Week At A Glance Lesson Plan

Date: September 24-27, 2018

Teacher(s): Sami & Halie
Statement of Intent for Learning: This week we want students to continue getting to know
their peers and teachers while exploring new materials and stations. These new stations were
developed off of student interests in hopes of encouraging questions to be asked to enhance
communication and understanding of content and areas presented.
Monday Tuesday Wednesday Thursday
Art/Easel Students will have images/prompts of various objects or things to re-create on their
own papers with markers.
Blocks
The children will play with blocks and Duplo people.

Books
Students will explore the new books placed in our bookshelf.

Writing
Students will practice matching letter clothespins and individual letters.

Dramatic Play
The students will play in a hospital dramatic play setting.

Quiet
The students will explore unifix cubes and their properties. The students will have
Manipulatives prompts of national flags to cut out and paste together paper to create their own.

Science/Nature The students will use magnify glasses to discover different objects.

Sensory
The students will uncover dinosaur bones in the sand.

Light Table Students will explore kaleidoscopes while looking at transparent kaleidoscope
papers.
Computers/
Students will listen to fun toddler tunes during free play.
Music
Outside
Students will play with bikes, trikes, sand pit, etc. in our outside area.

Large Groups Alphabet book and

Interactive
Emotions book Alphabet books and
storybook and pass
activities and activity number activities
the ball activity
Snack BBQ’s and Fruit
Wheat Crackers
Trail Mix and Cheese with
with Fruit Salsa
Juice Milk Crackers and Water
and Milk
 Activity Plan for: February 1-4, 2010
Art/Easel Activity: Recreate the images of the prompts provided.
Reason Why
Choosing This To encourage students to use their creativity while also following a prompt
Activity
Intent, Provocation,
The children should: try their best to create a similar image to the ones given.
& goal(s):

Materials/
Paper, various colored markers
Resources:

Provide multiple photos for students to follow, multiple pieces of paper on the table as well as
Detailed Set-Up:
markers – create an example photo to invite children to do the same

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Cap markers when done, no drawing on the tables
Evaluation
Questions What are you drawing? Which flag did you draw? What colors did you use?
Assessment:
Specific Skills: Fine motor, creativity, color recognition

Block Area Activity: Adding little tyke people to the blocks.

Reason Why
Choosing This Encourage children to build new things with the blocks. (houses, school, etc.)
Activity
Intent, Provocation,
The children should: incorporate the people when building with the blocks.
& goal(s):

Materials/
Blocks and little tyke people.
Resources:

Detailed Set-Up: Build a structure with people in it to invite students to add to it or create their own.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Make sure the students are appropriately playing with the blocks. (sharing, no standing on blocks)
Evaluation
Questions What are you building? What do they people do there?
Assessment:
Specific Skills: Fine motor, balance, sharing, creativity

Book Area/
Activity: Replace books in the classroom with new ones from the library.
Emergent Literacy
Reason Why
Choosing This We plan to keep some of the books the same, but we also want to the children to new books.
Activity
Intent, Provocation, The children should: be interested in the new books, but also recognize books that had been present
& goal(s): previously.

Materials/
New books from the library as well as books that were previously in the classroom.
Resources:

Detailed Set-Up: Place new books and a couple of repeat books in the classroom bookshelf.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: No stepping on books, take turns picking books for the teachers to read
Evaluation
Questions What is this book about? Which book is your favorite? Where is the title of the book?
Assessment:
Specific Skills: Literacy

Writing Area Activity: Matching letter clothes pins to letter sheets

Reason Why
Choosing This To help children match and identify letters of the alphabet.
Activity
Intent, Provocation,
The children should: try to successfully match letter clothes pins to the letter sheet.
& goal(s):

Materials/
Alphabet sheet, letter clothes pins
Resources:

Sort through clothes pins and remove numbers and lowercase letters. Create/laminate a letter sheet
Detailed Set-Up: – cut out each letter. Spread out the clothes pins and letters on the table and match a few to
encourage children to try it themselves.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
No more than 3 friends at the table, leave materials on the table, only put the clothes pins on the
Guidance Limits:
letters – not on other areas of the room
Evaluation
Questions What letter is this? Do you know anything that starts with this letter? Is this letter in your name?
Assessment:
Specific Skills: Fine motor skills, letter recognition
Dramatic Play Activity: Hospital/Doctor office
Reason Why
We chose this activity for children to engage in new types of dramatic play and work on their skills of
Choosing This
working together.
Activity
Intent, Provocation,
The children should: explore new materials and discuss what can be done with the doctor supplies.
& goal(s):

Materials/
Hospital Prop box, small doctors table, cot/bed for patients to lay on, clothes rack
Resources:

Set up the table with doctor supplies on it, provide a cot next to the table for patients, and hang
Detailed Set-Up:
uniforms on coat rack

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Sharing materials, using tools properly, keeping materials in the dramatic play area
Evaluation
Questions What is this tool used for? What types of doctors are there? Who can be a doctor?
Assessment:
Specific Skills: Sharing, creativity

Quiet
Activity: Colored unifix cubes and flag making at the markers table.
Manipulatives
Reason Why
Encourage fine motor development, counting, and color recognition. To encourage children to see
Choosing This
various flags and become interested in other areas of the world.
Activity
Intent, Provocation,
The children should: explore the new activity through hands on discovery and through questions.
& goal(s):

Materials/ Colored Unifix cubes. Printed examples of patterns.

Resources: Colored papers, printed out photos of flags, scissors, and glue.

Create some patterns to encourage the children to create their own or add to it. Spread the cubes
out on the table.
Detailed Set-Up:
Hang national flags around the makers table and begin to create one to invite children to do the
same.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Leave the cubes at their station. Do not put cubes in their mouths.
Evaluation
Can you make a pattern? What color is this? How many are in your row? What colors are in this
Questions
flag?
Assessment:
Specific Skills: Fine motor, counting, color recognition
Science/Nature Activity: Magnifying glasses with items to discover.
Reason Why
The students seem very interested in using the magnifying glasses, so we wanted to provide
Choosing This
different items for the to discover using them.
Activity
Intent, Provocation,
The children should: discover the difference in the items using the magnifying glasses.
& goal(s):

Materials/
Magnifying glasses and various items to investigate.
Resources:

Detailed Set-Up: Place the various items to investigate in the black pans and place the magnifying glasses nearby.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Make sure the various items stay within the black pans. Leaving the magnifying glasses at the
Guidance Limits:
station. Sharing the magnifying glasses.
Evaluation
Questions What did you find? What is the difference between those things?
Assessment:
Specific Skills: Science and Inquiry, fine motor, sensory

Sensory Activity: dinosaur bones and sand discovery

Reason Why
The children have showed high levels of interest in dinosaur’s so incorporating them into a discovery
Choosing This
activity
Activity

Intent, Provocation,
The children should: freely explore the area and engage in conversation about what they find
& goal(s):

Materials/
Dinosaur bones, sand, brushes to “dust off” the bones, magnifying glasses.
Resources:

Detailed Set-Up: Bury the bones in the sensory bin after filling it with sand. Provide brushes and magnifying glasses.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: No more than 3 friends at the table at a time, sand must stay in the bin
Evaluation
What can you find in the sand? Can you brush off the bones to clean them? What can you see if you
Questions
use the magnifying glass to look closer?
Assessment:
Specific Skills: Inquiry, sensory, fine motor
Light Table Activity: Kaleidoscopes
Reason Why
Choosing This Introduce the children to new materials.
Activity
Intent, Provocation,
The children should: see a new perspective through the kaleidoscopes.
& goal(s):

Materials/
Kaleidoscopes and transparent kaleidoscope paper
Resources:

Detailed Set-Up: Provide Kaleidoscopes and materials to look at.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Make sure the Kaleidoscopes stay at the station. Sharing.
Evaluation
Questions What do you see? What does it look like through there?
Assessment:
Specific Skills: Science and inquiry, color recognition

Computers/
Activity: CD #29 and #61. Toddler Tunes & Silly Songs.
Music
Reason Why
Choosing This To encourage to interact with the background music and become familiar with the songs.
Activity
Intent, Provocation,
The children should: continue to play and notice the interactive music.
& goal(s):

Materials/
Both CDs and the radio.
Resources:

Detailed Set-Up: Place the CD in the radio and plug it in.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Make sure the students do not disrupt their peers while singing/dancing along.
Evaluation
Questions Do you like this song? Do you know this song? What is this song talking about?
Assessment:
Specific Skills: Gross motor, creativity/art
Outside Activity: Bikes, trikes, sand pit, houses, etc.
Reason Why
Choosing This To give the children multiple options while discovering outdoors.
Activity

Intent, Provocation,
The children should: feel free to explore all areas of the outside environment.
& goal(s):

Materials/
Bikes, trikes, houses, shovels, etc.
Resources:

Detailed Set-Up: Set out the bikes and trikes, shovels, and buckets, take off tarp on sand pit.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Sharing the bikes and trikes, no throwing sand, etc. Make sure the house doors stay open.
Evaluation
Questions What are you playing? What are you making?
Assessment:
Specific Skills: Gross motor, cooperation, science and inquiry

Rainy Day Activity: Gross Motor room

Reason Why
Choosing This If it is raining out, the children will get their energy out during time spent in the gross motor room
Activity
Intent, Provocation,
The children should: engage in free play with the materials in the large motor room
& goal(s):

Materials/
Balls, jump ropes, trucks, slide
Resources:

Detailed Set-Up: Bring out balls, jump ropes, and other materials for the children to interact with

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: One friend going down the slide at a time, no climbing up the slide,
Evaluation
Questions Can you catch this ball? Can you show me how to go down the slide?
Assessment:
Specific Skills: Gross motor, sharing, fine motor
 Book List
Title Author
Storybooks
Clifford’s Tricks Norman Bridwell
Inside Mouse, Outside Mouse Lindsay Barrett George
Is Your Mama a Llama Deborah Guarino
Horton Hatches the Egg Dr. Seuss
Baby Bear’s Book Jane Yolen
Silly Sally Audrey Wood
Can I Play Too? Mo Willems
Little blue and little yellow Leo Lionni
Chameleon’s Colors Chisato Tashiro
Factual Books
Big Book of Stars & Planets Emily Bone
Big Book of Big Bugs Emily Bone
Lizards Carolyn MacLulich
Birds, Animal Feet Carolyn MacLulich
Big Book of Big Trucks Megan Cullis & Mike Byrne
We Are Wolves Molly Grooms
Rhyming Books/Alphabet Books
Aaron and Gayla’s Alphabet Book Eloise Greenfield
Chicka Chicka Boom Boom Bill Martin, Jr. and John Archambault
Chicka Chicka 123 Bill Martin Jr. and Michael Sampson
Numbers Grandreams Books
When a Line Bends… A Shaper Begins Rhonda Gowler Greene
Joe Can Count Jan Ormerod
Counting in the Garden Kim Parker
Wordless or easy reader books
Fun with Dick and Jane Grosset & Dunlap
Come Back, Class Pet Joanne Mattern
Pizza Party Grace Maccarone

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Siesta Ginger Foglesong Guy
Huevos verdes con jamon Dr. Seuss
Te Quiero Tal Como Eres Tammi Salzano
The Cheltenham Elementary School
We Are All Alike…We Are All Different Kindergartners
What is Your Language? Debran Leventhal

Books for Listening Station

Check that books are age appropriate and that you have some books for each section. Provide a variety of books (friendship,
content areas, empathy, related to investigations, etc.) Highlight the books you would like to keep for next week.
 Multicultural Analysis for Integration of Diversity:

Plans for the week of September 24-27, 2018

Lead Teacher Sami and Halie
Age of Children 3 and 4 year olds
Cultures represented in class Spanish books, National flags
Differing abilities represented in class

Cultural and Anti-bias materials: Students will experience various cultures and ethnicities through
multicultural books in the classroom and multicultural duplo people. While copying recreating flags at
the makers table, children will be exposed to the various national flags from around the world.

Families reflected in the environment: family photos hung in the classroom, various cultures
represented in books, duplo people, and large group emotion activity.

Music from Children’s Backgrounds:

Literature that reflects the children and families in the class: Siesta by Ginger Fogleson Guy,
Huevos verdes con jamon by Dr. Seuss, Te Quiero Tal Como Eres by Tammi Salzano, We Are All
Alike…We Are All Different by The Cheltenham Elementary School Kindergartners, and What is Your
Language? By Debran Leventhal.

Activities that reflect the children and families: Emotion cards have a variety of ethnicities on
them, block play with various ethnic dolls, and various national flags from around the world.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
There are a diverse set of people shown on the emotion cards as well as in our block area duplo
people.

Others:

Not well integrated Middle Well integrated

Self rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Dans 3&4 Lab
Fall 2018
Goals for the week of: September 24-27
Lead Teacher: Sami and Halie

Key Focus this week: Our key focus for this week is to introduce children to new materials and continue
to learn more about their interests and the skills that they possess along with the skills we should be
advancing.

Additional class goals or areas for assessment:

Social: The children will continue to advance in their social constructs by engaging in cooperative play
with peers and teaches.

Emotional: The children will learn more about feelings and how to express their emotions through large
group activities.

Mathematics: The children will be encouraged to practice number identification and counting skills
during large group and free play.

Communication and Language: The children will communicate to peers and teachers their intentions and
goals during play.

Reading and Literacy: The children will work towards literacy and letter identification goals that teachers
have set for them.

Science and Inquiry: The children will discover and ask questions about various areas of the room such as
dinosaur bones, objects to observe through magnify glasses, etc.

Fine Motor: The children will continue to work on and be corrected on their pincer grasp as well as how
they hold scissors.

Gross Motor: The children will practice being aware of their surroundings during large group time to
reduce the number of accidental run ins.

Staff Goals:

• Continue to communicate with the other lab teachers about our plans and progress.

• Communicate lesson plans with non-planning teachers in our lab and ensure their understanding
of the intended approach.

Individual Child Goals:

• Encourage Student A to engage in play with various teachers.

• Encourage Student B to engage in play with various teachers.

• Encourage Student C to play cooperatively with peers and know that it is okay for teachers to not
always be in that play area of choice.

• Encourage Student D to engage cooperatively with peers.