CURRICULUM DESIGN
2013 – 2014
I TRIMESTER
TEACHER:
UNIT PLAN
GRADE:
VANESSA ARRIETA
SARA FONSECA
ALEJANDRA BOSSIO
CORE TOPIC:
THE BODY
CLARIFYING QUESTIONS:
Why is caring for my body important?
What do the different parts of my face help me do?
How does my body help explore the world around me?
OBJECTIVES
PROCESSES
Learn to communicate in Recognizes and writes
a
respectful
way letters and their sounds
(speaking,
writing, and
uses
them
to
listening and reading) the communicate.
(writing,
importance of knowing, speaking and reading)
caring for our bodies and
recognizing its sensations Recognizes sounds in
and emotions.
words. (listening)
AREA(S):
PREKINDER
DATE:
ENGLISH
AUGUST 2013
RESOURCES/TIME
Cardboard,
tape,
colored paper, sand,
flour, sugar, books
smart
board,
teachers guide.
ASSESSMENT
2. Flashcard game: show
students an upper case
letter and have them find
the lower case letter to
match it.
CORE PROBLEMS:
What can we use our bodies for?
ACTIVITIES
1.Make letter watches. Use
the letter which is being
studied each week and
make watches for kids to
have during the day.
2. Alphabet car game. Use
the picture of a car and the
2 wheels to match upper
Comprehends how to read and lower case letters.
a book, starting from the
cover, reading from left to 3. Cookie eating monster.
right and turning one page Make monsters and cookie
at a time. (reading)
letters and feed the letters
to the monster.
Makes predictions about
books taking into account 4.
Draw letters
and
the cover. (reading)
numbers
on
different
materials (Sand, flour,
3.Cookie
monster:
students must give the
correct letter to the
monster.
5. Sing the song "head,
shoulders, knees and
toes"
with
the
right
pronunciation and the
proper mimic.
7.Create
masks
and
identify the emotion each
Recognizes his/her own sugar, etc.)
emotions and uses learned
vocabulary to express 5. Memorize and mimic the
them. (speaking)
song "head, shoulders,
knees and toes".
Uses learned vocabulary
to communicate with the 6. Read the book "From
teacher
and
friends. head to toe" and make a
(speaking)
representation of the story
by groups.
Writes his/her name and
understands it as part of 7. Read the book "happy
his/her identity. (writing)
monster, sad monster" and
make masks with different
emotions.
8. Create a booklet with
information
about
themselves, including their
names, to help them build
their identity.
(who am I).
9.Make a rainbow using
diferent materials. Learn
the colors in english.
Communicate
in
a
respectful way (speaking,
writing,
listening
and
reading) to comprehend
and
recognize
the
different types of families
and their members.
Describes different types
of families and their
members
using
the
vocabulary
learned.
(speaking)
one is shows.
7.Look at representations
of different situations and
identify (using learned
vocabulary) the emotions
being represented.
8. Write his/her name
using the material of
his/her choice.
8. Complete the "Who am
I" booklet including their
name. They must show
correct directionality of the
letter and appropriate use
of space.
9. Sing the song of the
rainbow with the correct
pronunciation and show
the correct color according
to the song.
Systematic observation of
level of participation on
carpet activities, role play
activities
and
singing
activities, done by teacher,
once a week.
1. "Show and tell" of their
family drawing using the
correct vocabulary when
designating
family
members.
1.Make a drawing of their Paper, play dough,
own family to recognize books,
colored
different family members.
paper,
wool,
cardboard,
2. Read the book "What magazines,
smart
mommies do best".
board,
teachers
guide.
4. Show and tell of their
3. Read the book "Me and
creative product using
my dad".
correct pronunciation.
Make their puppets and
4. Each student will make
a creative product (using
play dough, making a
drawing, colored paper,
wool, etc.) of one of the
members of their family.
5.Make a creative product
showing a special place
that they share with their
families
(House,
apartment, farm, club, car,
etc).
6. Use a shape "tic tac
toe"; students will choose
one triangle, one square
and
one
circle
with
different
activities
to
complete in one week.
(circle: 1. make a drawing
of your mother, 2.use play
dough to make your
mother, 3.use magazines
to cut out parts of the face
to create your mother,
Triangle: 1.write number 7
and make a drawing of a
family
with
7
family
members, 2. write number
8 and make a drawing of a
family
of
8
family
members. 3. write number
9 and make a drawing of a
family
with
9
family
members.
Square:1. Choose letter F
write it down and make a
drawing of a word that
starts with that sound,
recognize and name each
family member with the
correct pronunciation.
6. Counts in order the
number of family members
in a specific household by
looking at the smartboard.
7. Uses the family finger
puppets to make a show
and tell where he/she
identifies family members.
12. Show and tell of their
families using vocabulary
learned in class.
Systematic observation of
level of participation on
carpet activities, role play
activities
and
singing
activities, done by teacher,
once a week.
ex:father. 2. Choose letter
S write it down and make a
drawing of a word that
starts with this sound ex:
son. 3. Choose letter M
write it down and make a
drawing of a word that
starts with this sound. Ex:
Mother.
7. Make
puppets.
family
finger
8. Sing and mimic the song
"family fingers" (name
each finger according to
one member of the family
and count them).
9. Show them different
types of families and count
family members.
10. Smart board activities
where
students
must
organize
a
family
household and name the
different people in it.
11.Read the book "El gran
libro de las familias" in
English and help students
identify their type of family
by creating a role play.
12. Create a poster using a
family picture brought from
home and present their
families.