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Related Resources: A Teachers Guide to Opening Centers, Heritage Tree Parent Handout, Read Aloud Planning Forms, Super Readers Book Handling Rules, Sample of school newsletter

Curriculum Planning Form

Fairy Tales (week 2)

Center/Classroom:

Teachers:

Week of:

(A) General Information

Study/Topic - BIG IDEAS this week:

Key vocabulary:

Children will continue to explore a number of fairy tales and nursery rhymes. This curriculum theme particularly emphasizes school readiness goals related to dramatic play, speaking and books/stories.

1. Little/small, smaller, smallest / big, bigger, biggest Chiquito/pequeo, mas pequeo, el mas pequeo/ grande, grandote, grandotote

1. Goat, troll Cabra, gnomo

1. Giant, gold, beanstalk Gigante, oro, tallo de frijol

Monday To Do List:

1. Review Planned Read-Alouds; read books through at least once.

1. Review Small Group Activity forms and gather/create materials, including flannel pieces or cut-outs to retell Three Billy Goats Gruff, beanstalk-building materials; porridge ingredients;

1. Choose at least two nursery rhymes to focus on this week (see Nursery Rhyme Guide) and create charts with the words and illustration.

1. Gather/create materials for centers and circle time, including story-related props and big/medium/small materials.

1. Remove any items from centers that are in poor condition or children no longer use.

Support for Dual Language Learners:

Learn how to say the fairy tale titles/characters in childrens home languages; e.g., Los Tres Osos / Ricitos de Oro; La Caperucita Roja; Juan y los Frijoles Mgicos; etc. Use these translated phrases periodically when reading or referring to the books, so that children who do not speak English can feel more involved in these stories.

Family/ Community Involvement:

Talk to families and find out whether there are any nursery rhymes that are frequently sung or recited at home. If those rhymes are in other languages, ask the parent to write it down (with a phonetic guide if needed) and see if they can come teach it to the class!

Keep families updated about the fairy tales you are reading in the classroom. You can do this in a playful way that also encourages parents to ask their children questions. For example, you could post a question or clue on the door for parents to see at pick-up time: Today we read a fairy tale that had a giant in it! Ask your child to tell you about it!

(B) Materials to Enhance Childrens Play

Blocks

Dramatic Play

Toys and Games

Add: materials to create beanstalks paper towel tubes, green paper, etc. (for children to continue building after the small-group activity, if desired). Materials relating to nursery rhymes children have learned for example, Humpty Dumpty (See Nursery Rhyme Guide)

Add: Empty oatmeal box, different size chairs as extension to The Three Bears

Add: coins or small circles of yellow paper with containers, scales, etc.; children will be able to count their gold like the giant in Jack & the Beanstalk. Materials relating to nursery rhymes children have learned for example, Three Bags Full. (See Nursery Rhyme Guide)

Art

Library/Writing

Discovery/Science

Keep: Keep any items from previous week(s) that children were particularly engaged with.

Add: Fairy tale books and nursery rhyme charts; encourage children to draw or paint their favorite character/part.

Add: Read-aloud books for this week and upcoming weeks in this theme. Different versions of fairy tales (if available). Puppets or flannelboard pieces related to fairy tales, so children can retell and role-play. Abiyoyo on tape or CD (read by Pete Seeger) if available

Add: items that connect to individual childrens interests, or to objectives that you wish to observe in this area.

Sand and Water

Music and Movement

Computers

Keep any items from previous week(s) that children were particularly engaged with.

Add:

Add:

Add:

Outdoors

Cooking

Add:

(C) Group Experiences

Monday

Tuesday

Wednesday

Thursday

Friday

Arrival

Opening Circle

Movement

Relaxation

Transitions

Closing Circle

Arrival: Question of the Day (QOTD) Which fairy tale do you like best? (Three Bears or Billy Goats Gruff) If possible, have children respond individually so that you can engage in a feedback loop, asking why they chose that one or what they like about it help children post their answers. Include visuals and wording

Opening Circle: Welcome, good morning song, & one other, attendance routine.

Review QOTD results, counting each column and writing the numeral

Second Step Puppet Script

Choice Time materials - (Re)introduce any special theme-related materials for example, props to retell The Three Bears that children created last week. Ask for childrens ideas or even demonstration of how they might use these.

Review daily schedule and class rules.

Transition:

Music/Movement: Nursery Rhymes Introduce a new nursery rhyme (#3 so far), using a chart with words and illustration. Read multiple times, then help children to fill in rhymes. Discuss meaning as appropriate. (see Nursery Rhyme Guide in Activities Packet) &

Second Step CD Song of the week

Relaxation:

Transition: Second Step Brain Builder

Closing Circle: Sing your favorite good-bye song.

Arrival:

Opening Circle: Welcome, good morning song, & SS Song, attendance routine.

Second Step Story and Discussion

Review daily schedule and class rules.

Transition: Second Step Brain Builder

Music/Movement: Nursery Rhymes Repeat Rhyme #3 from yesterday, (and #1 and/or #2 from last week, if desired). & one other

Relaxation:

Transition:

Closing Circle: Sing your favorite good-bye song.

Arrival: QOTD Are you wearing red today, like Red Riding Hood? (Y/N) Include a visual to help children understand the question help children post their answers.

Opening Circle: Welcome, good morning song, attendance routine.

Second Step Skill Practice Activity-

Review QOTD results, counting each column and writing the numeral

Review daily schedule and class rules.

Transition: Mighty Minute #15 Say It, Show It (related obj. 1,3,5,7,8,11,34)

Music/Movement: Nursery Rhymes Introduce Rhyme #4 of your choice. (See Nursery Rhyme Guide in Activities Packet.) & one other

Relaxation:

Transition: Second Step Brain Builder

Closing Circle: Sing your favorite good-bye song.

Arrival:

Opening Circle: Welcome, good morning song, attendance routine.

Review daily schedule and class rules.

Transition: Second Step Brain Builder

Music/Movement: Moving Like Giants: Have children pretend to climb a beanstalk like Jack.

Nursery Rhymes Repeat Rhyme #4 (from yesterday); discuss connections to other nursery rhymes, fairy tales, etc. as appropriate. Use the rhyme chart to engage children in noticing concepts of print, such as where to start reading and which direction to go, or words/letters that appear multiple times.

Relaxation:

Transition:

Closing Circle: Prepare children for when youll see them next at school. Sing your favorite good-bye song.

Read-Alouds

Group 1: Reread The Three Billy Goats Gruff (refer to Planned Read Aloud guide) picture-walk only

Group 2: Red Riding Hood by James Marshall Initial reading: focus on basic understanding of plot.

Group 1: Red Riding Hood by James Marshall Initial reading: focus on basic understanding of plot.

Group 2: Reread The Three Billy Goats Gruff (refer to Planned Read Aloud guide) picture-walk only

Group 1: Second Step Recommended Book

Group 2: Jack and the Beanstalk Initial reading: focus on basic understanding of plot

Group 1: Jack and the Beanstalk Initial reading: focus on basic understanding of plot

Group 2: Second Step Recommended Book

Small-Group Activity

Group 1: Retelling The Three Billy Goats Gruff (refer to Small Group Activity guide)

Group 2: Making Porridge (refer to Small Group Activity guide)

Group 1: Making Porridge (refer to Small Group Activity guide)

Group 2: Retelling The Three Billy Goats Gruff (refer to Small Group Activity guide)

Group 1: Second Step Skill Practice Activity-

Group 2: Building Beanstalks (refer to Small Group Activity Guide)

Group 1: Building Beanstalks (refer to Small Group Activity Guide)

Group 2: Second Step Skill Practice Activity-

Special Activities

Tangible Acknowledgement System:

Outside

Inclement Weather Plan:

Adapt nursery rhymes that children have been learning to be appropriate to their play; for example, Jack and Jill as children go down the slide or run down the hill.

Individual Child Planning Form

Center/Classroom:

Teachers:

Week of:

Focus Date

Childs

Name

School Readiness Goal Focus Domain(s)

Focus TS GOLD Objective(s)

Why Chosen?

(IFSP, TS Gold Report, family input, conference goal, etc.)

Strategy/Activity

NOTE: Children with similar needs may benefit from differentiated instruction (e.g. during small-group activity). You can use the Small Group column at right to make notes about possible groupings.

Example: 1. Routine activity, state how you are individualizing for this child.

Possible small-group?

CHECK when implemented

Soc-Emotional

Approaches to Learning

Language & Literacy

Cogn./ Gen. Knowledge

Physical

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IFSP Child Planning

Childs Name

IFSP Goals

Classroom Plan: Whats the Activity/Whos Supporting the Child

*Please review all IFSP plans including Speech Only to ensure implementation of all classroom goals.

*For speech goals the what/who would be: Directed by the Speech Language Therapist

TEACHERS: Review this lesson plan thoroughly in advance. If you make any modifications (only if needed for your children), these must be approved by Education Manager/Supervisor. You also need to complete the Individualized Learning Plan. Last updated: 09/09/13

2012 Acelero, Inc. All Rights Reserved. Uses are subject to the limitations set forth in your user agreement. Your right to use these materials is contingent upon remaining a current SARGE subscriber with Acelero, Inc.

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