Is aware of own feelings most of the

time


for others


least 20 lowercase letters• Demonstrates receptive vocabulary (three to

four thousand words)


the book

• Combines sentences that give detail, stays on

topic, and clearly communicates





and contrasting

• Combines syllables into words

• Slides, flips, and turns shapes to demonstrate

that the shapes remain the same


• Sorts objects that are the same and different

into groups and uses language to describe how

the groups are similar and different

• Assumes various roles and responsibilities as

part of a classroom community


peers to initiate pretend-play scenarios that

share a common plan and goal


appropriately

• Is aware of own feelings most of the time

• Produces a word that begins with the same

sound as a given pair of words

• Names at least 20 upper- and at least 20

lowercase letters



and contrasting

• Uses a large speaking vocabulary, adding

several new words daily

• Shows initiative in independent situations and

persists in attempting to solve problems












• Demonstrates an understanding that others

have

perspectives and feelings that are different from

her own

• Shows initiative in independent situations

and persists in attempting to solve problems





• Kindness Tree


Character

Education

PATHS: Solving Problems with

friends



• Kindness Tree

• Family Connection• Uses sentences with more than

one phrase

• Assumes various roles and

responsibilities as part of a

classroom community

• Uses some appropriate writing

conventions when writing or giving

dictation


sentences

• Uses information learned from

books by describing, relating,

categorizing, or comparing and

contrasting

• Uses a wide variety of words to

label and describe people, places,

things, and actions

• Sorts objects that are the same

and different into groups, and uses

language to describe how the

groups are similar and different

• Identifies equal and unequal sets




sentences

• Provides appropriate information

for various situations

• Demonstrates empathy and caring for

others

• Participates in classroom music activities


lowercase letters

• Uses a large speaking vocabulary, adding

several new words daily

• Uses some appropriate writing conventions

when writing or giving dictation




• Begins to have meaningful friends





into groups and uses language to describe

how the groups are similar and different

• Collects data and organizes it in a graphic

representation

• Coordinates sequence of movements to

perform tasks

• Initiates problem solving strategies and



with peers to initiate pretend-play scenarios

that share a



peers to initiate pretend-play scenarios that share

a common plan and goal

• Demonstrates empathy and caring for others


lowercase letters

• Demonstrates receptive vocabulary (three to

four thousand words)



and contrasting


the book

• Produces a word that rhymes with a given word

• Combines ideas for complex sentences

• Verbally identifies, without counting, the number

of objects from 1 to 5

• Slides, flips, and turns shapes to demonstrate

that the shapes remain the same






• Provides appropriate information for various

situations



• Kindness Tree




• Kindness Tree




• Kindness Tree


Manner & Etiquette:

Introduction, napkins and

utensils

PATHS: Solving Problems with

friends

Cooperation & Intentionality PATHS: Solving Problems with

friends

Date Teacher

Literacy MathOral Language, Phonological Awareness

English Vocabulary

Math and Science

• Practice identifying the number

of objects without counting

• Introduce strategies for

determining number of objects

in a set

Centers

• Math-Practice counting out

sets

Literacy

Dance!

• Make story predictions

• Contrast ordinary and

extraordinary

“The Runaway Cookie Parade” ”

participation story

• Develop action word

vocabulary

• Participate in telling a story

Day 4

alliteration, attribute, collages, convey, create, extraordinary, flatten, grateful, gratitude, images, imaginative, inspired , intentionality , numeral, pentagon, quadrilateral,

sculpture, strategy

Identifying and Labeling Sets

Day 2 Day 3

Character


Letter

Knowledge

M, m, P, p, F, f

• Fine Motor-Practice the

directions of the How to Care

for Books • rebus poster using

books

• Creativity Station-Illustrate

pretend books

• Construction-Add a few small

books to the center. Encourage

children to build bookshelves for

the books.


• Morning Message: Please make a

book from the paper in the center.

• Calendar

Lesson Plans for I Build! I Create! • I Can Create (Week 4) Feb 13-17 Ms. Rachel and Mr. Marcus

inspirationWonderful Word Focuses Pentagon, Pink. 7

Day 5

• Introduce numerals 1 through

9

• Analyze shape attributes of

numerals

Centers

• Writer's Corner-Trace

numerals

• Writer's Corner-Complete

pages for book


• Morning Message: Pencils and

markers are tools for writing.

• CalendarPantomime “Body Talk in

Rhyme”

• Introduce tally marks

• Review quantification

strategies

Centers

Math-Count buttons and sort by

color/type

• Develop concept of gratitude

• Write and draw a cooperative

book

Nature’s Giants

• Recognize descriptions as

creations

• Discuss inspiration for

descriptions

Fanny Frog’s Fantastic Poems

and

Rhymes

• Experience poetry

• Introduce elements of poetry

Animal Friends

• Identify characters in wordless

book

• Dictate a story for the book

This Way to Pre-K

• Develop story walk chart

• Retell story using chart

Follow directions to “Shake

Your Reader Ribbons”

• ABC-Paint pictures

• Fine Motor-Use markers to

copy short sentences

• Creativity Station-Paint a

design using the child's name

• Construction-Build towns and

then create signage for streets

and buildings

• Introduce forming a mental

picture for quantification

• Play Finger Flash • Muestra

con los dedos

Centers

• Math-Make handprint counting

boards

• Review introduced polygon

shapes

• Introduce hexagon and

pentagon

Centers

• Math-Make five-pattern-block

picture

.


• Morning Message: I can make up

and perform fancy dances.

• Calendar

Day 1

Skidamarink

• Discuss meaning of love

• Introduce inspire

“The Surprise” chalk and prop

story

• Describe illustrations

• Make inferences

Twinkle, the Little Star

• Create a prop for story

• Play the role of Twinkle

Three Bears’ Rap

• Introduce collage as style of

illustration

• Compare collages to other

illustrations

Play Freeze Dance with streamers


• Morning Message: It is fun to

sculpt and mold playdough.

• Calendar

• Compare illustrations in

different books

• Introduce idea of intentionality

• Discuss sculptures

• Describe clay sculptures

• Discuss the power of words

• Introduce onomatopoeia,

alliteration, and rhyming words

LESSON

COMPONENTS

Weekly Learning

Centers

Language Arts

• Create a chart of dance moves

• Participate in telling the story

• Fine Motor-Make music using

ways other than instruments

• Creativity Station-Draw or

paint covers for their musical

instruments

• Construction-Make musical

instruments

Moving and

Learning

“Put Your Little Foot” dance


• Morning Message: I create fantastic

paintings and murals.

• Calendar

Handwriting &

Phonics

Writer's Corner-Trace and write

vocabulary card(s)

• Handwriting without tears • Letter C and B worksheet

• Fine Motor-Create various

hues of green by mixing food

coloring

• Creativity Station-Draw with

various mediums

• Construction-Decorate paper

bag blocks with markers

• Fine Motor-Make play dough

creations using buttons, lace

and beads

• Creativity Station-Make torn-

paper collages

• Construction-Build statues with

blocks or stuff paper bags to

create a sculpture

Day 4Day 2 Day 3 Day 5Day 1LESSON

COMPONENTS



• Kindness Tree




• Kindness Tree






• Demonstrates knowledge of

nonverbal conversational rules





and actions





• Recognizes at least 20 letter sounds• Produces a word that begins with the


• Demonstrates that the order of the

counting sequence is always the same

regardless of what is counted

• Recognizes one-digit numerals 0 through

9




• Perceives differences between similar-

sounding words


appropriately



• Kindness Tree




• Kindness Tree




• Kindness Tree


• Is aware of own feelings most of the

time


for others





and actions


sentences


read aloud


various situations• Combines sentences that give detail,

stays on topic, and clearly communicates



items were counted


9



• Assumes various roles and

responsibilities as part of a classroom

community

• Uses books and other written materials

to engage in prereading behaviors


Learning Goals

• Is able to increase or decrease

intensity of emotions more

consistently, although adult guidance

is sometimes necessary


for others






read aloud




• Uses some appropriate writing

conventions when writing or giving

dictation• Coordinates sequence of movements to

perform tasks



items were counted

• Verbally identifies, without counting, the

number of objects from 1 to 5


9

• Responds to different musical styles

through movement and play







• Uses a variety of art materials and

activities for sensory experience and

exploration

• Demonstrates interest in and shows

appreciation for the creative work of

others


questions about the book• Shows understanding by responding

appropriately




• Combines words to make a compound

word

• Counts one to ten items, with one count

per item

• Verbally identifies, without counting, the

number of objects from 1 to 5


9

• Uses art as a form of creative self-

expression and representation

• Is able to increase or decrease intensity

of emotions more consistently, although

adult guidance is sometimes necessary


with peers to initiate pretend-play

scenarios that share a common plan and

goal



• Retells or reenacts a story after it is read

aloud


describe people, places, things, and

actions

• Demonstrates interest in and shows

appreciation for the creative work of others



• Independently writes letters on request



items were counted


9

• Creates shapes

• Investigates and describes sources of

energy including light, heat, and electricity


properties and characteristics of common

objects

• Initiates problem-solving strategies and


Character

Education

Manners & Etiquette: Week 3 PATHS: Comfortable &

Uncomfortable

Social Studies: President's Day PATHS: Comfortable &

Uncomfortable

PATHS: Comfortable &

Uncomfortable

Documents

LESSON Day 1 Day 2 Day 3 Day 4 Day 5 COMPONENTS Greeting ...cremedelacreme.com/wp-content/uploads/2017/02/CP6.pdf · Date Teacher Literacy Math • Building community • Morning