Hidecorg.files.wordpress.com



WEEKLY REMOTE LEARNING PLANNING FORM ROOM #: 11 WEEK OF: 11/30/20 TEACHER’S NAME: Ms. BrittanyUnit: Where We LiveWeekly Focus: Different types of homesLetter of the week: t (review)Day of the WeekDaily FocusPlay focusMondayDate: 11/30Focus: Teacher will introduce concept of “home.” Students will learn the song: This is where I Live. Students will repeat “home is where I live.” Using pictures, Teacher will introduce 2 types of homes: apartments and houses. Using dot paints (red for house, blue for apartments), students and teacher will graph where they live.Essential Question: Where do you live?Follow-up Questions:What is a home?Do you have one?What kind of home do you live in?What does it look like?Is it the same/different from your friends?Math: Counting/1:1 Correspondence: have students practice counting seeds or dried leaves 1-5 (if seeds are unavailable, use dried pasta, pom-poms, or other small manipulatives). Hold up cards with the numbers 1-5. Have students race to see who can make “that many” seeds first. Writing: Write letter of the week using different color finger paints (if scholar is able to do so, try having them write a word that begins with that letter instead)Art: Students will draw a picture of their home (where they live). On the bottom of the picture, students will write the word: “home.”Literacy/Library: They will use books to identify words that begin with the letter of the week.Fine Motor: Land or water. Using a green and blue paper to represent water and land, have students sort toy animals that live on land and those that live in the water.Table Top: Students will get play with a pre-selected table-top toys (this can include puzzles, legos, dominoes, etc.).Sensory Play: Add items to a water bin and encourage students to find the items and sort by color.TuesdayDate: 12/1Focus: Review song: This is where I Live. Reiterate apartments/houses by going over what each student put on the graph the day prior. Then, Teacher will ask students: What makes a good home? After allowing some think time, Teacher will read The Three Little Pigs. Together, class will discuss what made their homes good (thumbs-up, strong) or not good (thumbs-down, weak). Essential Question: What makes a good home?Follow-up Questions:Why do homes need to be strong?What makes a strong home?If you built a home, what would you use?What makes a weak home?Math: Measurement: Review measurement—string measure different classmates or family members and paste different heights on the wall: Who is the tallest? Who is the shortest? Who is the same height?Writing: Students will use writing folders to practice forming lines and using tripod grasp.Art: Students will recall the story of The Three Little Pigs, and fill in pre-drawn houses with different materials:Straw: yellow strips of paper, straw, or yellow paper confettiSticks: twigs, popsicle sticks, or toothpicksBricks: painting with legos (red paint & a lego to dip in and print), or cut rectangles from red construction paperLiteracy/Library: They will use pictures to create a collage of words that start with the letter of the week.Dramatic Play: Have students create different rooms of their home. Students can work on creating different rooms every day of the week. Ask what can I find in the room? Invite Remote students to play with us during center. What room are they in- what can the students create to replicate the room they are in?Blocks: Encourage students to create a neighborhood. What can we find in a neighborhood?Science: Explore color/light station. Students will get the chance to overlay different color plastic sheets to see what colors they can create.WednesdayDate: 12/2Focus: Teacher will introduce the different types of homes with visual: Elmos World: Different Types of Homes. Then, Teacher will have students match flashcards depicting the different types of homes (house, houseboat, igloo, apartment, townhouse).Essential Question: What kinds of homes do people live in?Follow-up Questions:Does everybody live in the same kind of home?What other kinds of homes are there?What kind of home do you live in? What about your friends?What is your favorite type of home? Why?Math: Counting/1:1 Correspondence: have students practice counting seeds or dried leaves 1-5 (if seeds are unavailable, use dried pasta, pom-poms, or other small manipulatives). Hold up cards with the numbers 1-5. Have students race to see who can make “that many” seeds first. Writing: Use beads to form the letter of the week.Art: Continuation of Tuesday’s art projectLiteracy/Library: They will walk around the classroom identifying objects that start with the letter of the week.Fine Motor: Have students trace and draw outlines of homes, then have them practice cutting out the homes.Table Top: Students will get play with a pre-selected table-top toys (this can include puzzles, legos, dominoes, etc.).Sensory Play: Add soap, sponges or washcloths, and small plastic dishes to the water in the sensory table. Invite the children to wash the dishes. ThursdayDate: 12/3Focus: Teacher will go on a brief picture walk of Percy's Neighborhood by Stuart J. Murphy. After Teacher models, students will name the different things they saw in the neighborhood. Teacher will explain with hand-gestures for students to copy: a neighborhood is where a group of people live together. Neighborhoods have many different kinds of buildings and people.Essential Question: What is a neighborhood?Follow-up Questions:What does neighborhood mean?Do you live in a neighborhood?Who lives in neighborhoods?What kinds of buildings do you see in your neighborhood?Math: Measurement: Review measurement—have students measure household or classroom items with paper clips to see what is longest/shortest. Writing: Students will use writing folders to practice forming lines and using tripod graspArt: Using a model (picture reference), students will create different types of homes (i.e. houses, apartment buildings) out of different pre-cut shapes (i.e. Triangles, squares, rectangles, circles) to eventually paste on our class “neighborhood)Literacy/Library: Students will pick out from a group of pictures which words start with this week’s letter of the week, and which words start with last week’s letter of the week.Dramatic Play: Pretend to be a family. Who lives in the home? What kinds of people are in your home?Blocks: Encourage students to replicate different types of buildings from a book or visuals.Science: What happens to a car when it goes up/down a ramp. Using blocks and toy cars, children will explore what makes cars go faster/slower.FridayDate: 12/4Focus: Review Percy's Neighborhood and the different types of buildings found in neighborhoods. Explain: not all neighborhoods look the same, but many of them have the same kinds of buildings and people. All neighborhoods have a ______ (students will fill in the blank). Essential Question: What is in a neighborhood?Follow-up Questions:Review: What does neighborhood mean?Review: Do you live in a neighborhood?Review: Who lives in neighborhoods?Review: What kinds of buildings do you see in your neighborhood?What kinds of buildings do all neighborhoods need?Do all neighborhoods look the same? Math: Counting/1:1 Correspondence: have students practice counting seeds or dried leaves 1-5 (if seeds are unavailable, use dried pasta, pom-poms, or other small manipulatives). Hold up cards with the numbers 1-5. Have students race to see who can make “that many” seeds first. Writing: Practice writing the letter of the week on chalk-boards or white boards.Art: Continuation of Thursday’s project. Did you make a house yesterday? Can you make an apartment building? A firehouse?Literacy/Library: Students will create a picture/painting of something that begins with the letter of the week.Fine Motor: Building homes with legos and dominoes. What do the homes need? How can we build a roof/doorway/chimney?Table Top: Students will get play with a pre-selected table-top toys (this can include puzzles, legos, dominoes, etc.).Sensory Play: Add items to a water bin and encourage students to find the items and sort by color.Social/ Emotional- Week to Review: Week 10Early Learning Unit 2—Week 10: Same or Different FeelingsFollow the link, and scroll all the way to the bottom (page 10) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download