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.