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WEEKLY REMOTE LEARNING PLANNING FORM ROOM #34 WEEK OF: December 21-23 TEACHER’S NAME: Shoshana SchachterDay of the WeekDAILY FOCUS (Focuses on the unit’s student outcomes- Daily Focus Question/ Lesson)Play focus[Planting seeds for play activities (aka learning centers) Insert 4 additional DETAILED center ideas/ activities DAILY- this does not include art, writing, literacy]MondayDate: December 21Good morning songMusic and movementRead book- Animal HomesVisual- Pictures of animals in water and animals on land.Today will review that animals need shelter. Pets are animals that live with humans. Animals live in different types of homes that fit their needs. Some animals live in the ocean and some live on land.We will brainstorm some animals that live in water and some that live on land and discuss why they live there.Dramatic Play- Students will pretend to be animals in the ocean habitat. They will talk about the type of habitat they live in including what it looks like and the temperature.Blocks Children can go on a "Bear Hunt" and use a blocks to form the cave.Science- Insect homes- add small plastic insects as well as other materials such as sticks, leaves, and branches. We will invite children to create homes for the puter- They will play math games involving habitats.Writing- The children divide the paper into two. On one side they will trace the Letter L for Land and on the other side they will trace Letter W for Water. Then they choose an animal figurine or photo and depending on their habitat, they attempt to draw it on the land/ water side.Literacy/ Library- The children will use books to identify words that begin with the letter w. Art-Students will create a variety of projects to transform part of the classroom into an ocean. Students will make the animals and creatures that live in the ocean as well as objects that belong such as coral reefs, fish, etc. A variety of materials will be provided with teacher scaffolding.Writing-Word of the Day- LandTuesdayDate: December 22Good morning songMusic and movementRead book- HabitatsVisual- Pictures of Arctic and Desert HabitatsToday we will talk about the Arctic and Desert habitats. We will discuss their characteristics and the animals that live there. We will also point out whether they are land or water habitats.Dramatic Play- Students will pretend to be animals in the Arctic habitatThey will talk about the type of habitat they live in including what it looks like and the temperature.Science- Teacher provides students with two gloves. One glove will be filled with Crisco. The other glove will be empty. Students will place both hands in ice water. Students will observe the difference in temperature that they feel. Teacher will explain that arctic animals have blubber on their bodies, similar to the Crisco, which keeps them warm in cold habitats. Math- Sorting: Students will place the animal in the correct habitat: Arctic and DesertBlocks- Students will pretend to build arctic habitats and deserts. They will learn the names of the animals that belong in this habitat. Literacy/ Library- The children will walk around the classroom (house) identifying objects that start with the letter H (for habitat). Writing- Practice making straight horizontal, vertical, and diagonal lines for the letter W.Art- Students will create a variety of projects to transform the classroom into an Arctic habitat. Students will make the animals and creatures that live in the arctic habitat as well as objects that belong such as polar bears and snow. A variety of materials will be provided with teacher scaffolding.Writing-Word of the Day- HabitatWednesdayDate: December 23Good morning songMusic and movementRead book- HabitatsVisual- Pictures of Rainforest and Woodland habitatsToday we will talk about the Rainforest and Woodland Habitats. We will discuss their characteristics and the animals that live there. We will also point out whether they are land or water habitats.Science- Match the animal to its home/habitat. The students will be provided with pictures of animals as well as their habitats. Children are invited to talk about the animals and the habitats then to match the pictures and explain why/how they made the matches.Dramatic Play- Students will pretend to be animals in the rainforest habitat.They will talk about the type of habitat they live in including what it looks like and the temperature.Blocks- students will pretend to build rainforests and woodlands. They will learn the names of the animals that belong in this habitat. Math- Sorting: Students will place the animal in the correct habitat: Rainforest and woodlandSand and water/ sensory- Rainforest animals will be placed in the sensory table. Students will use various materials to create the habitat for the rainforest animals. Literacy/ Library- Children will use pictures they draw or cut out to create a collage of words and pictures that connect to a rainforest/woodland habitat.Writing- The children will use the writing folder or the children will practice creating circle stopping when they reach the start of the circle.Art- Students create a variety of projects to transform a part of the classroom into a rainforest. Students make the animals and creatures that live in the habitat as well as objects that belong in the rainforest habitat such as tropical trees and birds. A variety of materials will be provided with teacher scaffolding.Writing-Word of the Day- RainforestThursdayDate: December 24no schoolFridayDate: December 25no school Social/ Emotional- Week to Review # 13(12/21-12/25) Week 13: We feel feelings in our bodyMonday 12/21Preform puppet script: The girl puppet feels worried because one of her friends is not at school. She talks to the teacher because her worrying makes her feel uncomfortable and talking to the teacher helpsIntroduce Words for this week: Worried and Uncomfortable feelingsSong: Feelings In My Body (track 16)Brain Builder: Play the Shape Shifter game-Play with the size and shape of your body by:curling into a ball, stretching up tall, reaching out wide with your arms, reaching down to touch the floorHave students try to move their bodies and hold the position once they get there. May be best played as a freeze dance game and when the music stops, they must copy and hold the position you are in with your body. Then you can say “shape shifter” and start the music. When the music goes off again strike a new pose for them to copy. Tuesday 12/22Story & Discussion: Use the picture on the poster to share a visual of the story that you are discussing with students. Today's story is about?Michael and he is feeling worried because his grandma was supposed to pick him up from school and she is running late. Review how our body can feel and how uncomfortable those feelings can be when we are worried. Review how just like our girl puppet Michael talks to his teacher and it helps he feel a little better. Wednesday 12/23Skill Building Activity #1:?1.?Introduce the game.?We’re going to use our Feelings Cards again today. We will think about which feelings make our bodies comfortable and which ones make them uncomfortable.2.?Go through each card. Have children show the feeling on each card with their faces and bodies.3.?Have them notice how their bodies are feeling and give a thumbs-up if the feeling is comfortable and a thumbs-down if it’s uncomfortable.4.?Discuss which parts of their bodies feel comfortable or uncomfortable.Thursday 12/24Skill Building Activity #2:?Use Boy and Girl Puppet to help model as a child’s response. When we feel feelings like being worried it can be very uncomfortable. When we feel worried or other uncomfortable feelings, we have been learning that it can be helpful to talk to people about how we are feeling. Start with Boy Puppet and ask him “who he would tell if he were worried at school” – a teacher.Go around to each of your students and ask, “who they would tell if he were worried at school?” – reinforce answers that name an adult, a teacher, or parent. Next use the Girl Puppet, tell the girl puppet that we just heard from our friends who they would talk to at school and a lot of them said their teacher like Boy puppet. But what about at home ask Girl Puppet “who she would tell if she were worried at home” – grandma she lives with me and I like to talk to my grandma she gives me hugs and that helps. Go around to each of your students and ask, “who they would tell if he were worried at home?” – reinforce answers that name an adult, a parent, grandparent, aunt, or uncle, or a teacher. Reinforce this message:?It is always important to tell a grown-up if you are worried about something. Tell a grown-up if your tummy hurts.Friday 12/25Read Aloud related to SE topic: A Feel Better Book For Little Worriers THE New York STATE PREKINDERGARTEN LEARNING STANDARDS:Domain1.PK.AL.1. actively engages in play as a means of exploration and learning Indicators: a. interacts with a variety of materials and peers through playDOMAIN2.PK.PDH.5. Demonstrates eye-hand coordination and fine motor skills.Indicators: a. demonstrates ability to use fine motor skills (e.g. engages in finger plays, uses materials such as pencils, paint brushes, eating utensils and blunt scissors effectively).Domain3.PK.SEL.1. Regulates responses to needs, feelings and events Indicators: c. demonstrates an ability to independently modify behavior in different situations.Domain 4B.PK.ELAL.7. Developed and answers questions about characters, major events, and pieces of information in a textWork Sampling Indicators:WSI: VI.A.3 follows simple classroom rules and routinesWSI: V.D.2 Shows Awareness of the environmentWSI: VII.B.2 Follows rules for conversationWSI: IV.A.2Uses senses and simple tools to explore solutions to problemsWSI: VI.A.2 Demonstrates beginning awareness of community, city and state. ................
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