Group Lesson Plan

Two Weeks at A Glance Lesson Plan
Date: April 12th- April 27th, 2021 Teacher(s): Hannah, Kalli, Alyssa, and Cassi
Statement of Intent for Learning: We will use the knowledge and goals we have developed up to this point to assess the children and
continue to work on meeting their goals. We will take quotes and observations made while the children participate in their
investigations and dive into more detailed aspects of their investigation topics, while putting together their investigation books.
Monday Tuesday Wednesday Thursday

The children will create ice cream cones out of shaving cream and glue mixtures and decorating them
1 Art Table
using an assortment of materials.
1 Easel The children will use eye droppers and paint to create different pictures.
In the classroom, we will be exploring a new material to build with. The children will make tin foil boats
1 STEM Table
and use counting bears to try and make their boat sink.
The children will create designs on a coffee filter using markers and dip it into the water. They will be
1 Science/Nature
able to watch the colors mix and change to something new.
The children will explore oobleck in their sensory bins. They will manipulate the oobleck to explore the
1 Sensory
different forms it can become.
There will be many different quiet manipulatives to choose from including puzzles, magnetic builders,
1 Quiet Manipulatives
dinosaur letters, Super Magnashapes, and shapes with tubes.
1 Computers/ In the classroom, we will not be using the iPads this round, but we will be listening to the Multicultural
Music Rhythm Stick Fun CD and the Silly Songs Vol 2 CD.
Working collaboratively, the children will use their spatial, building, and social skills while using the
2 Blocks
blocks, barn, and farm animals.
2 Books & Listening We will be listening to Boo-Hoo Moo and The Hiccupotamus at the listening station to include animals
Station and a fun story to discuss our investigation elements.
At the writing table, the children will practice their letter and number recognition skills as well as writing
2 Writing
with the correct formations through dipping a Q-tip in paint and tracing dotted letters and numbers.
The children will work on social skills, turn taking, collaboration, role-playing and storytelling through a
2 Dramatic Play
Farmers market setup.
The children will practice their fine motors skills as well as their creativity to build and construct with
2 Light Table
mirror builders and Interlox.
At the math table, the children will practice their counting, number identification, and grouping skills to
2 Math Table
count out the correct number of pom poms needed to fill each ice cream cone.
Our time outside will include exploring the playground using shovels, trucks, hula hoops, scooters, and
1 Outside Playground
more.
The children will play a variety of games, such as follow the leader, tag, and catch the balls. The
2 Outside Grassy Area
children will also use chalk to create pictures and play with bubbles.
Our groups will continue to work on our storytelling investigations. We have decided what we want to
Inquiry Investigations
do for our final investigation project and will piecing different elements together to create this.
Big Al by Andrew The Very Hungry I Like Me! By Nancy When Comes Spring
Large Groups Week 1
Clements Caterpillar by Eric Carle Carlson by Kevin Henkes
The World Needs Who Llama Llama Loose
Dreamers by Yuyi All By Myself by
Large Groups Week 2 You Were Made to Be Tooth Drama by Anna
Morales Mercer Mayer
by Joanna Gaines Dewdney
Snack Week 1 Vanilla Wafers & Fruit and Crackers & Trail Mix & Applesauce &
Milk Water Milk Water
Snack Week 2 Granola Bar & Bananas & Cereal Mix & Veggies and Dip &
Milk Milk Milk Milk
Small Group Activities Letter Play Doh Molds
Lacing Animals Counting Bears Letter Construction
Week 1 in Model Magic
Small Group Activities Word Tiles and writing
Gray Tangrams Candyland Twister
Week 2 on Lined Whiteboards
Activity Plan for: April 12th - 27th
1 Art Area - 1 Activity: Creating Ice Cream Cones
Reason Why
We chose this activity because it’s almost summer and thought it would be a fun way to ease the
Choosing This
children into the summer season by creating ice cream cones.
Activity
Intent, Provocation, & The children will: create ice cream cones using shaving cream/glue mixtures and an assortment of
goal(s): materials.
Materials/ Shaving cream (RR cupboard #1), glue (art studio), paper (art studio), sequins, jewels (LMR), paper
Resources: cones (Hannah)
The shaving cream and glue will be mixed when children want to use it just so nothing goes to waste.
This will be the case for the ice cream cone paper triangles as well--the teachers will glue it onto the
Detailed Set-Up: paper of their choice when they are ready to create one. Once the shaving cream and glue are mixed,
children can paint the mixture on top of the ice cream cone on their paper. After they do that, they can
add decorations to it using the jewels and sequins as “sprinkles.”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 3 children at the table. Write names on all artwork.
Evaluation Questions
Are the children engaged in the activity? Are there any materials they want to add?
Assessment:
Specific Skills: Fine motor skills, creativity
Teacher:
Other
Responsibilities:
1 Easel - 2 Activity: Drip Drop Painting

Reason Why We wanted to continue working on fine motor skills. We have used the eye droppers at the science
Choosing This table using water, so we wanted the children to explore the different materials that could be used with
Activity the eye droppers.
Intent, Provocation, &
The children will: create different pictures using eye droppers and paints.
goal(s):
Materials/
White paper (Art Studio) and eye droppers (RR C12 Shelf 2)
Resources:
Tape up two pieces of paper on the easel. The easel should have different colored paints. The paints
should be slightly watered down so that the paint can get into the eye dropper. Eye droppers should be
Detailed Set-Up:
put in a green cup, once the child is done with their picture, the eye dropper should be put in a red cup
to be disinfected.
Guidance Limits: 2 children at the easel
Evaluation Questions What happened when you put the paint on the paper? Why did that happen? Did any of the colors mix
Assessment: together? If so, what color did it make?
Specific Skills: Fine motor, Color Recognition, Sharing, Taking Turns
Teacher:
Other
Clear Drying Rack and Put Items into Mailboxes, Put names on art work before child begins.
Responsibilities:
1 STEM Table - 3 Activity: Tin Foil Boats
Reason Why
We chose this because the children enjoy building and we wanted to provide different materials to help
Choosing This
them explore different things to build using the provided materials.
Activity
Intent, Provocation, & The children will: use tin foil to create a boat. They can use the bucket of water to see if their boat floats
goal(s): and add materials to it to see how many items it takes to make their boat sink.
Materials/
Tin foil (RR Drawer 1), counting bears (RR C10 Shelf 3), Bucket of water (Maker’s Space Shelf 45)
Resources:
Set up a bucket of water in the middle of the STEM table. Have a few sheets of tin foil out and ready for
the children to use. Have the extra tin foil in the room so if the children need more or other children
Detailed Set-Up:
want to make one, the materials are ready. Children should build their boat first, and then place it in the
water. Using the counting bears, they add them one by one and count how many it takes to sink them.
X Guided Instruction Co-Op Learning X Independent Work X Small Group
Methods: X High-Energy Low-Energy
X High-Maintenance Low-Maintenance
Guidance Limits: 3 children at the STEM table
Evaluation Questions What could you do to make your boat stronger? Did it float right away? How many bears did it take to
Assessment: sink your boat?
Specific Skills: Science, Fine Motor Skills, Counting skills, Communication (When discussing their boats).
Teacher:
Other
Put boats with their belongings so they can take them home.
Responsibilities:
1 Science/Nature - 4 Activity: Climbing Rainbow

Reason Why
We wanted to have an activity that makes the group think about spring and summer. This project will
Choosing This
also open up discussions about how rainbows form and other scientific questions.
Activity
The children will: use markers to color on a coffee filter and will dip it in water and watch the colors mix.
goal(s):
Materials/
Coffee filters (Art Studio above white cabinet) , markers (Pencil boxes), cups of water (Art Studio)
Resources:
Set up 3 cups of water and coffee filters in the center of the table. Remind the children to use their own
pencil boxes for the markers. The coffee filter should be folded like a piece of pie and the children color
Detailed Set-Up:
their design on the coffee filter. Once they are done, they dip the tip of the coffee filter in the water and
watch the colors mix.
X Guided Instruction X Co-Op Learning Independent Work X Small Group
Methods: High-Energy X Low-Energy
Guidance Limits: Limit 3 children at the table
Evaluation Questions What do you think will happen when we dip it in the water? What colors do you see after they mixed
Assessment: together? How many colors did you decide to use?
Specific Skills: Fine motor skills, Color Recognition, Taking turns, Counting.
Teacher:
Other
Teachers should put the coffee filter on the drying rack to dry. Put it in their bucket the next day.
Responsibilities:
1 Sensory - 5 Activity: Oobleck
Reason Why
We chose this because we wanted the children to have something that changes consistency based on
Choosing This
how they handle it.
Activity
The children will: explore the oobleck by manipulating it in different ways to see how it changes forms.
goal(s):
Materials/ Oobleck (Cornstarch (RR Cupboard 1 Shelf 1) and water), food coloring (RR Cupboard 2 Shelf 1)
Resources: (optional), and children’s sensory bins, Tweezers (RR C 12 Shelf 3)
In each sensory bin, there will be oobleck for each child to manipulate and play with. Before they wash
Detailed Set-Up: their hands, they should clean up the oobleck off the table. Children should only be playing with their
own sensory bin.
Guided Instruction Co-Op Learning X Independent Work Small Group
Guidance Limits: 3 children at the table at one time.
What happened when you stopped playing with the oobleck? Why do you think it does that?
Assessment:
Specific Skills: Science, Communication skills, Taking turns (if they have to wait to join the table)
Teacher:
Other
Responsibilities:
1 Quiet
Activity: Puzzles, magnetic builders, dinosaur letters, Super magnashapes, and shapes with tubes.
Manipulatives - 6
We chose this activity because we wanted to have quiet manipulatives that can be used for one child
Reason Why individually or multiple children. With that, these quiet manipulatives help the children focus on one
Choosing This thing at a time as they can use each distinct manipulative in a different way. We also choose these
Activity activities because we want to continue to encourage a diverse array of activities including building,
letter recognition and math.
The children will: choose their manipulative based upon their own interest.
goal(s):
Hair Care puzzle (self-help- shelf 4), Butterfly with numbers puzzle (insect/science - shelf 3), Kipper’s
Materials/ colors puzzle (educational – shelf 6), numbers 0-9 puzzle (educational – shelf 6), magnetic builders
Resources: (design studio shelf 3), dinosaur letters (RR cupboard 9, shelf 3), super magnashapes (RR cupboard 9,
shelf 5), shapes with tubes (RR cupboard 10, shelf 2).
Set the manipulatives in baskets on the shelf. Set out two different manipulatives on the table in
Detailed Set-Up:
baskets and lay out some of the materials in an engaging way to pique the interest of the children.
Guided Instruction Co-Op Learning X Independent Work X Small Group
High-Maintenance X Low-Maintenance
Guidance Limits: Limit 3 children.
Evaluation Questions Are the children engaged? Are there any other materials they are asking for? Are they combining any
Assessment: of the materials? Are the children engaging in play together here?
Specific Skills: Letter identification, number recognition, fine motor development, creativity.
Teacher:
Other
Responsibilities:
1 Computers/
Activity: Listen to the Multicultural Rhythm Stick Fun CD and the Silly Songs Vol 2 CD
Music - 7
Reason Why
The music CDs will expose the children to other types of music as well as provide them with songs they
Choosing This
may already be familiar with.
Activity
The children will: listen to the music in the background while working.
goal(s):
Materials/
Silly Songs Vol 2 (CD drawer in RR #21), Multicultural Rhythm Stick Fun (CD drawer in RR #56)
Resources:
Put a CD in each classroom in the CD players so they are ready to play when the children are at free
Detailed Set-Up:
play.
Guidance Limits: Keep it low so it’s not too distracting.
Are the children noticing the music? Are they singing along?
Assessment:
Specific Skills: Music Appreciation
Teacher:
Other
Responsibilities:
2 Block Area - 8 Activity: Farm Animals, Wooden Barn, and Wooden Blocks
I chose these materials for the block area because the children have consistently showed us their
Reason Why
interest in animals. By including their interests, they are more likely to participate in the activity as well
Choosing This
as display social skills. They will work together to build a farm for the animals to live on. Some children
Activity
may be able to relate if they have some experience with a farm setting.
The children will: work cooperatively to use the materials and use problem solving skills while playing.
goal(s):
Materials/ Classroom Blocks, Wooden Barn (RR Cupboard 4, Shelf 3), Duplo Farm (RR Cupboard 4, Shelf 3),
Resources: Farm Animals (RR Cupboard 5, Shelf 5), Toddler Tractors (RR Cupboard 5, Shelf 2)
Set up an inviting scene with all the materials to get the children started. Place wooden barn on the
Detailed Set-Up: floor with a wood block fence around it. On the table, place blocks into pens, sidewalks, etc. and place
the animals accordingly. Place all excess items in baskets in the block area.
Guidance Limits: Limit 3-4 children—focus on problem solving if sharing issues come up.
Evaluation Questions Are the children working together? Were there materials they were not interested in? Did the children
Assessment: request any materials to be added to the center?
Specific Skills: Sharing, taking turns, communication, fine motor skills
Teacher: Kalli
Other
Responsibilities:
2 Book Area and
Activity: Boo-Hoo Moo and The Hiccupotamus
Listening Station - 9
Reason Why
I wanted to have books that include animals and are fun to listen to so that the children are engaged in
Choosing This
the stories.
Activity
The children will: be respectful to the story they are listening to and use the materials appropriately.
goal(s):
Materials/
Boo-Hoo Moo by Margie Palatini (#49) (RR C8 Shelf 3) and The Hiccupotamus (#121) (RR C8 Shelf 3)
Resources:
Books should be put on the table with the CDs next to the book. There are sensory bottles on the shelf
Detailed Set-Up:
by the CD player. Add two to the table for children to play with as they listen to the story.
Guided Instruction Co-Op Learning X Independent Work Small Group
Guidance Limits: One book at a time, limit 2 children at the table.
Evaluation Questions What was the story about? What was the solution they came up with? What happened at the
Assessment: beginning, middle, and end of the story?
Specific Skills: Listening skills, taking turns, sharing
Teacher:
Other
Responsibilities:
2 Writing Area - 10 Activity: Tracing letters and numbers with Q-tips dipped in paint
We chose this activity because, after kindergarten screening, many parents said their children still need
help with identifying some letters and numbers and writing them with the correct formations. Through
Reason Why this activity, the children will build confidence in identifying and writing these as they will have the
Choosing This dashed lines to offer them guidance. With that, by using Q-tips dipped in paint, the activity will be more
Activity engaging and fun for the children as it will feel less like a worksheet and more like a craft activity. We
chose this activity as it incorporated both letters and numbers. We didn’t want to focus on just one or
the other, and this activity offers the flexibility to do both.
The children will: dip their Q-tips in the dixie cups filled with paint and then use them to trace the
dashed letters and numbers on their paper using the correct formations. While doing this, the children
goal(s):
will identify each letter and number that they are tracing.
Materials/ Q-tips (kitchen), Dixie cups (teacher prep space), sheets with dashed letters and numbers (Teacher
Resources: Alyssa, up on box), glitter paint (art studio cupboard).
Set 4 dixie cups up on the writing table (2 one each side) and fill each with a different color of paint.
Then, fill one dixie cup with extra Q-tips, and leave another dixie cup empty to put the used Q-tips in.
Lay out a sheet with dashed letters and a sheet with dashed numbers on each end of the writing table
Detailed Set-Up:
(4 sheets out total). Set the extra sheets aside at the top of the writing table so they are ready and
available for the next child. After each child traces over the letters and numbers with their Q-tip, move
their piece to the drying rack in the other classroom.
X Guided Instruction Co-Op Learning X Independent Work Small Group
Limit 2 children. One teacher should be monitoring this table to ensure the children are doing what is
Guidance Limits: expected of them and then moving completed work to a drying rack.
Are the children correctly identifying each letter and number? Are there any in particular they are
having trouble with? Are the children using the correct formations to trace them? Are the children
Assessment:
engaged with this activity?
Letter identification, number identification, letter formations, number formations, fine motor
Specific Skills:
development
Teacher:
Other
Responsibilities:
2 Dramatic Play - 11 Activity: Farmer's market
We chose this activity as we feel all the children will find enjoyment in it. This dramatic play set up
offers the flexibility of an assortment of roles to choose from, making it more fun for the children. With
that, we chose this activity as, because it is a farmer’s market, we will be able to put an assortment of
Reason Why
materials into it and make it very detailed. This will make the market more fun for the children to shop
Choosing This
and play in. The children love to story tell, and we feel this will be expanded through a detailed,
Activity
engaging farmer’s market. With that, in our farmer’s market, we have distinct cultural areas where we
will educate on different cultures and their foods. We also chose this activity as we can introduce
writing through having the children write lists of what they need before they go shopping.
The children will: embody the roles of shoppers and cashiers to work together and collaborate when
Intent, Provocation, & shopping in the farmer’s market. The children will use their shopping bags and carts and work their way
goal(s): around the farmer’s market and purchase different goods. The children will then sort and put the goods
away back to their designated spot.
Artificial flowers (RR cupboard 3, shelf 3), vegetables (RR cupboard 2, shelf 4), carbs and protein (RR
Materials/ cupboard 2, shelf 3), fruit (RR cupboard 2, shelf 3), Chinese restaurant (RR cupboard 2, shelf 3), cloth
Resources: bags (RR cupboard 2, shelf 2) dramatic play bags (RR cupboard 3, shelf 1), wooden pallet, shopping
carts (RR cupboard 2, shelf 6).
Turn the kitchen appliances around but use the top of the oven and sink to set food baskets on. Use
two wooden shelves to store the different categories of food in. Designate a basket to each food
category (ex. Apples, grapes, eggplants, peppers, banana’s, etc.) and put each basket on a shelf.
Detailed Set-Up: Weave the flowers throughout the wooden pallet and set pots in front of it. Hang the cloth shopping
bags on the hooks in the area and line up the carts next to them. Set up the cash register on a table by
the cloth bags. Have some printed lists for what the children can shop for, but also include blank paper
and pencils for them to write and create their own lists.
Guided Instruction X Co-Op Learning X Independent Work X Small Group
Evaluation Questions Are the children engaged? Are the children writing their own lists of what they want to shop for? Do the
Assessment: children request any other materials to be added? Are the children take turns role playing?
Specific Skills: Storytelling/ role-play, turn-taking, sharing, social skills, communication and language.
Teacher:
Other
Responsibilities:
2 Light Table - 12 Activity: Mirror builders and Interlox

We chose this activity as the children have demonstrated a love for building and creating things. We
Reason Why chose the mirror builders to start as we felt the children would be drawn to investigate how the light
Choosing This reflects on the mirrors. We then chose the interlox as the children have shown enjoyment when looking
Activity through colored, transparent objects at the light table. Together, the children can explore building and
construction while utilizing different materials.
Intent, Provocation, & The children will: build different structures and observe how the light reflects in different ways while
goal(s): working with the different block materials.
Materials/
Interlox (Light room shelf 3, cube 5), Mirror blocks (Light room shelf 4, cube 5).
Resources:
Set each type of block in a different basket on the light table. Intermix some of the blocks on the table
Detailed Set-Up:
and build with them in a way to engage the children.
Guided Instruction Co-Op Learning X Independent Work X Small Group
Are the children exploring how the light reflects with each type of block? Do the children intermix the
blocks and use both types to build? What observations are the children making? Are the children
Assessment:
engaged and drawn to the area?
Specific Skills: Creativity, fine motor development, communication and language.
Teacher:
Other
Responsibilities:
2 Math Table - 13 Activity: Ice cream cone math
We chose this activity because we wanted one that would really draw the children over to the math
Reason Why
table. Up to this point in the semester, the math table has not been one of the favorite centers. We
Choosing This
wanted an activity that would draw on the children’s storytelling skills and engage them, all the while
Activity
still encouraging their math development.
The children will: Grab different numbered ice cream cones and identify the number that is on each
one. They will then “scoop” the correct number of pom poms to match that number in order to give the
goal(s):
cone its ice cream.
Materials/ Colored pom poms (art studio cupboard), numbered ice cream cones (made by teacher Alyssa), basket
Resources: to hold materials (large motor room).
Set the extra pom poms and ice cream cones in a basket on the table. Lay out a few ice cream cones
Detailed Set-Up: and give them the appropriate number of scoops in order to engage the children and demonstrate the
goal of the activity. Help the children when needed to identify the numbers on the cone.
Guidance Limits: Limit 2 children at the table. Ensure the children are staying on task.
Do the children identify the different numbers listed on the cones? Can the children count out the
correct number of pom poms associated with each numbered cone? Are the children engaged with this
Assessment:
activity? Do they role play as ice cream workers?
Specific Skills: Number recognition, counting, one-to-one correspondence, fine motor development, grouping
Teacher:
Other
Responsibilities:
1 Outside
Activity: Shovels, hula hoops, trucks, strider bikes, and scooters
Playground - 14
Reason Why
We chose this activity because it works the children’s large motor development and gets out any extra
Choosing This
energy they have before large group time.
Activity
The children will: engage in gross motor activities and cooperative play.
goal(s):
Materials/
Shovels, trucks, hula hoops, and buckets from our playhouse storage shed.
Resources:
Set out some of the shovels, scoops and trucks. Remember to only use the shovels, scoops, etc. from
Detailed Set-Up:
our playhouse. If there is no snow or ice, the strider bikes and scooters can be taken out of the sheds.
Guidance Limits: Use the guidance limits for outside time.
Evaluation Questions Are the children engaging in gross motor activities? If so, which ones? Did the children request any
Assessment: new items for next time? What specific skills are the children using?
Specific Skills: Upper arm strength, coordination, agility, lower leg strength, running, communication
Teacher:
Other Safety Checklist, Rainy-Day Set-up if needed, uncover sand area if needed, and do cleaning routine at
Responsibilities: the end of play on the playground
2 Outside Grassy
Activity: Bubbles, Chalk, Follow the Leader, Tag, Catch
Area - 15
Reason Why We wanted the children to have a variety of activities that keep the children engaged and allows them
Choosing This to work on their large motor movements. Additionally, the bubbles and chalk give the children different
Activity opportunities to engage with outside.
The children will: play the games as a group, draw with sidewalk chalk, and play with bubbles.
goal(s):
Materials/ Balls (Large Motor Room), Bubbles and Bubble Maker (Teacher Prep Room), Chalk (Teacher Prep
Resources: Room)
Lay out the balls on the grassy area, set up bubbles and bubble maker on the sidewalk, and set out
Detailed Set-Up: chalk on sidewalk. Initiate follow the leader and tag through verbal prompts and participate with the
children. Write down information and take pictures while completing these activities.
Guidance Limits: All children should be engaged.
What are the children successful at completing as far as large motor skills? What did they have
difficulty with? Are there any games the children have requested to play? Are the children staying
Assessment:
engaged with the activities provided?
Specific Skills: Large motor skills, creativity, coordination, balance, following directions
Teacher: Kalli
Other
Spray/wipe all materials used before coming inside
Responsibilities:
Welcome Group
Activity: Welcome, beginning of the day message and song
Times - 16
Reason Why Group time helps create a unified classroom culture as well as give us the chance to check in with the
Choosing This children and continue to form bonds with them. It also helps to incorporate skills in a real way by asking
Activity questions during the discussion.
The children will: participate by following along and joining in while we sing a song
goal(s):
Materials/
White board message, mindfulness bells, song bucket, song sticks, and pointers
Resources:
Place all materials in the group time area, and write the morning message on the board. Welcome the
Detailed Set-Up,
children, discuss the day- during a new week, discuss the new centers and what they have to do in
Activity Introduction,
each classroom. Then start the morning message. (4/12) Blend Sm and number 33 (4/13) Blend Sp
& questions or
and number 34 (4/14) blend Sc and number 35 (4/15) blend Sn and number 36 (4/19) Blend thr number
comments to provoke
37 (4/20) Blend Sl and number 38 (4/21) Blend Gl and number 39 (4/22) Blend Fl and number 40 (4/26)
learning:
Blend Cl and number 41 (4/27) Blend Bl and number 42.
X Guided Instruction Co-Op Learning Independent Work X Small Group
Guidance Limits: Remind the children to sit on their bottoms and hands in their laps
Evaluation Questions Are the children listening? Are they participating? Are there certain conflicts with children sitting next to
Assessment: each other?
Specific Skills: Following directions, number and letter recognition, counting, sounding out words, word sounds.
Other Whiteboard message, question of the day (if using this), record fire number, check to make sure all
Responsibilities: areas are completed before opening the door.
1 Monday Literacy
Activity: Big Al by Andrew Clements
Group Time - 17
We chose this story because it addresses the value of acceptance, even when others may look
differently than ourselves. In the story, Al looks different and as a result, has no friends. This is until he
Reason Why
saves the other fish, and they learn the value of his differences. We felt this was an important lesson to
Choosing This
reiterate with the children. With that, we chose this story as we feel the children will empathize with Al
Activity
and understand his feelings and, as a result, become more aware of how others may feel when they
are treated differently.
Intent, Provocation, & The children will: follow along with the story and listen attentively. After, the children will participate in our
goal(s): large group discussion and activity where we talk about each of our differences.
Materials/
Big Al (teacher Alyssa’s book), pencil boxes (individual children’s), sheets of white paper
Resources:
Put all items in the group time area and direct the children on where to sit for this time. Read the story,
interjecting occasionally to wonder out-loud about what Al must be feeling and why. At the end of the
Detailed Set-Up,
story, ask the children about why Al had no friends to start, and how he gained them at the end of the
story. Discuss with the children the importance of accepting all types of differences and tie in Al’s
& questions or
feelings of loneliness when he wasn’t accepted. Then, have each child grab their pencil boxes and a
comments to provoke
white sheet of paper. Once the children are seated again, direct each one of them to draw a self-
learning:
portrait. As they draw, point out the differences in each of their portraits and explain how each of them
are different from one another and yet they still are accepting of one another and how important this is.
Guidance Limits: All children are involved –remind them to sit on their bottoms and hands in their laps.
Use observation and note taking to answer: Are the children listening? Do the children participate in the
discussions? Do the children see the connection between this book and themselves? Do the children
Assessment:
identify differences among one another?
Specific Skills: Following directions, listening, group participation, emotional development.
1 Tuesday Literacy
Activity: The Very Hungry Caterpillar by Eric Carle
Group Time - 18
Reason Why We chose this activity because the children showed interest in this book at the beginning of the year.
Choosing This Since it is a familiar story, the children are able to identify the storytelling aspects of it (setting, plot,
Activity characters, etc.). We felt this would be a fun story for the children to recognize and easily participate in.
The children will: follow along with the story and listen attentively. After, the children will participate in
goal(s): our large group discussion and activity with the caterpillar puppet.
Materials/ The Very Hungry Caterpillar (IN BOX WITH ACTIVITY, RR Cupboard 7, Shelf 1) and Very Hungry
Resources: Caterpillar Puppet (RR Cupboard 7, Shelf 1)
Detailed Set-Up, Put all items in the group time area and direct the children on where to sit for this time. Read the story
and have the children think about storytelling aspects while reading. At the end of the story, ask the
& questions or children to identify the settings, plots, and characters in the familiar story. Then, use the Very Hungry
comments to provoke Caterpillar Puppet kit to act out the story again. (The kit can also be used during the story depending on
learning: how much time is available).
Evaluation Questions Use observation and note taking to answer: Are the children engaged with the story? Do the children
Assessment: participate in the discussion and activities? Are the children able to identify storytelling aspects?
Specific Skills: Following directions, listening, group participation, emotional development
1 Wednesday
Literacy Group Time Activity: I Like Me! By Nancy Carlson
- 19
Reason Why
We chose this activity because we want the children to feel confident in who they are. This book talks
Choosing This
about how the character really likes who she is and how much fun she has by herself.
Activity
Intent, Provocation, & The children will: follow along with the story and listen attentively. After, the children will participate in
goal(s): our large group discussion.
Materials/
I Like Me! By Nancy Carlson (LMR library), pencil boxes (art studio), paper (art studio)
Resources:
Detailed Set-Up,
Activity Introduction, Put all items in the group time area and direct the children on where to sit for this time. Read the story, and
& questions or then afterwards, give each child their pencil boxes and one piece of white paper and have them draw what
comments to provoke they like doing the most by themselves.
learning:
Evaluation Questions Use observation and note taking to answer: Are the children engaged with the story? Do the children
Assessment: participate in the discussion and activities?
Specific Skills: Following directions, listening, group participation, fine motor skills
1 Thursday Literacy
Activity: When Comes Spring by Kevin Henkes
Group Time - 20
Reason Why
I want to help broaden their understanding of spring and the signs of spring. I also want them to have
Choosing This
an opportunity to use their imagination while coloring.
Activity
Intent, Provocation, & The children will: listen during our whole group time, identify signs of spring, and color their perfect
goal(s): spring day.
Materials/
The book When Comes Spring, anchor chart, and coloring template.
Resources:
Detailed Set-Up,
Pull items and put them in the large group area. Read the book When Comes Spring, then identify
& questions or
signs of spring as a whole group. Coloring their perfect spring day will be independent.
comments to provoke
learning:
Guidance Limits: All children are involved- remind them to sit the correct way, hands on laps and sitting on their bottoms.
Use observation and note taking to answer these questions: Are the children listening to me and
others? Do they participate in the full group discussion? Do they participate in the individual aspect of
Assessment:
the lesson?
Specific Skills: Fine motor skills, following directions, listening, group participation.
2 Monday Literacy
Activity: Dreamers by Yuyi Morales
Group Time - 21
We chose this activity as it is a great multicultural story for the children to be exposed to. The story
follows a mother and her daughter as they immigrate to America where they are faced with many new,
unfamiliar things. This book offers a great introduction to educating children on immigration and the
Reason Why
feelings these immigrants feel when on their journey. This story is an easy-reader, limited word story
Choosing This
with beautiful illustrations that will draw the children in and keep them engaged while learning. We want
Activity
the children to understand that individuals from many different countries travel to ours, and when they
do, they are faced with scary, unfamiliarity’s. We hope that this story will help them begin to empathize
and understand the journey other’s go through to get to our country.
Intent, Provocation, & The children will: follow along with the story and listen attentively. After, the children will participate in our
goal(s): large group discussion and activity centered around cultural differences and where we find our safe space.
Materials/
Dreamers (Teacher Alyssa’s book), white board/markers (classroom)
Resources:
Put all items in the group time area and direct the children on where to sit for this time. Read the story,
interjecting occasionally to wonder about what the characters must be feeling as they travel to a new
Detailed Set-Up,
place. After concluding the story, ask the children about what they thought the characters must have
been feeling coming to a new place. Discuss with the children some of the places the characters went
& questions or
to that were unfamiliar to them yet may be very familiar to the children. Then, touch on the library and
comments to provoke
discuss how the characters found solitude there. Ask the children what places act as their “safe place”
learning:
where they feel comfortable and secure. Discuss with them why this place makes them feel that way.
Write these places on the board.
Guidance Limits: All children are involved – remind them to sit on their bottoms and hands in their laps.
Use observation and note taking to answer: Are the children engaged with the story? Do the children
participate in the discussion and activities? Do the children gain an understanding of the culture present
Assessment:
in the story?
Specific Skills: Following directions, listening, group participation, emotional development, multicultural understanding,
2 Tuesday Literacy
Activity: The World Needs Who You Were Made to Be by Joanna Gaines
Group Time - 22
We chose this activity to think about the different and unique gifts each child offers. Although everyone
Reason Why
is different, each child should feel loved for who they are. We want the children to understand and
Choosing This
identify their differences but realize that differences are what makes us unique. We also want the
Activity
children to learn from others and to celebrate the differences between each other.
Intent, Provocation, & The children will: follow along and listen attentively to the story. After, the children will participate in our
goal(s): large group discussion.
Materials/
The World Needs Who You Were Made to Be (Teacher Kalli’s book)
Resources:
Put all items in the group time area and direct the children on where to sit for this time. Read the story
Detailed Set-Up, and have the children begin thinking about some differences they may identify within the story. After
Activity Introduction, concluding the story, as the children the theme/main message of the story. After they identify the
& questions or theme, have a discussion about some differences they may see within themselves compared to a
comments to provoke friend (keep this conversational and not inappropriate, kind words and comparisons). At the end of
learning: group time, the goal is to have the children understand they are each unique and offer many different
things to the world!
Guidance Limits: All children are involved—remind them to sit on their bottoms with hands in their laps.
Use observation and note taking to answer: Are the children engaged with the story? Do the children
Evaluation Questions participate in the discussion and activities? Do the children understand differences? Are the children
Assessment: able to identify what makes them unique? Are the children respecting differences between one
another?
Specific Skills: Following directions, listening, group participation, emotional development
2 Wednesday
Literacy Group Time Activity: All By Myself by Mercer Mayer
- 23
Reason Why
We chose this activity because we wanted to show the children that they are capable of doing things on
Choosing This
their own whether that be cleaning their room, brushing their teeth, etc.
Activity
Intent, Provocation, & The children will: follow along and listen attentively to the story. After, the children will participate in our
goal(s): large group discussion.
Materials/
All By Myself by Mercer Mayer (LMR library)
Resources:
Detailed Set-Up,
Activity Introduction, Put all items in the group time area and direct the children on where to sit for this time. Read the story
& questions or and have the children think abou things that they do on their own. When they are done thinking about it,
comments to provoke create a list on the whiteboard of things that they do on their own.
learning:
Guidance Limits:
Assessment:
Specific Skills:
2 Thursday Literacy
Activity: Llama Llama Loose Tooth Drama by Anna Dewdney
Group Time - 24
Reason Why
I chose this story because the group has shown an interest in the “Llama Llama” books. These books
Choosing This
would also open up possibilities to work on proper letter formation while writing to the tooth fairy.
Activity
The children will: listen to the story and try their best during the activity.
goal(s):
Materials/ Llama Llama Loose Tooth Drama (Teacher Cassi’s Book), paper (Art Studio), pencils or markers
Resources: (Pencils Boxes)
Detailed Set-Up,
Make sure the materials are in the group time area before beginning the story. Read the story and
discuss different things that happened in the story, how did Llama feel, what did his Mama do, etc. The
& questions or
children will then get a piece of paper and write a letter to the tooth fairy. If they want to draw a picture
comments to provoke
to explain, that is okay as well.
learning:
X Guided Independent Work X Small Group
Guidance Limits: All children are involved- remind them to sit on their bottoms and hands in their lap.
Evaluation Questions Have any of you lost a tooth yet? What do you think happens when you lose your tooth? What different
Assessment: emotions did the Llama go through?
Specific Skills: Fine motor skills, Creativity, letter formation, letter recognition
1 Small Group
Activity: Lacing Animals
Activity 1 - 25
We chose this activity because it is unlike many other activities that we have done up to this point. We
wanted an activity that promotes fine motor development, but we wanted to go beyond pencil grasps
Reason Why
and scissors cutting to work on this development. We thought that the children would be engaged with
Choosing This
the colorful animals, helping them stay on track longer. All the while they will be familiarizing
Activity
themselves with laces and practice using their fingers to weave them through holes. This will help pave
the way for shoe tying.
Intent, Provocation, & The children will: use their fine motor skills to weave the laces through the holes to outline different
goal(s): animals.
Materials/
Lacing Animals (RR cupboard 10, shelf 2).
Resources:
Detailed Set-Up,
Place the lacing animals' container in the end of the day bucket and bring it over to your group time
area. Direct the children on where to sit for group time. Open the container, and have each child
& questions or
choose a lace and an animal to lace up. Demonstrate to them how to weave the laces through the
comments to provoke
animal, and then have them work on their own to do the same.
learning:
X G uided Instruction Co-Op Learning X Independent Work X Small Group
Guidance Limits: Small group- the children must stay at the group until their parents come to pick them up.
Evaluation Questions Are the children engaged in the activity? Are they correctly weaving the laces through? Do the children
Assessment: want to continue lacing the animals after their initial one?
Specific Skills: Fine motor development.
1 Small Group
Activity: Counting Bears
Activity 2 - 26
Reason Why
Choosing This We chose this activity to continue working on adding and subtracting using counters.
Activity
The children will: add and subtract using the sorting bears.
goal(s):
Materials/
Counting Bears (RR cupboard 10, shelf 3)
Resources:
Detailed Set-Up,
Place the counting bears in the middle of the table. Guide children with math equations or help them
& questions or
with creating patterns, if needed.
comments to provoke
learning:
Guidance Limits: Small group—the children must stay at the group until their parents come to pick them up.
Are the children engaged in the activity? Are they getting off task? Are they making patterns?
Assessment:
Specific Skills: Counting, one-to-one correspondence, fine motor skills, pattern creation and recognition
1 Small Group
Activity: Letter Play Doh Molds with Model Magic
Activity 3 - 27
Reason Why
Choosing This We chose this activity to continue practicing letter recognition and spelling basic CVC words.
Activity
The children will: use the letter stamps in model magic to spell their names and basic CVC words.
goal(s):
Materials/
Letter Play Doh Molds (RR Cupboard 9, Shelf 4) and Model Magic (Art Studio)
Resources:
Detailed Set-Up,
Place all materials in the snack time bucket. Give each child their own model magic package to use for
the activity. Then, place the letter play doh molds in the middle of the table to allow the children to grab
& questions or
letters needed. Help the children spell basic CVC words with their stamps in the model magic. At the
comments to provoke
end of the activity, place the child’s model magic in a bag and send it home with them.
learning:
Evaluation Questions Are the children spelling different words? Can the children identify the letter sounds to go with each
Assessment: letter? Are they able to sound out words when the letters are put together?
Specific Skills: Letter recognition, letter sounds, fine motor skills
1 Small Group
Activity: Letter Construction
Activity 4 - 28
Reason Why
One goal we have for the children is for them to work on letter formation and letter recognition. This
Choosing This
activity will help them form the different letters of the alphabet.
Activity
The children will: use popsicle sticks to create different letters of the alphabet
goal(s):
Materials/
Popsicle Sticks and ABC cards (RR), White boards, markers, and erasers. (Teacher Prep Space)
Resources:
Detailed Set-Up,
Have the materials in the end of the day buckets. After snack, instruct the children to grab a letter card
and use the popsicle sticks to create that letter. This would also be a good time to ask about letter
& questions or
sounds. After they create the letter using the popsicle sticks, they can practice writing the letter on the
comments to provoke
white board.
learning:
X Guided Instruction Co-Op Learning X Independent Work Small Group
What letter did you get? What sound does that letter make?
Assessment:
Specific Skills: Letter recognition, Letter formation, fine motor skills
2 Small Group
Activity: Gray Tangrams
Activity 1 - 29
We chose this activity as it possesses a strong flexibility. We can work on shapes, patterns with the
Reason Why shapes, counting, and addition and subtraction. The children have used other, more colorful
Choosing This manipulatives, frequently in the past, so we chose gray to break them up. With that, we chose these
Activity gray, simple ones in order to keep the children better on task as when they had the counting dinosaurs,
they wanted to play more than count and make patterns.
Intent, Provocation, & The children will: Use their one-to-one correspondence to count, add and subtract, make patterns, and
goal(s): practice shape identification when manipulating the tangrams.
Materials/
Gray tangrams (RR cupboard 10, shelf 2).
Resources:
Have the materials in the end of the day buckets. After snack, direct the children on where to sit for
Detailed Set-Up,
group time. Set the bucket of tangrams on the table and instruct the children to start with counting out
20 tangrams to use for themselves. Then, have the children begin to make patterns out of the different
& questions or
tangram shapes, all the while identifying the shapes present. As the children work, observe which are
comments to provoke
doing well. Those children who are ready to be challenged more can begin to practice addition and
learning:
subtraction with the tangrams.
X Guided Instruction Co-Op Learning X Independent Work S mall Group
Are the children engaged with the activity? Which types of math activities do they want to participate in
with the tangrams? Are there any topics the children struggle with (ex. Addition and subtraction)? Do
Assessment:
the children manipulate the tangrams in a variety of ways?
Specific Skills: Counting, fine motor development, shape identification, addition and subtraction, patterns.
2 Small Group
Activity: Candyland
Activity 2 - 30
Reason Why
We chose this activity because the children have been asking for this game back. They have really
Choosing This
enjoyed this activity in the past.
Activity
The children will: play Candyland.
goal(s):
Materials/
Candyland (RR Cupboard 9, shelf 4)
Resources:
Detailed Set-Up,
Set up the board game in the middle of the table. Make sure the children are taking turns and playing
& questions or
the game correctly.
comments to provoke
learning:
Are the children taking turns? Are they engaged in the game?
Assessment:
Specific Skills: Fine motor skills, turn taking, color recognition.
2 Small Group
Activity: Word Tiles and writing on Lined Whiteboards
Activity 3 - 31
Reason Why We chose this activity to familiarize beginning sight words and basic CVC words. We also wanted to
Choosing This incorporate writing into the activity to continue working on uppercase and lowercase letters. This
Activity activity will also have the children connect sounds to letters.
The children will: write beginning sight words and basic CVC words on a lined whiteboard.
goal(s):
Materials/ Word Tiles (RR Cupboard 9, Shelf 3), Lined Whiteboard (RR Cupboard 8, Shelf 4), Markers (Teacher
Resources: Prep Room)
Detailed Set-Up, Place all materials in the snack time bucket. Then, each child should be given a whiteboard and
marker. Word tiles containing beginning sight words and basic CVC words should be placed in the
& questions or center. The child will take one tile at a time and begin to sound out the word. The teachers can assist if
comments to provoke the child is unable to sound out the word correctly. Then, the children should practice writing the words
learning: on the lined whiteboard with the correct letter formations.
Evaluation Questions Are the children able to correctly sound out the different words? Can the children correctly write the
Assessment: words using correct letter formations?
Specific Skills: Letter recognition, letter sounds, fine motor skills, writing uppercase and lowercase letters
2 Small Group
Activity: Twister
Activity 4 - 32
Reason Why
We wanted to have a game for the children that gets them working on large motor skills as well as
Choosing This
learning about left and right.
Activity
The children will: try their best in the activity.
goal(s):
Materials/
Twister (RR)
Resources:
Detailed Set-Up,
Activity Introduction, After snack, have the children get their things ready to go. While they are getting ready, move tables if
& questions or needed and lay out the twister board. Explain the rules of the game to the children after they are all
comments to provoke standing around the board. Play the game until the children go home.
learning:
X Guided Instruction Co-Op Learning Independent Work X Small Group
Guidance Limits: Small group- the children must stay with the group until they are picked up.
Evaluation Questions What hand is your right hand? What hand is your left hand? Right foot? Left foot? What different colors
Assessment: do you see on the board?
Specific Skills: Large motor skills, color recognition
Special Plans - 33 Activity: None for this week.
Reason Why
Choosing This
Activity
The children will:
goal(s):
Materials/
Resources:
Detailed Set-Up:
Guidance Limits:
Assessment:
Specific Skills:
Rainy Day - 34 Activity: Extending free play, GoNoodle dance videos, obstacle course outside of toddler room
We chose these activities because they are engaging one's that will have the children burn energy and
participate and gross motor movement even though they cannot go outside. In our group, if the children
can’t go outside, they frequently get very energetic, meaning that we want to have some large motor
Reason Why movement activity before group time whether it be a dance video or the obstacle course. With that, we
Choosing This chose to extend free play, because often our group asks to go to free play sooner during investigations.
Activity So, by extending it in the morning, they will be more engaged later in investigations. Furthermore, we
chose these activities as we did not implement any of these in our prior lesson plan, other than
extending free play. We feel these are valuable, and beneficial for the children, meaning that we
wanted to keep them as a plan just in case we need them.
The children will: participate in the large motor activities in the classroom and hallway. The children will
remain at an appropriate level during extended free play and will be redirected to a large motor activity
goal(s):
if they get too out of hand.
Obstacle course (taped outside of toddler rooms), GoNoodle videos (teacher laptop)
GoNoodle video options:
https://www.youtube.com/watch?v=M4591BKK-uk
Materials/ https://www.youtube.com/watch?v=KhfkYzUwYFk
Resources: https://www.youtube.com/watch?v=2UcZWXvgMZE
https://www.youtube.com/watch?v=QppEQT9vps8
https://www.youtube.com/watch?v=JdBlXPWM8AI
Clear a large space in the classroom away from any steps and spread the children out from one
another so they have space to dance along. Have the children all stand a few steps back from the
Detailed Set-Up: computer the video is on, so they don’t all crowd it. Do the actions with the children so they feel a
desire to do them as well. In the hallway, ensure that the children keep quiet voices, so they don’t
interrupt the toddler rooms.
Make sure the children are following along with the video in the correct manner and not bumping into
Guidance Limits:
one another or other objects.
Evaluation Questions Which dance videos are the children more engaged with? Do the children participate in the dances? Do
Assessment: the children follow the correct steps of the obstacle course?
Specific Skills: Movement, coordination, endurance, following directions.
Book List
Title Author
Storybooks
Thomas’ Big Book of Beginner Books Reverend W Awdry
Me and My Dad Alison Ritchie
Pirates Go to School Corinne Demas
Mrs. Spitzer’s Garden Edith Pattou
The Barn Owls Tony Johnston
The Three Ninja Pigs Corey Rosen Schwartz
The Kissing Hand Audrey Penn
Nicky and the Rainy Day Valeri Gorbachev
Count on Clifford Norman Bridwell
Clifford’s Manners Norman Bridwell
My No, No, No Day! Rebecca Patterson
The Biggest Apple Ever Steven Kroll
Spark the Firefighter Stephen Krensky
Caterina and the Lemonade Stand Erin Eitter Kono
The Social Butterfly Beth Bracken
Factual Books
Big Book of Big Bugs The Usborne
Olaf’s 1-2-3 Olga Mosqueda
Baby Whale’s Journey Jonathan London
I Am An Elephant NO AUTHOR
Spiders Nic Bishop
Space Ben Denne and Eileen O’Brien
Animal Homes Betsey Chessen
Friends at School Rochelle Bunnett
Rhyming Books/Alphabet Books

Picture Dictionary NO AUTHOR
My “p” Book Jane Belk Moncure
My “q” Book Jane Belk Moncure
The Eensty, Weentsy Spider Joanna Cole and Stephanie Calmenson
Kindergarten ABC Jacqueline Rogers
Playtime Rhymes Marc Brown
Alphabet Mystery Audrey Wood
Llama Llama Misses Mama Anna Dewdney
Wordless or easy reader books

Big Book of English Words The Usborne
Flip- Flap: Colors, Numbers, Shapes, Opposites, Sizes, etc. Sandra Jenkins
Nighttime Ninja Barbara DaCosta
My Two Hands Rick Walton
Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Bringing the Rain to Kapiti Plain Verna Aardema
Around the World Adventures Danielle De Gregory
How Do You Hug a Porcupine? Laurie Isop
I Like Hiding Rosa Sarda
Escape North! The Story of Harriet Tubman Monica Kulling
How Many Days to America? Eve Bunting
Books for Listening Station

The Hiccupotamus (#121) Aaron Zenz
Boo-Hoo Moo (#49) Margie Palatini
Other Items
Check that books are age appropriate and that you have some books for each section. Provide a variety of books
(friendship, content areas, empathy, related to investigations, etc.) Highlight the books you would like to keep for
next week.
Multicultural Analysis for Integration of Diversity:
Plans for the week of April 12th-April 27th, 2021

Lead Teacher Hannah, Kalli, Alyssa, and Cassi
Age of Children 4 and 5-Year-Olds
Cultures represented in class American, South African, Oglala, Lakota,
Syrian, German, Norwegian, and Irish
Differing abilities represented in class Speech and various levels of
learning, different physical abilities
Cultural and Anti-bias materials:

We have multi-cultural markers, crayons, and paper available when needed. We also have
many different cultural books in the book area and in our large group literacy time.
Families reflected in the environment:

We have family pictures in our room to represent their families in our space.
Music from Children’s Backgrounds:

We have the Multicultural Rhythm Stick Fun CD playing in the background.
Literature that reflects the children and families in the class:

There are many kinds of books on the bookshelf to represent different types of families.
Activities that reflect the children and families:

We will continue to work on our long-term investigations and find out where the children
would like to go with their investigations. Some of the stories during our storytelling
investigation have an emphasis on diversity and inclusion.
Group activities that have multicultural elements, anti-bias elements, or diversity elements:
We will be discussing families, friends, and other personal information at snack time as we
help prepare the children for kindergarten screening.
Others:
Not well integrated Middle Well integrated

Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Weekly Ongoing Adjustments Form
Lead Teacher: Hannah, Kalli, Alyssa, and Cassi

Week of: April 12th- April 27th, 2021
Classroom: 4 and 5 Morning Lab Spring 2021
Center Name Changes Why: Rationale Children’s Evaluation of Change

& Activity Responses
Laura’s 4 and 5 Morning Lab Spring 2021
Goals for the week of: April 12th- April 27th, 2021
Lead Teacher: Hannah, Kalli, Alyssa, and Cassi
Key Focus this week:
For these two weeks, we will use the knowledge and goals we have developed up to this point
to assess the children and continue to work on meeting their goals. We will take quotes and
observations made while the children participate in their investigations and dive into more
detailed aspects of their investigation topics, while putting together their investigation books.
Additional class goals or areas for assessment:
Social: The children will feel confident in themselves and their abilities and begin to share more
during large and small group times. The children will continue to problem solve with one
another and share without assistance from teachers.
Emotional: The children continue to understand their own emotions and know how to apply
their continued learning about emotional regulation to calm themselves down. The children will
discuss the emotional components of their large group stories and use what they have learned
about emotional regulation and apply it to helping their peers.
Mathematics: The children will exhibit their abilities through adding and subtracting, pattern
formation, grouping, one-to-one correspondence and counting with the counting bears.
Communication and Language: The children will exhibit their skills during small and large group
times as well as other moments during play. Teachers will collect information while conversing
throughout the day.
Reading and Literacy: The children will exhibit their skills through following along with literacy
stories and partaking in the activities and discussions associated with them. With that, the
children will continue to expand their learning about books through our storytelling
investigations. The children will also demonstrate their understanding their skills through
practicing their letter and number recognition skills as well as writing with the correct
formations at the writing table and reading during group time each day.
Science and Inquiry: The children will create tin foil boats and use the counting bears to see if
they will sink at the STEM table and watch colors mix at the science table.
Fine Motor: The children will create ice cream cones at the art table, use eye droppers and paint
at the art easel, create tin foil boats at the STEM table, manipulate oobleck in the sensory bins,
build with blocks in the block area, write CVC words at the writing table, and construct with
mirror builders and Interlox at the light table.
Gross Motor: The children will increase their coordination and endurance with physical activity
outside on the grassy area and playground. They will use shovels and play games. The children
will also participate in GoNoodle dance videos during cold or rainy days.
Staff Goals:
Teachers use parents’ names while interacting during drop off and pick-up times and continue
to build relationships as the semester comes to a close.
Teachers will apply the knowledge they have about their group of children and use it to wrap up
final investigation topics and projects.
Teachers will continue to guide the assistant teachers and help them feel comfortable in the
classroom.
Teachers will feel confident as the head role within the classroom and grow confident when
leading group times.
Individual Child Goals:
All children will feel confident to begin exploring the classroom more and trying new centers or
activities that they initially would not gravitate towards.
All children will be vocal about their interests, likes, and dislikes as they continue investigations
so that teachers know which direction to take them.
All children will develop skills to problem solve as they begin to experience disputes with other
children.
All children begin cleaning up when the “clean up song” begins to play.

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Two Weeks at A Glance Lesson Plan

Monday Tuesday Wednesday Thursday

1 Easel - 2 Activity: Drip Drop Painting

1 Science/Nature - 4 Activity: Climbing Rainbow

2 Light Table - 12 Activity: Mirror builders and Interlox

Rhyming Books/Alphabet Books

Wordless or easy reader books

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Books for Listening Station

Plans for the week of April 12th-April 27th, 2021

Cultural and Anti-bias materials:

Families reflected in the environment:

Music from Children’s Backgrounds:

Literature that reflects the children and families in the class:

Activities that reflect the children and families:

Not well integrated Middle Well integrated

Lead Teacher: Hannah, Kalli, Alyssa, and Cassi

Center Name Changes Why: Rationale Children’s Evaluation of Change

Key Focus this week:

Additional class goals or areas for assessment:

Individual Child Goals:

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