Weekly Lesson Plan
Week of: 3/02/2015-3/06/2015 Theme/Community Helpers
Teacher: _Brenda Knowles
|Dramatic Play |Art |Sand and Water |
|EQ – How can we contact a community helper? What number do we dial if there |EQ –? |EQ |
|is an emergency? |Red, yellow and orange tissue paper |Fire fighter sensory table |
| |Paper shapes for fire truck | |
|Fire hats |Red, yellow and orange paint | |
|Fire hoses |Blue paint | |
|Fire extinguisher |Glitter | |
|Fire safety poster |Scissors and markers | |
|Blocks |Manipulatives |Library & Writing |
|EQ- What are some tools that a community helper would use? |EQ- What can we use to build with? |EQ – What information can we gain from books? |
| |Building materials | |
|Fire trucks | |Fire Fighter Tree Chart (see below) add information each|
|Fire fighters | |morning at circle |
|Doll house play (getting out) | | |
| | |Fire Fighters A_Z |
| | |Fire House |
| | |All About Fire Trucks |
| | |Fire Fighters |
| | |All About Fire trucks |
| | |Firefighter Ted |
|Science & Math |Music and Movement |Computers (Classroom) |
|EQ - What senses could we use to explore and observe our environment? |Stop Drop Roll |EQ |
|Dial 911 | | |
|How do fire fighters put out fires | |You tube Dusty the Dragon reads Stop, Drop and Roll |
|How do we get out of smoke | | |
|Fire Safety posters | | |
| |Monday |Tuesday |Wednesday |Thursday |Friday |
|Morning Meeting |Morning Greeting |Morning Greeting |Morning Greeting |Morning Greeting |Morning Greeting |
|Time: |Pledge of Allegiance |Pledge of Allegiance |Pledge of Allegiance |Pledge of Allegiance |Pledge of Allegiance |
|9:30-9:45 |Weather and graph |Weather and graph |Weather and graph |Weather and graph |Weather and graph |
| |Linear calendar |Linear calendar |Linear calendar |Linear calendar |Linear calendar |
| |Add caterpillar piece |Add caterpillar piece |Add caterpillar piece Fire Fighter |Add caterpillar piece |Add caterpillar piece Fire Fighter |
| |Fire Fighter Tree Chart |Fire Fighter Tree Chart |Tree Chart |Fire Fighter Tree Chart |Tree Chart |
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|Whole Group |9:30 morning meeting |9:30 morning meeting |9:30 morning meeting |9:30 morning meeting |9:30 morning meeting |
|Activities |2:30 afternoon meeting |2:30 afternoon meeting |2:30 afternoon meeting |2:30 afternoon meeting |2:30 afternoon meeting |
|Time(s): | | | | | |
|Small Group |AM Groups: |AM Groups: |AM Groups: |AM Groups: |AM Groups: |
|Activities |Teacher |Teacher |Teacher |Teacher |Teacher |
|Time(s): |Group 3 |Group 1 |(Group 2) |Group 3 |group 1 |
| |Activity- page for fire safety book |Activity- Activity page for fire safety|Activity- Activity page for fire |Activity-. Painting fire |Activity- |
|9:45-10:45 | |book |safety book | |Painting fire |
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| |Assistant 1: |Assistant 1: |Assistant 1: | |Assistant 1: |
| |(group 1) |Group 2 |(group 3) |Assistant 1: : |Group 2 |
| |Activity – page for fire safety book |Activity page for fire safety book |Activity- Activity page for fire |(group 1) |Activity- Painting fire |
| | | |safety book |Activity: shape fire truck | |
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| | | | | |Assistants 2: |
| | | |Assistant 2 |Assistant2 |Group 3 |
| | |Assistants 2 |(Group 1) |Group 2 |Activity shape fire truck |
| | |(group 3) |Activity - dramatic play in |Activity Shape fire truck | |
| |Assistants 2 |Activity- dramatic play in housekeeping|housekeeping | | |
| |(group 2) | | | | |
| |Activity – dramatic play in housekeeping | | | | |
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|2:30-3:15 | | | | | |
| | | | |PM Groups: |PM Groups: |
| | |PM Groups: |PM Groups: |Teacher afternoon group |Teacher afternoon group |
| | |Teacher afternoon group |Teacher afternoon group |Activity: - Talk about what we did today |Activity: Talk about what we did |
| |PM Groups: |Activity- Talk about what we did today,|Activity: Talk about what we did |Book Fire House |today. Book Fire Fighters |
| |Teacher afternoon group |. Book Fire Fighters A-Z |today Book All About Fire trucks | | |
| |Activity- Talk about what we did today. | |Assistant 1: | | |
| |Book Fireman Ted |Assistant 1: |Activity: Sparky teaches stay low and|Assistant 1 |Assistant 1 |
| | |Activity: Stop Drop and Roll |go (you tube) |Activity sensory table |Activity: : |
| |Assistant 1: | | | |Dramatic play dial 911 |
| |Activity: You tube Dusty the Dragon reads | | | | |
| |Stop, Drop and Roll | | | | |
| | |Assistants 2 |Assistants 2: |Assistant 2 |Assistant 2 |
| | |Activity Stop Drop and Roll |Activity- Sparky teaches stay low and|Activity dramatic play dial 911 |Activity sensory table |
| |Assistants 2: | |go (you tube) | | |
| |Activity You tube Dusty the Dragon reads | | | | |
| |Stop, Drop and Roll | | | | |
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|Centers/ |Sensory table center |Sensory table center |Sensory table center |Sensory table center |Sensory table center |
|Choice |All centers are open for the substantial |All centers are open for the |All centers are open for the |All centers are open for the substantial |All centers are open for the |
|Time(s): |portion of the day. |substantial portion of the day. |substantial portion of the day. |portion of the day. |substantial portion of the day. |
| | | | | | |
|Gross Motor/ Outdoor|Practice stay low and go |Practice stop, drop, and roll |Practice stay low and go |Practice stop, drop, and roll |Gross motor equipment |
|Activities |Gross motor equipment |Gross motor equipment |Gross motor equipment |Gross motor equipment | |
|Time: | | | | | |
|Read Aloud |Fireman Ted |Fire Fighters A-Z |All About Fire trucks |Fire House |Fire Fighters |
|Time: | | | | | |
|2:30-2:45 | | | | | |
|Promethean Board | |10:40 | |10:40 | |
|Activities | | | | | |
|Time: | | | | | |
|Individualized |1.JT will demonstrate understanding of preschool skills that include naming colors, counting 1-10, recognize some letters and participation. |
|IEP Goals |2.JB will participate in structures as well as unstructured classroom activities. |
|Time(s): |3.SF S will demonstrate an understanding of preschool concepts by taking part in classroom activities containing fine motor and social skills. |
| |4.MR will complete non-preferred as well as preferred classroom activities with minimal prompting. |
| |5.SS will demonstrate an understanding of preschool concepts by participating and completing classroom activities. |
| |6.MG will maneuver through the school environment avoiding obstacles. M will independently use self-help skills during routines. |
| |7.TG During structured and unstructured activities, T will follow classroom rules, routines, and participate in all large and small group non-preferred activities. |
| |8.DK With minimal hand over hand assistance and verbal prompting, D will attend to close ended activities through completion. |
| |9.Y will participate with peers in group activities and during classroom routines |
| |10 L will follow simple directions to participate in classroom routines and activities. |
| |11. D. will follow simple directions to participate in classroom routines and activities. |
| |12.B will complete non-preferred as well as preferred classroom activities with minimal prompting. |
| |13.TM will participate in structures as well as unstructured classroom activities. |
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| |14. |
| |15. |
|Special Activities/ | | | | | |
|Events | | | | | |
|Time: | | | | | |
|New Vocabulary Words|Doctors Office: Nurse, appointment/Vet: animals /Firefighter: fire truck, hose/ Postal Worker: letter, mailbox/Construction Worker: tools, building |
|for the | |
|week: | |
|Things needed to |l |
|complete the Theme/ | |
|Study for the Week | |
|Parent/Family | |
|Involvement | |
|Activities | |
|Reminders for the | |
|Week: | |
We will write about ways to protect your family from fire:
* Having a fire escape route
*Practice fire drills,
*Checking smoke detectors,
*making sure the stove tops are clean,
*don't play with matches or lighters,
*check to make sure doors and windows can open easily,
*know who to call in an emergency.
Then, we completed a Tree Map about Firefighters.
[pic]
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Weekly Planning Form
Extended Common Core Curriculum Skills/ Concepts to emphasize this week:
Children use books that communicate information to learn about the world by looking at pictures, asking questions and talking about the information
Children can describe a sequence of events
While playing what changes may occur in our environment
Recognize and identify the roles
.
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