Theme: “Farms, Markets & Food” (week 5)
Center/Classroom: Teachers: Week of: (A) General Information Key vocabulary: Study/Topic - BIG IDEAS this week: In this final week of the unit, we 1. Cooking cocinando will continue to explore ideas related to preparing and eating foods – 2. Dinner, feast cena, banquete with a particular focus on the foods that children eat with their families 3. Holiday, special occasion día festive, ocasión especial and on special occasions. 4. Celebration, celebrate celebración, celebrar 5. Family, relatives familia, parientes
Friday “To Do” - Review Planned Read-Alouds; read books through at least once. Create flannel board pieces/pictures for Let’s Eat. List: - Review Small Group Activity forms and gather/create materials, including pumpkin-pie-play dough ingredients and rebus recipe, and space on wall to create family dinner bar graph - Gather/create materials for centers and circle time, including cooking props, recipes, spices. - SS Week- Support for Provide pictures of families cooking or eating dinner to scaffold children’s comprehension. Dual Language Familiarize yourself with a few words related to children’s food-related traditions (for ex., pastel = birthday cake), so you can use these in discussions and Learners: make the topic relevant to all children. Family/ Community Ask parents to send pictures of family celebrations or recipes for important/traditional foods that their family eats during celebrations. Invite family members Involvement: to come to talk about dinner routines/celebrations with children (B) Materials to Enhance Children’s Play Blocks Dramatic Play Toys and Games Keep: Items from previous weeks that children were Add: Add: particularly engaged with. Tablecloths Rhyming basket / picture cards Cookbooks Mixing bowls/spoons “Recipe” for pumpkin soup and/or birthday cake. Art Library/Writing Discovery/Science Add: Add: Add: Photos of food, families eating meals, etc. (Can copy Read-aloud books for this week. Read-aloud books for this week.
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: 06/08/2016 illustrations from Let’s Eat and Feast for 10.) Flannel board pieces/pictures for Let’s Eat Flannel board pieces/pictures for Let’s Eat Paper plates; small pieces/scraps of paper in different colors and shapes. Children can use these materials to represent foods or meals they like. Sand and Water Music and Movement Computers Keep any items from previous week(s) that children Add: Add: were particularly engaged with.
Add:
Outdoors Cooking Keep: Items from previous weeks that children were particularly engaged with.
(C) Group Experiences Monday Tuesday Wednesday Thursday Friday Arrival Arrival: Arrival: Attendance graph Arrival: Attendance graph Arrival: Attendance Attendance graph graph or (or Morning Circle: Morning Circle: Opening Circle both) Welcome song & one other Welcome song & one other Morning Circle: Dry/wet or Welcome song & one Movement soft/grainy Review daily schedule and - Morning Message: other graph; with rules now and throughout My Grocery List Relaxation ingredients the day - chicken - Review Family from play - corn Dinner Wall Graph dough for Transition: QOTD Which do - potatoes results (from small- Transitions children to feel you like best? (corn/ - apples group activities earlier or see pumpkin/ squash) Have [Modify to include foods that this week). Ask visuals available to help you actually buy] children what they Closing Circle Have this message written in Morning children respond. Invite notice. What have we advance (ideally with pictures Circle: children to answer during learned about our next to key words) and read friends and who they Welcome song arrival or transition, aloud to/with children. Time eat with at home? & one other charting with whiteboard/pocket chart/etc permitting, briefly highlight a Music/Movement: Choose few concepts of print. Ask Review daily schedule SS Puppet 2 children to think about why you and rules now and Script might be buying these particular throughout the day
Monday Tuesday Wednesday Thursday Friday Relaxation: foods? Review daily -SS Skill Activity schedule and Transition: Review daily schedule and rules rules now and now and throughout the day Transition: throughout Closing Circle: the day Review QOTD results with Transition: SS Brain Builder- Music/Movement: SS the full group, counting Song Transition: each column and writing Music/Movement: Choose 2 & choose a pattern the numeral. song as well (for Music/Movem Relaxation: example clap, snap, ent: SS Song & tap) “Sleeping Goodbye song Transition: 5 Waiting Pumpkins Giants” (see (have visuals) Relaxation: below) *Five little pumpkins growing on a vine, the first one said I feel Transition: SS Brain Relaxation: fine, the second one said I love Builder- the fall, the third one said I’m Transition: round as a ball, the fourth one Closing Circle: said I smell pumpkin pie and the Goodbye song Closing Circle: fifth one said Let’s say goodbye. Goodbye song (be sure to say in Spanish as well) *Choose one other movement song
Closing Circle: Goodbye song Read-Aloud Group 1: Let’s Group 1: Feast for Ten / Group 1:SS Story and Group 1: SS Book- Eat by Ana Fiesta para 10 by Cathryn Discussion- Zamorano Falwell Group 2: SS Story and (first full read- (read English and Spanish Group 2: SS Book- Discussion- through; focus back-to-back, or separately on children’s to small groups; focus on comprehension the family eating together; , including make connections to Let’s members of Eat) family and unfamiliar food names)
Monday Tuesday Wednesday Thursday Friday Group 2: Let’s Eat by Ana Group 2: Feast Zamorano for Ten / (first full read-through; Fiesta para 10 focus on children’s by Cathryn comprehension, including Falwell members of family and (read English unfamiliar food names) and Spanish back-to-back, or separately to small groups; focus on the family eating together; make connections to Let’s Eat)
Small-Group Activity Group 1: Group 1: Making Pumpkin Group 1: SS Skill Activity- Group 1: Making Family Dinner Pie Playdough – Part 1 TS Pumpkin Pie Wall Graph TS Gold Objectives- Group 2: Making Pumpkin Pie Playdough – Part 2 TS Gold 9a,s9a,13,17b,s17b Playdough – Part 2 TS Gold Gold Objectives- Objectives- Objectives- 9a,s9a,17b,s17b,22 9a,s9a,17b,s17b,22 11b,20,a,b,c Group 2: Family Dinner Group 2: SS Skill Group 2: Wall Graph TS Gold Activity- Making Objectives- 11b,20,a,b,c Pumpkin Pie Playdough – Part 1 TS Gold Objectives- 9a,s9a,13,17b, s17b
Monday Tuesday Wednesday Thursday Friday Special Activities Children will Mealtime Conversation: be giants who QOTD: Does your family like to jump! ever have other people Allow students come eat dinner at your to jump up and house? (Y/N) Have down. When children answer you say individually – e.g., during “sleeping arrival or transition – so that giants,” you can ensure each child children should understands the question as stop and lie well as responding and very still on engaging in feedback loops. the floor. When you say “waking giants,” children can jump until you say “sleeping giants” again. Variation: use other motor skills (hopping, marching). Tangible Acknowledgement System
Monday Tuesday Wednesday Thursday Friday Inclement Weather Plan
Emergency Drills Outside
Individual Child Planning Form
Teachers: Classroom: Week of:
School Readiness Goal Why Chosen? CHECK Focus Domain(s) Strategy/Activity when Child’s Focus TS (IFSP, implement Focus Date GOLD observation/assessment NOTE: Children with similar needs may benefit from differentiated ed Name Objective(s) instruction (e.g. during small-group activity). You can use the “Small , family input conference Group” column at right to make notes about possible groupings. goal, etc.)
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IFSP Child Planning
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*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
*If you have additional goals, highlight the last row for that child, right click with mouse, scroll to Insert rows, scroll to insert row below. Do this as many times as needed.