SL
Lesson Plans
Summer Pre-K
2006
Each lesson will include provided information by the classroom teacher, a demonstration
or modeling for each activity, checking for understanding and guided practice. A closure
and summary along with student independent practice (matching, verbal communication,
etc.) and an evaluation for both the students and the teacher will be performed. Student
evaluation will include asking of questions, observation of interactions or written student
work. The teacher will check for understanding from the students class work and reflect
on thoughts from the daily lesson plan/activities.
Daily Unit Plan Topics
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Four Seasons
Summer is usually the Warmest Season
Summer Weather
Summer Clothing
Summer Protection
Summer Fun Activities
Summer Fun Continued
Summer Water Activities
Summer Vacations
Lesson #1
Goal: Summer is one of four seasons.
Objectives: The learner will: count the four seasons, identify all four seasons using
photos and books, and color the summer picture in their season booklet.
Materials: Number flash cards (one to four), Season flash cards, book: Crews, Nina
(1995). One Hot Summer Day. New York: Greenwillow, paper, crayons, “Summer Fun”
(1990) Musical Playtime Fun. Long Beach, NJ. Kimbo Educational and Rain, Rain Go
Away Big Book.
Grouping: Whole group instruction during morning work and direct instruction. Small
group work for matching/identifying season, number counting/identifying, and coloring
the summer season booklet.
INSTRUCTION
Readiness: Sing a summer song – “Summer Fun” to engage the students. Each child will
have their own child-sized chair or a carpet square to keep them in their personal space.
Focus & Review Connect: The teacher will post the topic Summer Weather on the white
board and discuss with them the topic for the day. We will talk about temperatures in our
house, classrooms, different seasons, etc., so they can relate and begin to understand hot,
cold and warm weather. The teacher may ask questions too, for example, “What weather
do you like the best and why?” or give each child a flash card and have them
communicate the weather on their card by answering what clothes you may want, where
or when you may see that kind of weather. The students will learn the four seasons.
Objective & Purpose/ Rationale: The teacher will read the story “Rain, Rain Go Away
and we will talk about why it is important to stay dry and inside when it rains. Ask –
“Does it rain in the summer time?” What summer activities do we play when we get
wet? Discuss why weather is important – do we want to swim when it is hot? Why/why
not?
Matching Activity: The students will have their own season Velcro board. Each Velcro
board will be divided into four quadrants, one for each season. A Velcro strip will be
placed on each of the quadrants so the students can match their season Velcro strip cards
to the appropriate season on their board.
Literacy:
1. Aliki. (1996). Those Summers. New York: HarperCollins.
2. Arnosky, Jim. (1993). Every Autumn Comes the Bear. New York: G. P. Putnam.
3. Fowler, Allan. (1992). How Do You Know It’s Fall? Chicago: Children’s Press.
4. Hoban, Lillian. (1996). Arthur’s Back to School Day. New York: HarperCollins.
5. Bancroft, Henrietta and Richard G. Van Gelder. (1996). Animals in Winter. Newly
illus. by Helen K. Davie. New York: HarperCollins
6. Chapaman, Cheryl. (1994). Snow on Snow on Snow. Illus. by Synthia Saint James.
New York: Dial Books.
7. Emberley, Michael. (1993). Welcome Back, Sun. Boston: Little, Brown.
8. Kinsey-Warnock, Natalia. (1993). When Spring Comes. Illus. by Stacey Schuett.
New York: Dutton.
9. Low, Alice and Roy McKie. (2001). Summer. Illus. by Roy McKie. New York:
Beginniner Books.
10. Van Leeuwen, Jean. (1997). Touch the Sky Summer. Illus. by Dan Andreasen. New
York: Dial Books.
Modifications for Sensory and Large Muscles:
Sensory Table: sand with toys, colored sand, sand and water, water with toy boats,
shells, small rocks and pebbles, grass and hay
Large Muscle
1. Barefoot Walk: Check the playground to ensure that it is free of debris. Then
sprinkle part of the grass and sandbox with water. Go on a barefoot walk.
2. Water Paintbrush: A bucket of water and paint brushes. The students will paint
with water on the side walks.
3. Catching Balloons: Balloons can be used indoors and outdoors. Close supervision
is required.
4. Parachute Play: Use a real parachute or a sheet to represent one. The children
should hold onto the edges. Say a number and then have the children count and
wave the parachute in the air that number of times.
Lesson #2
Goal: Summer is usually the warmest season.
Objectives: The learner will count all four seasons, search for summer activities in
assorted magazines and sing a swimming song.
Materials: Four season Velcro board, magazines, poster of swimming song, One Hot
Summer Day book and yellow/orange construction paper, glue sticks, scissors and precut
circles.
Grouping: Whole group instruction for counting, reading and singing. Small group work
for searching magazines for summer activities.
Readiness: Morning work will open with our swimming song (sung to the tune of Skip to
My Lou)
Swim, Swim, Swim in a circle
Swim, Swim, Swim in a circle
Swim, Swim, Swim in a circle
Swim in a circle now
(Also include jump, hope, skip, run, walk, etc.)
Upon singing, the students will focus on warm summer activities – Book, One Hot
Summer Day.
Focus & Review/Connect: Summer is usually the warmest season will be posted on the
board. The students will look at the teachers Season Velcro board. Can anyone tell/point
to the warmest season? Using the appropriate Velcro strip (Summer) the teacher will (or
have a student) place the correct Velcro strip to the appropriate season box. This will
open up the discussion for summer and what the weather is like during most summer
days.
Objective & Purpose/ Rationale: I read the story “One Hot Summer Day” and we will
discuss the book. What does it feel like to be Hot? Do you like to be Hot? How can we
cool off when we are hot? Do you know activities that are fun on warm summer days?
Activity: The students, with the help of the teacher(s), will trace their hands and cut them
out (hand over hand or if needed the teachers will cut out). Each child will need 6 hand
prints cut out on yellow/orange paper. A yellow/orange circle will be provided for each
student. The students will draw a face on their circle (sun) – The teacher will first place a
circle on the white board to demonstrate what the sun’s face may look like. Following
the drawing of the sun’s face, the students will glue the traced hands around the circle to
make a warm summer sun.
Literacy:
Crews, Nina. (1995). One Hot Summer Day. New York: Greenwillow.
Baxter, Nicola. (1997). Summer. Illus. by Kim Wooley. Chicage: Children’s Press
Jessup, Harley. (1999). Grandma Summer. New York: Viking.
Low, Alice and Roy McKie. (2001). Summer. Illus. by Roy McKie. New York:
Beginniner Books.
Maass, Robert. (1995). When Summer Comes. New York: Holt
Van Leeuwen, Jean. (1997). Touch the Sky Summer. Illus. by Dan Andreasen.
New York: Dial Books.
Yolen, Jane. (1993). Jane Yolen’s Songs of Summer. Illus. by Cyd Moore. Honesdale,
PA: Boyds Mills Press.
Multimedia
Let’s Find Out about Summer (video). Hightstown, NJ: American School Publishers.
Recordings and Song Titles
“Summer Fun.” (1990). Musical Playtime Fun. Long Branch, NJ: Kimbo Educational.
“Summertime, Summertime.” (2000). Bean Bag Rock & Roll. Long Branch, NJ: Kimbo
Educational.
“Sunscreen.” (2001). Seasonal Songs in Motion. Long Branch, NJ: Kimbo Educational.
Modifications for Sensory and Large Muscles:
Sensory: The students will be using scissors for cutting and crayons for drawing/tracing.
Hand over hand methods will be used by the classroom teacher for additional assistance.
Larger pencils and modified scissors will be used for additional fine motor skills.
Large Muscle:
1. Bubble Blowing. On a warm summer day, the class will blow bubbles and
attempt to chase catch them.
2. Parachute Play: Use a real parachute or a sheet to represent one. The children
should hold onto the edges. Say a number and then have the children count and
wave the parachute in the air that number of times.
Lesson #3
Goal: Summer weather
Objectives: The learner will learn about summer weather, discuss activities for different
weather and participate in weather related activities.
Materials: Weather flashcards, assorted activity posters, kite, finger paints, paper, Rain,
Rain, Go Away book and video, Through the Seasons with Birds: Spring (video). 1994.
Evanston, IL: Altschul Group Corp.
Grouping: Whole group instruction for instruction and video. Small group interactions
for activities: flying a kite or finger painting.
Readiness: The teacher will display and show assorted activity posters to show all the
different types of weather. The class will discuss what activities can be engaged in for
different weather.
Focus & Review/Connect: The teacher will post the topic summer weather on the board.
What is your favorite weather? What types of activities can you play when the weather is
_________? My favorite weather day is _______ because I can _________. To fly a
kite the weather must be rainy or windy? To swim, the weather must be sunny or
stormy? Let’s think of fun activities to play when it is sunny and stormy.
Objective & Purpose/Rationale: I will show the video, Through the Seasons with Birds
and we will discuss what happens to the birds and why. Do Birds like cold weather?
Why do birds fly away for the winter? After watching the video I will read, Rain, Rain,
Go Away.
Literacy:
Base, Graeme. (2001). The Water Hole. New York: Harry N. Abrams.
Baxter, Nicola. (1998). Rain, Wind, and Storm. Austin, TX: Raintree/Steck Vaughn.
Canizares, Susan and Betsey Chessen. (1997). Storms. New YorkL Scholastic.
Carlstrom, Nancy White. (1993). What Does the Rain Play? New York: Macmillan.
De Coteau Orie, Sandra (1995). Did You Hear Wind Sing Your Name: An Oneida Song
of Spring. Illus. by Christopher Caryon. New York: Walker.
Emberley, Michael. (1993). Welcome Back, Sun. Boston: Little Brown.
Ray, Mary Lyn. (1996). Mud. Illus. by Lauren Stringer. Orlando, FL: Harcourt Brace.
Rockwell, Anne F. (1996). My Spring Robin. Madison, WI: Demco Media.
Lesson #4
Goal: Summer Clothing
Objectives: The learner will learn: clothing is a covering for our body; pants, dresses,
shirts, skirts, coats, pajamas, uniforms, and sweaters are some of the clothing we wear on
our bodies; shoes, socks, and boots are clothing for our feet; gloves and mittens are
coverings for our hands; and hats and scarves are coverings for our head.
Vocabulary:
Clothing: a covering for our body.
Hat: Clothing that covers our head
Shoes: Clothing for our feet
Shirt: Clothing that covers the chest and sometimes the arms
Materials: Sort the clothes matching cards, dress the paper doll, aprons, graham crackers
recipe.
Graham Crackers
½ cup margarine
2/3 cup brown sugar
½ cup water
2 ¾ cups graham flour
½ teaspoon salt
½ teaspoon baking powder
1/8 teaspoon cinnamon
Beat margarine and sugar till smooth and creamy. Add the remainder of the ingredients
and mix well. Let the mixture sit for 30 to 45 minutes. Sprinkle flour on a board or table
top. Roll out dough to 1/8 inch thick. Cut the dough into squares, logs, or other shapes.
Place on an oiled cookie sheet. Bake at 350 degrees for 20 minutes until lightly browned.
The recipe should produce a sufficient quantity for eight children.
Grouping: Whole group instruction for introduction, reading and singing. Small group
instruction for sorting and checking for understanding – Dressing up the paper dolls.
Readiness: Sort the clothes matching cards. The students will have their own matching
card with Velcro and they must attempt to match the correct clothing articles to the right
piece of clothing on the board.
Focus & Review/ Connect: The teacher will post the daily topic, Summer Clothing on
the board. Upon matching the sorting cards, we will discuss our favorite types of clothes:
shorts, pants, sweaters, bathing suits, pajamas, etc. Why do we have to wear
heavier/warmer clothing in the fall/winter months and lighter/cooler clothing in the
spring/summer months? What is your favorite type of clothing?
Objective & Purpose/ Rationale: The teacher will read the book “Froggy Gets Dressed”
and then they will sing, “If You Have This On…..Stand Up, Sit Down.”. To check for
understanding, the students will dress their paper dolls according to the weather I tell
them. For snack time, we will prepare graham crackers and wear the appropriate
clothing: aprons, mittens.
Literacy:
Burton, Marilee Robin. (1994). My Best Shoes. Illus. by James E. Ransome. New
York: William Morrow.
Hilton, NEtte. (1991). The Long Red Scarf. Illus. by Margaret Power. Minneapolis,
MN. Carolrhoda Books.
Karon, Jan and Toni Goffe. (2001). Miss Fannie’s Hat. Illus. by Toni Goffe. New York:
Puffin.
London, Jonathan. (1992). Froggy Gets Dressed. Illus. by Frank Remkiewicz. New
York: Viking.
Mendel, Lydia J. (1993). All Dressed Up and Nowhere to Go. Illus by Normand
Chartier. Boston: Houghton Mifflin.
Miller, Margaret. (1988). Whose Hat? New York: William Morrow
Morris, Ann. (1995). Shoes, Shoes, Shoes. New York: Lothrop, Lee & Shepard.
Murphy, Stuart. (1996). A Pair of Socks. Illus. by Lois Ehlert. NewYork:
HarperCollins.
Neitzel, Shirley. ( 1989). The Jacket I Wear in the Snow. Illus. by Nancy Winslow
Parker. New York: Greenwillow.
O’Brien, Claire. (1997). Sam’s Sneaker Search. Illus. by Charles Fuge. New York:
Simon & Schuster.
Patrick, Denise Lewis. (1993). Red Dancing Shoes. Illus. by James Ransome. New
York: William Morrow.
Multimedia
Jenkins, Ella. “One Two Buckle My Shoe” on Ella Jenkins Live at the Smithsonian
(video). (1991). Washington, D.C.: Smithsonian/Folkways.
London, Jonathan. Froggy Gets Dressed (cassette and book). (1997). New YorkL
Penguin Books.
Parker, Dan. Teach Me About Getting Dressed (cassette and book). (1988). Fallbrook,
CA: Living Skills Music.
Recordings and Song Titles
“Blue Suede Shoes.” (2000). Bean Bag Rock & Roll. Long Branch, NJ: Kimbo
Educational.
“If You Have This On…..Stand Up, Sit Down.” (1974). More Songs about Me. Long
Branch, NJ: Kimbo Educational.
“I Wear Clean Clothes.” (1979). Self Help Skills. Long Branch, NJ: Kimbo Educational.
“My Space Suit”. (1988). Journey into Space. Long Branch, NJ: Kimbo Educational.
Lesson #5
Goal: Summer Protection from the weather.
Objectives: The learner will learn that shade trees, umbrellas, light weight clothes, cold
drinks, cool foods and other objects will protect and cool us from warm/hot summer
temperatures. The learner will also discuss summer activities to cool off and they will
plan a picnic and color pictures in their season booklets.
Materials: Photos or real objects of: shade trees, umbrellas, light weight clothing,
beverages, cool foods (popsicles), juice stand, swimming, picnic items (plastic), ice
cream stand, season coloring booklet, music, book, Peanut Butter and Jelly: A Play
Rhyme, and items for a picnic. We will make peanut butter and jelly sandwiches: bread,
peanut butter, jelly and knife.
Grouping: Whole group instruction for introduction, music, reading and picnic (one-onone attention/assistance to specific children as needed). Small group instruction for
coloring the season booklet picture.
Readiness: Sing the song “Summer Clothing”. (Sing to the tune of “The Farmer in the
Dell”.
Oh, if you are wearing shorts,
If you are wearing shorts,
You may walk right to the door,
If you are wearing shorts.
Also include stripes, sandals, tennis shoes, flowers, a sundress, blue jeans, belt,
barrettes, etc. The song can be used during transition times to point out children’s
summer clothing.
Focus & Review/Connect: The teacher will post the topic, Summer protection from the
weather. After singing our song we will all be seated on our carpet squares to read a
book. We will read a book by Robert Maass, “When Summer Comes.” After reading,
the teacher will ask questions such as, When Summer Comes, what do we need? If we
go on a picnic what should we bring? I will prompt the children as to what we may need
to bring alone. After we discuss what items we may need during the summer we will fill
our picnic baskets with plastic picnic items (food, blanket, drinks, silver ware, etc).
Literacy:
Appel, Karel. (1996). Watermelon Day. Illus. by Dale Gottlieb. New York: Holt.
Westcott, Nadine, B. (1987). Peanut Butter and Jelly: A Play Rhyme. Illus. by Nadine
Bernard Westcott. USA :Harcourt.
Recordings and Song Titles
“Sunscreen”. (2001). Seasonal Songs in Motion. Long Branch, NJ: Kimbo Educational.
Modifications:
Modifications will be made to assistance children with fine motor delays. For example:
to assistance with spreading the peanut butter on the sandwich, a teacher will help with
hand over hand or the teacher will perform once the child tells/points as to what to do
next.
Lesson #6
Goal: Summer fun activities
Objectives: The learner will: listen to the book, “The Relatives Came” by Cynthia
Rylant; point our fun/interesting objects in the book; count watermelon seeds; and eat
watermelon for our afternoon snack after we create an art project from the watermelon
seeds we counted.
Materials: The Relatives Came book, four seasons booklet, watermelon, paper and glue
sticks.
Grouping: Whole group instruction for introduction. Small group for coloring booklet
and watermelon seed pasting art activity.
Readiness: During table/morning work, the students will choose a season picture in their
booklet to color. Then we will read the book, “The Relatives Came”, at circle time.
Focus & Review/Connect: The teacher will post the topic for the day: Summer fun
activities. What fun activities do you do in the summer? Do you participate in any of the
summer activities that the relatives did? Do you travel in the summer? Who do you
visit? What do you eat during the summer? What games do you play? What is your
favorite part of summer? Do you like watermelon? Lets try it. What will we find inside
most watermelons? (SEEDS). Let’s count how many seeds we have? Now let’s paste
our seeds and make a picture.
Objective & Purpose/Rationale: I will read the book Watermelon Day by Karel Appel.
The purpose is to learn different summer activities that can take place in the summer, no
matter what the weather might be.
Literacy:
Appel, Karel. (1996). Watermelon Day. Illus. by Dale Gottlieb. New York: Holt.
Rylant, Cynthia. The Relatives Came.
Crews, Nina. (1995). One Hot Summer Day. New York: Greenwillow.
George, Lindsay Barrett. (1996). Around the Pond: Who’s Been Here” New York:
Greenwillow.
Low, Alice and Roy McKie. (2001). Summer. New York: Viking.
Maass, Robert. (1995). When Summer Comes. New York: Holt
Rylant, Cynthia. (1997). Mr. Putter & Tabby Row the Boat. Illus. by Arthur Howard.
Orlando, FL: Harcourt Brace.
Lesson #7
Goal: Summer Fun Continued
Objectives: The learner will reread the book, “The Relatives Came”, count the number of
people in the house sleeping/eating; talk bout a fun outdoor activity (camping); color the
last picture of the season booklet; make S’Mores for a snack.
Materials: “The Relatives Came” book, season booklet, sleeping bag, S’Mores
(marshmallows, chocolate, graham crackers), easel, paper cut into tent shapes (one for
each student), paint, leaves, sticks, rocks, flowers, photos of different campsites and
music poster for “A Camping We Will Go”.
A Camping We Will Go
(Sung to the tune of “The Farmer and the Dell”
A camping we will go.
A camping we will go.
Hi ho we’re off to the woods.
A camping we will go.
Saba will bring the tent.
Oh Saba will bring the tent.
Hi ho we’re off to the woods.
A camping we will go.
Juan will bring the food.
Oh Juan will bring the food.
Hi ho we’re off to the woods.
A camping we will go.
The names of the song can be changed to the children’s names.
Grouping: Whole group instruction for instruction, reading, counting and making snack.
Small group instruction for coloring the last picture in the season booklet, painting our
pictures on the easel and assistance will be provided as needed to children when making
S’Mores.
Readiness: Ask if anyone has ever been camping? What did you do/see? Where did you
sleep/eat/go to the bathroom? At this time we will sing our “ A Camping We Will Go”
song.
Focus& Review/Connect: The teacher will post the daily topic, Summer Fun. We will
reread the book “The Relatives Came” and begin talking about camping.
Objective & Purpose/Rationale: What types of fun activities can we do in the summer
time? What happens on a camping trip? What would we need to bring? Where would
we sleep? Can we camp in the rain? How do we cook? What might we see/hear? The
students will create an art project using objects we may find/see on a camping trip. Each
child will use an easel and paint. They will select from a group of items, sticks, rocks,
flowers, leaves, etc. to use instead of a paint brush. By using the items listed, they will
draw a photo.
Literacy:
Bauer, Marion Dane. (1995). When I Go Camping with Grandma. Illus. by Allen
Garns. Morago, CA: Bridgewater Books.
Brillhart, Julie. (1997).When Daddy Took Us Camping. Niles, IL: Albert Whitman.
Brown, Mark Tolon. (1984). Arthur Goes to Camp. Madison, WI: Demco Media.
Christelow, Eileen. (1998). Jerome Camps Out. New York: Clarion Books.
Durrey, Betsy. (1996). Camp Knock Knock. Illus. by Fiona Dunbar. New York:
Delacorte Press.
Henkes, Kevin. (1997). Bailey Goes Camping. New York: Mulberry Books.
Hoff, Syd. (1996). Danny and the Dinosaur Go to Camp. New York: HarperCollins.
Kalman, Bobbie D. (1995). Summer Camp. New York: Crabtree Publishing.
Multimedia
Barney’s Campfire Sing-Along (video). (1990). Allen,TX: Lyons Group.
Let’s Go Camping (video). (1995). Burlington, VT: Vermont Story Works.
Mercer Mayer’s Just Me and My Dad (CD-ROM). (1996). New York: GT Interactive
Software.
Lesson #8
Goal: Summer Water Activities
Objectives: The learner will learn about water, water sports, and play with different
water games.
Materials: Slip-in-Slide, baby pool, sprinkler, popsicles, book.
Grouping: Whole group instruction for introduction, reading and singing. Small groups
and one-on-one assistance for water fun activities.
Readiness: Discuss the various recreational uses of water. Included may be swimming,
boating, ice fishing, ice skating, fishing, and canoeing. Also discuss water safety issues,
such as wearing a life vest. Encourage the children to name their favorite water
activities. Prepare a chart using each child’s name and favorite water activity along with
a small picture of that activity. Display in the room.
Focus & Review/Connect: The teacher will display the topic for the day, summer water
activities. We will sing the song “Raindrops” (sung to the tune of “London Bridge”).
Raindrops
Raindrops falling from the sky,
From the sky, from the sky.
Raindrops falling from the sky
On my umbrella.
Upon singing the song, this will lead into our lesson on “water” activities.
Objective & Purpose/Rationale: Through reading, Splish Splash, and singing our
raindrops song, the students will begin to understand the concept water and different
activities we can do with water. Do you like water? What water activities do you like?
Have you ever been swimming? What kind of objects do we see in the water?
Literacy:
Arnold, Tedd. (1995). No More Water in the Tub. New York: Dial Books.
Asch, Frank. (1995). Water. San Diego, CA: Gulliver Books.
Base, Graeme. (2001). The Water Hole. New York: Harry N. Abrams.
Bittinger, Gayle. (1993). Exploring Water and the Ocean. Illus. by Gary Mohrmann.
Alderwood Manor, WA: Warren.
Cast, C. Vance. (1992). Where Does Water Come From? Illus. by Sue Wilkinson.
Hauppauge, NY: Barron’s Educational Series.
Fleming, Denise. (1993). In the Small, Samll Pond. New York: Holt.
Fowler, Allan. (1997). Life in a Pond. Chicage: Children’s Press.
Gibson, Gary. (1995). Making Things Float and Sink. Illus. by Tony Kenyon. Brookfield,
CT: Millbrook Press.
Graham, Joan B. (1994). Splish Splash. Illus. by Steven M. Scott. New York: Ticknor
and Fields.
Locker, Thomas. (1997). Water Dance. Orlando, FL: Harcourt Brace.
The Magic School Bus Wet All Over: A Book about the Water Cycle. (1996). New
York: Scholastic.
Marzoolo, Jean. (1996). I Am Water. Illus. by Judith Moffatt. New York: Scholastic.
(Pbk).
Nielsen, Shelly and Julie Berg. (1993). I Love Water. Minneapolis, MN: Abda
Daughters.
Smee, Nicola. (1999). Freddie Learns to Swim (Little Barron’s Toddler Books).
Hauppage, NY: Barron Juveniles.
Speed, Toby. (1998). Water Voices. Illus. by Julie Downing. New York: G.P. Putnam.
Multimedia
Let’s Explore Water (Science is Elementary series) (video). (1993). Agency for
Instructional Technology.
What’s in the Sea? Songs about Marine Life and Ocean Ecology (cassette). Long
Branch, NJ: Kimbo Educational.
Recordings and Song Titles
“Friends in the Water,” “Water Pump,” “Splish Splash,” “Float or Swim,” “Dry Them
Off.” (1999). Sift and Splash. Long Branch, NJ: Kimbo Educational.
“Splish, Splash.” (2000). Bean Bag Rock & Roll. Long Branch, NJ: Kimbo Educational.
“What’s in the Sea? (1993). Long Branch, NJ: Kimbo Educational.
Lesson #9
Goal: Summer Vacations
Objectivies: The learner will learn many people take vacations during the summer and
there are many different vacations sites to visit. In addition, the learner will learn that
there are different types of travel: car, train, airplane, boat, etc.
Materials: The Relatives Came book, Styrofoam neat trays, markers, pipe cleaner,
construction paper, glue sticks.
Grouping: Whole group instruction for story. Small group instruction for art project:
Sailboats.
Art Project: The students will color Styrofoam meat trays with markers. Stick a pipe
cleaner in the center of the tray and secure by bending the end underneath the carton.
Prepare a sail out of construction paper and glue to the pipe cleaner.
Readiness: We will revisit the book “The Relatives Came” and discuss traveling for
vacations. The children will be familiar with the text and we can talk about different
vacations sites. Many families participate in different types of vacationing. Vacationing
may include traveling to a beach, visit family members, camping, water parks, etc.
Focus & Review/Connect: The teacher will post the lesson for the day, summer
vacations. Do you take vacations? Do vacations have to take place in the summer? Why
do we travel on vacations? What could we see? What kind of weather do we wish for on
a vacation?
Objective & Purpose/Rationale: The students will understand that all vacations are not
the same and they are intended to relax and enjoy. People also vacations at different
times of the year and travel to many different sites for vacation.
Literacy