Essential Questions:
¿Cómo uso mis sentidos para
aprender?
How do I use my senses to learn?
Lesson Focus:
Five Senses
Emotions
Vocabulary Development
• II.D.1 Child uses a wide variety of words to
label and describe people, places, things, and
actions. (C) Uses words to communicate how he
is feeling.
(21,22,24,26,33,37)
Language
LESSON
COMPONENTS
Individual
Greeting
Morning
Activities
Writing Name
Calendar
Time: 8:00 –
8:30
Washing hands,
breakfast, tooth
brushing, potty as
needed
Week 8
Teachers:
Orozco & Soberanes
October 14th -18th
/2013
Phonological Awareness
• III.A.1 Child engages in pre-reading and
reading related activities. (A) Repeats or
"chimes in" on repeated parts of predictable
stories.
Listening Comprehension Skills
• II.A.3 Child shows understanding of
the new language being spoken by
English-speaking teachers and peers.
(ELL). (A) Follows a set of routines for
activities and can make sense of what is
happening.
(21,22,24, 25,26,28,29,30,31,32,33,35)
(22,23, 24,26 ,28,29,30,33,33,34,35,36,37)
• 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. (23,24,
26,31,33,35,37)
English
Vocabulary
Spanish
Vocabulary
Date:
Social Development
Math:
• I.B.1.a Child follows classroom rules and routines with
occasional reminders from teachers.
(22,26,29.30,31,32,33,35,36,37)
• I.A.2 Child shows awareness of areas of competence and
describes self positively in what he is able to do. (A)
Describes self using basic characteristics (hair color, eye
color, gender). (22,24,26,29,37)
(D) Describes self in terms of being a member of different
communities (family; classroom; school).
(21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37)
• 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.).
(22,24,26,28,29,30,31,32,33,34,35,36,3
7)
Safety
• (H2.2) Responds
appropriately during a
fire drill
Observe, Compare, different, disability, prosthesis, emotions, frustration.
Observa, compara, diferentes, discapacidad, prótesis, emociones, frustración.
Monday
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Counting
Pledge US & TX
Transition to Breakfast
Let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather, News
Tuesday
Wednesday
Individual Greeting
Hello song, Days of the week
song, Months of the year
song, Today is Sunday song.
Counting
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
Counting
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Thursday
Individual Greeting
Hello song, Days of the
week song, Months of
the year song, Today is
Sunday song.
Counting
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather, News
Friday
Individual Greeting
Hola song, Dias de la
semana, Meses del
Año, Hoy es Domingo
song
Counting
Pledge US & TX
Transition to Breakfast
let’s send hugs
to…(Absent, sick, and
family members)
Calendar/ Classroom
helpers/Weather
News Day-Week
Time: 8:30-9:00
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
Teacher and Co-teacher sit
at the tables with the
students
Math
Time: 9:00- 9:25
Introducing Positional
Language
Using Positional
Vocabulary
Materials:
Song Poster 7 Oh Where, Oh
where? and CD
Discussion Book pages 8-9
Pretending to hide
(themselves or a puppet)in
the classroom and to explain
where they could hide using
the positional language
For reference: Book Growing
with Mathematics topic 3,
page 3-7
Play Ground
Students play
supervised/interact with
teacher & co-teacher
Gross Motor
Development
Time: 9:25-9:50
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
Reinforcing Positional
Vocabulary.
Review Positional
Language
Practicing language of
shape and position
Materials:
Song Poster 7 Oh Where, Oh
where? and CD
I think I will go Flying Big book
(a story about opposites)
We will read and discuss the
book , then, students will
practice positional words and
actions with stick puppets
For reference: Book Growing
with Mathematics topic 3, page
3-8
Materials:
Song Poster 7 Oh Where, Oh
where? and CD
Different shapes in different
colors.
The teacher will instruct the
students, using a wide variety
of positional language, such as,
hold the shapes in front, in
back, etc
For reference: Book Growing
with Mathematics topic 3, page
3-9
Materials:
Song Poster 7 Oh Where, Oh
where? and CD
Using stick puppets and
working in couples, the
students will practice the
positional words.
Also, using a nest and books
about nests different animals
build to find safety and
shelter, we will review
positional words. Students
will practice positional words
talking about where different
animals could hide to protect
themselves and their babies.
For reference: Book Growing
with Mathematics topic 3,
page 3-10
Materials: Poster song 7 and
CD, The Hiding Game lap
book.
After singing the song,
display the cover and read
the title. Predict the story.
Read the story pausing at
the size words and position
in space encouraging TS to
join in as you read them.
Reread the story. After
reading pages 4-5, ask
children to identify other big
or small objects in the
illustration, such as big and
small leaves, big and small
trees, and big and small
mushrooms.
Discuss other good places
for the animals to hide.
For reference: Book Growing
with Mathematics topic 3,
page 3-11
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: 10:0010:20
Letter of the week: M
Letter of the week: M
Letter of the week: M
Letter of the week: M
Letter of the week: M
Prior knowledge:
Brainstorming words
starting with M.
Materials:
Cancionero, El Mosquito
Alfarrimas, cuento de la M
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter
M, students will trace a
textured letter M.
Prior knowledge:
Brainstorming words starting
with M.
Materials:
Cancionero, El Mosquito
Alfarrimas, cuento de la M
Por Lada Kratky
After reading and discussing the
books, singing the songs, and
reviewing objects in the ABC Tub
starting with letter M, students
will trace letter M on the air.
Prior knowledge:
Brainstorming words starting
with M.
Materials:
Cancionero, El Mosquito
Alfarrimas, cuento de la M
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter
M, students will trace letter M
on their bilingual pair’s back
Prior knowledge:
Brainstorming words starting
with M.
Materials:
Cancionero, El Mosquito
Alfarrimas, cuento de la M
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter
M, students will Find letter M
on a songs chart.
Prior knowledge:
Brainstorming words
starting with M.
Materials:
Cancionero, El Mosquito
Alfarrimas, cuento de la M
Por Lada Kratky
After reading and discussing
the books, singing the songs,
and reviewing objects in the
ABC Tub starting with letter
M, students will write letter
M on a board.
Washing hands
Family Style Snack
Time:10:20- 10:30
Goldfish crackers and water.
Teacher and Co-teacher sit at
the tables with the students.
Muffin and apple juice.
Fruit cup and water.
Gogurt and water.
Nutra grain bar 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
Before reading the book, ask:
Do you remember what this
book is about?
Allow three or four kids to talk
about the book, ask questions
to promote high thinking skills,
as: why do you think that?
Can you explain your
thinking? Is any other way to
solve…. etc.
Before reading the book,
ask: Do you remember what
this book is about?
Allow three or four kids to
talk about the book, ask
questions to promote high
thinking skills, as: why do
you think that? Can you
explain your thinking? Is any
other way to solve…. etc.
Predictions
Ask the students to talk
about what they think
the book is about, and as
explained before, ask
them to explain their
thinking.
Predictions
Ask the students to talk
about what they think
the book is about, and
as explained before, ask
them to explain their
thinking.
Book: Thank you for
being my friend
By Peter Bently & Gill
McLean
Book: ¡Vaya Rabieta!
By Mireille DAllancé
Potty as needed
Social Studies
Time: 10:3010:10:50
Book: Emotions/
Enfado
By Jane Bingham
Bilingual Pair discussion
Book: Fill a bucket
By Carol Mc cloud and
Katherine Martin
After reading, ask again, what
was the book about? allow
few kids to talk, ask them to
explain their thinking as
explained above, then, invite
the students to talk with their
bilingual pairs. (See chart on
the door of the music
center cabinet).
Bilingual Pair discussion
Social Studies Journal
Book:How Full is Your
bucket?
By Tom Rath and Mary
Reckmeyer
Bilingual pair discussion
Social Studies Journal
After reading, ask again,
what was the book about?
allow few kids to talk, ask
them to explain their
thinking as explained above,
then, invite the students to
talk with their bilingual
pairs. (See chart on the
door of the music center
cabinet).
Bilingual Pair discussion
Social Studies Journal
After reading, ask again,
what was the book about?
allow few kids to talk, ask
them to explain their
thinking as explained
above, then, invite the
students to talk with their
bilingual pairs. (See chart
on the door of the music
center cabinet).
Bilingual Pair discussion
Social Studies Journal
Bilingual pair discussion
Social Studies Journal
After reading, ask again,
what was the book about?
allow few kids to talk, ask
them to explain their
thinking as explained
above, then, invite the
students to talk with their
bilingual pairs. (See chart
on the door of the
music center cabinet).
Bilingual Pair discussion
Social Studies Journal
Gross Motor
Development
Time: 10:5011:10
Activity Center
Activity Center
Activity Center
Activity Center
Activity Center
Students play &
Interact with teacher
and co-teacher
Students play & Interact
with teacher and coteacher
Students play & Interact
with teacher and coteacher
Students play &
Interact with teacher
and co-teacher
Students play &
Interact with teacher
and co-teacher
T1&T2 Letter M TS will
cut and paste pictures of
objects starting with M
T3&T4 # 6 TS will paste
#6 and 6 die cut and will
trace and write #6
T3&T4 Letter M TS will cut
and paste pictures of
objects starting with M
T1&T2 # 6 TS will paste #6
and 6 die cut and will trace
and write #6
All Tables Bilingual Pairs
Student Generated
Alphabet sheets
Math:
Sorting cards : big-small
Sorting long and short
Language Arts
Lacing cards
Letters with Play dough
Science
Sorting cards : 5 Senses
Sorting cubes by colors.
Social Studies
Book: How are you peeling?
Bilingual Pair discussion.
Puppets: emotions:
Students play on self
directed centers to
develop/enhance social
skills
Students play on self directed
centers to develop/enhance
social skills
Students play on self
directed centers to
develop/enhance social skills
Students play on self
directed centers to
develop/enhance social
skills
Math:
Sorting cards : big-small
Sorting long and short
Language Arts
Lacing cards
Letters with Play dough
Science
Sorting cards : 5 Senses
Sorting cubes by colors.
Social Studies
Book: How are you
peeling?
Bilingual Pair discussion.
Puppets: emotions:
Students play on self
directed centers to
develop/enhance social
skills
12:00- 12:10
Clean Up time
Washing hands
and potty / Line
up for Lunch
Transition songs
Clean up song Counting 1-20
English and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head shoulders,
knees and toes.
The more we read together
DLM Rhymes and Chants
Ants go marching
Transition songs
Clean up song Counting 1-20 English
and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head shoulders,
knees and toes.
The more we read together
DLM Rhymes and Chants
Ants go marching
Transition songs
Clean up song Counting 1-20 English
and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head shoulders,
knees and toes.
The more we read together
DLM Rhymes and Chants
Ants go marching
Transition songs
Clean up song Counting 1-20
English and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head shoulders,
knees and toes.
The more we read together
DLM Rhymes and Chants
Ants go marching
Transition songs
Clean up song Counting 1-20
English and Spanish
Counting 10-0 English and Spanish
Singing ABC English and Spanish
Cancionero Songs, Head
shoulders, knees and toes.
The more we read together
DLM Rhymes and Chants
Ants go marching
Lunch
Time: 12:10-12:40
Balanced Food
Fruit
Balanced Food
Fruit
Balanced Food
Fruit
Balanced Food
Fruit
Balanced Food
Fruit
Predictions
Ask the students to talk
about what they think
the book is about, and
as explained before, ask
them to explain their
thinking.
Predictions
Ask the students to talk
about what they think the
book is about, and as
explained before, ask them
to explain their thinking.
Predictions
Ask the students to talk
about what they think the
book is about, and as
explained before, ask
them to explain their
thinking.
Predictions
Ask the students to talk
about what they think
the book is about, and as
explained before, ask
them to explain their
thinking.
Predictions
Ask the students to talk
about what they think
the book is about, and
as explained before, ask
them to explain their
thinking.
Teacher and Coteacher supervise
Small Groups MT-W
Bilingual Learning
Centers Th-F
Time: 11:15-11:30
Students rotate
every day to 2
different centers.
(Gomez & Gomez
Dual L. component)
Centers
Time: 11:30-12:00
Teachers interact with
the students while
pretended play
Teacher and Coteacher sit at the
tables with the
students.
Science
Time: 12:40-1:00
Cots down
Nap: 1:00-2:00
Cots Up
Book: Marti and the
Before reading the book,
ask: Do you remember
what this book is about?
Allow three or four kids to
talk about the book, ask
questions to promote high
thinking skills, as: why do
you think that? Can you
explain your thinking? Is
any other way to solve….
etc.
Book: My 5 senses
By Aliki
After reading ask the
students to help you
working filling the Thinking
Map (tree map) about the
5 senses.
Mango
By Daniel Moreton
from page 3 to page 13
Then, Bilingual pair
Discussion (See chart on
the door of the music
center cabinet).& Science
Journals
After reading, ask again, what
was the book about? allow
few kids to talk, ask them to
explain their thinking as
explained above, then, invite
the students to talk with their
bilingual pairs. (See chart on
the door of the music
center cabinet).
Bilingual Pair discussion
Science Journals
* Emphasize how Marti
used his 5 senses .
Before reading the book,
ask: Do you remember what
this book is about?
Allow three or four kids to
talk about the book, ask
questions to promote high
thinking skills, as: why do
you think that? Can you
explain your thinking? Is any
other way to solve…. etc.
Book: Marti and the
Mango
By Daniel Moreton
From page 13 to the
end
Book: Mis manos
By Aliki
After reading, ask again,
what was the book about?
allow few kids to talk, ask
them to explain their
thinking as explained
above, then, invite the
students to talk with their
bilingual pairs. (See chart
on the door of the music
center cabinet).
Bilingual Pair discussion
Science Journals
After reading, ask again,
what was the book about?
allow few kids to talk, ask
them to explain their
thinking as explained above,
then, invite the students to
talk with their bilingual
pairs. (See chart on the
door of the music center
cabinet).
Book: Taking care
of my hands and
feet
By: Terry
DeGezelle
After reading, ask again,
what was the book about?
allow few kids to talk, ask
them to explain their
thinking as explained
above, then, invite the
students to talk with their
bilingual pairs. (See chart
on the door of the
music center cabinet).
Bilingual Pair discussion
Science Journals
* Emphasize how Marti
used his 5 senses .
Bilingual Pair discussion
ScienceJournals
Journals
Conceptual
Refinement
Good bye rituals
Time: 2:00-2:30
Dismissal
Science Journals
Counting the days at
school
Learning Goals
Personal & Social Development
• I.A.2 Child shows awareness of areas of competence and describes self positively in what he is able to do. (A) Describes self using basic characteristics (hair color, eye color,
gender).
• I.A.2 Child shows awareness of areas of competence and describes self positively in what he is able to do. (D) Describes self in terms of being a member of different
communities (family; classroom; school).
• I.B.1.a Child follows classroom rules and routines with occasional reminders from teachers. (A) Participates in the development of classroom rules.
Language & Literacy
Listening Comprehension Skills
• II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers.
(ELL). (A) Follows a set of routines for activities and can make sense of what is happening.
Speaking Skills
Library time!
Students read at the library
and take a book to read at
home
Language Art Journals
Counting the days at
school
Social Studies Journals
Counting the days at
school
Math Journals
Counting the days at
school
• 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.
• II.B.1 Child is able to use language for different purposes. (C) Uses "please" and "thank you" appropriately.
• II.B.2 Child engages in conversations in appropriate ways. (A) Enters an existing play situation, joining into the conversations in progress (outside, dramatic play, or
construction center, etc.).
Reading, Phonological Awareness, and Comprehension
• III.A.1 Child engages in pre-reading and reading related activities. (A) Repeats or "chimes in" on repeated parts of predictable stories.
• III.A.1 Child engages in pre-reading and reading related activities. (C) Selects the reading/library center during free play.
Math
Counting Skills
• 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.).
• V.A.4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted. (B) Counts leaves on the ground, number of grapes on
a tray, or number of children in library center.
Science
• VI.D.1 Child practices good habits of personal safety. (A) The child follows/uses safety procedures while using common tools and materials (glue, scissors, rulers, pencils,
hammers, wood, and safety goggles).
• VI.D.2. Child practices good habits of personal health and hygiene. (A) The child coughs and sneezes into their elbows (not cover their mouth with their hands).
• 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.
C. Geography Skills
Vll.C.1.
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).
• VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. (B) Manipulates modeling clay by rolling, pinching, squeezing, patting,
and cutting.
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 demonstrates coordination and balance in isolation. (C) Carries a bowl or a plate of objects from one spot to another.
• IX.A.2 Child coordinates sequence of movements to perform tasks. (C) Uses axial movements such as reaching, twisting, turning, and bending.
Fine Motor
• IX.B.1 Child shows control of tasks that require small-muscle strength and control. (C) Uses hands and fingers to manipulate various classroom materials (placing caps on
and off markers; using various size brushes to paint at the easel).
• IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. (A) Puts together puzzles with interlocking pieces.
Technology
X.A.1. Child opens and navigates through software programs designed to enhance development of appropriate concepts.
Transition
Learning
Opportunities
Growing with Math songs
Hello Song
Hola Amigo/ Hello Friend
El Osito, El Arbol, El elefante
Codes:
Student Interest
Integration
Canción de los nombres/ Names song
PM Progress Monitoring
Music: Different instruments in
the classroom and pod to help
students expressing through
music.
PG Parent Goal
Music: Different instruments in the classroom and pod to help students expressing
through music.
T Table
Music: Different instruments in the
classroom 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.