Week At A Glance Lesson Plan

Date: March 11-14

Teacher(s): Korisa Eidem
Statement of Intent for Learning: This week the children will be exposed to new materials and manipulatives
to foster new experiences and create a curiosity in learning.
Monday Tuesday Wednesday Thursday
Art Table Bear tracing, painting with a plastic fork and googly eyes.

Easel Paper and paint along with cardboard cutouts to paint and make designs out of.

Blocks Along with the blocks there will be large dinosaurs

Books & A wide array of books about numbers, letters, emotions, factual and multicultural
Listening Station books.

Writing Uppercase peg board Letters

Dramatic Play Camping

We will work cooperatively to explore various games and activities including
Quiet
puzzles, board games and counting manipulatives.
Manipulatives

STEM Table Patterns with counting bear

Bottle with magnets floating in baby oil in one bottle and pipe cleaner in the other
Science/Nature bottle and magnet wands to move and manipulate the magnets/ pipe cleaner inside of
the bottle.
Sensory Water beads with farm animals and tweezer scoops

Light Table Moon and stars

Computers/ The Healing Garden ( an inspiring soundscape to bring harmony to mind+ body +
Music spirit
Outside Children will have a choice between shovels, sleds, or tricycles to play with.

Inquiry
Independent
Investigations
Llama Llama Time
Read We’re Going Read Groovy Joe
to share. The Three Bears
on a Bear Hunt Ice Cream and
Michael Rosen &
Talk about told with felt
Large Groups Dinosaurs by Eric
Helen Oxenbury participation/ board.
Litwin
and have the respect
Listen to the book
children retell the Position activity
Corduroy
with scarves
 story through Groovy Joe Dance
actions Party Countdown
Snack
Yogurt and Fruit Gold Fish Crackers Cereal Mix Teddy Grahams
Small Group
Activities
 Activity Plan for: March 11-14
Art Area Activity: Make a bear
Reason Why
To go along with the book that I will read. The children will be exposed to different mediums to use
Choosing This
while painting
Activity
Intent, Provocation, & The children will: Use fine motor skills while tracing the bear along with being introduced to different
goal(s): mediums by painting with a fork.
Materials/
Wooden bear, brown paint, plastic fork, googly eyes, white paper, pencil, black fine marker
Resources:
Detailed Set-Up: Place paper for six children, brown paint, googly eyes, fork and wooden bear on the table.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Only 6 children at the table at once
Evaluation Questions Have you seen a bear before? What color do you want to paint your bear?
Assessment:

Specific Skills:
Fine motor
Teacher:
Other
Help student teacher remember to switch charts for group time. Also help with BATA at end of the day.
Responsibilities:

Easel Activity: create art with paper tube and paint

Reason Why
Choosing This Different way to manipulate paint and design
Activity
Intent, Provocation, &
The children will: dip the tube in paint and design on their paper
goal(s):
Materials/
Tube, paint, paper
Resources:

Detailed Set-Up: Place three papers on the easel along with three tubes, 2 trays of paint with 3 colors in each

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Teachers will write the child’s name before starting to paint, only 3 children at a time
Evaluation Questions
Can you tell me about your picture? Are those your favorite colors?
Assessment:
Specific Skills:
Self-control, fine motor, creativity
Teacher: Write child’s name, monitor, place picture on the drying rack.
Other
Sweep the floor at the end of the day.
Responsibilities:
Block Area Activity: Large dinosaurs
Reason Why
Choosing This To incorporate the opportunity to share along with empathy practice.
Activity
Intent, Provocation, &
The children will: Have a choice of building with multiple blocks and using snakes and lizards too.
goal(s):

Materials/
Large dinosaurs and blocks
Resources:

Detailed Set-Up: Make the area attractive to cause interest for the children to participate.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Only 5 children in the area at a time.
Evaluation Questions
How does that piece for together? Can you balance this block? Why does the block stay there?
Assessment:
Specific Skills:
Cooperation, team work, communication.
Teacher:
Other Help unload cart after free play clean-up on Thursday. Help clean out teacher cupboard and TAKE
Responsibilities: OUT GARBAGE on other days.

Book Area and

Activity: A wide range of topics and interests in books.
Listening Station
Reason Why
Choosing This For children with different interest in topics.
Activity
Intent, Provocation, &
The children will: read to themselves or ask a teacher to read.
goal(s):

Materials/
Book list below.
Resources:

Detailed Set-Up:

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
What can you tell me about the story? What do you think will happen next?
Assessment:
Specific Skills:
Early Literacy
Teacher:
Other
Get cameras ready for the day. Vacuum at the end of the day.
Responsibilities:
Writing Area Activity: Lowercase Peg board letters
Reason Why
For children that don’t usually participate in writing table to have an exciting way of using letters by
Choosing This
having pegs with them.
Activity
Intent, Provocation, &
The children will: Learn new letters in a different form that may attract different children.
goal(s):

Materials/
Lowercase peg board letters
Resources:

Detailed Set-Up: Set out play dough and laminated name cards.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
4 children at the table at a time
Evaluation Questions
What is the first letter in your name?
Assessment:
Fine motor, early literacy
Specific Skills:

Teacher: Help child find name and look at letters in the name to help child with name and letter recognition.
Other
Put Nametags Out and Pick them up at the end of the day.
Responsibilities:

Dramatic Play Activity: Campsite

Reason Why
Children will get the chance to work cooperatively and share thorough communication there previous
Choosing This
experiences.
Activity
Intent, Provocation, &
The children will: practice communication and cooperation skills
goal(s):

Materials/
Tent, wood, flashlights, binoculars,
Resources:

Detailed Set-Up:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Only 6 children at a time.
Guidance Limits:
Evaluation Questions Do you think the fire is hot? Have you ever been camping? What animals do you think you
Assessment: would find camping?
Specific Skills:
Cooperation, self-regulation, communication
Teacher:
Other
Do dishes at end of the day
Responsibilities:
Quiet Manipulatives Activity: Dinosaurs with letters to connect
Reason Why
Choosing This Some children feel more comfortable with quiet areas
Activity
Intent, Provocation, &
The children will: be exposed to letters and shapes through play
goal(s):

Materials/
Dinosaur letters
Resources:

Detailed Set-Up:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
What letter matches with this letter?
Assessment:
Specific Skills:
Fine motor, letter recognition
Teacher:
Other
Clear Drying Rack and help clean snack tables for snack.
Responsibilities:

STEM Table Activity: Patterns with counting bears

Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will: Use their early math skills by making patterns
goal(s):

Materials/
Counting bears and pattern sheets.
Resources:

Detailed Set-Up: Make a couple patterns for the children to see.

Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
4-5 children at a time
Evaluation Questions
What color will come next? Do you see the pattern we made?
Assessment:
Specific Skills:
Early math
Teacher:
Other
Mop at the end of the day.
Responsibilities:
Science/Nature Activity: experimenting with magnets
Reason Why
Choosing This Exploration with magnets
Activity
Intent, Provocation, & The children will: explore magnetism and why the wand attracts the pipe cleaner and magnetic chips
goal(s): inside of the bottle

Materials/
Bottle of water with cut up pipe cleaners, bottle of water with magnet chips, magnet wands
Resources:

Detailed Set-Up: Set the prepared bottles on the table along with the wands.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
What attracts the materials inside the bottle to the wand?
Assessment:
Specific Skills:
Patience, fine motor, hand-eye coordination
Teacher:
Other
Mail Boxes and help with BATA BUS
Responsibilities:

Sensory Activity: Water beads and farm animals

Reason Why
Choosing This Children to touch and feel different sensory materials.
Activity
Intent, Provocation, &
The children will: use fine motor skills along with cooperation and communication skills.
goal(s):

Materials/
Resources:

Detailed Set-Up:

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
What makes the beads slippery? Can you find and pick up all of the blue ones.
Assessment:
Specific Skills: Observation, exploration, questioning, taking turns, communication, and language
Teacher:
Other
Snack Buckets and help clean snack tables when time for snack. Also help with check in and out.
Responsibilities:
Light Table Activity: Moons and Stars
Reason Why
Choosing This To go along with the campsite theme
Activity
Intent, Provocation, &
The children will: gain fine motors skills manipulating tiny materials
goal(s):

Materials/
Resources:

Detailed Set-Up:

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
Why does the light shine though the moon and stars?
Assessment:
Specific Skills:
Fine motor, exploration ad curiosity
Teacher:
Other
Bleach Bottles
Responsibilities:

Computers/
Activity:
Music
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):
Materials/
Resources:

Detailed Set-Up:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
Assessment:
Specific Skills:

Teacher:
Outside Clean-up – sweep out all sand from all houses – sweep sand off sidewalks into sand area –
Other
and reset all houses/make sure toys picked up or straightened for next group – START MUSIC AT THE
Responsibilities:
BEGINNING OF FREEPLAY
Outside Activity:
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):

Materials/
Resources:

Detailed Set-Up:

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
Assessment:
Specific Skills:

Teacher:
Other
Safety Checklist and Rainy Day Set-up if needed – uncover sand area if AM Lab – cover sand if PM
Responsibilities:

Activity: Teacher will ask the children a question about have you been camping before?
Welcome Group
Do you like s’mores or cookies?
Time
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):

Materials/
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:
Other White board message, question of the day (if using this), record fire number, check that charts are
Responsibilities: switched/updated, check to make sure all areas are completed before opening the door.

Monday Literacy
Activity: Read We’re Going on a Bear Hunt
Group Time
Reason Why
Choosing This I chose this activity to have the children participate in a more interactive circle time.
Activity
Intent, Provocation, &
The children will: Listen to the story, Positional words with scarves
goal(s):

Materials/ Book, paper with sequenced activities, scarves

Resources:
Detailed Set-Up,
Activity Introduction, First the friend counter will count the children and teachers. Next I will read Going on a Bear
& questions or hunt to the children. Position words will be introduced using scarves. Read the book Froggy
comments to provoke goes to Hawaii
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
What comes next?
Assessment:

Specific Skills: Listening, Position words with scarves

Tuesday Literacy Activity: Groovy Joe, recall sequence of going on a bear hunt.
Group Time Listen to the Book Corduroy on CD.
Reason Why
Choosing This For the children to have interaction with the story and
Activity
Intent, Provocation, & The children will: recall story of going on a bear hunt listen and participate in Groovy Joe and listen to
goal(s): corduroy on cd.
Materials/
CD, Books, papers with sequencing pictures from going on a bear hunt.
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or Can you recall what we had to go “through “ first, next, lastely?
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:
Specific Skills:

Wednesday Literacy
Activity: Talk about sharing by reading Llama, Llama time to share.
Group Time
Reason Why
Choosing This Talk about sharing, being respectful and how to positively help in the classroom community
Activity
Intent, Provocation, & The children will: get involved by sharing because every time I turn the page the children will need to
goal(s): pass the llama pillow.

Materials/
Llama pillow, books
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:

Thursday Literacy
Activity: Felt board The three bears
Group Time
Reason Why
Choosing This To introduce the children to a different form of story time.
Activity
Intent, Provocation, &
The children will: Help tell the story by placing the felt board on the board.
goal(s):

Materials/
Felt board
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:
Small Group
Activity:
Activity 1
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):
Materials/
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:

Small Group
Activity:
Activity 2
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):
Materials/
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:
Small Group
Activity:
Activity 3
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):
Materials/
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:

Small Group
Activity:
Activity 4
Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):
Materials/
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:
Special Plans Activity:

Reason Why
Choosing This
Activity

Intent, Provocation, &

The children will:
goal(s):

Materials/
Resources:

Detailed Set-Up:

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:

Rainy Day Activity:

Reason Why
Choosing This
Activity
Intent, Provocation, &
The children will:
goal(s):

Materials/
Resources:

Detailed Set-Up:

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:

Evaluation Questions
Assessment:

Specific Skills:
 Book List
Title Author
Storybooks
Buzz Said The Bee Wendy Lewison
Counting Crocodiles Judy Sierra
The Shape of Things Dayle Ann Dodds

I Love You Stinky Face Lisa McCourt

Feeling Afraid Joy Berry
Saying No Joy Berry
We Can Get Along Lauren Murphy Payne
David se mete en lios David Shannon
Adios Oscar Peter Elwell

Factual Books
Backyard Detective Critters Up Close Nic Bishop
Big Book of Big Bugs Emily Bone and Fabiano Fiorin
What is a Scientist Barbara Lehn
My First Body Book Melanie and Chis Rice
The Big Book of Bones Claire Liewellyn
The Usborne Big Book of Dinosaurs Susan Mayes

Rhyming Books/Alphabet Books

Firefighters A to Z Chris L. Demarest
I Spy Letters Jean Marzoloo
A Prairie Alphabet Yvette Moore
Alphabet Rescue Audrey Wood & Bruce Wood
Chicka Chicka Boom Boom Bill Martin Jr.
 Wordless or easy reader books
The Cheerios Counting Book Barbara Barbieri McGrath
Things That Make You Feel Good Things That Make You Feel Bad Todd Parr
The Bernsteins’ B Book Stan and Jan Berenstain
Paddington’s 123 Michael Bond

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

Many Nations Joseph Bruchac
How Many Days To America Eve Bunting
The Lost Children Paul Goble
Crow Chief Paul Goble
Coming Home Nanette Mellage

Books for Listening Station

Other Items

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 10-13, 2018
Lead Teacher (your name here)
Age of Children 4 and 5 Year Olds
Cultures represented in class Caucasian, Native American, French,
Hispanic, Norwegian, German, Puerto Rican
Differing abilities represented in class Speech & Various levels of learning

Cultural and Anti-bias materials:

We have multi-cultural markers, crayons, and paper available when needed. We also have
many different cultural books in the book area.

Families reflected in the environment:

We have family pictures in our room and we have the children’s ID cards out on our bulletin
board.

Music from Children’s Backgrounds:

We have Children’s Songs from Around the World playing in the background.

Literature that reflects the children and families in the class:

There are many different kinds of books on the book shelf to represent different types of
families. We will also be using multicultural books during group time discussions.

Activities that reflect the children and families:

We always have the option of writing notes to each other, to teachers, or to families via email if
the parents were OK with that. We are also looking at their individual interests to choose long-
term investigations for the semester.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
We will be discussing families, friends, and other personal information at snack time and
discussing the All About Teacher Books so the children can get to know the teachers better.

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
 Weekly Ongoing Adjustments Form

Lead Teacher:
Week of:
Classroom:

Center Name Changes Why: Rationale Children’s Evaluation of Change

& Activity Responses
Laura’s 4 and 5 Morning Lab Fall 2018
Goals for the week of:
Lead Teacher: Laura

Key Focus this week:

Teachers will get to know their children and families. Children will get to know the teachers and
classroom.

Additional class goals or areas for assessment:

Social: The children will

Emotional: The children

Mathematics: The children will

Communication and Language: The children will

Reading and Literacy: The children will

Science and Inquiry: The children will

Fine Motor: The children will

Gross Motor: The children will

Staff Goals:

Individual Child Goals: