Essential Questions:
How I observe with my senses?
¿How Families take care of each other?
Lesson Focus:
Vocabulary Development
Social Emotional
• II.D.1 Child uses a wide variety of words
• I.B.2.c Child is able to
increase or decrease intensity
of emotions more consistently,
although adult guidance is
sometimes necessary. (A) Uses
appropriate strategies to
decrease level of distress
(requests help when feeling
frustrated with a task; seeks
comfort from teacher when
feeling sad).
to label and describe people, places, things,
and actions. (C) Uses words to communicate
how he is feeling.
(IDP: 23,28,29,31,33.35,36,37)
Personal
Family & Feelings/
Five Senses/
Big and Small
Week 6
Date:
Sept. 29nd – Oct. 3rd , 2014
Teachers
Olga Lucia Orozco &
Reyna Soberanes
Listening Comprehension Skills
• II.A.3 Child shows understanding of
the new language being spoken by
English-speaking teachers and peers.
(IDP:23,24,28,29,30,31,32, PG27)
(ELL). (A) Follows a set of routines for
activities and can make sense of
what is happening.
(IDP:
22,23,24,25,26,27,28,29,30,31,32,33,
34,35,36,37)
Objectives:
* Children will learn about
the butterfly life cycle.
*Children will create a
family portrait and label
each member in their own
family.
*Children will compare
objects and will be able to
differentiate between short
and tall.
(IDP:
22,28,29,31,33,34,35,36,37)
Language and Literacy
• II.B.1 Child is able to use language for
different purposes. (A) Requests help
from a teacher to get a ball that went
over the playground fence.
(IDP: 22,23,29,30,31,33,34,35,36,37)
English Vocabulary
Spanish
Vocabulary
LESSON
COMPONENTS
Individual
Greeting
Morning Activities
Writing Name
Calendar
Time: 8:00 – 8:30
Washing hands, potty
as needed
Social
Development
• VII.A.3 Child organizes their life around
events, time, and routines. (A) Identifies
common events and routines (snack time,
story time).
(IDP:
21,22,23,24,25,26,28,29,30,31,33,34,35,36
,37)
Math:
• V.A.3 Child counts 1-10 items,
with one count per item. (B)
Knows that each finger
represents one count (2 fingers
represent two counts; 3 fingers
represent three counts, etc.).
(IDP:
22,23,24,25,28,29,31,33,34,35,
36,37)
Five senses, emotions, feelings, learning, observing
Partes del cuerpo, emociones y sentimientos, frustración, tristeza, felicidad, susto, / oruga, crisálida, ciclo de vida, metamorfosis.
Monday
Tuesday
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Pledge US & TX
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
Pledge US & TX
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
Wednesday
Individual Greeting
Hola song, Dias de la
semana, Meses del
Año, Hoy es Domingo
song
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Thursday
Friday
Individual Greeting
Hello song, Days of the
week song, Months of the
year song, Today is Sunday
song.
Individual Greeting
Hola song, Dias de la
semana, Meses del Año,
Hoy es Domingo song
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Pledge US & TX
Transition to Breakfast let’s
send hugs to…(Absent,
sick, and family
members)
Calendar/ Classroom
helpers/Weather
News Day-Week
News Day-Week
Time: 8:30-9:00
Breakfast
Breakfast
Breakfast
900-9:10
Brush teeth
Teacher and Co-teacher
sit at the tables with the
students
Teacher and Co-teacher sit
at the tables with the
students
Teacher and Co-teacher sit
at the tables with the
students
Math
Time: 9:10- 9:30
Introducing wide,
narrow, thick, and thin
Wide or narrow? Thick or
thin?
Size and position
Materials: Song poster 6
and CD, The hiding Game
Lap Book.
After singing the song,
discuss the cover and the
title of the Hiding Game
book, encourage students
to predict about the story.
Read the story, keeping
pauses for discussion to a
minimum during this
initial reading in order to
maintain the flow of the
story. On pages 8-9 and
10-11, have TS predict
where the animal might be
hiding before you lift the
flap.
Encourage TS to talk about
the characters and story
line before you return to
the start of the story.
Ensure they understand
that Milly Mouse was standing on Frank Flamingo’s
head as frank hid among
the reeds.
Reread the story, pausing
on each double-page and
give the students the
opportunity to describe
ant talk about details in
the story.
Materials: song poster 6
and CD; Long blocks; play
dough and rolling pins.
Display poster. Discuss
what the song is about.
Give the students the
opportunity to predict
about the song just looking
the poster’s pictures.
Sing the song and
encourage students to join
in and use their hands to
show each size as it is
mentioned.
Provide opportunities for
students to make a wide
road and a narrow road
using blocks. Also provide
rolling pins and play dough.
Materials: Song Poster 6 and
CD, a wide and a narrow
object of the same type such
as a wide brush and a
narrow brush; a thick
marker and a thin marker,
labels for wide and narrow
After singing the song,
review the poster song’s
pictures, encourage students
to use the words: narrow
thick, or thin, then, display
the wide and narrow
brushes, ask TS which one is
wide? Which one is narrow?
Hold up and read the labels.
Invite volunteers to hold the
labels next to their matching
objects.
Show the markers and ask:
which is wide? Which is
narrow? , then write the
words narrow and thick with
the corresponding marker,
ask TS if they see any
difference, discuss it.
Ask: what else can you see in
the classroom that is wide or
narrow? Encourage TS to
find something narrow and
wide.
News Day-Week
Breakfast
Breakfast
Breakfast
Teacher and Co-teacher sit at
the tables with the students
Teacher and Co-teacher sit
at the tables with the
students
Reviewing size vocabulary
Making Simple Size
comparisons
Materials: Song poster 6 and CD,
Discussion book pages 8-9.
After singing the song, display
the discussion book pages and
read the rhyming text. Then
read it again, encouraging TS to
join in. especially with the size
words.
Invite TS to act out some of the
size words mentioned in the
text. You could play a game
involving specific instructions,
such “you are a very tall giant,
you walk with long steps…. Open
your mouth wide and eat a big,
thick sandwich.
You are a big elephant, swing
your long trunk. Touch the sides
of the doorway with your wide,
flapping ears.
You are a little dog with short
legs, run with small steps to
chase a ball…. Etc.
Materials: Song poster 6 and
CD , The Hiding Game lap book
After singing the song, display
the cover and read the title.
Ask the students to recall the
story and describe the
characters.
Read the story, pausing at the
size words and encouraging
children to join in as you read
them.
Reread the story. After reading
pages 4-5, ask children to
identify big or small objects in
the illustration, (such leaves,
trees, mushrooms, etc).
Continue this discussion for
pages 6-7(long and short), 8-9
(tall and short), 10-11(wide
and narrow), and 14-15 (thick
and thin).
Discuss also which will be a
good place for animals to hide,
and size of different animals in
the real world.
Gross Motor
Development
Time: 9:30-9:50
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Language Arts
Time: 9:55--10:15
Letter of the week: U
Letter of the week: U
Letter of the week: U
Letter of the week: U
Letter of the week: U
Prior knowledge:
Brainstorming words
starting with U.
Prior knowledge:
Brainstorming words
starting with U.
Prior knowledge:
Brainstorming words starting
with U.
Prior knowledge:
Brainstorming words starting
with U.
Prior knowledge:
Brainstorming words starting
with U.
Materials:
Cancionero, Uno, uno no
más
Alfarrimas, cuento de la
U
Por Lada Kratky
After reading and
discussing the books,
singing the songs, and
reviewing objects in the
ABC Tub starting with
letter U, students will
trace letter U on the air.
Materials:
Cancionero, Uno, uno no
más
Materials:
Cancionero, Uno, uno no
más
Alfarrimas, cuento de la U
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter
U, students will Find letter U
on a songs chart using
magnifying lenses.
Materials:
Cancionero, Uno, uno no más
Alfarrimas, cuento de la U
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC
Tub starting with letter U,
students will write letter U on a
board.
Materials:
Cancionero, Uno, uno no
más
Alfarrimas, cuento de la U
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter
U, students will help
creating the letter U
thinking map.
Cereal bar and juice.
Cheese, pretzels, and water.
Vanilla wafers and juice.
Corn and chicken salad and juice.
Pudding, animal crackers, and
water.
Teacher and Co-teacher sit
at the tables with the
students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at the
tables with the students.
Prior Knowledge
Un sillón para mi mamá
By Vera B. Williams
Bilingual Discussion &
Social Studies Journals
T1:Letter U, The students
will cut and paste pictures
of objects starting with
letter u.
T2:Number 5, The
students will paste #5 and
five die cuts, then, they
will trace number five.
T3:Color, The students
paint a leave shape with
autumn colors.
Students play in different
centers of their interest
Juan y su mamá
By Irene Smalls
Bilingual Discussion &
Social Studies Journals
Mi mamá siembra fresas
By Alma Flor Ada
Bilingual Discussion
The Land of Many Colors
By Klamath Falls
Social Studies Journals
Montón de Sentimientos
By Shelley Rotney
Social Studies Journals
Thinking Map
T2: Letter U, The students
will cut and paste pictures
of objects starting with
letter u.
T3: Number 5, The
students will paste #5 and
five die cuts, then, they will
trace number five.
T1: Color, The students
paint a leave shape with
autumn colors.
Students play in different
centers of their interest to
T3: Letter U, The students
will cut and paste pictures
of objects starting with
letter u.
T1: Number 5, The students
will paste #5 and five die
cuts, then, they will trace
number five.
T2: Color, The students
paint a leave shape with
autumn colors.
Students play in different
centers of their interest to
Bilingual Learning Centers
Math: Textured Dominoes
Science: butterflies video
Bilingual Learning
Centers
Math: Textured Dominoes
Science: butterflies video
Washing hands
Family Style Snack
Time:10:15- 10:30
Potty as needed
Social Studies
Time: 10:30-10:50
Small Groups M-T-W
Bilingual Learning
Centers Th-F
Time: 10:50—
11:10
Students rotate every
day to 2 different
centers. (Gomez &
Gomez Dual L.
component)
Centers
Time: 11:10-11:45
Alfarrimas, cuento de la U
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter
U, students will trace letter
U on their bilingual pair’s
back
http://www.youtube.com/watch?v=_li2EEX1Rk8
Language Arts: pasting
shapes to create an
elephant.
Social Studies: Un sillón
para mi mamá
Students play in different
centers of their interest to
Teacher and Co-teacher sit at
the tables with the students.
http://www.youtube.com/watch?v=_li2EEX1Rk8
Language Arts: pasting
shapes to create an
elephant.
Social Studies: Un sillón
para mi mamá
Students play in different
centers of their interest to
Teachers interact with
the students while
pretended play
to develop/enhance
social skills.
develop/enhance social
skills.
develop/enhance social
skills.
develop/enhance social skills.
develop/enhance social
skills.
Gross Motor
Development
Time: 11:50-12-10
Activity Center
Activity Center
Activity Center
Activity Center
Activity Center
Students play &
Interact with teacher
and co-teacher
Students play &
Interact with teacher
and co-teacher
Students play &
Interact with teacher
and co-teacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
Teacher and Coteacher supervise
Lunch
Time: 12:10-12:40
Potty as needed
Balanced Food
Fruit
Balanced Food
Fruit
Balanced Food
Fruit
Balanced Food
Fruit
Balanced Food
Fruit
Teacher and Co-teacher sit
at the tables with the
students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Teacher and Co-teacher sit at the
tables with the students.
Teacher and Co-teacher sit at
the tables with the students.
Thinking map
Aprendo con Los
sentidos
By Christopher
Raymond
Enhancing knowledge
Aprendo con Los
sentidos
By Christopher
Raymond
Bilingual Discussion
Bilingual Discussion
& Science Journals
Journals
Conceptual
Refinement
Good bye rituals
Time: 2:10-2:30
Dismissal
Language Art Journals
Counting the days at
school/ Review weekly
objectives
Library time!
Students read at the
library and take a book
to read at home
Learning Goals
Personal & Social Development
Responsibility
I.A.4.
Language & Literacy
Vocabulary and Sentence Skills
II.A.1. is able to stay in designated personal space without intruding upon others’ (stays in own seat at lunch table without kicking feet or
leaning against neighboring children).
• can move around the classroom without stepping on materials or disrupting others’ activities.
Reading/Phonological Awareness and Comprehension Skills
• III.A.1 Child engages in pre-reading and reading related activities. (A) Repeats or "chimes in" on repeated parts of predictable stories.
Writing Skills
A. Motivation to Write Skills
IV.A. 1 Child intentionally uses scribbles/writing to convey meaning.
B. Independently Conveys Meaning Skills
IV.B.1. Child independently uses letters or symbols to make words or parts of words.
Math
Counting Skills
IV.A. Child knows that objects, or parts of an object, can be counted.
E. Classification and Patterns Skills
V.E.1. Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.
Science
Science
Time: 12:45-1:00
Cots down
Nap: 1:05-2:05
Cots Up
Enhancing knowledge
Ojos, Nariz, Dedos y
pies
By Judy Hindley
Bilingual Discussion
& Science Journals
Language Art Journals
Counting the days at
school/ Review weekly
objectives
Prior Knowledge
I Went Walking
By Sue Williams
Bilingual Discussion
& Science Journals
Social Studies Journals
Counting the days at
school/ Review weekly
objectives
Enhancing knowledge
Ojos, Nariz, Dedos y pies
By Judy Hindley
Bilingual Discussion
& each student will create a
page for the class butterflies
book.
Math Journals
Counting the days at
school/ Review weekly
objectives
VI.A.1 Child describes, observes and investigates properties and characteristics of common objects. (A) The child uses senses to explore sensory
language to describe properties of natural and human- made materials (wood, cotton, fur, wool, stone, magnetic, leather, plastic, Styrofoam,
paper) to learn their characteristics and capabilities.
Physical Development
Social Studies
VII.A.2. Child identifies similarities and differences in characteristics of families.
C. Geography Skills
VII.C.1 Child identifies and creates common features in her immediate environment. (A) identifies common features in the home and school
environment (The library has books. The playground has swings.)
Fine Arts
VIII. FINE ARTS DOMAIN
A. Art Skills
VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. (A) investigates with a variety of materials
(crayons, paint, clay, markers)
B. Music Skills
VIII.B.1 Child participates in classroom music activities. (A) Sings along with familiar songs during circle time ("Old McDonald Had a Farm").
Gross Motor
IX.A.1. Child has mastered basic skills of running, jumping, climbing, and pedaling.
Technology
X.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts.
Transition
Learning
Opportunities
Codes:
Student Interest
Integration
Growing with Math songs
Hello Song
Hola Amigo/ Hello Friend/ Soft and Furry
El Osito/ El Arbol/ Los insectos/Los Elefantes/ Uno, uno no más
Canción de los nombres/ Names song / All Aboard Songs
PM Progress Monitoring
PG Parent Goal
Music: Different instruments
in the classroom and pod to
help students expressing
through music.
Music: Different
instruments in the classroom and pod to help
students expressing
through music.
Music: Different instruments
in the classroom and pod to
help students expressing
through music.
T Table
Music: Different instruments in the
classroom and pod to help students
expressing through music.
Music: Different instruments in
the classroom and pod to help
students expressing through
music.