ToddlerClubProgram Lesson Plan for Friends • Amigos - Everyday Friends • Amigos de todos los días (week Date: October 30-November 3, 2017 9) Objective: Children will explore friends and friendships with a focus on their caregiver and school friends. Parents as Partners: Send home Parents as Partners Card 9. Spanish Vocabulary: amigo (a), maestro (a), cuidador (a), companero (a) English Vocabulary: friend, teacher, caregiver, playmate, school, classmate, together, help de juegos, escuela, companero (a) de clase, juntos, ayudar American Sign Language (ASL): friend, teacher, caregiver, playmate, school, classmate, together, help LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday • Greet every child by name • UNITE: Sing "Good Morning • UNITE: Sing "This Is Tiffany" • UNITE: Sing "The More We • UNITE: Sing "Good Morning to and introduce the theme. to You" • "Buenos dias a ti" • "Esta es Tifani" (Frog Street Get Together" • "Si estamos You" • "Buenos dias a ti" (Start Tell children that this week we (Start Smart Songs for 1's, 2's, Sing-Along Songs CD). todos juntos" (Frog Street Sing- Smart Songs for 1's, 2's, & 3's CD). will be learning about amigos & 3's CD). • CALM: Demonstrate holding Along Songs CD). • CALM: Remind children that de todos los días. • CALM: Remind children that hands with a friend for a • CALM: Demonstrate holding taking deep breaths is a strategy • UNITE: Sing "The More We taking deep breaths is a breathing exercise. hands with a friend for a used to get rid of tension and Get Together" • "Si estamos strategy used to get rid of • CONNECT: Use Max to breathing exercise. stress. todos juntos" (Frog Street Sing- tension and stress. welcome back children who • CONNECT: Play Pat-a-Cake • CONNECT: Name the children Along Songs CD). • CONNECT: Select a child to have been absent. with children individually that are absent and send them well • CALM: Demonstrate holding be your partner and play Pat-a- • BUILD COMMUNITY: Discuss throughout the day. wishes. Starting the Day hands with a friend for a Cake. using "listening ears." • BUILD COMMUNITY: Pass • BUILD COMMUNITY: Discuss breathing exercise. • BUILD COMMUNITY: Pass • Calendar/Weather around the Safekeeper Box and :listening ears." Point out that • CONNECT: Name the children around the Safekeeper Box and invite each child to put his or listening ears allow you to hear who are absent and send them invite each child to put his or her photo inside. what someone is saying to you. well wishes. her photo inside. Demonstrate gentle hands Challenge children to use gentle • BUILD COMMUNITY: Tell • Calendar/Weather Remind them they are safe at hands. children our classroom is a school. • Calendar/Weather safe place, we are a community • Calendar/Weather of learners who take care of each other. • Calendar/Weather • Story folder "I Like School" • Developmental Storybook • Developmental Storybook The • Story folder "I Like School" • Developmental Storybook Little • "Me gusta la escuela" Little Red Hen • La gallinita Enormous Turnip • El nabo • "Me gusta la escuela" Red Hen • La gallinita roja Display the story props and roja enorme Display the story props and Read level II of the story. read the story. Read level 1 of the story for the Read level 1 of the story. Point read the story.. Have you ever needed help from a Language Development first reading. out that Gramps needed help Teach the ASL sign for friend? Teach the ASL sign for school. Ask questions about the story. pulling up the turnip. together. Teach the ASL sign for help. LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday • PhotoGreet everyActivity child Card by 15 name • PlaymatesUNITE: Sing "Good Morning • UNITE:Group PictureSing "This Is Tiffany" • FriendshipUNITE: Sing Puzzles "The More We • PhotoUNITE: Activity Sing "Good Card Morning17 to (caregiver-cuidador (a)) Point out that all the children in Invite little ones to create a Invite children to work the Use the suggestions on the the class are playmates. group mural. friendship puzzles (p 42). • Class Friends Book (p 42) back to practice vocabulary Define the words jolly-alegre, • Sing "Say, Say, My Playmate" Have children identify their friends and stimulate discussion. cellar door, and forevermore- Teach the ASL sign for (Frog Street Action Songs CD). and classmates. Cognitive Development por siempre together. • Teach the ASL for caregiver and class • Make sure the child understands the vocabulary associated with friends. •Friendly Faces • Adults Have Friends, Too • Greeting Friends •Sing "Make New Friends" - •Friendly Faces Invite children to work puzzles Talk with children about things Talk with little ones about ways "Nuevos amigos". Invite children to work puzzles of of their friend's faces (p 42). you do with your friends. they can greet their friends their friend's faces (p 42). Social Emotional • Sing at naptime "Close Your (hug, high-five, smile, verbal • Sing at naptime "Close Your Talk with little ones about things Development Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your "hello"). Eyes" - "Cierra tus ojos". they do with friends for fun. Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your • Sing at naptime "Close Your Eyes" - "Cierra tus ojos". Eyes" - "Cierra tus ojos". •Ball Exchange • Intercambio •Cooperative Hide-and-Seek • Cooperative Musical Circles •Ball Exchange • Intercambio • Cooperative Musical Circles de pelotas Select one child to be IT. Help Use masking tape to outline a de pelotas Use masking tape to outline a Have two friends sit facing IT hide. Count to five and send circle on the floor. Have Have two friends sit facing circle on the floor. Have children each other with their legs all the other children to find IT. children walk around the circle each other with their legs walk around the circle while music Physical Development outstretched and their feet while music is playing. outstretched and their feet is playing. touching. Encourage them to touching. Encourage them to roll a ball back and forth roll a ball back and forth between them. between them. • Tent Home •Bubbles for Two • Pair Race •Bubbles for Two • Pair Race Construct a tent from a sheet. Invite children to blow bubbles Pair children and have two pairs Invite children to blow bubbles Pair children and have two pairs with a friend (p 42). race each other from a start line with a friend (p 42). race each other from a start line to Outdoor Play to a finish line. a finish line. •Frog Street Sing-Along Songs- •Frog Street Action Songs- •Frog Street Sing-Along Songs- •Frog Street Action Songs- •Shawn Brown Toddler Tunes Canciones para cantar juntos Canciones de accion de Frog Canciones para cantar juntos de Canciones de accion de Frog Sing "Five Little Monkeys" • de Frog Street Street Frog Street Street "Cinco monitos". Sing "The More We Get Sing "Make New Friends" • Sing "This Is Tiffany" • "Esta Sing "Say, Say, My Playmate" • Music and Movement Together" • "Si estamos todos "Nuevos amigos". es Tifani". "Di, dii my companero (a) de juntos". juego". LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday •Fine • Greet Motor every child by name •Creativity • UNITE: Sing Station "Good Morning •Gross • UNITE: Motor Sing "This Is Tiffany" •Construction • UNITE: Sing "The More We •Gross • UNITE: Motor Sing "Good Morning to Homemade puzzles (p 42), Encourage children to draw Teach children some simple Show two friends how to work Teach children some simple classroom puzzles. with a partner. exercises and encourage them cooperatively with two trucks exercises and encourage them to Learning Centers to exercise with a friend. and blocks. exercise with a friend. • Pays attention and exhibits • Listens with interest to Develops an increasing capacity •Engages in positive •Engages in positive relationships curiosity in people and objects language of others (C.1.a.) to pay attention, focus, relationships with adults (B.1.d) with adults (B.1.d) (D.1.a.) • Understands and begins to concentrate, and be involved • Develops a feeling of being •Uses senses to investigate • Develops the confidence to use oral language for (B.2.f.) valued as an important environment to discover what explore and make sense of the conversation • Shows ability to cope with individual objects and people do, how things world and communication (C.2.c.) stress (B.3.a.) who belongs within the group work, and how they can make through simple problem • Develops an expectation that • Responds to and interacts with setting (B.2.h.) things happen (C.1.b) solving and trial-and-error words, books, and pictures can others (B.4.b.) • Recognizes familiar people, • Develops responsive and (D.2.e.) amuse, delight, comfort, inform • Begins to develop and places, and things (D.3.a.) reciprocal • Shows interest and and excite (C.3.d.) demonstrate a positive sense of • Develops emerging skills in communication skills, such as turn- awareness of others (B.4.a.) •Understands and begins to self, competence, caring and cooperation (B.4.f.) taking Learning Goals • Begins to develop personal use language for conversation and an identity that is rooted in • Shows imagination, creativity, (B.4.e.) relationships with peers (B.4.d.) and communication (C.2.c.) their family and culture (B.2.e.) and uses a variety of strategies • Coordinates eye and hand • Develops emerging skills in •Shows awareness of •Engages in positive to solve problems (D.2.b.) movements caring and cooperation (B.4.f.) relationships to family relationships with adults (B.1.d) • Moves body to achieve a goal (A.3.c.) •Develops control