Lesson Plans for: Traditional Songs, Itsy Bitsy Spider- Week ...
[Pages:8]Lesson Plans for: Traditional Songs, Itsy Bitsy Spider- Week 2
Date: April 17th-21st
Class: Toddler Club
Objectives: Children will participate in activties that incorporate traditional songs English Vocabulary: Spider, up, down, water spout, sun
Parents as Partners: #34
Spanish Vocabulary: arana, arriba, abajo, drenaje, sol
American Sign Language: Spider, up, down, waterspout, sol
LESSON COMPONENTS
Starting The Day
Monday
Tuesday
Wednesday
Thursday
Friday
Unite: Sing "There's a Spider on my Toe" Unite: Sing Little Miss Muffet
Unite: Sing "There's a Spider on my Toe" Unite: Sing Little Miss Muffet
Unite: Sing "There's a Spider on my Toe"
Calm: Invite children to follow your lead. Calm: Remind children to practice Calm: Invite children to follow your lead. Calm: Remind children to practice deep Calm: Invite children to follow your lead. Crawl
Crawl your wiggling "spider" fingers up, deep breathing by pretending to smell Crawl your wiggling "spider" fingers up, up, breathing by pretending to smell a flower your wiggling "spider" fingers up, up, up as
up, up as you take in a deep breath and a flower when they inhale and blow up as you take in a deep breath and then when they inhale and blow out a candle you take in a deep breath and then down,
then down, down, down as you exhale. out a candle when they exhale.
down, down, down as you exhale.
when they exhale.
down, down as you exhale.
Connect: Name the children who are Connect: Pair children and have Connect: Name the children who are
Connect: Pair children and have them act Connect: Name the children who are absent
absent and send them well wishes
them act out the rhyme "Spider Walk absent and send them well wishes
out the rhyme "Spider Walk and Slide". and send them well wishes
Build a Community: Discuss the
and Slide"
Build a Community: Discuss the
Build a Community: Remind children they Build a Community: Discuss the importance
importance of finishing what we start.
Build a Community: Remind
importance of finishing what we start.
are safe and pass around the safekeeper of finishing what we start. Explain that the Itsy
Explain that the Itsy Bitsy Spider didn't children they are safe and pass
Explain that the Itsy Bitsy Spider didn't give box.
Bitsy Spider didn't give up when the rain
give up when the rain washed her out around the safekeeper box.
up when the rain washed her out
washed her out
Language Development
Itsy Bitsy Spider Define the words itsy bitsy (very small) and waterspout. Read the rhyme as you present the story props.
The Spider and the Toad Read the story, stopping to invite children to do the suggested movements.
Itsy Bitsy Spider
The Spider and the Toad
Frog Street Nursery Rhymes
Define the words itsy bitsy (very small) and Read the story, stopping to invite children to Read "Little Miss Muffet." Discuss Miss
waterspout. Read the rhyme as you
do the suggested movements.
Muffet's reaction to the spider. Point out that
present the story props.
Miss Muffet had other choices. She could
have brushed the spider away or she could
have chosen another seat. She didn't have to
run away.
Cognitive Development
Up and Down
Photo Activity Cards
Place plastic spiders in a bottle. Fill the Present photo activity cards #47
bottle with water. Invite the children to turn (spider) and #48 (waterspout). Use
the bottle upside down to watch the
the suggestions on the back of the
spiders move.
cards to practice vocabulary and
stimulate discussion.
Up and Down
Photo Activity Cards
Sun Puppets
Place plastic spiders in a bottle. Fill the
Present photo activity cards #47 (spider) Give each child a yellow paper plate and
bottle with water. Invite the children to turn and #48 (waterspout). Use the suggestions crayons. Invite children to draw a face on their
the bottle upside down to watch the spiders on the back of the cards to practice
sun and then help them glue their sun face to
move.
vocabulary and stimulate discussion.
a tongue depressor.
Social Emotional Development
Spider Safety Read the poem "A Bug is for Watching". Talk with children about being safe around bugs. Point out that bugs are fun to watch, but are not meant to be brought inside.
Try, Try Again Discuss the Itsy Bitsy Spider's persistence. Talk about toddler tasks that require persistence, such as using a fork, putting on shoes, pedaling a bike and finishing a puzzle.
Spider Safety Read the poem "A Bug is for Watching". Talk with children about being safe around bugs. Point out that bugs are fun to watch, but are not meant to be brought inside.
Try, Try Again Discuss the Itsy Bitsy Spider's persistence. Talk about toddler tasks that require persistence, such as using a fork, putting on shoes, pedaling a bike and finishing a puzzle.
Paper Plate Spiders Give each child a white paper plate and eight construction paper legs. Help children glue the legs on their spider. Invite children to use crayons to draw eyes on their spiders.
Little Miss Muffet & One Elephant
There's a Spider on My Toe
Music and Movement
Little Miss Muffet & One Elephant
There's a Spider on My Toe
Itsy Bitsy Spider
Physical Development
Spider Walk Invite children to be four legged spiders. Have them bend over and walk around the room with their hands on the ground and their legs straight.
Elephant s and Spiders Compare elephants to spiders using photo activity cards #47 (spider) and #66 (elephant). Ask children which animal has the most legs, ask children which animal is bigger.
Spider Walk
Invite Elephant s and Spiders
children to be four legged spiders. Hsve Compare elephants to spiders using photo
them bend over and walk around the room activity cards #47 (spider) and #66
with their hands on the ground and their (elephant). Ask children which animal has
legs straight.
the most legs, ask children which animal is
bigger.
Finger Paint Spiders Place finger paint directly on a table. Invite children to draw spiders in finger paint.
Outdoor Learning
Wash the Spider Out Place a small plastic spider on the sidewalk. Invite children to use a spray bottle filled with water to wash the spider out.
Bubble Watch Use bubble soap to blow bubbles. Invite children to watch the bubbles float up and down. Teach ASL Up and Down
Wash the Spider Out Place a small plastic spider on the sidewalk. Invite children to use a spray bottle filled with water to wash the spider out.
Bubble Watch Use bubble soap to blow bubbles. Invite children to watch the bubbles float up and down. Teach ASL Up and Down
House Inspection Take a walk around the school and search for gutters and water spouts. Explain how gutters collect rain and waterspouts bring it down from the roof in a big "whoosh".
Learning Goals
Develops reponsive and reciprocal
Shows confidence in increasing
Develops reponsive and reciprocal
communication skills, such as turn taking
abilities (B.2.c.)
communication skills, such as turn taking
(B.4.e.)
Develops control of large muscles for (B.4.e.)
Develops a playful interest in repetitive
movement (A.2.a.)
Makes Develops a playful interest in repetitive
sounds and words (C.3.b.)
things happen and watches for
sounds and words (C.3.b.)
Pays attention and exhibits curiosity in people and objects (D.1.a.)
results (D.1.d)
Pays attention and exhibits curiosity in
Develops increasing ability to identify own Develops an ability to be creative and people and objects (D.1.a.)
emotional responses and those of others
expressive through art (D.5.b.)
Develops increasing ability to identify own
(B.2.g.)
Begins Coordinates eye and hand
emotional responses and those of others
to develop interests and skills related to
movements (A.3.c.)
(B.2.g.)
numbers and counting (D.2.f.)
Begins to develope interests and skills
Develops Knowledge of the natural
related to numbers and counting (D.2.f.)
enviroment (D.1.g.)
Develops Knowledge of the natural
enviroment (D.1.g.)
Shows confidence in increasing abilities (B.2.c.) Develops reponsive and reciprocal
Develops control of large muscles for
movement (A.2.a.)
Makes things
happen and watches for results (D.1.d)
Develops an ability to be creative and
expressive throu art (D.5.b.)
Coordinates eye and hand movements (A.3.c.)
communication skills, such as turn taking (B.4.e.) Develops a playful interest in repetitive sounds and words (C.3.b.) Pays attention and exhibits curiosity in people and objects (D.1.a.)
Develops increasing ability to identify own
emotional responses and those of others
(B.2.g.)
Begins
to develope interests and skills related to
numbers and counting (D.2.f.)
Develops Knowledge of the natural
enviroment (D.1.g.)
Lesson Plans for: Traditional Songs- The Wheels On The Bus- Week 3
Date:April 24th- April 28th
Class: Toddler Club
Objectives: Children will participate in activities that spring from the song's lyrics English Vocabulary: Bus, Wheels, Bus Driver, Windshield Wipers, Travel
Parents as Partners: #35
Spanish Vocabulary: Autobus, Llantas, Conductor Del Autobus, Limpiaparabrisas, Viajar
American Sign Language: Bus, Wheels, Bus Driver, Windshield Wipers, Travel
LESSON COMPONENTS
Starting The Day
Monday
Tuesday
Wednesday
Thursday
Friday
Unite: Sing City Travel Calm: Do a breathing activity that corresponds to the people on the bus bumping up and down. Connect: Name the children who are absent and send them well wishes. Build a Community: Remind children they are safe and pass around the safekeeper box.
Unite: Sing I'm a Little Hunk of Tin Calm: Demonstrate taking a deep breath as you lift your body up and exhaling as you lower your body. Connect: Discuss waiting for your turn when getting on a bus. Point out that there is often a crowd of people who want to get on. Build a Community: Discuss the etiguette we use when riding on a bus, such as saying "excuse me".
Unite: Sing City Travel
Unite: Sing I'm a Little Hunk of Tin Calm: Unite: Sing City Travel
Calm: Do a breathing activity that
Demonstrate taking a deep breath as you lift Calm: Do a breathing activity that
corresponds to the people on the bus
your body up and exhaleing as you lower your corresponds to the people on the bus
bumping up and down.
body.
bumping up and down.
Connect: Name the children who are
Connect: Discuss waiting for your turn when Connect: Name the children who are
absent and send them well wishes.
getting on a bus. Point out that there is often a absent and send them well wishes.
Build a Community: Remind children they crowd of people who want to get on.
Build a Community: Remind children
are safe and pass around the safekeeper Build a Community: Discuss the etiguette we they are safe and pass around the
box.
use when riding on a bus, such as saying
safekeeper box.
"excuse me".
Language Development
Cognitive Development
The Wheels On The Bus
My Aunt Violet
The Wheels On The Bus
My Aunt Violet
Read Circle
Tell children that this story has some of Read the story as you display the story Tell children that this story has some of the the story as you display the story props. Point Read the book and remind children that
the same verses as the song. Read the props. Point out that in this story the same verses as the song. Read the book. out that in this story the wagon is used to
the wheels on a bus are circles. Read
book. Help children expand their
wagon is used to move things from one Help children expand their vocabulary be move things from one place to another but a the text in the book that points out that
vocabulary be telling them that money place to another but a wagon is also a telling them that money on the bus is called wagon is also a way that people travel from Cindy Circle goes aound and around
on the bus is called bus fare and the way that people travel from one place to bus fare and the people on the bus are
one place to another. Ask children about their just like the wheels on the bus do. Ask
people on the bus are called
another. Ask children about their
called passengers.
experiences riding in a wagon.
children to name other things that are
passengers.
experiences riding in a wagon.
round.
Photo Activity Cards
Slotted Cans
Photo Activity Cards
Slotted Cans
Invite Wheel Tracks
Present photo activity cards: #49 (bus) Invite children to drop coins into slotted Present photo activity cards: #49 (bus) and children to drop coins into slotted cans to hear Invite children to roll small toy cars
and #50 (bus driver). Use the
cans to hear the money go "clink, clink." #50 (bus driver). Use the suggestions on the money go "clink, clink."
through a pan of paint and then roll onto
suggestions on the back of the cards to
the back of the cards to practice vocabulary
a piece of paper. Draw childrens
practice vocabulary and stimulate
and stimulate discussion. Teach ASL
attention to the tracks that the wheels
discussion. Teach ASL Wheel, Bus
Wheel, Bus
make on the paper
Social Emotional Development
Crying Babies
Bus Behavior
Remind children of the verse: The
Ask children what they remember from
babies on the bus go "Wah. Wah,
earlier discussions about bus safety
Wah." Ask children to name things we and rules for riding a bus. Read the
can do to calm a crying baby.
poem "Bus Ride". Extend the
Encourage children to try some of these discussion to include proper ways to
calming activities with baby dolls.
behave when riding a bus.
Crying Babies
Bus Behavior
Ask
Remind children of the verse: The babies children what they remember from earlier
on the bus go "Wah. Wah, Wah." Ask
discussions about bus safety and rules for
children to name things we can do to calm a riding a bus. Read the poem "Bus Ride".
crying baby. Encourage children to try some Extend the discussion to include proper ways
of these calming activities with baby dolls. to behave when riding a bus.
Getting There Remind children that riding a bus is one way of getting from one place to another. Teach ASL Travel. Point out that walking is also a way to get to one place to another. Teach children the poem "Walk, Walk, Walk Your Feet."
The Wheels on the Bus
Music and Movement
City Travel & Windshield Wipers
The Wheels on the Bus
City Travel & Windshield Wipers
I'm a Little Hunk of Tin
Physical Development
Rolling Wheels
Windshield Wipers
Rolling Wheels
Invite Windshield Wipers
Have Play Dough
Invite children to roll the carboard
Have children lie on the floor and move children to roll the carboard wheels on table children lie on the floor and move their arms Show children how to flatten play dough
wheels on table tops. Place two parallel their arms and legs like windshield
tops. Place two parallel strips of masking and legs like windshield wipers as you sing and use circular cutters to cut out
strips of masking tape to create a road. wipers as you sing this song. Teach tape to create a road.
this song. Teach ASL Whindshield Wipers wheels.
ASL Whindshield Wipers
Outdoor Learning
Tricycle Wheels Turn tricycle upside down and invite children to examine the wheels. Teach ASL Wheels
Bus Search Go outside to take a close look at the bus parts mentioned in the song.
Tricycle Wheels
Turn Bus Search
Go
tricycle upside down and invite children to outside to take a close look at the bus parts
examine the wheels. Teach ASL Wheels mentioned in the song.
Rolling Tires With a hula hoop, show children how to roll a tire round and round.
Learning Goals
Develops responsive and reciprocal
Develops emerging skills in caring
communication skills (B.4.e.)
and cooperation (B.4.f.) Listens
Demonstrates receptive language and with interest to language of others
expressive language skills (C.1.d.)
(C.1.a.)
Shows
Shows interest in songs, rhymes, and interest in colors, shapes, patterns,
stories (C.3.a.)
and pictures (D.1.c.)
Develops an expectation that words, books, and pictures can amuse delight,
Develops increasing ability to
comfort, inform and excite (C.3.d.)
identify own emotional responses
Uses imitation in pretend play to express and those of others (B.2.g.)
creativity and imaginiation (D.4.b.)
Develops control of small muscles
for manipulation and exploration
(A.3.b.)
Develops responsive and reciprocal
Develops emerging skills in caring and
Develops responsive and reciprocal
communication skills (B.4.e.)
cooperation (B.4.f.) Listens with interest to communication skills (B.4.e.)
Demonstrates receptive language and language of others (C.1.a.)
Demonstrates receptive language
expressive language skills (C.1.d.)
Shows interest in colors, shapes, patterns, and and expressive language skills
Shows interest in songs, rhymes, and pictures (D.1.c.)
(C.1.d.)
Shows
stories (C.3.a.) Develops an expectation that words, books, and pictures can amuse delight, comfort, inform and excite (C.3.d.)
Develops increasing ability to identify own emotional responses and those of others (B.2.g.) Develops control of small muscles for manipulation and exploration (A.3.b.)
interest in songs, rhymes, and stories (C.3.a.) Develops an expectation that words, books, and pictures can amuse
Uses imitation in pretend play to express
delight, comfort, inform and excite
creativity and imaginiation (D.4.b.)
(C.3.d.)
Uses imitation in pretend play to
express creativity and imaginiation
(D.4.b.)
Lesson Plans for: Traditional Songs- Five Little Ducks- Week 4
Date: May 1st - 5th
Class: Toddler Club
Objectives: Children will participate in activities that spring from the song's lyrics English Vocabulary: Duck, Five, Feather, Birthday, Party
Parents as Partners: # 36
Spanish Vocabulary: Pato, Cinco, Pluma, Cumpleanos, fiesta
American Sign Language: Duck, Five, Feather, Birthday, Party
LESSON COMPONENTS
Starting The Day
Monday
Tuesday
Wednesday
Thursday
Friday
Unite: Sing Little Ducky Duddle
Unite: Sing Five Little Ducks
Unite: Sing Little Ducky Duddle
Calm: Tell children that today we will Calm: Demonstrate how a duck Calm: Tell children that today we will
do our calming breathing while
ducks its head under water when do our calming breathing while
pretending to be ducks eating from looking for food at the bottom of the pretending to be ducks eating from
the bottom of the pond.
pond. Inhale, duck your head, lift the bottom of the pond.
Connect: Name children who are your head and exhale.
Connect: Name children who are
absent and send them well wishes. Connect: Use Max to welcome
absent and send them well wishes.
Build a Community: Discuss the back children who have been
Build a Community: Discuss the
importance of responding when
absent.
importance of responding when
somebody is speaking to you.
Build a Community: Remind
somebody is speaking to you.
children they are safe and pass
around the safekeeper box.
Unite: Sing Five Little Ducks Calm: Demonstrate how a duck ducks its head under water when looking for food at the bottom of the pond. Inhale, duck your head, lift your head and exhale. Connect: Use Max to welcome back children who have been absent. Build a Community: Remind children they are safe and pass around the safekeeper box.
Unite: Sing Little Ducky Duddle Calm: Tell children that today we will do our calming breathing while pretending to be ducks eating from the bottom of the pond. Connect: Name children who are absent and send them well wishes. Build a Community: Discuss the importance of responding when somebody is speaking to you.
Language Development
Cognitive Development
Five Little Ducks
The Runaway Cookie
Show children the book cover and Use the story props to retell this
read the title. Ask children what they story of the runaway cookies
think the story is about. Tell them that introduced in theme 8. Challenge
this story has a surprise. Read the children to find the cookie that is
story. Teach ASL Five Little Ducks. shaped like a duck. Review ASL
Ask children how they celebrate
Duck.
birthdays. Teach ASL Birthday.
Five Little Ducks
The Runaway Cookie
I Saw a Ship A-Sailing
Show children the book cover and Use the story props to retell this story of There are several words in this
read the title. Ask children what they the runaway cookies introduced in
Mother Goose rhyme that will be
think the story is about. Tell them that theme 8. Challenge children to find the defined to children. Pause as you
this story has a surprise. Read the cookie that is shaped like a duck.
come across these words and tell
story. Teach ASL Five Little Ducks. Review ASL Duck.
children their meaning. Laden:
Ask children how they celebrate
carrying a load Thee: you Hold: the
birthdays. Teach ASL Birthday.
part if a ship where cargo is stored
Mast: Long pole rising from the deck
of the ship.
Photo Activity Card
Feather Moving
Photo Activity Card
Feather Moving
Present photo activity card #61
Challenge children to move a
Present photo activity card #61
Challenge children to move a feather
(duck). Use the suggestions on the feather across a table without using (duck). Use the suggestions on the across a table without using their
back of the card to practice
their hands. Suggest that children back of the card to practice
hands. Suggest that children fan a
vocabulary and stimulate discussion. fan a paper plate or blow into a toilet vocabulary and stimulate discussion. paper plate or blow into a toilet paper
paper tube to blow the feather.
tube to blow the feather. Review ASL
Review ASL Feather
Feather
Duck Puppets Invite children to retell the story or song of the five little ducks using duck stick puppets.
Social Emotional Development
Duck Feet
Floaters and Droppers
Have children look at their feet and Provide a collection of floaters
then look at a duck's foot, and make (tissue paper, feathers, leaves) and
a comparison. Explain that ducks droppers (blocks, crayons).
have webbed feet. Their webbed feet Encourage children to drop the
help them paddle in the water. Point objects one at a time into a box to
out that ducks feet point inward when determine if they fall to the ground
they walk. Demonstrate walking like a or float down slowly. Ask: are duck
duck.
feathers, floaters or droppers.
Duck Feet
Floaters and Droppers
Have children look at their feet and Provide a collection of floaters (tissue
then look at a duck's foot, and make paper, feathers, leaves) and droppers
a comparison. Explain that ducks (blocks, crayons). Encourage children
have webed feet. Their webbed feet to drop the objects one at a time into a
help them paddle in the water. Point box to determine if they fall to the
out that ducks feet point inward when ground or float down slowly. Ask: are
they walk. Demonstrate walking like a duck feathers, floaters or droppers.
duck.
Tickle Games Play tickle games such as this one (round the lake), with a craft feather. Move feather around childs palm, move feather up childs arm, tickle childs neck
Five Little Ducks & Goody Moody Six White Ducks
Music and Movement
Five Little Ducks & Goody Moody Six White Ducks
Stars and Stripes Forever
Physical Development
Outdoor Learning
A Feather on my Back
Flap Your Wings
Place an 8 inch strip of masking tape Give each child two paper plates.
in the floor. Invite chidren to crawl Invite children to place one plate in
along the line with a craft feather on each hand and flap their "wings" to
their back. Teach ASL feather.
fast music and slow music.
A Feather on my Back
Flap Your Wings
Ducky Hocky Pokey
Place an 8 inch strip of masking tape Give each child two paper plates. Invite Invite children to do the hocky pokey
in the floor. Invite chidren to crawl children to place one plate in each hand using duck body parts. Explain the
along the line with a craft feather on and flap their "wings" to fast music and function of each part. For Example,
their back. Teach ASL feather.
slow music.
webbed feet help ducks move faster
through the water. Ducks use their bill
to forage the bottom of the pond for
food.
Keep The Feather Up Give each child a craft feather. Challenge children to blow the feather up in the air.
Duck Search Hide rubber ducks on the playground and challenge children to find them.
Keep The Feather Up Give each child a craft feather. Challenge children to blow the feather up in the air.
Duck Search Hide rubber ducks on the playground and challenge children to find them.
Duck Duck Goose Have children sit in a circle. Walk around the outside of the circle tapping each player on the head and saying "duck" until eventually tapping one player's head and saying "goose".
Learning Goals
Develops a feeling of being valued as Develops the inclination and
an important individual who belongs ability to communicate, pay
within the group setting (B.2.h.)
attention, and respond to others
Uses consistent sounds, gestures, or (B.3.f.)
words to communicate for a variety of Engages with books (C.3.c)
purposes (C.2.a.) Develops an ability to be active and expressive through a variety of activities, such as play (D.5.b.) Develops the attitude of an exploer
Develops increasing knowledge in syntax (C.1.f.) Searches for missing or hidden objects (D.3.b.)
(D.1.e.)
Develops an increasing ability to keep
a staedy beat through chants, dancing
and movment to rhythmic patterns
(A.2.f.)
Develops a feeling of being
Develops the inclination and ability to
valued as an important individual communicate, pay attention, and
who belongs whithin the group respond to others (B.3.f.)
setting (B.2.h.)
Engages wit books (C.3.c)
Uses consistent sounds, gestures, Develops increasing knowledge in
or words to communicate for a
syntax (C.1.f.)
variety of purposes (C.2.a.)
Searches for missing or hidden objects (D.3.b.)
Develops an ability to be active
and expressive through a variety
of activities, such as play (D.5.b.)
Develops the attitude of an exploer
(D.1.e.)
Develops an increasing ability to
keep a staedy beat through
chants, dancing and movment to
rhythmic patterns (A.2.f.)
Develops a feeling of being valued as an important individual who belongs whithin the group setting (B.2.h.) Uses consistent sounds, gestures, or words to communicate for a variety of purposes (C.2.a.) Develops an ability to be active and expressive through a variety of activities, such as play (D.5.b.) Develops the attitude of an exploer (D.1.e.) Develops an increasing ability to keep a staedy beat through chants, dancing and movment to rhythmic patterns (A.2.f.)
Lesson Plans for: Traditional Songs- Twinkle, Twinkle Little Star- Week One
Objectives: Children will sing and participate in activities that spring from the song lyrics English Vocabulary: Star, Twinkle, Wonder, World, Diamond, Night
Date: April 10th-14th Parents as Partners: 33
Class: Toddler Club
Spanish Vocabulary: Estrella, Brillar, Preguntarse, Mondo, Diamante, Noche
American Sign Language: Star, Twinkle, Wonder, World, Diamond, Night
LESSON COMPONENTS
Starting The Day
Monday
Tuesday
Wednesday
Thursday
Friday
Unite: Sing Twinkle, Twinkle Little Star
Unite: Sing "Sweetly Sing the Bright Stars" Unite: Sing Twinkle, Twinkle Little Star
Calm: Invite children to perform the S.T.A.R Calm: teach children breathing activity by
Calm: Invite children to perform the S.T.A.R
relaxation strategy. Smile Take a deep breath having them pretend to smell a flower to inhale relaxation strategy. Smile Take a deep breath
And Relax.
andblow out a candle to exhale.
And Relax.
Connect: Name children who are absent and Connect: Use Max to welcome back children Connect: Name children who are absent and
send them well wishes.
who have been absent
send them well wishes.
Build a Community: Remind children they Build a Community: Discuss ways children Build a Community: Remind children they
are safe and pass around safekeeper box can can calm down when they are upset: Use are safe and pass around safekeeper box
the S.T.A.R. strategy. Go to a safe place. Find
a caregiver.
Unite: Sing "Sweetly Sing the Bright Stars" Calm: teach children breathing activity by having them pretend to smell a flower to inhale andblow out a candle to exhale. Connect: Use Max to welcome back children who have been absent Build a Community: Discuss ways children can can calm down when they are upset: Use the S.T.A.R. strategy. Go to a safe place. Find a caregiver.
Unite: Sing Twinkle, Twinkle Little Star Calm: Invite children to perform the S.T.A.R relaxation strategy. Smile Take a deep breath And Relax. Connect: Name children who are absent and send them well wishes. Build a Community: Remind children they are safe and pass around safekeeper box
Language Development
Twinkle, Twinkle Little Star Read the story. Show children a globe, and point out that stars are high above the world and go around it. Teach ASL, World, Twinkle, Wonder.
The Special Surprise
Twinkle, Twinkle Little Star
Cut an apple in half and show children the star Read the story. Show children a globe, and
inside. Allow children to hold the apple before point out that stars are high above the world
and after it is cut. Discuss the color, texture, and go around it. Teach ASL, World,
and smell of the apple.
Twinkle, Wonder.
The Special Surprise Cut an apple in half and show children the star inside. Allow children to hold the apple before and after it is cut. Discuss the color, texture, and smell of the apple.
Star Read the story and ask children if they remember hearing this story, first introduced in theme 6. Ask children where they see stars.
Cognitive Development
Photo Activity Cards Present Photo activity card: #41. Use the suggestions on the back of the card to practice vocabulary and stimuate discussion. Teach ASL, Star, Night
Twinkling Lights Have children use glow in the dark paint and paint brushes to paint stars on black bulletin board paper.
Photo Activity Cards
Twinkling Lights
Count the Stars
Present Photo activity card: #41. Use the
Have children use glow in the dark paint and Provide star gel bags and the numeral cards
suggestions on the back of the card to practice paintbrushes to paint stars on black bulletin 1-3. Have children count the stars in the gel
vocabulary and stimuate discussion. Teach board paper.
bags and match them to the appropriate
ASL, Star, Night
numeral cards. Teach children the counting
rhyme.
Social Emotional Development
Star Light
Be Very Quiet
Give each child a star wand. Invite children to Review this rhyme introduced in theme 1.
wave their wands as you recite the rhyme. Discuss busy hands and sleepy eyes. Have
Make a wish and then have children make a children drop 7 giant wiggly eyes onto a paper
wish.
plate and then determine which eyes are
awake (eyes facing up) and which eyes are
sleeping (eyes facing down).
Star Light Give each child a star wand. Invite children to wave their wands as you recite the rhyme. Make a wish and then have children make a wish.
Be Very Quiet Review this rhyme introduced in theme 1. Discuss busy hands and sleepy eyes. Have children drop 7 giant wiggly eyes onto a paper plate and then determine which eyes are awake (eyes facing up) and which eyes are sleeping (eyes facing down).
Goodnight Read the poem. Talk about goodnight tunes and how mommy and daddy tucks them into bed.
LESSON COMPONENTS
Music and Movement
Monday
Twinkle, Twinkle Little Star & Star
Tuesday
Rock-a-Bye-Baby & The wheels on The Bus
Wednesday
Twinkle, Twinkle Little Star & Star
Thursday
Friday
Rock-a-Bye-Baby & The wheels on The Sweetly Sing Bright Stars Bus
Physical Development
Hidden Stars Hide construction paper stars around the classroom and invite children to find them
Nighttime Dance Invite children to perform a nighttime dace. Give each child a streamer to wave gently to lullaby music
Hidden Stars Hide construction paper stars around the classroom and invite children to find them
Nighttime Dance
Stop-and-Go-Stars
Invite children to perform a nighttime dace. Place the stop and go stars on the floor to
Give each child a streamer to wave gently to create a pathway pattern. Postion stars close
lullaby music
enough together so children will be able to
jump from one star to the next.
Outdoor Learning
Catch a Falling Star
Star Search
Play Catch a Falling Star
Draw small stars on self adhesive shelf paper this game as you would play hide-and -seek. Draw small stars on self adhesive shelf paper
and cut them out. Attach one star to each Have children pretend to be stars while you are and cut them out. Attach one star to each
beanbag. Call a child's name as you toss a the moon looking for them to light up the night beanbag. Call a child's name as you toss a
beanbag for that child to catch.
sky with you.
beanbag for that child to catch.
Star Search
Play Star, Star, Moon
this game as you would play hide-and -seek. Play Star, Star, Moon as you would play
Have children pretend to be stars while you Duck, Duck, Goose
are the moon looking for them to light up the
night sky with you.
Learning Goals
Begins to develop and demonstrate control Develops the inclination and ability to
Begins to develop and demonstrate control Develops the inclination and ability to
Begins to develop and demonstrate
over some of their feelings and behaviors (self- communicate, pay attention, and respond
regulation) (B.3.d.)
approprately to others (B.3,f.)
Listens with interest to language of others (C.1.a.) Develops and demonstrates the ability to remember and connect new and known experiences and information (D.3.d.)
Engages with stories and books (C.3.c.) Begins to develop interests and skills related to numbers and counting (D.2.f.) Begins to learn and internalize rules,
Develops an increasing capacity to pay
routines, and directions (B.3.e)
attention, focus, concentrate, and be involved Develops control of large muscles for
over some of their feelings and behaviors (self-regulation) (B.3.d.) Listens with interest to language of others (C.1.a.) Develops and demonstrates the ability to remember and connect new and known experiences and information (D.3.d.) Develops an increasing capacity to pay
communicate, pay attention, and respond
control over some of their feelings and
approprately to others (B.3,f.)
behaviors (self-regulation) (B.3.d.)
Engages with stories and books (C.3.c.)
Listens with interest to language of others
Begins to develop interests and skills related to numbers and counting (D.2.f.)
(C.1.a.)
Begins to learn and internalize rules, routines, Develops and demonstrates the ability to
and directions (B.3.e)
remember and connect new and known
Develops control of large muscles for
experiences and information (D.3.d.)
movement, navigation, and balance (A.2.a.) Develops an increasing capacity to pay
(B.2.f.)
movement, navigation, and balance (A.2.a.) attention, focus, concentrate, and be
attention, focus, concentrate, and be
Coordinates eye and hand movement (A.3.c.)
involved (B.2.f.)
involved (B.2.f.)
Develops increasing ability to change positions and move body from place to place (A.2.b.)
Coordinates eye and hand movement (A.3.c.)
Coordinates eye and hand movement (A.3.c.)
Develops increasing ability to change
Develops increasing ability to change
positions and move body from place to
positions and move body from place to
place (A.2.b.)
place (A.2.b.)
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