Lesson Plans for I Build! I Create! • Construction Terms

Date Teacher

Literacy MathLetter

Knowledge

English-R, r, T, t, I, i

Spanish-R, r, T, t, I, iGeometry and Spatial Sense

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

Lesson Plans for I Build! I Create! • Construction Terms (Week 1)February 11-15, 2019 Transitional Kindergarten

geometric, geométricoWonderful Word

Vocabulary and Alliteration

Character

Education

Cooperation, Colaboración

Intentionality, Intencionalidad Technology

ABC and XYZ; Reading Buddy

• Building community p. 40

Unite: Welcome each child by name and

introduce the shapes of the hexagon and

octagon. Sing "If You're Clever and You

Know It" (Appendix p. 184) focusing on

hexagons and octagons. Tell children that

they will continue to learn geometric forms.

Today they will learn about hexagons (six

sides) and octagons (eight sides).

Connect: Fanny Frog Rituals - Use Fanny

Frog to send well wishes to those friends

who are absent.Invite children to greet six

people with a high five and say the word

hexagon each time. Invite them to greet

eight different people with a pinky hug and

say the word octagon .

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.

• Morning Message- Oscar the Octagon

has eight sides.

• Say the morning message and have

children identify words that begin with the

same sound as Oscar.

• Write the sentence.

• Display the letter cards. Ask children to

name the letters they know.

Greeting Circle

CM- p. 34 “Rainbow Dancers” ribbon

dance (Moving to Math CD-Appendix p.

189). Encourage the children to dance

wtih streamers.

OUT/GYM- p. 21 Provide colored

sheets of cellophane. Have children

create colored shadows on the

playground

CM- p. 28 “Three Straight Sides” ball-

rolling song. (Appendix p. 192) Have

children sit as the points to the triangle

to roll the ball back and forth.

OUT/GYM p. 21 Have the children

stand in a rectangle. Ask volunteers to

identify the long sides, short sides, and

angles. Count sides. Go on a rectangle

hunt outside around building or do

scavenger hunt in villagescape.

Moving and

Learning

CM- p. 22 Cooperative Musical Circle

game (Appendix p197) • Use the

colored circles and place them on floor.

Point out that he cirlces on the floor are

one of the shapes they will be learning

about today.

OUT/GYM- p. 21 Invite children to play

with Frisbees and Hula-hoops. Point

out that both items are circular. Have

children stand in a square.Ask a

volunteer to count the sides and to

identify the corners


Unite: Welcome each child by name

and teach children to sing "Three

Straight Sides". (Appendix p192). Point

out that today they will be learning

abuot triangles. Ask a volunteer to find

a triangle in the classroom. Tell them

that they will learn about construction

words related to shapes, sizes, colors,

and positions.

Connect: Fanny Frog Rituals - Use

Fanny Frog to send well wishes to

those friends who are absent. Review

"Three Nice Mice" (Appendix p170).

Review words first and perform actions

with a partner.

Commit: Safer Keeper Rituals-

Remind children that our classroom is

a Safe Place.




• Morning Message- Trixie Triangle

and Rudy Rectangle are friends.


children identify words that begin with

the same sound.


• Display letter cards for the week and

ask volunteers to circle and say the

targeted letter names of /t/ and /r/.



sing "Twinkle Twinkle Little Star" (Appendix

p. 193). Change the word diamond to

rhombus and draw the shape in the air as

you say the words in the song. Tell children

that rhombus is another word for the

diamond shape. Today they will focus on

rhombus and trapezoid .



who are absent. Encourage children to

work in groups of three or four to form one

of the shapes they have learned about this

week and then to exchange a handshake.






• Morning Message- Renee Rhombus has

four equal sides.

• Say the morning message and identify

words that begin with the same sound as

Renee.


• Display the letter cards. Ask them to

circle the targeted letters and other letters

they know.



sing "Open Shut Them" (Songs of You

and Me CD-Appendix p. 187) Point out

the spatial and positional words in the

song (open, shut, in, up) Tell them that

today they will discuss words that tell

where something is located or should be

placed.


Fanny Frog to send well wishes to those

friends who are absent. Have children

find a partner and perform "Here's the

Bunny" (Appendix p168)


children that our classroom is a Safe

Place.




• Morning Message- I can put together

two rectangels and make a new shape.



/t/.

• Write sentence.



CM- p. 40 “Little Ants" action song

(Appendix p. 186) Invite children to

perform the actions in the song as they

walk the perimeter of two hexagons.

OUT/GYM p. 21 Take a walk around

the school, looking for street signs.

Make a list of shapes the children find

(Make a street sign scavneger hunt in

the villagescape)

CM- p. 46 “Hands and Fingers”

(Moving to Math CD-Appendix p. 183)

action song. Encourage children to

listen carefully and follow the directions

provided by the lyrics.

OUT/GYM p. 21 Invite children to play

parachute games that focus on spatial

and positional vocabulary ex. under the

parachute, on the parachute etc.

Day 3 Day 5LESSON

COMPONENTSDay 4



sing "If You're Clever and You Know It"

(Appendix p. 184) Ask children to name

some things that are circular. Explain that

this week they will be learning about terms

that describe colors, shapes, sizes, and

positions.



who are absent. Play "My School Family"

(It Starts in the Heart CD-Appendix 180).

Have children form an inside circle and an

outside circle. Remind children that the

boom, boom, boom signals them to move

to the right to interact with a new partner.






• Morning Message- Cindy Circle and

Suzy Square like to sing.



Suzy and sing.


• Display the letter cards for the week. Ask

them to name the letters.

Spanish Vocabularyángulo, círculo, comparación, colaboración, geométrico, hexágono, octágono, óvalo, posición, rectángulo, rombo, figuras, inclinado, espacial, cuadrado, trapecio,

triángulo

Day 1 Day 2

Day 3 Day 5LESSON

COMPONENTSDay 4Day 1 Day 2

Pretend and Learn - Arrange pretend

cookies on trays

Construction Center - Add large and

small boxes for building

ABC - Spell names with magnetic

letters

Construction Center - Build garages

“Song of the Kites” (Cultural Rhymes •

Rimas culturales flip book)

• Introduce rhombus • rombo

• Discuss experiences with kites

The Button Story • El cuento del botón

• Continue writing story

Can You See the Shapes? • ¿Ves las

figuras?

• Review geometric shapes

• Introduce hexagon and rhombus

“Smart Cookie’s Creative Cookies” •

“Las galletas creativas de Galletita

Lista” story folder

• Identify problem solving in story

• Recall story details

Writer's Corner - triangle and

rectangle

-Color and Shape Puzzles

Construction Center - Build only with

triangular and rectangular block

Writer's Corner - Make letters out of

playdough


rectangular blocks

Literacy (Oral

Language, Read

Aloud)


figuras?

• Discuss role of author and illustrator

• Introduce circle and square

The Button Story • El cuento del botón

• Discuss story illustrations

• Begin writing a story

Weekly Learning

Centers

Game Center - Play a beanbag tossing

game using shapes for the targets to

land on.


square and circular blocks

Hands and Fingers • Manos y dedos

• Predict story content

• Supply position words in context

Twinkle, the Little Star • Chispita la

estrellita

• Note spatial words


Coconut Theater-

Letters- R,r,T,t,I,I

Vocabulary Concepts- hexagon,

octagon, rhombus, oval, circle, square

& triangle

Focus and Develop p. 42

• Form shapes with bodies

• Match oral shape name to pattern

block

Coconut Theater-

Letters- R,r,T,t,I,I

Vocabulary Concepts- locate, position,

spatial, direction

Focus and Develop p. 48 Sing "The

Cool Bear Hunt" (Appendix p. 182 and

Dr. Jean on Frog Street CD)

• Develop purpose for directional words

• Follow directions that require

understanding position words

“Tillie the Triangle” • “Tita el Triángulo”

prop story

• Associate shapes with common foods

• Recognize letter T


figuras?

• Review geometric shapes

• Find triangles on clothing

Fine Motor Skills &

Handwriting, Sight

Words, Weekly

Readers, Phonics

Literacy (Focus

and Development)

Coconut Theater-

Letters- R,r,T,t,I,i-

Vocabulary concepts- cooperation,

shapes, geometric, circle, circular,

& unity.

Photo Activity Card # 20

Focus and Development p. 24

• Learn a finger play about circles

• Introduce idea circle stands for

unity

Coconut Theater-

Letters R,r,T,t,I,I

Vocabualry concepts- triangle, shapes,

sizes, colors, positions, comparison &

attributes.

Photo activity Card # 23


• Introduce the prefix tri-(means 3)

Discus words that begin wit the suffix

"tri"

• Compare and describe attribute

buttons

Coconut Theater-

Letters R,r,T,t,I,I

Vocabulary Concepts - rhombus,

trapezoid, red, yellow, green, blue,

orange & purple.

Photo Activity Card #13,

#14,#15,#16,#17,#18

Focus and Develop P. 36- Sing "The

Color Song" (Appendix p. 181 and

Songs of Learning Fun CD)

• Identify colors in photographs

• Create lists of familiar color objects

Phonics- Phonics Workbook-Spelling

Handwriting- Handwriting Without

Tears Workbook letters Magic C & O

Sight Words- old, once, open, over,

put, round

Weekly Reader- "Tug and the Bug"



Tears Workbook letters Magic Q & J


put, round




Tears Workbook letters Magic C and C

Words


put, round


Phonics- Phonics Workbook-p. 75

Short vowel "a" class mural

Handwriting- Write and Illustrate an "I

Can" poster


put, round


Phonics- Phonics Workbook -p. 74

Finger paint pictures to match words

ex. apple, cat, dod, dad, ant.

Handwriting- Sight Words- spelling test -

old, once, open, over, put, round


Day 3 Day 5LESSON

COMPONENTSDay 4Day 1 Day 2

Learning Goals

• 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

• Recognizes at least 20 letter sounds

• Uses a wide variety of words to label

and describe people, places, things,

and actions

• Combines ideas for complex

sentences

• Names common shapes

• 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

• Demonstrates use of location words

• 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

• Asks and answers appropriate

questions about the book


• Uses category labels to understand

how words and objects relate to each

other

• Provides appropriate information for

various situations

• Retells or reenacts a story after it is

read aloud


• Creates shapes

• Describes attributes

• Describes, observes, and investigates

properties and characteristics of

common objects


interactions

• Demonstrates receptive vocabulary

(three to four thousand words)




various situations



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• 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



• Is able to increase or decrease

intensity of emotions more consistently

although adult guidance is sometimes

necessary


interactions



and actions

• Shows initiative in independent

situations and persists in attempting to

solve problems



• Creates shapes

• Demonstrates understanding that

when counting, the items can be

chosen in any order

• Identifies and creates common

features in her immediate environment

• Collects data and organizes it in a

graphic representation


intensity of emotions more consistently,


necessary

• Demonstrates use of location words



• Uses category labels to understand

how words and objects relate to each

other





appropriately

• Shows understanding by following two-

step oral directions, and usually follows

three-step directions

• Coordinates sequence of movements

to perform tasks

• Participates in classroom music

activities

Closing Circle

• Reflecting on the day p. 51

• Check on Commitments

• Kindness Tree

• Family Connection- Encourage

children to teach someone at home

how to do Kite Breathing.

Conscious Discipline:

p. 46 Review Kite Breathing p. 168

Virtues and Values

Cooperation and Intentionality

P.A.T.H.S.

Lesson #24 "Feelings Review" - Send

Compliment List home for PATHS Kid

for Today. (USE VIDEO CAMERA FOR THIS

LESSON)


Make a kite shape with your hands and

fingers and practice "Kite Breathing"

(Appendix p. 168)

P.A.T.H.S.

Lesson #24 "Feelings Review" -

Feelings Music - Play different kinds of

music and talk about how it makes

everyone feel. (USE VIDEO CAMERA FOR

THIS LESSON)


p. 40 Invite a child to choose a calming

strategy, and perform it six times-once

for each side of a hexagon.

Manners and Etiquette:

Lesson #3

Review/Reinforce

The Third Rule of Introductions

Beginning Your Space at the Table



• Kindness Tree

• Family Connection Challenge children

to find three circles and three squares

at home.



• Kindness Tree


children to be shape detectives and

find shapes as they travel home.



• Kindness Tree

• Family Connection- Change the angle

good bye wave



• Kindness Tree

• Family Connection- Remind the

children that rhombus is another name

for a diamond. Have the children teach

this new word to their families.


p. 28 Collapsing Triangles

Manners and Etiquette:

Lesson #3

Review/Reinforce

The Third Rule of Introductions

Beginning Your Space at the Table Character

Eduation


p. 22 Invite the children to perform the

balloon.

P.A.T.H.S.

Lesson #24 "Feelings Review" - Use

the turtle puppet to introduce lesson.

Play Simon-Says Feelings Game (USE

VIDEO CAMERA FOR THIS LESSON)

Date Teacher

Literacy Math

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

Spanish Vocabularyherramientas, maquinaria, construir, embudo, más, menos, lo mismo, martillo, tijeras, pala, excavadora, niveladora, mover, empujar, jalar, levantar, plano inclinado,

polea

Day 1 Day 2 Day 3 Day 5



teach the finger spelling for the letters d, s ,

and l . (see p.15 of Tools that Help Me). Sing

"Where is A?" (Appendix p. 192) using the

sign children have learned as characters for

the song. Explain that sign language and

finger spelling are tools used by people who

can't hear. Tell children that today they will

continue learning about tools and machines.

Today they will focus on tools and machiens

that are helpful for people with special needs.



who are absent. Review the words and

movements and then sing "That Was Helpful"

(It Starts in the Heart CD -Appendix p176).

Discuss ways we can be helpful to our

friends with special needs.



Commitment Box - Use Commitment Sticks -

Ask children to make a commitment for the

day.

• Morning Message- Hearing aids make

sound louder.



louder .

• Write sentence.



Day 4



teach children to sing "Johnny Works

with One Hammer". (Appendix p 184).

Ask children to list work tools or

household tools with which they are

familiar. Tell children that we will continue

learning about constructing and creating.

Today will will learn about work tools.



friends who are absent. Review

"Georgie Porgie" (Appendix p172).

Encourage children to try this game in

groups of four to five people. Point out

that it will take cooperation.



Place.




• Morning Message- Saws and

screwdrivers are tools.

• Say morning message and identify

another word in sentence that begins

with the same sound as screwdriver.




targeted letter names.



sing "My Little Red Wagon" (Appendix p.

186). Point out that a wagon is a tool we

use to move things. It helps make work

easier. Tell children that they will continue

to learn about tools and machinery that

help them create and construct. Today they

will be learning about machines that make

work easier.



who are absent. Review "Row, Row, Row

Your Boat" (Appendix p. 170). Ask chlldren

what tool we use to help power our

rowboat. (paddles). Invite children to think

of a place they might like to go in their boat.






• Morning Message- Which tools push and

pull?

• Say the morning message. Identify a

word that begins with the same sound as

push .




they know.

CM / GYM - “Push, Pull, Swing” song

and pantomime (Appendix p. 188 &

Frog Street Friends CD) and YOGA

Poses.

OUT-p. 57 Find a spot on the playground

where children can dig. Provide digging tools

(shovels, hand shovels) and invite children to

dig. Encourage them to pay close attention to

things that are unearthed.

CM- p. 82 I Spy or Sounds Lotto Game-

(Appendix p. 197)

OUT- Look on the playground and

around the outside of the school for

handicap accessible modifications

(ramps, railings, door exits, height of

water fountains).



teach children "Front-End Loader"

(Appendix p. 182). Show children the photo

of the front-end loader on p.12 & 13 of the

book. Ask children if they have seen this

machine. Tell children that they will

continue learning about tools and machines

used for constructing and creating. Today

they will learn about diggers and drillers.



who are absent.Invite children to help

create an Automated Machine Greeting

(Appendix p. 172).






• Morning Message- Which tools dig and

drill?


children identify a word that begins with the

same sound as dig .




they know. Have them name the letters

they know.

Greeting Circle



sing "Someone's in the Kitchen with Dinaht"

(Appendix p. 190) Tell children that today

they will be leanring about tools they use in

the kitchen. Ask children what things are

prepared in the kitchen. Tell children that

they will continue learning about

construction. This week they will learn how

tools and machines help with creating and

constructing.



who are absent. Play "I Wish You Well" (It

Starts in the Heart CD-Appendix 179).

Remind children that wishing others well

when they are ill or having a difficult time is

another tool we have learned. It helps us

build a strong and caring school family.






• Morning Message- List some kitchen tools

you like to use.


words that begin with the same sound as list.




Moving and

Learning

CM- p. 58 Sing “Peanut Butter and

Jelly” action song- YOGA Poses with

food names in .

GYM- Tool Relay Races - children will

pass a plastic hammer to their team

member.

OUT- p. 57 Provide funnels, colanders,

and strainers for sand play.

CM - “Push, Pull, Swing” action song

(Appendix p. 188 & Frog Street Friends

CD) and YOGA Poses.

GYM- Parachute Play

OUT - p. 57 Encourage children to use

chalk to create sidewalk art. Ask if the

chalk is a tool.

CM / GYM -p. 70 Tug-of-Peace game

(Appendix p. 198)

OUT- p. 57 Take out large construction

trucks for children to use on the

playground. Discuss playground

equipment in terms of tools and

machines.

LESSON

COMPONENTS

Lesson Plans for I Build! I Create! • Tools and Machines (Week 2)February 18 - 22, 2019 Transitional Kindergarten

machinery, maquinariaWonderful Word Sounds and Rhymes; Writer's Corner; Tux Paint

.

Oral Language and Phonological

Awareness (alliteration, compound words)

Character

Education



Letter

Knowledge

English - D, d, S, s, L, l

Spanish - D, d, S, s, L, lMeasurement, Counting Non-standard Units

English Vocabulary

Day 1 Day 2 Day 3 Day 5Day 4LESSON

COMPONENTS

Phonics- (Focusing on Adjectives)

Handwriting- Practice Spelling Quiz

Journal - practice sight words

Weekly reader- Magic Treehouse #7:

Sunset of the Sabertooth

Sight Words- then, think, walk, when,

were, always


Handwriting- Spelling Quiz

Journal - spelling quiz




were, always

Coconut Theater-

Letters- d,s,l

Vocabulary Concepts - special needs,

wheelchair, hearing aids, hearing

impaired, deaf, visually impaired, blind,

Braille, senses & assisted technology

Focus and develop p. 84 Read "Our

Senses"

• Introduce tools for individuals with

special needs

• Demonstrate some of the tools

Phonics,

Handwriting,

Journal, Weekly

Reader and Sight

Words

Literacy (Focus

and Development)

Coconut Theater-

Letters- d,s,l

Vocabulary Concepts-tools, machines,

machinery, constructing, creating,

blenders, eggbeater, potato masher,

strainer, ladle, funnel & slotted spoon

Focus and Develop p. 60 One More

Scoop Take Home Storybook and CD

• Develop kitchen tool vocabulary

• Display a variety of tools and their

values

Phonics- (Introduction to Adjectives)

Handwriting- Write sight words 3

times

Journal - sight words




were, always

Literacy (Oral

Language, Read

Aloud)

Machines Large and Small • Máquinas

grandes y pequeñas

• Introduce tools that dig

• Compare shovels and front-end

loader

“Little Red Hen” • “La gallinita roja”

story folder

• Identify tools used in story

• Label wheelbarrow as compound

word

Coconut Theater-

Letters- d,s,l

Vocabulary Concepts front-end loader,

muck, debris, demolitions & aliteration



• Introduce alliteration

• Discuss front-end loader

Coconut Theater-

Letters- S,d,s,l

Vocabulary Concepts-hammer,

tools,machinery,rake,shovel,

dishwasher, silverware, vacuum,

telephone & paintbrush.


Photo Activity Card # 8 & # 70

Read A to Z Helping Hands

• Identify tools as those that build or

create.

Coconut Theater-

Letters- d,s,l

Vocabulary Concepts-Machinery,

wagon, construction, simple machines,

tools, lever, screw, inclined plane,

pulley & wedge

Focus and Dvelop p. 72 Read

"Machines Large and Small"

• Introduce simple machines

• Develop concept—machines make

work easier

*Construction Center- Explorations with

ramps

• Fine Motor-Identify objects using only

sense of touch

• Sensory Table-Explore tools that help

with vision

• Science-Demonstrate magnifying

sound

• 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-Explore a toolbox

of toy tools

• Science-Experiment with movement

Use plastic or wooden tools with

playdoh. Ex. rolling pins, wood mallots

etc.

Tools That Help Me • Herramientas

que me ayudan

• Introduce Table of Contents

• Discuss tools used by those with

special needs

Shubert’s New Friend

• Discuss tolerance and acceptance of

differences

• List how to help friends with special

needs


Handwriting- Write sentences using

sight words





were, always


Handwriting- Copy short story in

journal

Journal - short story




were, always

“Bake a Cake” • “Preparar un pastel”

action story

• Act out a story

• Distinguish between tools and

ingredients

“Make Tortillas” • “Preparar tortillas”

action story


• Compare the way tortillas and cake

are made

“The Shoemaker and the Elves” • “El

zapatero y los duendes” story folder

• Learn about a shoemaker’s tools

• Compare a poem and a story

“My Grandmother’s Garden” • “El jardín

de mi abuelita” listening story

• Identify garden tools

• Discuss the value of garden tools

Machines Large and Small • Máquinas

grandes y pequeñas

• Introduce machines that move things

• Discuss opposites

“The Great Enormous Rock” • “Una

piedra enorme” story folder

• Change a story by introducing a new

element

• Match tools to a purpose

Weekly Learning

Centers

• Pretend and Learn-Make cookies with

play dough w/ rolling pins and spatulas

• Sensory Table-Experiment with sand

and funnels

• Writer's Corner-Copy a word with

writing tools

• Science -Explore kitchen tools

Construction Center-Match concrete

tools to shadows

• Pretend and Learn-Use an eggbeater

to create bubbles in a bucket of soapy

water

• Fine Motor-Provide nuts and bolts or

locks and keys for children to

manipulate

• Construction-Practice hammering


COMPONENTS



• Kindness Tree

• Family Connection- Challenge

children to devise a way to determine

the middle of a pillow or book at home-

Review how you used connecting

cubes to determine the center of the

board.



• Kindness Tree


children to notice and report any big

machines that they see as they go to

and from school.



• Kindness Tree


children to identify a digging job that

they have done with their families and

report back about the tools they used.

Conscious Discipline

p. 76 Demonstrate using a pretend

shovel. Have children copy your

movements using cross-lateral

energizing movements.

Manners and Etiquette

Lesson #4

Good Manners

Fourth Rule of Introduction

Place Setting


p. 82 Ask children to practice a calming

strategy that wouild work for someone

who is restricted to a wheelchair. Ex.

Drain, S.T.A.R. and Kite Breathing.

Virtues and Values

Cooperation and Intentionality-Review

Cooperation- Introduce Intentionality- p.

45 Introduce vocabulary words and

what it means to make intentional

choices. p. 46

P.A.T.H.S

Lesson #25 - "Making Choices" - Send

home the PATHS Kid for Today. Play

"Stop and Think Before You Move" (USE VIDEO CAMERA FOR THIS LESSON)

Character

Education


p. 58 Calming strategies are tools we

use each day to help us get rid of

stress and help us get our composure

when we are upset.

Social Studies

Content Connection p. 75 and 87-

Discuss simple machines and

machines powered by a variety of

power sources.

P.A.T.H.S

Lesson #25 - "Making Choices " - Use

the turtle to introduce the lesson. Play

"What's the Problem Here?" (USE VIDEO

CAMERA FOR THIS LESSON)


p. 64 Choose a calming strategy and

and discuss with children that we are

being intentional, when we chose to

calm down.


Lesson #4

Good Manners

Fourth Rule of Introduction

Place Setting


p. 70. Explain tha t pulleys are tools

that lift a heavy load. Teach children

"Pulley Breathing" (appendix p. 168)

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

173)

P.A.T.H.S

Lesson #25 - "Making Choices" - "To

Each His Own" - Ask each child a

question in which he or she has to

make a choice. (USE VIDEO CAMERA

FOR THIS LESSON)

Closing Circle



• Kindness Tree


children to look in their own kitchens for

the kitchen tools introduced today.

• Increasingly interacts and communicates

with peers to initiate pretend-play scenarios

that share a common plan and goal

• Uses category labels to understand how

words and objects relate to each other



• Uses information learned from books by

describing, relating, categorizing, or

comparing and contrasting

• Seeks to understand print




• Demonstrates receptive vocabulary (three

to four thousand words)

• 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


• Identifies and describes the

characteristics of organisms

• Recognizes, observes and discusses the

relationship of organisms to their

environments

• Demonstrates receptive vocabulary (three

to four thousand words)

• 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

• Recognizes and compares heights or




• Investigates and describes sources of

energy including light, heat, and

electricity


properties and characteristics of

common objects

• Investigates and describes position

and motion of objects

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

• Coordinates sequence of movements

to perform tasks

• 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

• Begins to understand difference and

connection between feelings and

behaviors


others






• Uses category labels to understand how

words and objects relate to each other

• 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



objects

• Identifies and creates common features in

her immediate environment



• Kindness Tree


children to teach someone "Pulley

Breathing" Send home the parent note

with the directions.

Date Teacher

Literacy Math

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

materials, sort, structure

Spanish Vocabularyensamblar, construir, cuidado, categoría, inteligencia, concreto, construcción, colaboración, acciones, cimiento, amigo, hábitats, casas, intenciones, locuaz, modelo,

materia prima, clasificar, estructura

Day 1 Day 2 Day 3 Day 5



sing "Hello Friend" (Dr. Jean on Frog Street

CD-Appendix p. 183). Point out that the

children build friendships by spending time

with classmates and learning about things

they have in common. Today they will

continue learning about construction. They

will focus on constructing friendships.



who are absent. Encourage children to sing

along with "Caring Friends" (It Starts in the

Heart CD -Appendix p172). Review the

words. Invite children to give examples of

helpful deeds.



Remind children that we have worked all year

to build our friendships in our School Family.

Ask for examples of how we have built our

School Family.

Commitment Box - Use Commitment Sticks -

Ask children to make a commitment for the

day.

• Morning Message- Now we can build

friendships with our classmates.

• Say the morning message.

• Write sentence.


name the letters they know. Invite them to

match uppercase letter cards to the

lowercase letter cards.

Day 4


Unite: Welcome each child by name

and teach children to sing "Rectangles

and Squares". (Appendix p 188). Point

out that today we will be learning about

constructing with boxes. Most boxes

are rectangular or square, but there are

alos round boxes. Ask them to think of

something that comes in a round box.


Fanny Frog to send well wishes to

those friends who are absent.

Commit: Safer Keeper Rituals-

Remind children that our classroom is

a Safe Place.




• Morning Message- Building with

boxes can be fun.

• Say morning message and identify

another word in sentence that begins

with the same sound as building. Invite

children to produce additional words

that begin with the same sound.







sing "When Sammy Put the Paper on the

Wall" (Appendix p. 193). Discuss things

children have done with paper and made

with paper. Tell children they will continue

learning about construciton. Today they will

learn about constructing things with paper

and odd materials with pumpkin shells.



who are absent. Review "Peter, Peter"

(Appendix p. 170). Review the words and

movements. Have children select a partner

and perform the rhyme.



Invite children todance to "Shubert Shuffle"

("It Starts in the Heart CD-Appendix p.178)

Point out that a dance is something we

construct.



commitment for the day. Ask children to

commit to being respectful today.• Morning Message- What can we build now

with newspaper?

• Say the morning message. Identify a word that

begins with the same sound as now.


• Display the letter cards. Ask them to circle the

targeted letters and other letters they know.

CM- p. 112 Play "One Dinosaur"

(Moving to Math CD-Appendix p. 198)

Create a YOGA dinosaur pose.

GYM/Out p. 93 Provide a card board

play structure and let children use

markers to decorate the building

CM- p. 118 Follow musical directions for

greeting friends "Shake a Hand" (Appendix

p. 190 & Dr. Jean on Frog Street CD)

GYM/Out p. 93 Play cooperative games

(Appendix p. 197) with the parachute.



teach children "The Green Grass Grew All

Around" (Songs of Our Earth-Appendix p.

184). Point out that the sentences in this

song grow too, just like the grass. Read the

words in the last sentence of the first verse

and then the words in the last sentence in

the last verse. Tell children that we will

continue learning about construction. Today

they will learn about constructing

sentences.



who are absent.



Point out that we construct our sentences

as we think about what we want to say.

Practice using this sentence structure to

help children learn how to use an assertive

voice.


Sticks - Ask children to commit to using

Big Voices today.

• Morning Message- I can build.

• Say the morning message.


• Invite children to help you build on your

sentence. Ask questions to help them

formulate their thoughts. What can you

build? Who might help you? What

materials might you use?

Greeting Circle



sing "Stack the Blocks" (Feeling Froggy CD

- Appendix p. 188) Ask children about

things they have constructed with blocks.

Tell them that this week they will continue

learning about construction. Today they will

learn about constructing things with blocks.



who are absent. Play "It Starts in the Heart"

(It Starts in the Heart CD-Appendix 177).

Point out that the lyrics mention building a

bridge. Explain that building and

constructing mean the same thing. The

bridge in the song is not an actual bridge, it

is a way of saying we want to connect our

hearts with the hearts of our friends.






• Morning Message- I can build with blocks.



build.




Moving and

Learning

CM- p. 94 Tell children they are going

to create a music ensemble.

Encourage children to listen to the

rhythm of others in their group.

GYM/Out- p. 93 Provide indoor blocks

for outdoor building.

CM- p. 100 Invite children to drum on

the bottom of boxes as they listen to

marching music.

GYM/Out p. 93 Encourage children to

build box towers and knock them down

with balls.

CM p. 106 Dance with streamers

GYM/Out p. 93 Add paper bag blocks

to the cardboard boxes for building.

LESSON

COMPONENTS

Lesson Plans for I Build! I Create! • I Can Build (Week 3) February 25-March 1,

2019 Transitional Kindergarten

construct , construirWonderful Word Words, Words, Words; Reading Buddy; Tux Paint

Sentence Structure, Vocabulary, Oral Language

Character

Education



Letter

Knowledge

English-C, c, N, n, B, b

Spanish-C, c, N, n, B, bClassifying, Data Analysis

English Vocabulary


COMPONENTS

Phonics- (Review nouns, verbs,

adjectives) worksheet over nouns,

verbs, and adjectives.

Handwriting- Practice Spelling Quiz

Journal - practice sight words


Midnight on the Moon

Sight Words- around, because, been,

before, best, both




Handwriting- Spelling Quiz

Journal - spelling quiz




before, best, both

Coconut Theater

Letters C,c,N,n,B,b

Vocabulary Concepts friendships,

classmates, caring, deeds & friend


Photo Activity Cards #20, #21, #22

Develop a word web about friends

• Friends are?....A friend looks like?....

A friend feels?.... A friend sounds

like?.....

Phonics,

Handwriting,

Journal, Weekly

Reader and Sight

Words

Literacy (Focus

and Development)

Coconut Theater

Letters C,c,N,n,B,b

Vocabulary Concepts- construct,

constructing, construction,frame, slab,

door, window & lot



*Discuss different types of homes

Read Giants Made by People big book

• Discuss building projects around the

world

• Introduce construct





times





before, best, both

Literacy (Oral

Language, Read

Aloud)

“Jack the Builder” • “Juan el

constructor”

(Nursery Rhyme • Cuentos de

Infantiles flip chart)

• Analyze sentence construction

• Identify rhyming words

“Animal Habitats and Homes” • "Los

hábitats y las casas de los animales”

story folder

• Discuss terms—habitats and homes

• Describe raw materials used to build

homes

Coconut Theater

Letters C,c,N,n,B,b

Vocabulary Concepts- sentence,

construction, assertive, loquacious

(people who talk in long sentences)


Look at the Animal Friends wordless

book.

• Explain to the children that they will

use their words to construct sentences

to create the story. Build long

sentences

• Write a story for a wordless book

Coconut Theater

Letters C,c,N,n,B,b

Vocabulary Concepts- cooperation,

construction, boxes, cooperative &

creativity.


Read "What's in the Box? (Appendix p.

204)

*Have children guess what's in the

box?

• Brainstorm uses for a box

Coconut Theater

Letters C,c,N,n,B,b

Vocabulary Concepts-newspaper,

construction paper, odd, contemplate &

constructed


Read poem "If All the World Were

Paper"- p.108

Explore different kinds of paper

• Answer what if questions

• Construction-Build a house to share

with a friend

• Creativity Station-Paint a group mural

• Fine Motor-String beads for friendship

bracelets

• Writer's Corner-Trace letters using gel

bag

• Fine Motor-Play tic-tac-toe

• Construction-Build sentences with

word blocks

• Creativity Station-Make a collage

using environmental print (magazines

or newspapers)

• Fine Motor-Work with name puzzles

• Writer's Corner-Draw or write in

journal

• Language and Literacy-Construct

sentences with word cards

• Construction-Make rainbow makers

• Creativity Station-Make tissue paper

shape collages

• Writer's Corner-Make paper dolls

• Fine Motor-Construct paper chains

“The Giants of the City” • “Los gigantes

de la ciudad” listening story

• List structures in city

• Introduce idea of building friendships

The Do-Nothing Machine • La máquina

de no hacer nada

• Identify building materials

• Name the machine





sight words





before, best, both





journal

Journal - short story




before, best, both

This Way to Pre-K • Camino a Pre-

Kinder

• Introduce title page, author,

photographer

• Compare book with classroom

The Do-Nothing Machine • La máquina

de no hacer nada

• Introduce vocabulary in context

• Compare tools in book with classroom

tools

Homes for Everyone • Casas de todos

clases

• Compare theme project to structures

• Introduce composition

Giants Made by People • Gigantes

hechos por el hombre

• Identify purposes of structures

• Introduce model and intentionality

“Reagan’s Journal” • “El diario de

Reagan” (Appendix p161)

• Read journal and connect

experiences with journal entry

• Think about solving construction

problems

“The Baby Bluebird Story” • “El cuento

del pajarito bebé azul” fold-and-cut

story (Appendix p206-207)

• Enjoy a creative story experience

• Ask children about things they made

from paper.

Weekly Learning

Centers

• Gross motor-Have stacking races with

foam/plastic blocks

• Fine Motor-Build with smaller blocks

• Writer's Corner-Form letters with

blocks

• Construction-Build a home

• Construction-Build using small boxes

• Gross Motor-Have box races

• Creativity Station-Create something

from a box

• Pretend and Learn-Wrap a box like a

gift


COMPONENTS



• Kindness Tree

• Family Connection: Challenge

children at home to identify something

at home that is made out of a box.



• Kindness Tree

• Family Connection Encourage

children to teach someone at home

how to fold a fan (p. 108)



• Kindness Tree

• Family Connection: After counting the

letters in their names, suggest children

count the letters in family members'

names and make a chart to compare

the lengths of the names


p.112 Practice S.T.A.R.(p. 168)


Lesson #5

Good Manners

Use of Fork

Thank You Note


p.118 Have children choose a calming

strategy that can be implemented with

a friend. (p. 168-169)

Virtues and Values

Continue discussion on Cooperation

and Intentionality. Review vocabulary

concepts and point out examples of

intentional thinking. Discuss the

importance of thinking about what we

want to do and what we want to

accomplish. p. 47

P.A.T.H.s

Lesson #26 - "Solving Problems" -

Send home the PATHS Kid for Today

home. Play "Card Sort". (USE VIDEO


Character

Education


p. 94 Have children choose a calming

strategy to perform (Appendix p. 168-

169)

P.A.T.H.s

Lesson #26 - "Solving Problems " - Use

Twiggle and Hedgehog to introduce

lesson: Solving Problems by

distinguishing berween OK choices and

not OK choices. (USE VIDEO CAMERA

FOR THIS LESSON)


p.100 Calming strategies (Appendix p.

168-169) Teach children calming

affirmations to use when they are

upset: I am safe. I am calm. I can

handle this, and remind them they

always have a choice and chosing to

calm down before acting when they are

upset is a smart and helpful choice.


Lesson #5

Good Manners

Use of Fork

Thank You Note


p.106 Encourage children to choose

and perform a calming strategy.

P.A.T.H.s

Lesson #26 - "Solving Problems" - Use

the drawings 26-1a to 26-2c to discuss

which choices are OK and which

choices are NOT OK. (USE VIDEO


Closing Circle



• 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






and actions


different into groups, and uses

language to describe how the groups

are similar and different

• Identifies equal and unequal sets




sentences


various situations


others

• Participates in classroom music activities

• Names at least 20 upper- and at least 20

lowercase letters

• Uses a large speaking vocabulary, adding

several new words daily


conventions when writing or giving dictation




• Begins to have meaningful friends


describe people, places, things, and

actions



different 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

seeks adult help when necessary

• Increasingly interacts and communicates

with peers to initiate pretend-play scenarios

that share a


Learning Goals

• Is aware of own feelings most of the

time


others


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





appropriately

• Is aware of own feelings most of the time




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







objects






• 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






• Demonstrates empathy and caring for others


lowercase letters

• Demonstrates receptive vocabulary (three to




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






objects

• Provides appropriate information for various

situations



• Kindness Tree

• Family Connection- Send home note

encouraging children to teach family

members the calming affirmations to

use when they are upset- I am safe, I

am calm & I can handle this(Home

Connections CD)

Date Teacher

Literacy Math

Spanish Vocabularyaliteración, atributo, collages, transmitir, crear, extraordinario, aplanar, agradecido, imágenes, imaginativo, inspirado , intención , numeral, pentágono , cuadrilátero,

escultura, gratitud, estrategia

Day 1 Day 2 Day 3


Unite: Welcome each child by name.

Display Skidamarink book. Tell children

that the publisher of this book used a song

as text and had an illustrator create

illustrations to match the words. Invite

children to sing the text of the book. Tell

children that they will continue learning

about constructing and creating. Today

they will learn about creating books.



who are absent. Review the words and

movements to "Get Ready!" (It Starts in

the Heart CD -Appendix p173) and invite

the children to sing the song.






• Morning Message- Please make a book

from the paper in the center.

• Say the morning message. Repeat the

work paper , emphasizing the initial /p/.

Invite children to produce additional words

that begin with the same sound

• Write sentence.


name the letters they know. Invite them to

match uppercase letter cards to the

lowercase letter cards.

LESSON

COMPONENTS

Moving and

Learning

Greeting Circle



invite children to sing along with "Lizzie

Leaping Lizard" (Leaping Literacy CD-

Appendix p. 185). Tell the children that

today we will learn about creating words to

communicate. Encourage children to

perform one of the calming strategies from

this week.



who are absent. Explain that there are

many ways to communicate. We use

words, gestures, facial expressions, and

sometimes sign language. Ask a volunteer

to demonstrate the sign for family .




Sticks - Ask children to commit to using

Big Voices today.

• Morning Message- Pencils and markers

are tools for writing.

• Say the morning message. Repeat the

work markers , emphasizing the initial /m/.

Invite children to produce additional words

that begin with the same sound.




they know.

CM- p.142 Play "Freeze" Encourage

children to dance freely to the music. When

the music stops, they must hold their

position.

GYM/Out -p. 129 Turn a strip of masking

tape backwards and place it on children’s

arms to make a bracelet. Encourage

children to create a bracelet using items

they find outdoors (leaves, bark, twigs,

pebbles).

CM- p. 148 Read and Pantomime

Body Talk in Rhyme Big Book

GYM/Out p. 129 • Provide colorful

sheets of cellophane and challenge

children to create colorful shadows.

CM- p. 130 “Put Your Little Foot”

(appendix p. 200) Point out the series

of steps that make up the dance.

GYM/Out- p. 129 Take rhythm band

instruments outdoors.

Invite children to have a parade.



sing "Look What I Create". (Appendix p

185). Ask children about things they have

painted. Tell children that they will learn

about creating drawings and paintings

today.



friends who are absent. Encourage

children to find a partner. Have one

partner be a painter and the other the

canvas. Demonstrate gentle touches

before beginning. Swith roles.



Place.




• Morning Message- I create fantastic

paintings and murals.

• Say morning message. Repeat the

word fantastic emphasizing the initial /f/.

Invite children to produce additional

words that begin with the same sound.







sing "I Can Be a Pretzel" (Appendix p. 171)

while performing Pretzel. Point out that the

children are shaping their bodies like a

pretzel in the same way a baker shapes a

pretzel that we eat. Tell them that today we

will learn about creating sculptures from

dough and clay and collages from fabric

and paper. Connect: Fanny Frog

Rituals - Use Fanny Frog to send well

wishes to those friends who are absent.

Play "People to People" (It Starts in the

Heart CD-Appendix p. 175). Discuss

working with others. Point out that

cooperation makes work easier and adds

to the fun of the activity. Ask children to

name creative activities they can do with a

friend.





commitment for the day. • Morning Message- It is fun to sculpt and mold

play dough.

• Say the morning message. Repeat the word

mold, emphasizing the initial /m/. Invite children

to produce additional words that begin with the

same sound.


• Display the letter cards. Ask them to circle the

targeted letters and other letters they know.

Lesson Plans for I Build! I Create! • I Can Create (Week 4)March 4 - 8, 2019 Transitional Kindergarten

inspiration, inspiraciónWonderful Word TechnologyFrog Street Math; Reading Buddy; Tux PaintCharacter

Education


Intentionality, Intencionalidad

Letter

Knowledge

English-M, m, P, p, F, f

Spanish-M, m, P, p, F, f

Day 4

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

sculpture, strategy

CM- p. 154 Follow directions to “Shake

Your Reader Ribbons”(Appendix p. 191

and Leaping Literacy CD)

GYM/Out p. 129• Invite children to write

the story for a wordless book outdoors.



sing "This Old Man is Rockin' On"

(Appendix p. 192) Ask children about

things they have used to create music.

Tell them that they will continue learning

about constructing and creating. Today

they will focus on music, singing, and

dancing.



friends who are absent. Invite children to

dance to "Shubert Shuffle" (It Starts in

the Heart CD-Appendix 178). Point out

that this is a dance of respect. Ask

volunteers to give examples of respect.



Place.




• Morning Message- I can make up and

perform fancy dances!.

• Say the morning message and repeat the

word perform . Invite children to produce

additional words that begin with the same

sound.




Day 5

CM-p. 136 Dance with streamers and

pretend they are paintbrushes making

strokes

GYM/Out p. 129 Invite children to draw

pictures on easel paper (or take easels

outdoors) and encourage children to

paint an outdoor scene.

Identifying and Labeling SetsOral Language, Phonological Awareness

English Vocabulary

Day 1 Day 2 Day 3LESSON

COMPONENTSDay 4 Day 5

Phonics- Conjuctions (Combining

sentences). Workshet over

conjunctions.


sight words.



Dolphins at Daybreak

Sight Words- buy, call, cold, does,

don't, fast



conjunctions.


journal.





don't, fast



conjunctions.

Handwriting- Practice spelling quiz





don't, fast



conjunctions.

Handwriting- Spelling quiz

Journal - Free writing in journal.




don't, fast

Phonics,

Handwriting,

Journal, Weekly

Reader and Sight

Words

Literacy (Focus

and Development)

Coconut Theater:

Letters M,m,P,p,F,f

Vocabualry concepts- imaginative,

create, respect, wiggle, tap, twist, float

and soar.

Focus and Develop p. 132- Display

pages 14 & 15 of Dance. Dances are

created with repeatative steps.

• Create a chart of dance moves

• Participate in telling the story

Coconut Theater-

Letters-M,m,P,p,F,f

Vocabulary Concepts- painting,

strokes, gentle, touch, intentionality and

color

Focus and Develop p. 138 Display p. 7

of My Senses. What were the

inspirations for the painting? What are

examples of art tools? Show various

examples of illustrations in books-

Mysterious Movers- (watercolors), A

Chance for Esperanza (oils), Three

Bear's Rap (collage) and the Do

Nothing Machine(drawings)

• Introduce idea of intentionality

Coconut Theater-

Letters-M,m,P,p,F,f

Vocabulary Concepts- sculpture,

sculpt, sculptor, chiseled, modeled,

cast, and collages

Focus and Develop p. 144 Display pgs.

6 & 7 Giants Made by People.


• Discuss three deminsional works of

art & sculptures

• Describe clay sculptures and the

process and too used to create them



conjunctions.


times





don't, fast

• 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

Literacy (Oral

Language, Read

Aloud)

Dance! • ¡A bailar!

• Make story predictions

• Contrast ordinary and extraordinary

“The Runaway Cookie Parade” • “Las

galletitas que se escaparon”

participation story

• Develop action word vocabulary

• Participate in telling a story

Skidamarink • ¡Es amor!

• Discuss meaning of love

• Introduce inspire

“The Surprise” • “La sorpresa” chalk

and prop story

• Describe illustrations

• Make inferences

Twinkle, the Little Star • Chispita la

estrellita

• Create a prop for story

• Play the role of Twinkle

Three Bears’ Rap • El rap de los tres

osos

• Introduce collage as style of

illustration

• Compare collages to other

illustrations

• Fine Motor-Create various hues of

green by mixing food coloring or

fingerpaint

• Creativity Station-Draw with various

mediums

• Construction-Decorate paper bag

blocks with markers

• Construction-Make play dough

creations using buttons, lace, beads,

pipe cleaners or plastic manipulatives

• Creativity Station-Make torn-paper

collages

• Construction-• ABC-Shape letters with

clay

.

Coconut Theater-

Letters-M,m,P,p,F,f

Vocabulary Concepts- communicate,

sign language, onomonpoeia,

alliteration, rhyme, construct, creativity

and power.


*Dicuss the power of words. *Discuss

onomatopoeia (sound words) and

alliteration (repetitive sound words)

Nature’s Giants • Gigantes de la

naturaleza

• Recognize descriptions as creations

• Discuss inspiration for descriptions

Fanny Frog’s Fantastic Poems and

Rhymes • Salta, saltarín

• Experience poetry

• Introduce elements of poetry

Animal Friends • Amigos animales

• Identify characters in wordless book

• Dictate a story for the book

This Way to Pre-K • Camino a Pre-

Kinder

• Develop story walk chart

• Retell story using chart

Weekly Learning

Centers

• Fine Motor-Make music using ways

other than instruments

• Creativity Station-Draw or paint

covers for their musical instruments

• Construction-Make musical

instruments

• Fine Motor-Practice the directions of

the How to Care for Books • Cómo

cuidar los libros 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.

Coconut Theater-

Letters-M,m,P,p,F,f

Vocabulary Concepts- classmates,

grateful, and gratitude


• Develop concept of gratitude

• Write and draw a cooperative book

Day 1 Day 2 Day 3LESSON

COMPONENTSDay 4 Day 5


p. 154 Teach Gratitude Attitude

(Appendix p. 168) Discus being grateful

and give examples (home, food, family

etc.)

Virtues and Values

Use video TV camera and allow

children to express what they are each

grateful for.

P.A.T.H.s

Lesson #27 - "Solving Problems with

Friends" - Send home the Compliment

List with the PATHS Kid for Today.

Play "Working Together".


p. 130 "Look at Me" (appendix p. 174 & It

Starts in the Heart CD #9) Use this phrase:

You____, so that________. That was

helpful.

Social Studies:

Discuss Dr. Seuss's Birthday - When was

it?? Have one of your kiddos come and

tell me! Name some of his books and

which are the most famous and

recognizable ones. (WHICH IS MS. RITA'S

FAVORITE DR SEUSS'S BOOK????)

(USE VIDEO CAMERA FOR THIS

LESSON)

P.A.T.H.s


Friends" - Use the turtle, hedgehog and

duck puppets to introduce the lesson.


p. 136 Introduce the Calming Painter's

Reach (Appendix p. 169)

Manners & Etiquette

Lesson #6

Using the Knife and Fork

Learning the Home Address


p. 142 Invite children to from the

Pretzel (Appendix p. 171)

Social Studies:

Content Connection p. 141 Display

pictures of art work from the masters

(Picasso, Mondrian, VanGogh and

Seurat) What techniques and tools did

they use? What were their inspirations?

P.A.T.H.s


Friends" - "Waiting for My Turn" song.

Play the "Cooperative Challenges".


p.148 Perform Painter's Reach or

Pretzel and breathing to music

Manners & Etiquette

Lesson #6

Using the Knife and Fork

Learning the Home Address





• 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

• Family Connection- Create a gallery

showing the children's creative work

this week, or frame a special piece of

art to take home to families.

Character

Education



• Kindness Tree


children and families to look for

sculptures as they travel to and from

school



• Kindness Tree


children to use onomatopeia words to

name the sounds they will hear on their

way home. (honk, beep, screech etc.)

• Is aware of own feelings most of the time


others




describe people, places, things, and

actions

• Combines ideas for complex sentences

• Retells or reenacts a story after it is read

aloud


various situations

• Combines sentences that give detail,

stays on topic, and clearly communicates



items were counted


9

• Collects data and organizes it in a graphic

representation

• Assumes various roles and

responsibilities as part of a classroom

community

• Uses books and other written materials to

engage in prereading behaviors


Learning Goals


intensity of emotions more consistently,


necessary


others






read aloud





conventions when writing or giving

dictation• Coordinates sequence of movements to

perform tasks



items were counted




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




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






• Retells or reenacts a story after it is read aloud



• Demonstrates interest in and shows

appreciation for the creative work of others

• Demonstrates receptive vocabulary (three to


• Independently writes letters on request

• Counts up to ten items and demonstrates that

the last count indicates how many items were

counted

• Recognizes one-digit numerals 0 through 9

• Creates shapes

• Investigates and describes sources of energy

including light, heat, and electricity



objects





• Kindness Tree


children to talk with someone at home

about what they are grateful for.

Closing CircleTime:



• Kindness Tree


children to show their favorite dance

moves to their families.

Transitional Kindergarten Lesson Plan

Theme: Scents of the Season March 11-15, 2019

Day of the Week /

Objectives

Calendar

Circle Time

Language

Comprehension

Phonics

Development

Handwriting

Enrichment

PATHS/Manners

and Etiquette/

Social Studies

Curriculum

Centers

Monday

To begin to dictate

words and sentences

to record on paper

- Introduce the theme

- Sing “Spring is here”

- Morning Message:

What are some signs

of spring?

-Calendar / Weather

- Ask the children to

tell you what they

know about spring

-Use a Venn

Diagram to compare

and contrast

Autumn and Spring

-Phonics Workbook

-Read a book about

spring and discuss the

topic

-Review your

EXISTING sight words

- Write an experience

story about spring.

Allow the children to

complete the sentences

- PATHS lesson#28

-Talk about the

season spring. Tell

them that when it’s

spring here, it may be

another season in

other countries

-Go for a spring walk

outside

-Pretend to pick up a

bouquet of flowers on

your walk

-what colors do you

see?

Tuesday

To begin to engage

in conversation

- Tell children there

are 4 seasons

- Sing “Rain rain go

away”

- Morning Message:

What can we do

during rainy days?

-Calendar / Weather

- Talk about spring

weather

- What does the

weather feel like?

What does the sky

look like? What are

the clouds doing?

-Phonics Workbook

-Create a springtime

word web about spring

-Sing “Oh Mister Sun”

- Review sight words

-Have children write

the words from the

word web

-Manners and

Etiquette Lesson #.6

(review again)

Raindrop race with

eyedropper

-Use dropper to place

2 drops of water side

by side. Tilt paper and

let raindrops race to

the bottom

Wednesday

To use language for

a variety of purposes

Ask children what

season it is today?

- Sing “I love the

mountains”

-Morning Message:

What is your favorite

flower and color for

spring?

-Calendar / Weather

-Show the children

a plant seed. Tell

them that plants and

flowers originate

from a seed.

-Talk about the

plant cycle using the

Sequence Cards

-Phonics Workbook

- Review your

EXISTING sight words

-Handwriting without

Tears workbook

activity

-write words that have

to do with spring :

warm birds, puddles,

flowers

-PATHS lesson #28

-Discuss Helen

Keller: who was she

and what kind of

obstacles did she

have growing up

-Pretend to be a florist

with plastic flowers

- Have children draw

and color flowers for

their class book

Thursday

To ask questions

related to the current

topic of discussion

-Talk about different

animals and bugs you

see in spring

-Sing “ Baby Bumble

Bee”

-Morning Message:

The baby bumblebee

says buzz.

-Calendar / Weather

-Tell the children

that in spring, a lot

of baby animals are

born

-Name some baby

animals that you

might see in the

spring

-Review consonants p,

q, v

Read The Very Hungry

Caterpillar

-Discuss the book and

see if they can list what

the caterpillar ate

-Write 5 sentences

using your EXISTING

sight words on

handwriting paper

-Manners and

Etiquette Lesson #6

(review again)

-Rubber ducks in the

water

-Pretend to be the

Very Hungry

Caterpillar

-Bumblebees buzzing

around the room

Friday

To produce speech

sounds with

increasing ease

-Review the season of

spring

-Sing “

-Morning Message:

Spring is almost here!

-Calendar / Weather

-Talk about all the

different spring

activities that we

can do outside

-What does a

shamrock represent?

-Phonics Workbook

-Review words that

begin with sp and sh

-Have shamrock

pattern ready for

children to color and

cut

-PATHS lesson #28

Talk about St.

Patrick’s day

-Make a kite

-Puzzles

-Reading Center

Documents

Lesson Plans for I Build! I Create! • Construction Terms