Teacher: Jennette Gholar
Overall 4-Week Unit: Amazing Critters
Wonderful Word of the Week: Serenade
Vocabulary:
Literacy Focus: Phonological Awareness: syllables, sentences
segmentation, rhyme, alliteration
Philosophy, Theorist, or Research Focus:
Whole Group / Greeting &
Community Circle (Introduction)
Song or Poem of the Week
Social Emotional / Connections
Procedures/Rules Reminders
Daily Morning Message
Alphabetic Principle
Literacy / Read-Aloud Whole Group
Teaching Date: July 5-9 2021
Weekly Theme: Hoping Critters
Math Focus: Numeration 1-5
MAIN LESSON COMPONENTS
Monday Tuesday Wednesday Thursday Friday
Unite: TTW unite the students and remind them of what was taught this week. TTW tell the students we will continue learning about critters
that hop or jump. The teacher would give examples such as grasshoppers, crickets, spiders and frogs.
Calm: TTW help the students to focus on belly breathing. TTW tell the students that when they exhale the belly will go out and when they
inhale the belly will go in.
Connect: TTW demonstrate, “This little Cricket. TTW call attention to how gently you are moving your hands (cricket)
Commit: TTW show the students the commitment poster. TTW review the poster with the students. TTW have the students
to choose a commitment on which they will focus. TTW repeat these rituals daily.
Gg, Cc, Ff, Ss Gg, Cc, Ff, Ss Gg, Cc, Ff, Ss Gg, Cc, Ff, Ss Gg, Cc, Ff, Ss
TTW will tell TS: ok its TTW will tell TS: ok its TTW will tell TS: ok its TTW will tell TS: ok its TTW will tell TS: ok its story
story time, let read, learn, story time, let read, story time, let read, learn, story time, let read, learn, time, let read, learn, and
and have some fun. TT learn, and have some and have some fun. TT and have some fun. TT have some fun. TT and TS
and TS will sit on the fun. TT and TS will sit and TS will sit on the and TS will sit on the will sit on the carpet. TTW
carpet. TTW hold the book on the carpet. TTW carpet. TTW hold the carpet. TTW hold the hold the book up and ask
up and ask students to hold the book up and book up and ask book up and ask students to review parts of
review parts of the book: ask students to review students to review parts students to review parts the book: front cover, back
front cover, back cover, parts of the book: front of the book: front cover, of the book: front cover, cover, spine, pages, title,
spine, pages, title, author, cover, back cover, back cover, spine, back cover, spine, pages, author, and illustrator. TTW
and illustrator. TTW ask spine, pages, title, pages, title, author, and title, author, and ask the students what the
the students what the title author, and illustrator. illustrator. TTW ask the illustrator. TTW ask the title is and where can you
is and where can you find TTW ask the students students what the title is students what the title is find the title of the book.
the title of the book. TTW what the title is and and where can you find and where can you find TTW also ask ts what is the
also ask ts what is the where can you find the the title of the book. TTW the title of the book. TTW author and the illustrator.
author and the illustrator. title of the book. TTW also ask ts what is the also ask ts what is the TTW listen to make sure
TTW listen to make sure also ask ts what is the author and the illustrator. author and the illustrator. student have a complete
student have a complete author and the TTW listen to make sure TTW listen to make sure understanding of all
understanding of all illustrator. TTW listen to student have a complete student have a complete questions asked before
questions asked before make sure student understanding of all understanding of all moving on. TTW open the
moving on. TTW open the have a complete questions asked before questions asked before book and begin to read the
book and begin to read understanding of all moving on. TTW open moving on. TTW open book entitled;
the book entitled; questions asked before the book and begin to the book and begin to
Grasshopper Gus.AS the moving on. TTW open read the book entitled, read the book entitled;
teacher read pages and the book and begin to Backyard Bugs. AS the
show pictures, she will read the book entitled; teacher read pages and
remind students of the show pictures, she will
alphabet for the day. The remind students of the
alphabet of the day is Gg. alphabet for the day. The
TTW tell students when alphabet of the day is Ff.
they see or hear a word TTW the students when
that starts with the letter g they see or hear a word
as in grasshopper to raise that starts with the letter
hand. The teacher will Ff as in fly or flying to

continue to read and ask
the following questions:
What are lullabies, who is
Gus, How did Gus create
a song, what did Gus and
the cricket have in
common, why did Gus
love lullabies more than
storytelling and what
made the music sound
different between Gus and
the cricket.
List Bloom’s Taxonomy/DOK
Questions for Read-Alouds
TTW have activity cards
and TTW pick a card for
both student and teacher
to act out. Examples of
the cards are as follows:
hop like a grasshopper,
Moving and Learning flutter like a butterfly, buzz
like a bee, slide like a
snail, flutter like a ladybug,
blink like a lightening bug,
jump like a cricket, crawl
like an ant, and fly like a
fly.
Special Transition Activities
Small Group Interventions
Small Group Connections
Make adjustments as
Adjustments for the Week
needed
Outdoor Learning
Construction Learning Center
Pretend and Learn
Light Table Learning Center
Math Learning Center
Reading Learning Center
Science/Discovery Learning Center
Sensory Learning Center
Technology Learning Center
Creativity Station: The Arts (Music,
Media, Dance, Theater, Visual)
Learning Centers
Writer’s Corner
MDE Standards and Objectives for the Week
Standards: English Language Arts
Standards: Mathematics
Standards: Science
raise your hand. The
teacher will continue to
read and ask the
following questions:
What was Eddie
nickname, where sis
Eddie think bugs belong,
what is in the insect
safari, where ants live
and why do ants have to
work, wht do insects
have antennas, and
explain the stages os a
butterfly.
TTW have activity
TTW have activity cards TTW have activity cards
cards and TTW pick a TTW have activity cards
and TTW pick a card for and TTW pick a card for
card for both student and TTW pick a card for
both student and teacher both student and teacher
and teacher to act out. both student and teacher to
to act out. Examples of to act out. Examples of
Examples of the cards act out. Examples of the
the cards are as follows: the cards are as follows:
are as follows: hop like cards are as follows: hop
hop like a grasshopper, hop like a grasshopper,
a grasshopper, flutter like a grasshopper, flutter
flutter like a butterfly, flutter like a butterfly,
like a butterfly, buzz like like a butterfly, buzz like a
buzz like a bee, slide like buzz like a bee, slide like
a bee, slide like a snail, bee, slide like a snail, flutter
a snail, flutter like a a snail, flutter like a
flutter like a ladybug, like a ladybug, blink like a
ladybug, blink like a ladybug, blink like a
blink like a lightening lightening bug, jump like a
lightening bug, jump like lightening bug, jump like
bug, jump like a cricket, cricket, crawl like an ant,
a cricket, crawl like an a cricket, crawl like an
crawl like an ant, and and fly like a fly.
ant, and fly like a fly. ant, and fly like a fly.
fly like a fly.
Make adjustments as Make adjustments as
Water day Speech day
needed needed
Weekly Learning & Practice Centers
TTW encourage the students to continue writing letters and numbers in their journals.
(https://www.mdek12.org/EC under checklists)
 Standards: Social Studies
Standards: Physical Development
Standards: The Arts
Standards: Social and Emotional
Development
Standards: Approaches to Learning
Evidence of Mastery: Assessments / Rubrics / Anecdotal Notes / Screenings / Portfolio Evidence
Evidence of Learning
Materials Needed
Materials
Additional Books Needed
Parent Engagement
Child Development
Parent Engagement / Education