| | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R |
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| 1 | Lesson Plans for Choices • Decisiones - I Make Choices (Week 1) | Date | | Teacher | |
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| 2 | Wonderful Word | consequences
consecuencias | Character Education | Fairness, Justicia
Confidence, Confianza | Technology | Sounds and Rhymes; Math-What Comes Next
X.A.1. X.A.2. III.B.7. V.E.3. |
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| 3 | Literacy | Oral Language, Phonological Awareness—
Alliteration, Vocabulary | Letter
Knowledge | English-M, m, D, d, S, s
Spanish-M, m, D, d, S, s | Math | Patterns and Numeracy |
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| 4 | English Vocabulary | alliteration, appropriate, choices, consequences, courageous, diligent, helpful, inappropriate, laws, promises, reluctant, rules, solutions, thoughtful |
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| 5 | Spanish Vocabulary | aliteración, apropiado, decisiones, consecuencias, valiente, diligente, útil, inapropiado, leyes, promesas, reluctante. reglas, soluciones, consideradas |
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| 6 | LESSON COMPONENTS | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| 7 | Greeting Circle
Time: 9:25-10:00 | • Building community
• Morning Message
III.C.2., I.C.4., II.A.2. | • Building community
• Morning Message
III.C.2., VIII.B.1., I.B.2.c.
| • Building community
• Morning Message
III.C.2., VI.D.1., I.B.1.a. | • Building community
• Morning Message
I.C.6., III.C.2., I.C.4. | • Building community
• Morning Message
III.C.2., I.C.2., I.A.4. |
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| 8 | Moving and Learning
Time: 1:15-1:45 | Ribbon dance to “Rainbow Dancers” • “Bailarines de colores” | Play Cooperative Musical Circles • Círculos musicales | Dance with dragon fire | Play Drop the Dollar • Deja caer el dólar | Play Red Light, Green Light • Luz roja, luz verde |
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| 9 |
Read-Aloud
Time: 9:25-10:00
| Charlie Chipmunk's Thoughtful Choices • Las decisiones consideradas de Carlitos
• Develop vocabulary that describes choices
Three Bears’ Rap • El rap de los tres osos
• Retell a story in a new way
• Discuss Goldilock’s choices
III.D.3., I.C.6., II.D.2. | Shubert’s Helpful Day
• Recall and analyze advice for calming down
A to Z Helping Hands • Manos
amables de la A a la Z
• Discuss examples of helpful choices
I.C.2., I.C.6., III.D.3. | Once Upon a Time in Dragon Land • Había una vez en Dragolandia
• Learn about the author and illustrator
• Discuss the dragons’ choices
Developmental Storybook “The Three Pigs” • “Los tres cerditos”
• Discuss pigs’ choices of building
materials
II.D.1., IV.D.1., I.D.2. | The Frog Prince • El príncipe sapo
• Evaluate the frog’s choice
• Discuss keeping promises
The Gift • El regalo
• Think about times when there is no choice
II.D.1., I.D.2., II.B.3. | The Gift • El regalo
• Compares roaring to using a big voice
“Monster Coaster” • ”Monstruosa,
la montaña rusa” story folder
• Discuss Monster’s feelings about decisions he couldn’t control
III.D.2., III.D.3., III. B.3. |
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| 10 | Weekly Learning Centers
Time: 10:00-12:30
2:00-3:15
| • Fine Motor-Provide choices of puzzles and discuss
• Gross Motor Area-Play Giant Concentration
• Language and Literacy-Provide Photo Activity Cards #1 through 12. | • Fine Motor-Give children an opportunity to make a helpful choice
• Gross Motor Area-Play partner games that require making helpful choices
• Language and Literacy-Point out differences in the ways children sort the card | • Fine Motor-Make magazine collages and discuss scissor safety
• Gross Motor Area-Play Pick Safe Choices
• Language and Literacy-Encourage children who are proficient at working puzzles to help classmates that are less proficient | • Fine Motor-Roll pennies
• Gross Motor Area-Play Do the Right Thing • Haz lo correcto
• Language and Literacy-Provide and discuss safety items that are worn by workers | • Fine Motor-Practice washing hands
• Gross Motor Area-Play Frog Toss
• Language and Literacy-Make up a game using game pieces; Encourage children to explore the law of gravity |
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| 11 | Literacy
Learning Centers
Time: 10:00-12:30
2:00-3:15
| • Experience the fun of alliteration
• Identify words that begin with the same sound
Centers
• ABC-Use magnetic letters to copy words from Morning Message
• Language and Literacy-Retell “The Three Bears” with story props
• Library and Listening-Listen to a story
I.C.5., III.B.6., III.B.7. | • List helpful choices children make in the classroom
• Compare list with choices in song
Centers
• Creativity Station- Draw being helpful at home
• Library and Listening-Listen to and pantomime “That Was Helpful” • “Has sido amable”
• Fine Motor-Tape cut pictures back together
I.B.1.a., I.C.6., I.C.2.
| • Read “The Three Billy Goats Gruff”
• Chant and listen for alliteration
Centers
• Pretend and Learn- Dramatic play with “The Three Billy Goats Gruff”
• Construction- Build houses for the three pig
• Library and Listening-Listen to Dragon Land story
VI.D.1., III.D.3., III.B.7. | • Introduce the idea of consequences
• Evaluate right choices
Centers
• Pretend and Learn-Demonstrate manners during pretend meals
• Fine Motor-Scoop up pennies
• Library and Listening-Listen to The Frog Prince • El príncipe sapo
III.B.7., I.B.1.c., I.C.2. | • Discuss rules and laws and why we have them
Centers
• Creativity Station-Illustrate classroom rules
• Construction-Build a highway and use it for play
• Library and Listening-Retell “Monster Coaster” • “Monstruosa, la montaña rusa” with story props
VI.D.1., II.D.5., I.B.1.a. |
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| 12 | Math and Science
Learning Centers
Time:10:00-12:30
2:00-3:15
| • Identify patterns
• Use verbal ordinal numbers
Centers
• Math-Create “large, medium, small” pattern with manipulatives
• Fine Motor-Cut and order strips of paper
V.A.7., V.E.2., V.E.3.
| • Practice identifying patterns
• Skip counting
Centers
• Sensory Table-Make footprint patterns in wet sand
• Gross Motor Area-Hop a pattern
V.A.2., V.A.9., V.E.3. | • Identify pattern in huff-puff chant
• Translate verbal pattern to green-red cube pattern
Centers
• Library and Listening-Create dot sticker pattern and play on xylophone
• Math-Work in partners to make patterns and predict what comes next
V.A.7., V.C.3., V.E.3.
| • Identify color patterns
• Create color patterns
Centers
• Creativity Station- Make a pattern of colored stripes
• Science-Discover what is inside a mystery gift box
V.C.3., V.E.3., VI.A.1.
| • Practice one-to-one correspondence
• Count forward to five and backwards from five to zero
Centers
• Math-Match +1 on the calculator to steps on the number line
• Gross Motor Area-Jump like a grasshopper, crawl like an ant
V.B.1., V.B.2., V.E.3.
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| 13 | Content Connections
Time: 9:25-10:00 | Social Studies
• Compare three versions of The Three Bears
VII.A.2., III.D.2. | Fine Arts
• Compare the size of handprints
VIII.A.2., V.D.1., III.C.1. | Safety
• Discuss fire safety rules
VI.D.1., VIII.B.1. | Social-Emotional
• Discuss being faithful to friends
I.C.6., I.C.7., I.C.3. | Safety
• Brainstorm safety rules and sing safety songs
VI.D.1., VIII.B.1., I.B.1.a. |
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| 14 | Closing Circle
Time: 3:15 | • Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection | • Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection | • Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection | • Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection | • Reflecting on the day
• Check on Commitments
• Kindness Tree
• Family Connection |
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| 15 | Outdoor Learning1:15-1:45 | • Provide various types of balls for play and discuss their different attributes | • Invite children to brainstorm ideas for
ways to share the tricycles, balls, or other
outdoor equipment that has to be shared | • Encourage children to pick up trash on playground | • Play Dog and Bone • Perro y hueso | • Discuss the purpose of traffic lights. Play
Red Light, Green Light • Luz roja, luz verde |
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| 16 | Learning Goals | • III.C.2. Recognizes at least 20 letter sounds
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal
• II.A.2. Shows understanding by following
two-step oral directions, and usually follows three-step directions
• III.D.3. Asks and answers appropriate questions about the book
• I.C.6. Demonstrates empathy and caring for others
• II.D.2. Demonstrates understanding of terms used in the instructional language of the classroom
• I.C.5. Initiates problem-solving strategies and seeks adult help when necessary
• III.B.6. Produces a word that rhymes with a given word
• III.B.7. Produces a word that begins with
the same sound as a given pair of words
• V.A.7. Uses the verbal ordinal terms
• V.E.2. Collects data and organizes it in a graphic representation
• V.E.3. Recognizes and creates patterns
• VII.A.2. Identifies similarities and differences in characteristics of families
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
| • III.C.2. Recognizes at least 20 letter sounds
• VIII.B.1. Participates in classroom music activities
• I.B.2.c. Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.C.6. Demonstrates empathy and caring for others
• III.D.3. Asks and answers appropriate questions about the book
• I.B.1.a. Follows classroom rules and
routines with occasional reminders from teacher
• I.C.6. Demonstrates empathy and caring
for others
• I.C.2. Assumes various roles and
responsibilities as part of a classroom community
• V.A.2. Uses words to rote count from 1 to 3
• V.A.9. Recognizes one-digit numerals 0 through 9
• V.E.3. Recognizes and creates patterns
• VIII.A.2. Uses art as a form of creative self-expression and representation
• V.D.1. Recognizes and compares heights or lengths of people or objects
• III.C.1. Names at least 20 upper- and at least 20 lowercase letters
| • III.C.2. Recognizes at least 20 letter sounds
• IV.D.1. Uses some appropriate writing conventions when writing or giving dictation
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• VI.D.1. Practices good habits of
personal safety
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from own
• III.D.3. Asks and answers appropriate questions about the book
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• V.A.7. Uses the verbal ordinal terms
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates patterns
• VIII.B.1. Participates in classroom
music activities
| • I.C.6. Demonstrates empathy and caring for others
• III.C.2. Recognizes at least 20 letter sounds
• I.C.4. Increasingly interacts and communicates with peers to initiate pretend play scenarios that share a common plan and goal
• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions
• I.D.2. Demonstrates an understanding that others have perspectives and feelings that are different from own
• II.B.3. Provides appropriate information for various situations
• III.B.7. Produces a word that begins with the same sound as a given pair of words
• I.B.1.c. Regulates own behavior with occasional reminders or assistance from teacher
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• V.C.3. Demonstrates use of location words
• V.E.3. Recognizes and creates patterns
• VI.A.1. Describes, observes, and investigates properties and characteristics of common objects
• I.C.7. Begins to have meaningful friends
• I.C.3. Shows competence in initiating social interactions
| • III.C.2. Recognizes at least 20 letter sounds
• I.C.2. Assumes various roles and responsibilities as part of a classroom community
• I.A.4. Shows initiative in independent situations and persists in attempting to solve problems
• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting
• III.D.3. Asks and answers appropriate questions about the book
• III. B.3. Deletes a word from a compound word
• VI.D.1. Practices good habits of personal safety
• II.D.5. Uses category labels to understand how words and objects relate to each other
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher
• V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects
• V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set
• V.E.3. Recognizes and creates patterns
• VIII.B.1. Participates in classroom music activities
• I.B.1.a. Follows classroom rules and routines with occasional reminders from teacher
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Hola a todos!! Seguimos trabajando mucho para lograr un progreso sostenido de todos y cada uno de los estudiantes. El abecedario, numeros, colores y figuras geometricas siguen siendo nuestra prioridad. A contiuacion esta el plan de las lecciones de la semana. Tambien quiero contarles que hemos comenzado a usar un nuevo curriculum, el nombre es Frog Street!!! Estamos muy contentos todos!