Lesson Plans for: Traditional Songs, Itsy Bitsy Spider ...

[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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