Lesson Plans Letter: A
Teacher: Garrett
Objective-TSW will listen to the
Week of:
Objective-TSW will sing with the
Room #:
Objective-TSW will produce a
story There’s An Alligator Under My Bed
by Mercer Mayer and produce a bed like
the one in the story.
story/songbook The Ants Go Marching by
Jeffrey Scherer and will demonstrate
appropriate motions.
paper plate apple tree with thumb
painting to represent the apples on the
tree.
Materials-There’s An Alligator
Materials-The Ants Go Marching
Materials-
Under My Bed book, pre-cut bedspread,
big bed on paper, glue , scissors, crayons.
story/songbook.
Procedure1. Listen to the story and have discussion.
2. Give each child a paper with big bed on
it and a precut bedspread for the bed.
3. Child will put a small amount of glue on
top of bedspread and glue on bed.
4. Lift bedspread up and child will
illustrate what they think will be under
their bed.
Procedure-
Procedure1. Sing song using illustrations in the
book.
2. Have students do appropriate motions
while singing the song.
Evaluation-
Pre-cut apple tree
paper plate, red finger paint, green and
brown crayons.
Assess by student
response.
1. Distribute one pre-cut paper plate
apple tree to each child.
2. Allow children to color top of tree
green and the trunk of the tree brown.
3. Children will then put their thumb in
the red finger paint and press down on
the tree to represent the apples.
Evaluation-
Teacher observation.
Evaluation-Teacher observation.
Objective-TSW will listen to the
Objective-TSW will recite and act
story The Seasons of Arnold’s Apple Tree
by Gail Gibbons and discuss the seasons.
out the correct sequence of the finger
play “Five Little Apples by Margaret Lowe
Materials- The Seasons of
Materials-“Five Little Apples”
Arnold’s Apple Tree book, magazines,
variety of colored construction paper,
scissors, glue , apple slices
fingerplay, big number apples on yarn
Necklaces.
Procedures1. Children will listen to the story.
2. Discuss the four seasons and what type
clothing do we need to wear for each
season.
3. Use magazine to have children cut out
pictures of the seasons.
4. Enjoy eating apple slices for snack.
Evaluation– Teacher evaluation.
Objective-TSW
MaterialsProcedureEvaluation-
Procedure1. The children will echo each verse of the
fingerplay after the teacher says a line at
a time.
2. Select five students to be given a
specific # apple necklace.
3. Distribute # apple necklace and allow
the children to get in the correct
numerical order.
4.Have the student say the appropriate
line of their # apple.
5. Repeat the process until all students
have participated.
Objective-TSW
Materials-
Evaluation-Teacher evaluation.
Objective-TSW
Materials-
Objective-TSW
Materials-
Procedure-
Procedure-
Procedure-
Evaluation-
Evaluation-
Evaluation-
Theme Lesson Plans
Theme: Families
Objective-TSW identify family
members and their roles. TSW
develop an understanding of how
their families function.
Materials-crayons, family member
chart
Procedure1. Discuss with students why they
think families are important and
what they like about their families.
Ask children to think about special
contributions each family member
makes to the family.
2. As children respond, create a
class family chart on template and
record some of their responses.
Encourage children to think about
their own role in their family. What
do they contribute? How do they
help?
3. Students create their own family
chart illustrating what each family
member does.
Evaluation-Student identification
of family members and their roles.
Objective-TSW particpate in
family songs, poems, and fingerplays.
Materials- A Family Finger-play,
Family Items, Grandmother’s
Glasses, My Mother is a Baker song
and printed books for students to
follow along with
Procedure1. Students will recite A Family
Finger-play.
2. Students will recite Family Items
finger-play.
3. Students will recite
Grandmother’s Glasses finger-play.
4. Students will sing My Mother is a
Baker by Dr. Jean using student
books.
Evaluation-Student participation.
Objective- TSW name and identify
the members of his/her family.
TSW create a family craft and
snack.
Materials- apple sponges/big
Objective-TSW identify family
members. TSW connect everyday
items to family members.
Materials-feely box, everyday
items used around the home in box
such as baby rattle, perfume bottle,
eyeglasses, tie, mixing spoon,
toothbrush, comb, baby bottle, etc.
Procedure1. Teacher places objects pertaining
to a family into a box.
2. Students feel the objects in the
box and try to identify them.
3. Students name object and who in
family is most likely to use it.
Evaluation-Student identification
of objects and naming of family
members.
Objective-TSW create a craft
representing his/her family. TSW
share about his/her family through
verbal expression.
Materials-small empty water/soda
bottle, photos of family members,
trinkets, family momentos. small
items from home, sequins, alphabet
letters, ribbons, glitter
Procedure1. Send bottle with a note home
with students telling them to fill
bottle with family pictures,
momentos, trinkets, or any item
that represents their family.
2. Students decorate bottle and
label it with their name.
3. Students share their bottles with
the class telling about their family.
Evaluation-Student participation
and verbal expression.
Objective-TSW create a craft as a
family and as a class. TSW identify
items that tell about his/her family.
Materials-fabric/felt quilt squares
(you may want to include small bags
filled with some items or ideas,
scissors, and glue for families to use
at home)
Procedure1. Send fabric/felt squares home
with each student. Include a note
telling each family to decorate the
square together using small objects
from home that represent the
family.
2. Students bring quilt square back
to school and put together to make
a class family quilt.
3. Each student tells about his/her
quilt square.
Evaluation-Student participation.
Objective-TSW create a craft
representing his/her family.
Materials- magazines, glue, craft
sticks, empty milk cartons covered
with construction paper, craft
Objective-TSW identify and
appreciate similarities and
differences within families.
Materials-shapes, scissors, glue,
crayons, house cutouts, Families are
Special by Norma Simon
Procedure1. Read Families are Special by
Norma Simon or any family book.
2. Discuss that families come in all
colors, shapes, and sizes and that no
one has the same family. Discuss
that families have similarities and
differences.
3. Students cut out shapes and glue
onto house paper cutout. Students
then draw body parts onto shapes to
represent that families come in all
colors, shapes, and sizes.
Evaluation-Student participation
and fine-motor skills work.
Objective-TSW tell why their
family is special using sentence
dictation.
Materials- student
handprints/hand cut-outs, glue,
stamps, tree picture, paint, broccoli
stalks, cherry tomatoes, ranch
dressing, plates
Procedure1. Students sponge paint apples onto
tree picture to represent each
family member.
2. Teacher writes each family
member’s name under apple.
3. Students make a family tree
snack by placing broccoli stalks on
plate. Then they name each family
member while placing a cherry
tomato on plate to represent them.
Serve ranch dressing on the side to
make it yummy!
Evaluation-Student participation,
ability to follow directions, and
ability to name family members.
supplies
Procedure1. Students cut out pictures from
magazines of people to represent
their family members and glue the
pictures onto craft sticks (these
are their family puppets).
2. Give students milk carton covered
in construction paper. Students add
windows, doors, etc using
construction paper/craft supplies to
create their house.
3. The class uses their houses to
form a neighborhood or town and
takes their “family members”
(puppets) to visit other families.
Evaluation-Student participation.
crayons, pencils
Procedure1. Teacher traces each student’s
handprint twice and cut it out or use
pre-cut handprints.
2. Students glue handprints on both
ends of a long sentence strip stating
“My family is special because…”
3. Students finish sentence and
dictate to teacher.
Evaluation-Student participation
and sentence dictation ability.