Georgia’s Pre-K Program 2010-2011

Weekly Lesson Plan Template (LPT2011#1)

Teacher: Jessica White/Ms. Vickie

Week of: Sept. 27- Oct. 1

Time Monday Tuesday Wednesday Thursday Friday

Circle Activity: Activity: Activity: Activity: Activity:
Time/ m/w/m,pledge, good m/w/m,pledge, good m/w/m,pledge, good m/w/m,pledge, good m/w/m,pledge, good
Large morning morning morning morning morning
Group song,calendar,name song,calendar,name song,calendar,name song,calendar,name song,calendar,name
9:00- recognation activity recognation activity recognation activity recognation activity recognation activity
9:20
CS: LD1a, SE1a CS: LD1a, SE1a CS: LD1a, SE1a CS: LD1a, SE1a CS: LD1a, SE1a

Book #1: Book #1: Book #1: Book #1: Book #1:
What Happens when it Looks Like Spilt Milk The Cat in the Hat Brown Bear Brown Bear Monte and the Mango
rain
CS: LD1a,LD1b,LD1d CS: LD1a,LD1b,LD1d CS: LD1a,LD1b,LD1d CS: LD1a,LD1b,LD1d
CS: LD1a,LD1b,LD1d
Music with Movement Music with Movement Music with Movement Music with Movement Music with Movement
Activity: Activity: Activity: Activity: Activity:

Animal Action Bean Bag Boogie Bear Hunt Soul Train Line Kidazzle Marching Band
8:30-
9:00 CS: CD2c CS: CD2c CS: CD2c CS: CD2c CS: CD2c
12:40- Activity: Activity: Activity: Activity: Activity:
1:00 Music and Movement Music and Movement Music and Movement Music and Movement Music and Movement
Activity: Activity: Activity: Activity: Activity:

Happy Hour Dance Animal Action Happy Hour Dance Bean Bag Dance Soul Train Line
Time (Steve & Greg) Time (Steve & Greg)

CS: CDbc
CS: CD2b
CS: CD2c CS: CD2c CS: CDb
2:15- Large Group Literacy Large Group Literacy Large Group Literacy Large Group Literacy Large Group Literacy
2:30 Activity: Activity: Activity: Activity: Activity:

Page 1 of 11
            
Students recall and Students will think of Students will identify Up and Down the Apple As a class the students
identify items found at words that starts with words in the classroom Tree will count apples up to
the park as a way to the letter Vv. All that starts with the 25.
build language and answers will be charted letter Vv. I will ask the children
literacy skills. and displayed in the do they want to paste CS: LD1a,LD1b,LD1d
writing area. their apple "UP" in the
leaves or "Down" on
the ground. The
students will talk about
CS: LD1a,LD1b,LD1d CS: LD1a,LD1b,LD1d the difference between
CS: LD1a,LD1b,LD1d up and down

CS: LD1a,LD1b,LD1d
      Phonological Phonological Phonological Phonological Phonological
Awareness Activity: Awareness Activity: Awareness Activity: Awareness Activity: Awareness Activity:
The students will be My sound Box Name that sound… The students will clap The students will try to
asked which one of The students will be out the sound of their find an object in the
these words – Pot, park, I will put some items in given a phoneme sound name. . class that ryhms with
pizza, boat – starts with a box, some of which and will try to identify their name.
a different sound. We starting with the the letter that makes LD2a
will practice with other sound /p. I will also that sound. LD2a
words also. include some items for Level:
words that do NOT Listening Level:
LD2d begin with /v/. The LD2a Rhyming Listening
students will have to Rhyming
Alliteration
Level: pick the words that Level: Sentence Alliteration
Listening have the /v/ sound. Listening Segmenting Sentence
Rhyming Rhyming Syllable Segmenting
LD2b
Alliteration Alliteration Segmenting/ Syllable
Sentence Sentence Blending Segmenting/
Level:
Segmenting Segmenting Onset/Rhyme Blending
Listening
Syllable Syllable Phoneme Onset/Rhyme
Rhyming
Segmenting/ Segmenting/ Manipulation Phoneme
Alliteration
Blending Blending Manipulation
Sentence
Onset/Rhyme Onset/Rhyme
Segmenting
Phoneme Phoneme
Syllable
Manipulation Manipulation
Segmenting/

LPT2011#1 Page 2 of 11
 Blending
Onset/Rhyme
Phoneme
Manipulation
2:15- Book #2: Book #2: Book #2: Book #2: Book #2:
2:30 The Teddy Bears Picnic Clifford meets a new Alex and the terriable Looks like spilt mik Brown Bear Brown Bear
friend horriable no good very
CS: LD1ab, LD1d bad day CS: LD1ab, LD1d CS: LD1ab, LD1d
CS: LD1ab, LD1d
CS: LD1ab, LD1d
2:15- Closing Activity: Closing Activity: Closing Activity: Closing Activity: Closing Activity:
2:30
Recall Activity: Recall Activity: Recall Activity: Recall Activity: Recall Activity:

Closing Door: Students
will recap the days
lesson while the
teacher charts
everything the students
say.
Closing Door: Students
will recap the days
lesson while the
teacher charts
everything the students
say.
Closing Door: Students
will recap the days
lesson while the
teacher charts
everything the students
say.
Closing Door: Students
will recap the days
lesson while the
teacher charts
everything the students
say.
Closing Door: Students
will recap the days
lesson while the
teacher charts
everything the students
say.

CS: LD5b, LD6a, LD6bc CS: LD1a, LD5b, LD6a, CS: MD5d,SD1d, LD1a,
CS: LD1aLD5b, LD6a, CS: LD1aLD5b, LD6a,
LD6bc, LD5b, LD6a, LD6bc, LD6bc, LD6bc,
Materials and or activity choices for outdoor play: Sidewalk Chalk, outdoor music and movement, Ball Name Game, Out door box with
books, paper and writing materials CS: HPD1a,b,c
Small Group Instruction: See small group lesson plan page for the current week.
Refer to schedule for center time, clean up time, breakfast, lunch, snack, rest time, outdoor play times and activities such as art, music and PE.

LPT2011#1 Page 3 of 11
Small Group Lesson Plan Template Teacher: Jessica White/Ms. Vickie
Refer to the FAQ for Instructional Practices and the FAQ for Small Groups for further explanation. Teachers may vary the way small groups
are structured and implemented depending on the needs of their students. A minimum of one small group time each day is required. Not
every student is required to participate in small group instruction each day. Documentation of small group reading indicating the title of the
book with a brief description of the follow- up activity is required one time weekly but may be planned more often. If center time is extended
to accommodate one or two small groups, please clearly indicate the times and describe how this is implemented in your classroom on the
Daily Schedule and Lesson Plan Template.
Group Monday Tuesday Wednesday Thursday Friday
Teacher- CS: MD1j CS: LD6a CS: MD5d CS: LD6b CS: MD3b
led Planned Activity Planned Activity Planned Activity Planned Activity Planned Activity
The students will
The students will The students will Each student will cut The students will draw a family picture
Independen practice writing the pratice writing their out pictures in a pratice writing the
t number 2 name magazine letter vv Students:
Taylor, Ariel,
Students: Students: Students: Fredrick, Jeremiah,
Taylor, Ariel, Taylor, Ariel, Fredrick, Taylor, Ariel, Fredrick, Aurliause
Fredrick, Jeremiah, Jeremiah, Aurliause Jeremiah, Aurliause Students:
Aurliause Taylor, Ariel, Fredrick,
Jeremiah, Aurliause
Teacher- CS: MD5d CS: SS3d CS: CD1a CS: MD5f CS: SD2c
led Planned Activity Planned Activity Planned Activity Planned Activity Planned Activity

The students will The students will Each student will cut The students will The students will
Independen practice writing pratice writing their out pictures in a pratice writing the draw a family picture
t number 2 name magazine letter Vv.
Students:
Students: Students: Students: Students: Shakivia, Valeria,
Shakivia, Valeria, Shakivia, Valeria, Shakivia, Valeria, Shakivia, Valeria, Chanyia, Kayvon,
Chanyia, Kayvon, Chanyia, Kayvon, Chanyia, Kayvon, Chanyia, Kayvon, Kaylon
Kaylon Kaylon Kaylon Kaylon
Teacher- CS: HPD2b CS: HPD2b CS: CD1a CS: SE4b CS: MD1j
led Planned Activity Planned Activity Planned Activity Planned Activity Planned Activity

The students will The students will Each student will cut The students will The students will
Independen practice writing pratice writing their out pictures in a pratice writing the draw a family picture
t number 2 name magazine letter Vv.
Students:
Students: Students: Students: Students: Franklyn, Tay-nnah,
Franklyn, Tay-nnah, Franklyn, Tay-nnah, Franklyn, Tay-nnah, Franklyn, Tay-nnah, Chakeia, Derrico
Chakeia, Derrico Chakeia, Derrico Chakeia, Derrico Chakeia, Derrico
CS: SS2a,SE1a CS: SS2a,SE1a,SE1d CS: SS2a,SE1a CS: SS2a,SE1a CS: SS2a,SE1a

LPT2011#1 Page 4 of 11
 Teacher- Planned Activity Planned Activity Planned Activity Planned Activity Planned Activity
led                              

Students: Students: Students: Students: Students:

Independen                              
t

LPT2011#1 Page 5 of 11
 Teacher: Jessica White/Ms. Vickie
Supplemental Planning Template

All Content Standards are covered weekly during any Special Activity Documentation
instructional time (large group, small group, outside activities, etc.) (use this space as needed)
Check to indicate that all Content Standard domains have been Special Activity or Experience:      
covered in lesson plans throughout the week and are coded
completely. Pre- Activity:      
Example LD2a, MD1b, SC3a, SS2a, CD1b, SE2a, HPD1b
LD Language and Literacy Post Activity:      
MD Mathematics Development
SC Science Development
SS Social Studies Development
Creative Development Changes or additions to the learning environment
SE Social Emotional Development can be documented here or on the Changes to the
HPD Health & Physical Development Environment Form.
Planning for Individualization (use this space as needed)
Planning for individualization may be documented below or on the main page of the Lesson Plan Template or on the
Small Group Lesson Plan Template.
Student(s): A. Brown Student(s): Dericco Student(s): Kaylon Student(s): Ariel Student(s): Valeria

Activity/Skill: Tying Activity/Skill: Tying Activity/Skill: Tying Activity/Skill: Tying Activity/Skill: Tying Shoes
Shoes Shoes Shoes Shoes
Planning for Additional Instructional Activities (use this space as needed)
This space has been provided for optional use to document other instructional activities planned throughout the week.
The required lesson plan templates do not always provide adequate space for other activities teachers may plan and
utilize as a part of their instructional day.
Activity:      
CS:      
Activity:      
CS:      
Activity:      
CS:      
Activity:      
CS:      
Activity:      
CS:      

LPT2011#1 Page 6 of 11
Activity:      
CS:      
Activity:      
CS:      

LPT2011#1 Page 7 of 11
Planning for Assessment Template Teacher: Jessica White/Ms. Vickie
• Documentation of plans for collecting assessment throughout the instructional day is required.
• Preparation for assessment helps to ensure the materials needed are ready and prepared in advance.
• Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day,
therefore there will be no evidence of planning for many items collected.
• Documentation can be made in the margins of the lesson plan templates or by using the following format.
Indicate specific activities below. Note that not all spaces are expected to be filled in weekly. This is an organizational tool to help with
planning and preparation for collecting assessment documentation weekly. See sample online at www.decal.ga.gov.
MATRIX PHOTOS with notes OBSERVATIONAL NOTES WORK SAMPLES
Monday

Blind Fold Taste Test: Today during free Observational Notes will be Work Samples will be collected
play/outside large group collected today for the following for the following students
Students will be blind folded time pictures with notes will students during small group today:
and given two cups one with be taken of the following and center time:
something sweet and one students:
with something sour.
Students will then taste and
smell each item. All answers
will be charted.

Students:Taylor, Areil, Fredrick, Taylor, Areil, Fredrick,

Taylor, Areil, Fredrick, Taylor, Areil, Fredrick, Jeremiah, Aurliause Jeremiah,
Jeremiah, Aurliause Jeremiah, Aurliause Aurliause
Today during free Observational Notes will be Work Samples will be collected
Tuesday

play/outside large group collected today for the following for the following students:
time pictures with notes will students during small group
be taken of the following and center time:
students:

Shakivia, Valeria, Chanyia,

Shakivia, Valeria, Chanyia, Shakivia, Valeria, Chanyia, Kayvon,
Kayvon, Kaylon Shakivia, Valeria, Chanyia, Kayvon, Kaylon
Kayvon, Kaylon Kaylon

LPT2011#1 Page 8 of 11
 Wed.
Today during free Observational Notes will be Work Samples will be collected
play/outside large group collected today for the following for the following students:
time pictures with notes will students:
be taken of the following
students.

Franklyn, Tee, Chakaya, Students: Franklyn, Tee,

Derrico Students: Franklyn, Tee, Chakaya, Derrico
Students: Franklyn, Tee, Chakaya, Derrico
Chakaya, Derrico
Thursday

Today during free
play/outside large group
time pictures with notes will
be taken of the following
students
Observational Notes will be Work Samples will be collected
collected today for the following for the following students:
students:

Marcela, Jamari, Janaria, Marcela, Jamari, Janaria,

Ibraham, Jahkeerah, Leandra Marcela, Jamari, Janaria, Ibraham, Jahkeerah, Leandra
Marcela, Jamari, Janaria, Ibraham, Jahkeerah, Leandra
Ibraham, Jahkeerah, Leandra
Friday

Make up day….. Make up day….. Make up day….. Make up day…..

All assessment documentation must be coded with the student’s name, date and Notes, comments &
assessment domain. reminders
Many teachers find it helpful to also document the functional component and the      
performance indicators on assessment documentation. This information helps to clearly
define the area in which the information is most relevant. Teachers using Work Sampling
Online code all assessment documentation using the domain, functional component and
performance indicators.
LL= Language and Literacy PDH=Physical Development and Health
SS= Social Studies MT= Mathematical Thinking
PSD= Personal Social Development ST= Scientific Thinking

LPT2011#1 Page 9 of 11
Changes to the Environment Form Teacher: Ms. White/Ms. Vickie
Rotation of learning center materials helps maintain student interest. Enough changes to clearly reflect the current topics of study are the
expectation. Refer to the IQ Guide for Environment for examples and further clarification of appropriate material choices.

Current Topics of Interest:      

Reading Area Math Area Art Area
Topic-related books that were added to Topic-related materials: Topic-related: All About Me
the reading area: Counting bears, number cards, countng Collage: Magazines, construction paper
The Foot Book beans, linking cubes
Here Are my Hands 3-D materials: buttons, foam pieces,
Puzzles: Number Puzzle Materials to promote literacy
Counting: Bears, Blocks, Colors, Beans development:
books, books on tape, magizines, paper,
Sorting: Sorting Bears, Sorting Colors crayons, pens, pencils.
Other rotated books to reflect various Recognizing shapes: Flash Cards, Science Area
genres: Books Basic materials: measuring cups, funnels,
Alhabet Book Hand-eye coordination: Lacing Cards, containers,
Locking Blocks Discovery materials: magnify glass,
Simple Storybooks Measuring materials: Measuring cups, tongs, goggles, bugs
rulers, weight scale, tape measure Nature collections: pines cones, sea
Math games: Math Manipulatives, shells, leaves, rocks
Props to promote alphabetic principle: sorting games, pattern games. Living item: Worms
Felt Board Stories Sensory table material (sensory table
Magnetic Boards w/ letters should also have tools to use with the
Puzzles sensory materials: scoops, funnels,
Alphabet Stencils cups, etc.):
Writing (paper, pencils, crayons)
sand, water

Props to promote language Real-found items: Pictures:      

development: food boxes, clothing, playing cards,
Books on tape sand, money
Big Books Materials to promote literacy Materials to promote literacy in science
Puppets development: area:
Magnetic Letters books, books on tape, magazines, books, writing materials, magazines
newspapers,

Listening Center Dramatic Play Area

Book with corresponding tape/CD: Topic-related props: dolls, dress up clothes, play food, dishes, silverware, cookware,
     
Prop box for additional play theme: Housekeeping-dishes,silverware, cookware,
broom, mop

LPT2011#1 Page 10 of 11
 Writing Area 2nd dramatic play setting: Grocery Store-Cash register, food items
Vocabulary: Red, ABC's Props to support 2nd setting: Cash Register, food items
Real/found items: money, paper bags, empty food containers
Stamps: Alphabet Stamps, Shape Stamps Block Area
Topic-related props/accessories: Measuring tools, small people, photographs
Stencils: Letters
Real/found items: paper, crayons, markers Books to promote literacy development: Ten Apples on Top, Families, A color of
his own
Other changes:       Real/found items: sand, rocks, legos
Changes to the environment based on the interests of students (complete as needed):
Literacy Dramatic Play Math Science Block Art
                                   

Changes to the environment based on the developmental needs of students (complete as needed):
Literacy Dramatic Play Math Science Block Art
                                   

LPT2011#1 Page 11 of 11