Week at A Glance Lesson Plan

Date: September 17-20, 2018

Teacher(s): Ashely & Paige
Statement of Intent for Learning: This week we want the children to continue to get to know their classroom,
classmates, and teachers. We will be changing all of the activities the same but modifying others will create a
routine while also keeping the children busy.
Monday Tuesday Wednesday Thursday
Art/Easel
We will be coloring with crayons.

Blocks
We will be exploring with animals in the block area.

Books
We have changed out the reading area with new books.

Writing
The children will be interacting with magnetic letters.

Dramatic Play
The children will be interacting with one another in the post office.

Quiet
Manipulatives We will be working with water beads in the quiet manipulatives area.

Science/Nature The children will be engaging in exploration with cinderblocks of different weights on a
scale.
Sensory
We will be investigating corn while playing with cars.
Light Table
The children will be working on fine motor abilities with the bead blocks.

Computers/
Music We will be integrating cultural music for the children to engage with.

Outside
Large motor skills with trikes and bikes

Makers Table

The children will work on fine motor skills while cutting fabric with scissors.

Large Groups

Thursday:
Tuesday: Wednesday: Reading books at the
Monday:
Corn experiment Reading Press Here Campanile
No School
And a book and color recognition
 Activity Plan for: September 17th-20th, 2018
Art/Easel Activity: Coloring with Crayons
Reason Why
I thought that this material would be a good reminder of how to hold our writing utensils as well as
Choosing This
allow the children to be creative.
Activity
Intent, Provocation, The children should: discover this material and practice their fine motor skills with long and short
& goal(s): crayons.

Materials/
Different colors of crayons, multiple crayons, and multiple sheets of paper for the children.
Resources:

Detailed Set-Up: Tape up three pieces of paper to the art easel for the children to color on.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Make sure too many friends are not trying to color at one time and that they are coloring on their
Guidance Limits:
own sheet of paper.
Evaluation
Questions What are you creating? What color are you using?
Assessment:
Specific Skills: Affectively using crayons

Block Area Activity: Blocks and Animals

Reason Why
Choosing This I wanted to add to the block area, but not with something too large.
Activity
Intent, Provocation,
The children should: discover and build while incorporating the animals into their creations.
& goal(s):

Materials/
Blocks and Animals
Resources:

Detailed Set-Up: Build a structure with the wooden blocks for the animals to live in.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Make sure the children are using their manners while playing with one another. Only using as many
Guidance Limits:
blocks as needed off the shelf.
Evaluation
Questions What are you building? How can we use the animals with the blocks?
Assessment:
Specific Skills: Social interaction, creativity, and fine motor skills.
Book Area/
Activity: Books
Emergent Literacy
Reason Why
Choosing This Bringing new books into the room for the children to discover.
Activity
Intent, Provocation,
The children should: learn to appropriately hold a book and listen to a story.
& goal(s):

Materials/
Exchange out books for new ones.
Resources:

Detailed Set-Up: Arrange books on the shelf.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Make sure they are treating the books with respect.
Evaluation
Questions Can I read with you? What is this story about? Where is the front cover?
Assessment:
Specific Skills: Listening, patience

Writing Area Activity: Letter Foam Shapes

Reason Why
Helps children to recognize a shape and the placement of the ABC’s as well as recognize the letters
Choosing This
in their name.
Activity
Intent, Provocation, The children should: try to place the large foam letters in the correct ABC order and try to spell their
& goal(s): name.

Materials/
Letter Foam Shapes
Resources:

Detailed Set-Up: Scatter the names on the table and provide expo markers.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Correct placement of the letters
Evaluation
Questions What letter is that? Can show me letters that are in your name?
Assessment:
Specific Skills: Fine motor skills, letter recognition

Dramatic Play Activity: Post Office

Reason Why The children really enjoyed being able to role play in the restaurant, so I thought that this would be an
Choosing This interesting change for them to see what they enjoy. This is something unlike anything they have been
Activity able to use yet in this area.
Intent, Provocation, The children should: explore the new materials that were added and have free exploration.
& goal(s): Understand how to send and deliver letters to one another.

Materials/
Post office supplies bucket, Mailbox, and blue mail drop box
Resources:

Let the children have free discovery in this area. I will set out some letters and move the mailbox to
Detailed Set-Up:
another area in the room.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Making sure the children are sharing materials and playing appropriately.
Evaluation
Questions What is a post office? Who is a mail person? Who can you write a letter to?
Assessment:
Specific Skills: Social interaction and cooperation

Quiet
Activity: Water Beads
Manipulatives
Reason Why This is something that I had used in previous years and the children enjoyed it. I wanted to bring it
Choosing This into the room and see what reaction it would gather. It is a fun, non-messy activity that will capture
Activity their attention.
Intent, Provocation, The children should: be able to work by themselves while exploring the water beads. The students
& goal(s): should be able to sort the beads by colors.

Materials/
Water, Water beads, Black bins, and towels. Puzzles
Resources:

Add water to the beads 24 hours before use, strain the water out of the container, place the beads
into the black bins and set them on the table in a spread out manner.
Detailed Set-Up:
Arrange puzzles on the floor to create an inviting space

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should not try to not put the beads in their mouths. The children should try to leave the
Guidance Limits:
beads in the black bins.
Evaluation
Questions Can you smash the beads? What color are the beads?
Assessment:
Specific Skills: Early Literacy, fine motor skills, creativity

Science/Nature Activity: Weights and scale

Reason Why
We thought the children would really enjoy being able to determine the weights of the blocks. They
Choosing This
should be able to determine if any of them are the same.
Activity
Intent, Provocation, The children should: determine the different weights of the different blocks as well as determine
& goal(s): which weigh the same.

Materials/
Weights and the scale.
Resources:

Detailed Set-Up: We will have multiple weights out and the scale will be set on the table.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Share the weights, Be able to interact with other children at this area without arguing over weights.
Evaluation
Questions Can you tell me which is heavier? Can you tell me if these are the same weight.
Assessment:
Specific Skills: Sharing, Creativity, inquiry

Sensory Activity: Corn and cars

This week we wanted the students to be able to interact with a new item. We have chosen corn
Reason Why
because it is something the children may be hearing about as it is now fall and harvest. We chose
Choosing This
corn to give it a little more appeal to the children who may not want to play in the corn without new
Activity
objects.
Intent, Provocation, The children should: be able to find a car and interact with it in the corn. The children should be able
& goal(s): to create with the corn.

Materials/
Corn and Cars
Resources:

Detailed Set-Up: Mix together the corn and the cars in the sensory bin

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
There needs to be a limit on how many children are in this area at one time. The children should try
Guidance Limits: keep the corn in the bin. The children should try to keep the cars in this area and not take them into
different areas in the room.
Evaluation
Questions What does the corn feel like? What color is that car?
Assessment:
Specific Skills: Fine motor, sensory, inquiry
Light Table Activity: Bead blocks
Reason Why Allows children to explore and build with new materials. The children have started to notice this area
Choosing This more so I wanted to get something that could help them think about colors and shapes while they are
Activity playing.
Intent, Provocation, The children should: practice building with new materials and explore how the light changes the
& goal(s): block’s appearance.

Materials/
Bead blocks and the light table
Resources:

Detailed Set-Up: Scatter the bead blocks on the light table with the light on to create an inviting environment.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Making sure the children are using blocks appropriately. If one child destroys another’s creation, ask
Guidance Limits:
them to help fix it.
Evaluation
Questions What color is that block? What can you build with the blocks?
Assessment:
Specific Skills: Fine motor, color recognition, shape recognition

Computers/
Activity: background music playing on the stereo
Music
Reason Why
The children seemed to enjoy having music to sing along to while working on their tasks so bringing it
Choosing This
back will create that same enjoyment as well as create consistency in the room.
Activity
Intent, Provocation,
The children should: be able to work with the music and not be distracted by it’s presence.
& goal(s):

Materials/
Stereo, CDs
Resources:

Detailed Set-Up: Press play after putting a CD in the stereo

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children should not be touching or playing with the stereo.
Evaluation
Questions What song are they playing? Can you sing and dance to the song?
Assessment:
Specific Skills: Movement, listening

Outside Activity: Sandbox, houses, bikes, trikes

Reason Why
The children enjoy moving around and getting their energy out at the end of the day. These areas
Choosing This
were popular last week and bring them back will encourage them to explore them even further.
Activity

Intent, Provocation,
The children should: share materials, play with sand properly, let all friends play in the houses.
& goal(s):

Materials/
Bikes, tricycles, sand pit, sand buckets/shovels, house equipment
Resources:

When students come out for outside time, take out a couple bikes and tricycles, take off the sand box
Detailed Set-Up:
tarp and take out shovels/buckets for them to use.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Only one student can have a bike at a time, if students throw sand they will be asked to leave the
Guidance Limits:
area.
Evaluation
Can you show me how to ride the bike? What are you cooking in your house? Can your other
Questions
friends play too>
Assessment:
Specific Skills: Gross motor, cooperation, sharing

Activity:
Monday: Ashley
Welcome Group
Tuesday: Ashley
Time
Wednesday: Ashley
Thursday: Ashley

Rainy Day Activity: Go to Gross Motor Room

Reason Why
Choosing This If it is rainy, we can’t be outside
Activity
Intent, Provocation,
The children should: play with the items we lay out for them
& goal(s):

Materials/
jump ropes, basketball hoop, balls, and the cartons
Resources:

Detailed Set-Up: We will have the items that they are allowed to play with in the gross motor room

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Sharing, no running
Evaluation
Questions Can you make the basketball in the hoop?
Assessment:
Specific Skills: Sharing, Large Motor

Dan’s 3&4 PM Lab

Fall 2018
Goals for the week of: September 10-13
Lead Teacher: Dan

Key Focus this week:

The children will explore with new materials in the classroom and continue to share with peers in a
positive manner.

Additional class goals or areas for assessment:

Social: The children will interact with new peers they may not have been interacting with previously.

Emotional: The children will keep a positive emotional behavior through the day.

Mathematics: The children will interact with counting.

Communication and Language: The children will work to communicate with peers and teachers in a
respectful manner.

Reading and Literacy: The children will engage in reading with others. stamp exploration. The children
will also engage in the magnetic letters.

Science and Inquiry: The children will explore new items with sensory bottles that have multiple objects
in them.

Fine Motor: The children will work with scissors to cut out fabric

Gross Motor: The children will engage in outdoor play or gross motor room play.

Staff Goals:

Individual Child Goals:

A.D– becoming more vocal

P.R– interact with teachers without yelling or interrupting