Gard 2 week 4 I Think, I Feel

Theme 3
Them
e
3
Giants
Dear Family,
Week 1
Big and Little
Week 2
Nature’s Giants
Week 3
Giants Made by People
Week 4
Make-Believe Giants
Our character education
focus will be on developing
the concepts of courage
and humor.
During the next four weeks, we will be learning about giants!
Before children can comprehend the concept of giant, they need to
understand the differences between big and little. So we will begin
by comparing all kinds of big and little things from animals to toys
to words. Then we will explore giants in nature, such as mountains,
glaciers, trees, waterfalls, oceans, and big animals. We will also
explore giants that have been made by people, such as skyscrapers,
bridges, ships, planes, trains, and roller coasters. Finally, we will
explore make-believe giants from fairytales and fables.
Literacy
Math
Many dinosaurs were mighty giants. Enjoy singing this song
about dinosaur movements as you and your child pretend
to be giant dinosaurs.
Children will be learning about perspective and
measuring. They will practice ordering sets of
similar items by size. At home, enjoy a variation
of the traditional game “Mother, May I?” with a
giant twist. Play the game with several players.
Name a player and give simple directions that
require counting and big or little movements.
For example, say: Maria, take three baby
steps. or Ivan, move forward five giant jumps.
When the player asks, “Giant, Giant, may I?”
roar a positive response and help count the
movements.
The Dinosaurs
Tune: “She’ll Be Coming ‘Round the Mountain”
Oh, the dinosaurs are trudging all around—stomp, stomp.
Oh, the dinosaurs are trudging all around—stomp, stomp.
See them wobbling here and there
Mighty heads up in the air.
Oh, the dinosaurs are trudging all around—stomp, stomp.
Oh, the dinosaurs are bellowing everywhere—growl, growl.
Oh, the dinosaurs are bellowing everywhere—growl, growl.
Hear them screeching high and low
As they sniff and snort and blow.
Oh, the dinosaurs are bellowing everywhere—growl, growl.
Notes
Oh, the dinosaurs are swimming here and there—splash, splash.
Oh, the dinosaurs are swimming here and there—splash, splash.
See them diving in and out
Splashing water all about.
Oh, the dinosaurs are swimming here and there—splash, splash.
For additional at-home activities, see the Giants PATT Mat.
Tema
Gigantes
3
Semana 1
Grande y pequeño
Semana 2
Gigantes de la naturaleza
Semana 3
Gigantes hechos por el hombre
Semana 4
Gigantes de la fantasía
Nuestro enfoque en la
educación del carácter
estará dirigido a desarrollar
los conceptos de valentía
y humor.
Estimadas familias:
Durante las próximas semanas vamos a aprender sobre ¡los
gigantes! Antes de que los niños puedan comprender el concepto
de gigante, deben entender las diferencias entre grande y
pequeño. Así que empezaremos por comparar todo tipo de
cosas grandes y pequeñas como animales, juguetes o palabras.
Luego exploraremos a los gigantes de la naturaleza, como las
montañas, los glaciares, los árboles, las cataratas, los océanos
y los animales grandes. También exploraremos a los gigantes
construidos por el hombre, como los rascacielos, los puentes,
los aviones, los trenes y las montañas rusas. Por último
exploraremos a los gigantes de fantasía o de la imaginación,
como los de los cuentos de hadas y las fábulas.
Lectoescritura
Muchos dinosaurios eran gigantes poderosos.
Disfruten cantando esta canción sobre los
movimientos de los dinosaurios mientras que ustedes y
sus niños se imaginan que son dinosaurios gigantescos.
Los dinosaurios
Melodía: “She’ll Be Coming ‘Round the Mountain”
Los dinosaurios caminan pesados, pom, pom, pom,
los dinosaurios caminan pesados, pom, pom, pom
Miren cómo se tambalean,
las cabezotas les cabecean,
los dinosaurios caminan pesados pom, pom, pom.
Los dinosaurios están bramando, grrr, grrr, grrr
los dinosaurios están bramando, grrr, grrr, grr
Escuchen esos rugidos,
bufidos y resoplidos,
los dinosaurios están bramando, grrr, grrr, grrr
Matematicas
Los niños aprenderán sobre la perspectiva y las
medidas. Ordenarán grupos de objetos similares,
según el tamaño, como práctica. En la casa,
disfruten de una variación del juego: ¿Mamá,
puedo.. (acción indicada)? con el tema de los
dinosaurios. Este juego necesita varios jugadores.
Escoja al primer jugador y dele instrucciones
sencillas que requieran contar o que indique
movimientos pequeños o grandes. Por ejemplo,
diga: “María, da tres pasitos”, o “Iván, da cinco
pasos gigantecos hacia adelante”. Cuando el
jugador le pregunte: “Gigante, gigante, ¿puedo …
(acción indicada)?, responda dando un rugido de
asentimiento y ayude a contar los movimientos.
Notas
Los dinosaurios van nadando mírenlos, plaf, plaf
los dinosaurios van nadando mírenlos, plaf, plaf
Van buceando y van tosiendo,
pataleando y salpicando,
los dinosaurios van nadando mírenlos, plaf, plaf
Si desean más actividades para hacer en la casa, lean el Tapete de apoyo PATT de “Gigantes”.
©2010 Frog Street Press, Inc.
Think about perspective. What
things seem giant to you? (the big
tree, the apartment building, daddy’s
shoe) If you were an ant, what things
might seem giant? If you were a tall
basketball player, what things might
seem giant?
Family Connections CD
Practice making giant shadows.
Stand between a lamp with a shade
removed and a wall. Look at your
shadow. Move closer to the lamp. (Be
careful not to touch it.) Does your
shadow get bigger or smaller? Move
away from the lamp. What happens
now? Try moving your arms and legs
to invent some giant moves.
Theme Job
Count the manmade giants you see
around your neighborhood. Are
there buildings, bridges, or vehicles
that are giant-sized? Count nature’s
giants in your neighborhood. Are
there rivers, lakes, mountains, trees,
or clouds that are giant-sized?
Make a list of all the giants you find
outdoors.
The giant in Jack and the Beanstalk
stomped about chanting, “Fee, fi, fo,
fum.” Change the beginning sound
of these four words and make some
new giant chants—Tee, ti, to, tum;
Bee, bi, bo, bum; or Mee, mi, mo,
mum. It’s fun to play with sounds!
Math
Outdoors
Giants
Literacy
3
Them
e
re Teacher
sT
● Exhale as you swoop your arms down,
and relax your body back into a
squatting position.
● Reach your arms up over your head
and stretch your whole body to the
count of five.
● Swing your arms up as you stand and
inhale.
● Squat down almost on the floor with
your hands by your sides.
Show your family how to relax with
Roller Coaster Breathing.
Calming Strategy
ts A
ren
Pa
oo
PATT Mat
También Son Ma
est
©2010 Frog Street Press, Inc.
Piensa en la perspectiva. ¿Qué cosas
te parecen gigantescas? (un gran
árbol, un edificio de departamentos,
un zapato de tu papá) Si fueras una
hormiga, ¿qué cosas te parecerían
gigantescas? Si fueras uno de esos
altos jugadores de baloncesto, ¿qué
cosas te parecerían gigantescas?
Matemeaticas
Family Connections CD
Practica haciendo sombras gigantes.
Párate entre una lámpara sin
pantalla y la pared. Mira tu sombra.
Acércate a la lámpara (con cuidado
de no tocarla). ¿Qué le pasa a tu
sombra? ¿Se hace más grande o se
hace más pequeña? Aléjate de la
lámpara. ¿Qué pasa ahora? Mueve
los brazos y las piernas para inventar
algunos movimientos de gigante.
Tarea del tema
Muestra a tu familia cómo relajarse con la
Respiración de la montaña rusa.
Cuenta los gigantes hechos por el
hombre que veas en tu vecindario.
¿Hay algún edificio, puente o vehículo
de tamaño gigante? Cuenta a los
gigantes de la naturaleza de tu
vecindario. ¿Hay algún río, lago,
montaña, árbol o nube que sea de
tamaño gigante? Haz una lista de
todos los gigantes que veas en la calle.
El gigante del cuento “Juan y los
frijoles mágicos” decía: “Fi, fe, fu, fa”.
Cambia el sonido inicial de estas
cuatro palabras y haz nuevas palabras
para el gigante: Ti, te, tu, ta; bi, be, bu,
ba; o mi, me, mu, ma. ¡Jugar con los
sonidos es muy divertido!
Exhala mientras bajas los brazos y
relajas el cuerpo volviendo a ponerte
en cuclillas.
Estira los brazos sobre la cabeza y luego
estira todo el cuerpo contando hasta
cinco.
Balancea los brazos mientras te vas
parando y aspirando.
Ponte en cuclillas muy cerca del suelo
con las manos a los lados.
Estrategia calmante
(PATT por sus
siglas en inglés)
es
adr
Al aire libre
Gigantes
P
os
Lectoescritura
3
Tema
L
Tapete de apoyo
s
ro
PATT Mat
Giant Handshake
Giant Handshake
© Becky Bailey
© Becky Bailey
Do this activity when you want family members to
connect. Share the fun of remembering the many
movements.
Do this activity when you want family members to
connect. Share the fun of remembering the many
movements.
Create a giant family handshake. Sit in a circle
on the floor or at a table. Start the handshake
by shaking hands with the family member
seated on your right. Have this person add
her gesture and pass the handshake on to
the family member on her right, repeating
and verbalizing each gesture (shake, thumb
touch, knuckles). Encourage family members
to name each movement with you as the giant
handshake continues around the family.
Create a giant family handshake. Sit in a circle
on the floor or at a table. Start the handshake
by shaking hands with the family member
seated on your right. Have this person add
her gesture and pass the handshake on to
the family member on her right, repeating
and verbalizing each gesture (shake, thumb
touch, knuckles). Encourage family members
to name each movement with you as the giant
handshake continues around the family.
Giant Handshake
Giant Handshake
© Becky Bailey
© Becky Bailey
Do this activity when you want family members to
connect. Share the fun of remembering the many
movements.
Do this activity when you want family members to
connect. Share the fun of remembering the many
movements.
Create a giant family handshake. Sit in a circle
on the floor or at a table. Start the handshake
by shaking hands with the family member
seated on your right. Have this person add
her gesture and pass the handshake on to
the family member on her right, repeating
and verbalizing each gesture (shake, thumb
touch, knuckles). Encourage family members
to name each movement with you as the giant
handshake continues around the family.
Create a giant family handshake. Sit in a circle
on the floor or at a table. Start the handshake
by shaking hands with the family member
seated on your right. Have this person add
her gesture and pass the handshake on to
the family member on her right, repeating
and verbalizing each gesture (shake, thumb
touch, knuckles). Encourage family members
to name each movement with you as the giant
handshake continues around the family.
©2010 Frog Street Press, Inc.
Family Connections CD
Giant Handshake
Apretón de manos gigante
Apretón de manos gigante
© Becky Bailey
© Becky Bailey
Hagan esta actividad cuando quieran que los miembros
de su familia se conecten entre sí. Compartan la diversión
de tratar de recordar todos los movimientos.
Hagan esta actividad cuando quieran que los miembros
de su familia se conecten entre sí. Compartan la diversión
de tratar de recordar todos los movimientos.
Hagan que la familia se de un apretón de
manos gigantesco. Siéntense en un círculo
en el piso o en la mesa. Empiecen dándole la
mano al familiar sentado a la derecha. Pidan
que esta persona agregue un gesto más y
que pase el apretón de manos al familiar de
su derecha, repitiendo y diciendo el nombre
del gesto que se va agregando (por ejemplo,
apretón de manos, tocarse los pulgares, tocarse
los nudillos). Animen a toda la familia a decir el
nombre de cada gesto mientras que el apretón
de manos va pasando de una persona a otra.
Hagan que la familia se de un apretón de
manos gigantesco. Siéntense en un círculo
en el piso o en la mesa. Empiecen dándole la
mano al familiar sentado a la derecha. Pidan
que esta persona agregue un gesto más y
que pase el apretón de manos al familiar de
su derecha, repitiendo y diciendo el nombre
del gesto que se va agregando (por ejemplo,
apretón de manos, tocarse los pulgares, tocarse
los nudillos). Animen a toda la familia a decir el
nombre de cada gesto mientras que el apretón
de manos va pasando de una persona a otra.
Apretón de manos gigante
Apretón de manos gigante
© Becky Bailey
© Becky Bailey
Hagan esta actividad cuando quieran que los miembros
de su familia se conecten entre sí. Compartan la diversión
de tratar de recordar todos los movimientos.
Hagan esta actividad cuando quieran que los miembros
de su familia se conecten entre sí. Compartan la diversión
de tratar de recordar todos los movimientos.
Hagan que la familia se de un apretón de
manos gigantesco. Siéntense en un círculo
en el piso o en la mesa. Empiecen dándole la
mano al familiar sentado a la derecha. Pidan
que esta persona agregue un gesto más y
que pase el apretón de manos al familiar de
su derecha, repitiendo y diciendo el nombre
del gesto que se va agregando (por ejemplo,
apretón de manos, tocarse los pulgares, tocarse
los nudillos). Animen a toda la familia a decir el
nombre de cada gesto mientras que el apretón
de manos va pasando de una persona a otra.
Hagan que la familia se de un apretón de
manos gigantesco. Siéntense en un círculo
en el piso o en la mesa. Empiecen dándole la
mano al familiar sentado a la derecha. Pidan
que esta persona agregue un gesto más y
que pase el apretón de manos al familiar de
su derecha, repitiendo y diciendo el nombre
del gesto que se va agregando (por ejemplo,
apretón de manos, tocarse los pulgares, tocarse
los nudillos). Animen a toda la familia a decir el
nombre de cada gesto mientras que el apretón
de manos va pasando de una persona a otra.
©2010 Frog Street Press, Inc.
Family Connections CD
Giant Handshake
©2010 Frog Street Press, Inc.
Family Connections CD
Take Home Notes
©2010 Frog Street Press, Inc.
Family Connections CD
Take Home Notes
4.
3.
2.
1.
Lay the cover behind the folded inside pages and staple.
Cut the pages in half lengthwise and fold in half (hamburger fold) aligning the pages in numerical order.
Reproduce the story on one two-sided page. If you printed on two pages from the CD, select the option on your copy machine
that allows you to output one two-sided copy from two one-sided pages.
The next two pages of the file on the CD are the eight pages of the story. If your printer allows you to print two-sided, do just
that. If you can only print one-sided, print the two pages.
Locate the take-home storybook on the Family Connections CD. The first page of the file on the CD is the optional cover.
When you have printed the cover, cut the page lengthwise and discard the directions.
How to Make Take-Home Storybooks
5.
8
5
1
4
6
7
3
2
4.
3.
2.
1.
Lay the cover behind the folded inside pages and staple.
Cut the pages in half lengthwise and fold in half (hamburger fold) aligning the pages in numerical order.
Reproduce the story on one two-sided page. If you printed on two pages from the CD, select the option on your copy machine
that allows you to output one two-sided copy from two one-sided pages.
The next two pages of the file on the CD are the eight pages of the story. If your printer allows you to print two-sided, do just
that. If you can only print one-sided, print the two pages.
Locate the take-home storybook on the Family Connections CD. The first page of the file on the CD is the optional cover.
When you have printed the cover, cut the page lengthwise and discard the directions.
How to Make Take-Home Storybooks
5.
8
5
1
4
6
7
3
2
Mr. Sun, I Love You
© Becky Bailey
This is a ritual you might want to use as you send your child off to school.
It is one of Becky Bailey’s I Love You Rituals.
Tune: “Mister Moon”
Oh, Mr. Sun, Sun
(Hold child’s hand palm down, draw a round circle.)
Mr. Golden Sun,
(Draw rays from the sun.)
Won’t you smile down on my child (say child’s name)?
(Add eyes and mouth.)
Oh, Mr. Sun, Sun
(Repeat actions to darken the drawing.)
Mr. Golden Sun
Won’t you shine down on my child (say child’s name)?
While singing the song, you may use a non-permanent marker to
draw a picture of the sun on the back of your child’s hand.
Mr. Sun, I Love You
© Becky Bailey
This is a ritual you might want to use as you send your child off to school.
It is one of Becky Bailey’s I Love You Rituals.
Tune: “Mister Moon”
Oh, Mr. Sun, Sun
(Hold child’s hand palm down, draw a round circle.)
Mr. Golden Sun,
(Draw rays from the sun.)
Won’t you smile down on my child (say child’s name)?
(Add eyes and mouth.)
Oh, Mr. Sun, Sun
(Repeat actions to darken the drawing.)
Mr. Golden Sun
Won’t you shine down on my child (say child’s name)?
While singing the song, you may use a non-permanent marker to
draw a picture of the sun on the back of your child’s hand.
©2010 Frog Street Press, Inc.
Family Connections CD
Mr. Sun, I Love You
Sr. Sol, yo lo quiero
© Becky Bailey
Éste es un ritual que ustedes podrían usar cuando manden a sus niños a la escuela.
Es uno de los rituales para decir “Te quiero” de la Dra. Becky Bailey.
Melodía: “Mister Moon”
Oh! Sr. Sol, Sol,
(sujetar la mano del niño con las palmas hacia abajo, dibujar un
círculo en el dorso de la mano)
dorado Sr. Sol,
(dibujar los rayos del sol)
Sonríale a mi …….(decir el nombre del niño)
(dibujar los ojos y la boca del sol)
Oh, Sr. Sol, Sol,
(repetir las acciones como haciendo el dibujo más oscuro)
dorado Sr. Sol
Brille sobre mi ….. (nombre del niño)
Mientras cantan la canción, pueden usar un marcador no
permanente para dibujar un sol en el dorso de la mano de sus hijos.
Sr. Sol, yo lo quiero
© Becky Bailey
Éste es un ritual que ustedes podrían usar cuando manden a sus niños a la escuela.
Es uno de los rituales para decir “Te quiero” de la Dra. Becky Bailey.
Melodía: “Mister Moon”
Oh! Sr. Sol, Sol,
(sujetar la mano del niño con las palmas hacia abajo, dibujar un
círculo en el dorso de la mano)
dorado Sr. Sol,
(dibujar los rayos del sol)
Sonríale a mi …….(decir el nombre del niño)
(dibujar los ojos y la boca del sol)
Oh, Sr. Sol, Sol,
(repetir las acciones como haciendo el dibujo más oscuro)
dorado Sr. Sol
Brille sobre mi ….. (nombre del niño)
Mientras cantan la canción, pueden usar un marcador no
permanente para dibujar un sol en el dorso de la mano de sus hijos.
©2010 Frog Street Press, Inc.
Family Connections CD
Mr. Sun, I Love You
Roller Coaster Breathing
Roller Coaster Breathing
© Becky Bailey
© Becky Bailey
This is a calming activity that your child has learned at
school. When children feel upset, it is helpful for them
to have a repertoire of strategies for calming down and
developing self-control. If your child becomes upset, you
may want to suggest using the strategy.
This is a calming activity that your child has learned at
school. When children feel upset, it is helpful for them
to have a repertoire of strategies for calming down and
developing self-control. If your child becomes upset, you
may want to suggest using the strategy.
●
Stand with your arms at your side.
●
Stand with your arms at your side.
●
Take in a breath as you swing your arms up and
rise on your toes like a coaster going up hill. Then
swoop your arms downward as you bend your
knees to a squatting position and exhale with a
“swoosh” (like a roller coaster going down hill).
●
Take in a breath as you swing your arms up and
rise on your toes like a coaster going up hill. Then
swoop your arms downward as you bend your
knees to a squatting position and exhale with a
“swoosh” (like a roller coaster going down hill).
●
Repeat several times for a great roller coaster
ride. Be sure to make a loud “swoosh” on each
downward movement.
●
Repeat several times for a great roller coaster
ride. Be sure to make a loud “swoosh” on each
downward movement.
Roller Coaster Breathing
Roller Coaster Breathing
© Becky Bailey
© Becky Bailey
This is a calming activity that your child has learned at
school. When children feel upset, it is helpful for them
to have a repertoire of strategies for calming down and
developing self-control. If your child becomes upset, you
may want to suggest using the strategy.
This is a calming activity that your child has learned at
school. When children feel upset, it is helpful for them
to have a repertoire of strategies for calming down and
developing self-control. If your child becomes upset, you
may want to suggest using the strategy.
●
Stand with your arms at your side.
●
Stand with your arms at your side.
●
Take in a breath as you swing your arms up and
rise on your toes like a coaster going up hill. Then
swoop your arms downward as you bend your
knees to a squatting position and exhale with a
“swoosh” (like a roller coaster going down hill).
●
Take in a breath as you swing your arms up and
rise on your toes like a coaster going up hill. Then
swoop your arms downward as you bend your
knees to a squatting position and exhale with a
“swoosh” (like a roller coaster going down hill).
●
Repeat several times for a great roller coaster
ride. Be sure to make a loud “swoosh” on each
downward movement.
●
Repeat several times for a great roller coaster
ride. Be sure to make a loud “swoosh” on each
downward movement.
©2010 Frog Street Press, Inc.
Family Connections CD
Roller Coaster Breathing
La respiración de la montaña rusa
La respiración de la montaña rusa
© Becky Bailey
© Becky Bailey
This is a calming activity that your child has learned at school.
When children feel upset, it is helpful for them to have a repertoire
of strategies for calming down and developing self-control. If your
child becomes upset, you may want to suggest using the strategy.
This is a calming activity that your child has learned at school.
When children feel upset, it is helpful for them to have a repertoire
of strategies for calming down and developing self-control. If your
child becomes upset, you may want to suggest using the strategy.
●
Pónganse de pie con los brazos a los lados.
●
Pónganse de pie con los brazos a los lados.
●
Aspiren mientras levantan los brazos y se levantan
sobre los dedos de los pies como si fueran un
carrito subiendo por una pendiente de una
montaña rusa. Luego bajen los brazos mientras
doblan las rodillas hasta quedar sentados en el aire
y exhalen diciendo “¡chus!”(como un carrito que
baja por la pendiente de una montaña rusa).
●
Aspiren mientras levantan los brazos y se levantan
sobre los dedos de los pies como si fueran un
carrito subiendo por una pendiente de una
montaña rusa. Luego bajen los brazos mientras
doblan las rodillas hasta quedar sentados en el aire
y exhalen diciendo “¡chus!”(como un carrito que
baja por la pendiente de una montaña rusa).
●
Repitan varias veces, como dándose un paseo por
una montaña rusa muy grande. Asegúrense de
decir “¡Chus!” cada vez que bajen una pendiente.
●
Repitan varias veces, como dándose un paseo por
una montaña rusa muy grande. Asegúrense de
decir “¡Chus!” cada vez que bajen una pendiente.
La respiración de la montaña rusa
La respiración de la montaña rusa
© Becky Bailey
© Becky Bailey
This is a calming activity that your child has learned at school.
When children feel upset, it is helpful for them to have a repertoire
of strategies for calming down and developing self-control. If your
child becomes upset, you may want to suggest using the strategy.
This is a calming activity that your child has learned at school.
When children feel upset, it is helpful for them to have a repertoire
of strategies for calming down and developing self-control. If your
child becomes upset, you may want to suggest using the strategy.
●
Pónganse de pie con los brazos a los lados.
●
Pónganse de pie con los brazos a los lados.
●
Aspiren mientras levantan los brazos y se levantan
sobre los dedos de los pies como si fueran un
carrito subiendo por una pendiente de una
montaña rusa. Luego bajen los brazos mientras
doblan las rodillas hasta quedar sentados en el aire
y exhalen diciendo “¡chus!”(como un carrito que
baja por la pendiente de una montaña rusa).
●
Aspiren mientras levantan los brazos y se levantan
sobre los dedos de los pies como si fueran un
carrito subiendo por una pendiente de una
montaña rusa. Luego bajen los brazos mientras
doblan las rodillas hasta quedar sentados en el aire
y exhalen diciendo “¡chus!”(como un carrito que
baja por la pendiente de una montaña rusa).
●
Repitan varias veces, como dándose un paseo por
una montaña rusa muy grande. Asegúrense de
decir “¡Chus!” cada vez que bajen una pendiente.
●
Repitan varias veces, como dándose un paseo por
una montaña rusa muy grande. Asegúrense de
decir “¡Chus!” cada vez que bajen una pendiente.
©2010 Frog Street Press, Inc.
Family Connections CD
Roller Coaster Breathing
Lesson Plan for Giants • Gigantes - Big and Little • Grande y pequeño (Week 9)
Character Courage and Humor
Education: Valor y Humor
Letter
Literacy: Phonological Awareness, Vocabulary
Knowledge:
Date: Oct. 31-November 4, 2016
Wonderful Word: enormous, enorme
Class: Gard 2
Technology: Name Game; Sounds and Rhymes
English - B, b, L, l, A, a
Spanish - B, b,L, l, A, a
Math: Comparing Attributes, Measurement
English Vocabulary: brontosaurus, compare, courageous, dinosaur, enormous, ferocious, gigantic, gnawing, grumble, height, humorous, length, longest, measure, perspective, shortest,
stumble, wade
Spanish Vocabulary: brontosaurio, comparar, valiente, dinosaurio, enorme, feroz, gigantesco, roer, retumbar, altura, humorístico, longitud,
el más largo, medir, perspectiva, el más corto, tropezar, chapotear
LESSON
COMPONENTS
Greeting Circle
Moving and Learning
Emergent Phonics
Crème de la Crème
Monday
Tuesday
Wednesday
Thursday
Friday
BUILDING COMMUNITY
•UNITE:
Introduce the theme
Sing "Itsy Bitsy Spider" p 180.
•DISENGAGE THE STRESS
RESPONSE:
Review Bunny Breathing.
•CONNECT:
Implement the Absent Child
Ritual.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
•Morning Message: A mosquito
is little. A frog is bigger.
BUILDING COMMUNITY
•UNITE:
Sing "The Bear Went Over the
Mountain" p 177.
•DISENGAGE THE STRESS
RESPONSE:
Perform the calming strategy
Bunny Breathing p 168
•CONNECT:
Teach children a second way to
offer a little greeting.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: A bear is
large. A baby bear is a cub.
BUILDING COMMUNITY
•UNITE:
Teach the song "The Lion in the
Jungle" p 180.
•DISENGAGE THE STRESS
RESPONSE:
Invite the STAR helper to choose
a calming strategy.
•CONNECT:
Demonstrate a big greeting.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: A gnawing
mouse is small. A roaring lion is
big.
BUILDING COMMUNITY
•UNITE:
Teach children "I'm bringing
Home a Baby Dinosaur" p 180.
•DISENGAGE THE STRESS
RESPONSE:
Invite the STAR helper to choose
a calming strategy.
•CONNECT:
Create another giant School
Family Handshake p 177
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: Five huge
dinosaurs wade in a lake.
BUILDING COMMUNITY
•UNITE:
Sing "All Across the Land" p
178.
•DISENGAGE THE STRESS
RESPONSE:
Invite children to choose a
calming strategy and perform it.
•CONNECT:
Implement the Absent Child
Ritual.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: Which
animals are gigantic?
Frogs and Mosquitoes • Ranas y
mosquitos game
Read “Jack and the Beanstalk”
Musical Storybook
Big Gray Cat • El viejo gato gris
game
Sing “City Giants” by Pam
Schiller.
Mbube, Mbube, a South African
game
Sing with movements “The Itsy
Bitsy Spider.”
“Dino Pokey” dance
Read and sing “The Dinosaur
Boogie” by Dr. Jean.
“These Bones” • “Estos huesos”
song and pattern dance
Sing and dance “Row, Row, Row
Your Boat.”
• Vocabulary Cards: big, little
• Sound out the letter A
• Brainstorm words that start
with the letter A.
• Vocabulary Cards: giant,
• Vocabulary Cards: big, little
enormous
• Sound out the letter B
• Compare and name the size of
books
• Vocabulary Cards: giant,
• Vocabulary Cards: big, little,
enormous
dinosaur
• Sound out the letter L
• Use dinosaur names to
address alphabet knowledge and
phonological awareness
1
LESSON
COMPONENTS
Monday
BUILDING
COMMUNITY
“Giant”
• “Un
gigante” story
folder
• Discuss perspective
• Develop concept of big and
Language Development little
• Sequence Cards Big, Bigger,
Biggest
Cognitive
Development/Fine
Motor Skills
Handwriting without
Tears
Weekly Learning
Centers
STEM
Character
Education/Social
Studies
Closing Circle
Outdoor Learning
Crème de la Crème
Tuesday
Wednesday
Thursday
Friday
BUILDING
• SequenceCOMMUNITY
big, bigger, biggest
“Going on a Bear Hunt” • “Nos
vamos a cazar osos”
participation story
• Learn about the spectacled
bear
“Forest Friends” • “Los amigos
del bosque” story folder
BUILDING
• “The LionCOMMUNITY
and the Mouse” • “El
león y el ratón” listening story
• Develop vocabulary
“Giant” • “Un gigante” story
folder
BUILDING
COMMUNITY
Five Huge Dinosaurs
• Cinco
enormes dinosaurios
• Role-play action words
• Listen for rhyming words
BUILDING
COMMUNITY
•
The Song of the Teeny Tiny
Mosquito • El canto del
mosquito
• Review perspective.
• Handprint Alphabet: B is for
Bee
•Get Set for School Sing Along
CD
Sing "Mat Man" (8).
•Big and Little Playdough Balls
•Order animals according to size
•Get Set for School Sing Along
CD
Sing "Hello Song" (7).
• Handprint Alphabet: L is for
Lion
•Get Set for School Sing Along
CD
Sing "Peanut Butter and Jelly"
(23).
• Pasting big and little squares
•Get Set for School Sing Along
CD
Sing "Rain Song" (24).
• Handprint Alphabet: A is for
Apple
•Get Set for School Sing Along
CD
Sing "Ten Little Fingers".
• Construction-Build with boxes
and arrange them from largest to
smallest
• Sensory Table-Compare
capacities of graduated
containers using sand
• Construction-Build with paper • Construction-Sort plastic
bag blocks and point out largest animals into categories of large
and smallest
and small
• Sensory Table-Make lion
• Sensory Table-Dig bear caves footprints in damp sand
in sand
• Construction-Arrange paper
cylinders
shortest to longest and then the
reverse
• Sensory Table-Make dinosaur
footprints in damp sand
• Construction-Build a Box-osaurus
• Science-Catch paper fish and
sort them into categories of big
and little
• Sensory Table-Excavate clean,
dry bones from sand
• Compare a brachiosaurus
footprint
with children’s footprints
These bones
-Book These Bones
• Time
Compare timers
-Sing digging up dinosaur
bones, sand timer, and rhythm
sticks
Tap patterns to song
• Play games to compare lengths
• How many small, how many
• Science-Experiment with items
big?
• Science-Experiment with items that sink and float
that sink and float
• -Cover the hexagon
-Pattern blocks, hexagon outline
sheet (pg 166)
• Science-Examine and discuss
small shadows
• You can be helpful even when
you are small.
• As I get older, I am growing
bigger.
• Discuss the meaning of Humor • Ask children if a giant can live
in their homes.
• Some people in our families are
bigger than us. Some people in
our family are smaller than us.
• Which member of your family
is the tallest?
• Perform the Daily Commitment
Check.
• Kindness Tree
• Family Connection: Suggest
children retell the mosquito
story at home.
• When you stand beside your
mother, who is the biggest?
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family Connection: Suggest
children to order their stuffed
animals at home from smallest
to largest.
• What did you learn about lions
today?
• Perform the Daily Commitment
Check.
• Kindness Tree
• Family Connection: Practice a
riddle for children to share with
their families.
• What does huge means?
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family Connection: Encourage
the children to tell their families
about their favorite dinosaur.
• Which dinosaur is your
favorite? Why?
• Perform the Daily Commitment
Check.
• Kindness Tree
• Family Connection: Send home
the note about a giant
handshake.
• Take giant steps and baby
steps across playground.
• Explore large and small balls.
• Play games with the large
parachute
and scarf.
• Take a walk outside looking for • Activities using 80 feet ball of
big and little things.
yarn.
2
LESSON
COMPONENTS
Learning Goals
Crème de la Crème
Monday
Tuesday
Wednesday
•BUILDING
Develops COMMUNITY
warm relationships
with teachers
• Shows understanding by
following two-step oral
directions and usually follows
three-step directions
• Asks and answers appropriate
questions about the book
• Uses a wide variety of words to
label and describe people,
places, things, and actions
BUILDING
COMMUNITY
• Shows competence
in initiating
social interactions
• Shows understanding by
responding appropriately
• Identifies and describes the
characteristics of organisms
• Uses category labels to
understand how words and
objects relate to each other
• Uses information learned from
books by describing, relating,
categorizing, or comparing and
contrasting
BUILDING
COMMUNITY
• Shows competence
in initiating
social interactions
• Shows understanding by
following two-step oral
directions and usually follows
three-step directions
• Uses information learned from
books by describing, relating,
categorizing, or comparing and
contrasting
• Identifies and describes the
characteristics of organisms
• Shows understanding by
responding appropriately
Thursday
BUILDING
• RespondsCOMMUNITY
to different musical
styles through movement and
play
• Assumes various roles and
responsibilities as part of a
classroom community
• Asks and answers appropriate
questions about the book
• Describes attributes
Friday
COMMUNITY
•BUILDING
Participates
in classroom
music activities
• Provides appropriate
information for various
situations
• Demonstrates coordination and
balance in isolation (may not yet
coordinate consistently with a
partner)
3
Lesson Plan for Giants • Los gigantes - Nature's Giants • Gigantes de la naturaleza (Week 10)
Wonderful Word: gigantic, gigantesco
Literacy: Oral Language, Comprehension
Character Courage and Humor
Education: Valor y Humor
Letter
Knowledge:
Date: Nov. 7-11, 2016
Class: Gard 2
Technology: Reading Buddy; ABC and XYZ
English - D, d, M, m, V, v
Spanish - D, d, U, u, A, a
Math: Classification
English Vocabulary: caverns, glacier, hiking, hill, iceberg, lakes, majestic, mighty, moon, mountains, ocean, rocks, scrape, trees, waterfall
Spanish Vocabulary: cavernas, glaciar, caminata, colina, iceberg, lagos, majestuoso, poderoso, Luna, montañas, océano, rocas, raspar. arboles, cataratas
LESSON
COMPONENTS
Greeting Circle
Moving and Learning
Emergent Phonics
Crème de la Crème
Monday
Tuesday
Wednesday
Thursday
Friday
BUILDING COMMUNITY
•UNITE:
Introduce the theme
Sing "The Bear Went Over the
Mountain" p 177.
•DISENGAGE THE STRESS
RESPONSE:
Introduce the calming strategy
Breathing Arms.
•CONNECT:
Implement the Absent Child
Ritual.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Challenge children to notice
two kind acts today.
•Morning Message: Mountains
are mighty. Some trees are tall. •
Las montanas son majestuosas.
Algunos arboles son altos.
BUILDING COMMUNITY
•UNITE:
Sing "A Sailor Went to Sea" p
184.
•DISENGAGE THE STRESS
RESPONSE:
• Teach the calming strategy
Belly Breathing.
•CONNECT:
•Explain that an octopus is an
ocean giant.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: Oceans are
enormous. Some icebergs are
huge. • Los océanos son
enormes. Algunos icebergs son
enormes.
BUILDING COMMUNITY
•UNITE:
Teach children "A Cave Is My
Home" p 179.
•DISENGAGE THE STRESS
RESPONSE:
Invite children to select and
perform a calming strategy.
•CONNECT:
Demonstrate a big greeting.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: A deep
cavern has very steep walls of
rock.
BUILDING COMMUNITY
•UNITE:
Teach children "Niagara Falls" p
181.
•DISENGAGE THE STRESS
RESPONSE:
•Perform the Drain p 168
•CONNECT:
Review "Row, Row, Row Your
Boat" p 186.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: The wide
waterfall is wonderful. Some
large lakes are long.• La catarata
ancha es maravillosa. Algunos
lagos son largos.
BUILDING COMMUNITY
•UNITE:
Teach children "Mr. Moon" p
181.
•DISENGAGE THE STRESS
RESPONSE:
Invite children to choose a
calming strategy and perform it.
•CONNECT:
Teach children the words to "Mr.
Sun" p 172.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: The sun is
gigantic. The earth is gigantic.
The moon is gigantic. • El sol es
gigantesco. La tierra es
gigantesca. La luna es
gigantesca.
Musical Hide-and-Seek • El
escondite musical game
Sing “A Cave Is My Home.”
Ribbon dance like a waterfall
Sing “Niagara Falls” and “Row,
Row, Row Your Boat.”
Simulate walking, hopping, and
dancing on the moon
Sing “Mister Moon” and “Mister
Sun.”
“Mountain Hike” • “Paseo por la “My Bonnie Lies Over the
montaña” participation story
Ocean” action song
Sing and dance “Dinosaur
Sing “A Sailor Went to Sea.”
Boogie” by Dr. Jean.
• Vocabulary Cards: mountain,
majestic
• Alphabet Magnets: Sound out
the D, M , and V .
• Sing "Little Fish."
• Sound out the letter M .
• Vocabulary Cards: vast, falls, • Vocabulary Cards: sun, moon,
• Develop vocabulary
gravity
gigantic
• Sound out the letter V and
• Sing "Mister Sun."
words that start with the letterV. • Sing "Row, Row, Row Your
Boat."
1
LESSON
COMPONENTS
Monday
COMMUNITY
•BUILDING
Nature’s Giants
• Gigantes de
la naturaleza
• Revisit giant phenomena in
nature.
Language Development • Photo Activity Card 106
Cognitive
Development/Fine
Motor Skills
Handwriting without
Tears
Tuesday
Wednesday
Friday
BUILDING
COMMUNITY
A Chance for
Esperanza • Una
oportunidad para Esperanza
• Introduce ocean and sea turtle
as giants of nature
• Compare size of mother and
baby turtles
BUILDING
COMMUNITY
• Develop the
idea that a cave is
a home to some animals
• “Going on a Lion Hunt” •
“Yendo a cazar un leon"
un león” participation story
• Photo Activity Cards 106 and
95
BUILDING
COMMUNITY
• Discuss waterfalls.
• Describe movement of water
• Listen to Nature’s Giants •
Gigantes de la naturaleza
• Contrast photographers and
illustrators.
BUILDING
COMMUNITY
“The Sun and
the Moon” • “El
Sol y la Luna” listening story
• Compare day and night skies.
• Paste trees on the mountain.
•Get Set for School Sing Along
CD
Sing "Bird Legs" (12).
• ABC-Use gel bags to draw
waves and write M
•Get Set for School Sing Along
CD
Sing "Alphabet Song" (2).
• Handprint Alphabet: V is for
vehicle
•Get Set for School Sing Along
CD
Sing "Where Do You Start Your
Letters?" (1)
• Fingerpaint with blue
• Stamp ocean animals
•Get Set for School Sing Along
CD
Sing "Alphabet Song" (2).
• Create play dough giants
•Get Set for School Sing Along
CD
Sing "Alphabet Song" (2).
• Pretend and Learn-Build a
pretend tree house
• Pretend and Learn-Make
iceberg floats
• Pretend and Learn-Turn the
tree house into a cave
• Pretend and Learn-Pretend to
be at Niagara Falls
• Creativity Station-Compare
painting activity to waterfalls
• Pretend and Learn-Make wall
shadows using a light source
• Creativity Station-Create sun
art
• Learn how to use a balance
scale
• Compare weights with a
balance
• Learn about floating icebergs
• Discuss floating and sinking
• Explore floating ice cubes
•Test items to see if they float
(rock, cork, paper, beach ball)
• Use balance scale to compare
the weights of different object
Sort by various attribution
-rocks of different sizes, colors,
shapes and balance scale
• Explore effect of force of water • Classify items
on sand
-Pretend food, morning and
• Compare capacity of two
night sorting mat (p. 167)
containers
• Discuss Courage & Humor
Working together to clean up
• Display song "America the
Beautiful."
• We are kind when we share
with others.
• Compare rivers and oceans
• Compare sun and earth
• Discuss sun safety
• What changes the shape of a
mountain?
• Perform the Daily Commitment
Check.
• Kindness Tree
• Family connection: Send to
school a clear, clean half-litter
bottle for an upcoming project.
• Which whale is your favorite?
Why?
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family connection: Encourage
children to continue predicting
and testing sink and float
objects at home.
• What did you learn about rocks
today?
• Perform the Daily Commitment
Check.
• Kindness Tree
• Family connection: Challenge
children to find a special rock at
home.
• Where are the Niagara falls
found??
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family connection: Encourage
the children to look for rainbows
as they travel to and from
school.
• What is your favorite daytime
activity?
• Perform the Daily Commitment
Check.
• Kindness Tree
• Family connection: Send home
note and encourage children to
show someone at home "Mr.
Sun."
• Play Rolling Rock Race
• Play with bubbles
• Play Shadow Tag
Weekly Learning
Centers
STEM
Thursday
Character
Education/Social
Studies
Closing Circle
Outdoor Learning
Crème de la Crème
• Examine trees with magnifying • Play Iceberg Freeze
glass and create tree rubbings
2
LESSON
COMPONENTS
Learning Goals
Crème de la Crème
Monday
COMMUNITY
•BUILDING
Demonstrates
empathy and
caring for others
• Asks and answers appropriate
questions about the book
• Observes and describes what
happens during changes in the
earth and sky
• Informally recognizes and
compares weights of objects or
people.
• Uses simple measuring
devices to learn about objects.
Tuesday
BUILDING
COMMUNITY
• Shows competence
in initiating
social interactions.
• Shows understanding by
following two-step oral
directions and usually follows
three-step directions.
• Informally recognizes and
compares weights of objects or
people
• Describes, observes, and
investigates properties and
characteristics of common
objects
• Identifies and describes the
characteristics of organisms
Wednesday
BUILDING
COMMUNITY
• Demonstrates
the importance
of caring for our environment
and our planet
• Demonstrates empathy and
caring for others
• Asks and answers appropriate
questions about the book
• Shows understanding by
responding appropriately
• Informally recognizes and
compares weights of objects or
people
Thursday
BUILDING
COMMUNITY
• Uses information
learned from
books by describing, relating,
categorizing, or comparing and
contrasting
• Observes and describes what
happens during changes in the
earth and sky
• Recognizes and compares
heights or lengths of people or
objects
Friday
•BUILDING
RespondsCOMMUNITY
to different musical
styles through movement and
play.
• Demonstrates an
understanding that others have
perspectives and feelings that
are different from own.
• Demonstrates use of location
words
• Uses language to describe
concepts associated with the
passing of time
3
Lesson Plan for Giants • Gigantes - Giants Made by People• Gigantes hechos por el hombre (Week 11)
Character Courage and Humor
Education: Valor y Humor
Letter
Literacy: Phonological Awareness, Vocabulary
Knowledge:
Wonderful Word: amazing, asombroso
Date: Nov. 14-18, 2016
Class: Gard 2
Technology: Writer's Corners, Words, Words, Words
English -G, g, W, w, L, l, Z, z
Spanish - G, g,M, m, Z, z, V, v
Math: Numeracy
English Vocabulary: amazing, accomplishments, skyscraper, concrete, bridge, vehicle, onomatopoeia, transportation, machines, Ferris wheels, roller coaster, courageous, capacity, more, less
Spanish Vocabulary: asombroso, logros, rascacielos, concreto, puente, vehículo, onomatopeya, transportación, maquinas, rueda de Chicago, montana rusa, valiente, capacidad, mas, menos
LESSON
COMPONENTS
Greeting Circle
Monday
Tuesday
Wednesday
Thursday
Friday
BUILDING COMMUNITY
•UNITE:
Introduce the theme
Teach children "The Great Wall
of China" p 178.
•DISENGAGE THE STRESS
RESPONSE:
Invite children to choose a
calming strategy and perform it.
•CONNECT:
Use Fanny Frog to help
implement the Absent Child
Ritual.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
•Morning Message: The Great
Wall of China is long. The
Mayan temples are tall.
BUILDING COMMUNITY
•UNITE:
Teach children "City Giants" p
179.
•DISENGAGE THE STRESS
RESPONSE:
Invite children to select a
calming strategy to perform.
•CONNECT:
Review some of the touches
(thumb touches, pinky hugs)
that were used in the giant
School Family Handshake p 172.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message:
Skyscrapers have many glass
windows.
BUILDING COMMUNITY
•UNITE:
Sing "Over the Bridges" p182.
•DISENGAGE THE STRESS
RESPONSE:
Invite children to do the Drain.
•CONNECT:
Play the song "It Starts in the
Heart p 174.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: Today is
Wednesday. We will build
bridges over water.
BUILDING COMMUNITY
•UNITE:
Teach children "Row, Row, Row
Your Boat" p 186.
•DISENGAGE THE STRESS
RESPONSE:
Review the Belly Breathing
strategy p 168.
•CONNECT:
Use Fanny Frog to to help
implement the Absent Child
Ritual
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: Oceans
liners and ships are bigger than
whales. They are long and wide.
BUILDING COMMUNITY
•UNITE:
Teach children "Roller Coaster
Car" p 182.
•DISENGAGE THE STRESS
RESPONSE:
Introduce the calming strategy
Roller Coaster Breathing p 168.
•CONNECT:
Play My School Family p 175.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: Roller
coasters zigzag up and down.
Sing “The Great Wall of China”
Mayan drumming activity
Sing “City Giants”
Musical Dog and Bone • Perro y Imitate animal movements
Play Clickety, Clickety, Clack
hueso musicales game
game
Sing “Over the Bridges”
Play London Bridges game
Sing “Roller Coaster Cars.”
Carnival Rides game
“Rock and Roll Pat-a-Cake”
clapping pattern
Vocabulary Cards: happy,
frightened, anxious
Sing the "Alphabet Song."
Wonderful Word: amazing
Sing the "ABC's Song."
Play Skyscraper Maze game
Moving and Learning
Emergent Phonics
Crème de la Crème
•Introduce the sound of the
letters G and W using the
alphabet flip chart.
•Introduce the letters L and Z
using the alphabet flip chart.
"Airplanes" listening story
List onomatopoeia words.
1
LESSON
COMPONENTS
Monday
Tuesday
Wednesday
BUILDING
COMMUNITY
•Giants Made
by People •
Gigantes hechos por el hombre
Learn about what an author does
•The Giants of the City listening
story
BUILDING
•Read The COMMUNITY
Three Billy Goats •
Los tres chivitos
•Discuss the settings of the
story
•The Giants of the City listening
story
Photo Activity Card 100
BUILDING
Read GramCOMMUNITY
Is Coming to My
House • Mi abuelita viene a mi
casa
Introduce the author
Discuss different ways to travel
BUILDING
COMMUNITY
Read
Giants
Made by People •
Gigantes hechos por el hombre.
Learn facts about
photographers.
Monster Coaster story folder
•Enjoy a story about a roller
coaster's first trip on the tracks.
• Make "giant" snakes with play
dough
•Get Set for School Sing Along
CD
Sing "Mat Man" (8).
•Paste windows on a skyscraper
•Get Set for School Sing Along
CD
Sing "Mat Man" (8).
•Handprint Alphabet: Z is for
Zebra
•Get Set for School Sing Along
CD
Sing "Mat Man" (8).
•Pick your own crayon to color
the car
•Get Set for School Sing Along
CD
Sing "Mat Man" (8).
•Explore with cookie cutters and
play dough
•Get Set for School Sing Along
CD
Sing "Mat Man" (8).
• Construction-Build pyramids
and walls
• Creativity Station-Sculpt a
Mayan pyramid out of clay
• Construction-Build
skyscrapers
• Creativity Station-Paint
skyscrapers
• Construction-Build bridges
• Creativity Station-Create
bridges using play dough and
craft sticks
• Construction-Add cars, boats,
trains and planes to the center
• Creativity Station-Make a train
using paper shapes
• Construction-Build a roller
coaster and a merry-go-round
• Creativity Station-Make a Ferris
wheel print
BUILDING
COMMUNITY
•Giants Made
by People •
Gigantes hechos por el hombre
• Discuss the photographs in the
story
Language Development • How the Hummingbird Got Its
Colors listening story
•Photo Activity Card 13
Cognitive
Development/Fine
Motor Skills
Handwriting without
Tears
Weekly Learning
Centers
STEM
Character
Education/Social
Studies
Closing Circle
• Put blocks in numerical order •Make a skyscraper and number • Create a bridge
• Science-Make an index card
• Science-Move "Mayan blocks" the floors
bridge
• Science-Stack blocks and
discuss gravity
Thursday
Friday
• Test capacity of lids
• Roll the dice
• Science-Break a rock in a sock • Science-Create a slope
•Use mirror to show facial
expressions
•Discuss emotions
• Discuss skyscrapers
• Each one is unique
• Identify different modes of
transportation.
•Respecting others' personal
space.
• Which activity was your
favorite?
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family connection: Practice the
Mayan, share the chant at home.
• What did you learn about
skyscrapers today?
• Perform the Daily Commitment
Check.
•Kindness Tree
• Family connection: Repeat
"City Giants" and encourage
children to share chant at home.
• What did you enjoy most
today??
• Perform the Daily Commitment
Check.
•Kindness Tree
• Family connection: Suggest
children watch to see if they
cross any bridges on their way
home
• What have you learn about
transportation vehicles today?
• Perform the Daily Commitment
Check.
•Kindness Tree
•Family connection: Suggest
families to make a list of
onomatopoeia words their hear.
• Which way will your body lean
when you are going up the hill
on a roller coaster?
• Perform the Daily Commitment
Check.
•Kindness Tree
•Family connection: Send the
note home that describes Roller
Coaster Breathing.
• Parachute activities
• Sidewalk drawing with a friend • Iguana Tag
• Bug search with a friend
• Parachute activities
Outdoor Learning
Crème de la Crème
2
LESSON
COMPONENTS
Learning Goals
Crème de la Crème
Monday
COMMUNITY
•BUILDING
Demonstrates
empathy and
caring for others
• Begins to have meaningful
friends
• Identifies similarities and
differences in characteristics of
people
• Identifies similarities and
differences in characteristics of
families
Tuesday
BUILDING
• Begins toCOMMUNITY
have meaningful
friends
• Demonstrates empathy and
caring for others
• Produces a word that rhymes
with a given word
• Interacts and communicates
with peers to initiate pretendplay scenarios
Wednesday
BUILDING
COMMUNITY
• Demonstrates
empathy and
caring for others
• Separates a normally spoken
four-word sentence into
individual words
• Asks and answers appropriate
questions about the book
• Uses information learned from
books by describing, relating,
categorizing, or comparing and
contrasting
Thursday
BUILDING
COMMUNITY
• Demonstrates
empathy and
caring for others
• Separates a normally spoken
four-word sentence into
individual words
• Uses a wide variety of words to
label and describe people,
places, things, and actions
• Combines words to make a
compound word
Friday
COMMUNITY
•BUILDING
Shows awareness
of areas of
competence and describes self
positively in what he is able to
do
• Begins to have meaningful
friends
• Asks and answers appropriate
questions about the book
• Matches language to social
contexts
3
Theme: Harvest Week
Day of the
Week/
Objectives
Calendar
Circle Time
Monday
Introduce the theme.
Sing “Autumn Leaves
Are Falling Down.”
PM: What food can we
have in the Fall?
To listen with
increasing
attention. .
Tuesday
To recognize
and follow
simple rules.
Wednesday
To cooperate
with others in
joint activity.
Thursday
Friday
Gard 2 Lesson Plan
Language
Comprehension
Week: November 21-25, 2016
Phonics
Development
Handwriting
Enrichment
STEM
Social Studies
Read “The
Thanksgiving Day
Story”
Discuss the story
Use puppet to
animate the following
finger play: “Five
Little Pumpkins”.
Let the children
glue yellow and red
tissue paper as
leaves on their
handprints.
Discuss
Thanksgiving foods
Favorite
Thanksgiving Food
Sort harvest items
Tell the children the
history of
Thanksgiving, who
were the pilgrims
and who were the
Indians
Put together the
Mixed up buddies
Calendar/Weather
Talk about the food
that is gathered at
Harvest time.
PM: Review what
harvest means
Talk about harvest
and their favorite
holiday meals.
Say the Alphabet and
what sound it out
Make a Pilgrim’s
Hat
Fruits and
Vegetables Number
Compare
Explain to the
children what
thankful means and
give them examples
of how to be
thankful
Let’s be Pilgrims
and Indians
Sing “Autumn Leaves
Are Falling Down.”
How many days are in
November?
PM: Ask questions
about The Little Red
Hen
Read The Little Red
Hen and discuss the
story.
Poem “My Doll” and
talk about how
thankful we are to
have family and toys.
Make a turkey
tracing child’s hand
and let them color
the turkey.
Peg Boards
Fruits and
Vegetables Sorting
and Matching
Tell the children
how was the first
Thanksgiving feast,
talk about the food
they ate
Play pin the feather
on the turkey
H
L
O
D
I
Learning Centers
Y
A
Lesson Plan for Giants • Gigantes - Make-Believe Giants• Gigantes de fantasía (Week 13)
Wonderful Word: make-believe, fantasia
Literacy: Comprehension, Vocabulary
Character Courage and Humor
Education: Valor y Humor
Letter
Knowledge:
Date: Nov. 28-December 2, 2016 Class: Gard 2
Technology: Frog Street Math - Concentration, Sound and Rhyme
English -J, j, K, k, W, w
Spanish -Q, q, J, j, H, h, Ch, ch
Math: Patterns
English Vocabulary: alliteration, beanstalk, dragon, exaggerations, fairytale, fantasy, grumpy, identical, imagination, make-believe, mischievous, Once upon a time, pattern, predict, sequence,
silly
Spanish Vocabulary: aliteración, planta de frijol, dragón, exageraciones, cuento de hadas, fantasía, gruñón, idéntico, imaginación, fantasía, travieso. Erase una vez, patrón, predecir, secuencia,
bobo
LESSON
COMPONENTS
Greeting Circle
Monday
Tuesday
Wednesday
Thursday
Friday
BUILDING COMMUNITY
•UNITE:
Introduce the theme
Teach children "A Stomping
Giant" p. 183.
•DISENGAGE THE STRESS
RESPONSE:
Invite children to choose a
calming strategy and implement
it.
•CONNECT:
Use Fanny Frog to help
implement the Absent Child
Ritual.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
•Morning Message: Who gave
Jack the magic beans? Where
does the beanstalk go?
BUILDING COMMUNITY
•UNITE:
Teach children "A Snoring
Giant" p. 183.
•DISENGAGE THE STRESS
RESPONSE:
Teach Inhale, Exhale strategy 9
169.
•CONNECT:
Review some of the touches
(thumb touches, pinky hugs)
that were used in the giant
School Family Handshake p 172.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: There are
beans in Jack's jelly jar.
BUILDING COMMUNITY
•UNITE:
Sing "Odon" p. 181.
•DISENGAGE THE STRESS
RESPONSE:
Teach a variation to Inhale,
Exhale.
•CONNECT:
Play the song "It Starts in the
Heart p 174.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: The quiet
queen said the giant left quickly.
BUILDING COMMUNITY
•UNITE:
Teach children "Dragon Chase"
p. 179.
•DISENGAGE THE STRESS
RESPONSE:
Use the letters in dragon for
ABC Stretching strategies p 171.
•CONNECT:
Use Fanny Frog to to help
implement the Absent Child
Ritual
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: The
voracious dragon needs an Xray.
BUILDING COMMUNITY
•UNITE:
Sing "Dragon Chase" p. 179.
•DISENGAGE THE STRESS
RESPONSE:
Repeat the ABC Stretching
strategy.
•CONNECT:
Play My School Family p 175.
•COMMIT:
Implement the Safe Keeper
Ritual and the Daily Commitment
Ritual.
•Kindness Tree
• Morning Message: Dragons
live in Dragon Land.
Learn and sing “A Stomping
Giant.”
Learn to sing “A Snoring Giant.” Sing “Odon.”
Sing “Dragon Chase” song.
Review “A Stomping Giant” and
The Giant’s Grumble game
Dance with dragon streamers.
“A Snoring Giant.”
Moving and Learning
Sing “Dragon Chase” song.
Flying Dragons game
“Fee! Fi! Fo! Fum!"
Emergent Phonics
Crème de la Crème
•Teach the rhyme "Fee! Fi! Fo!
Fum!" from Jack and the
Beanstalk
•Introduce the sound of the
letters J, K, and W using the
flipchart.
•Rhyme "Fee! Fi! Fo! Fum!"
from Jack and the Beanstalk
Photo Pockets Ff- frijoles
•Sing the "Alphabet Song."
Photo Pockets Jj- jam
Qq -queen or quiet
Xx -x-ray
•Look for letters in your name
Vocabulary Card: fairytale
1
LESSON
COMPONENTS
Monday
Tuesday
Wednesday
BUILDING
COMMUNITY
•Story
folder:
Jack and the
Beanstalk
Explain story props
•Photo Activity cards 27, 32, 35
BUILDING
COMMUNITY
•Story
folder:
Jack and the
Beanstalk
Display story props.
Remind children the story is
make believe and it comes from
someone's imagination. Discuss
about fiction and non-fiction.
BUILDING
COMMUNITY
•Read:
Odon,
the Giant
Explain there would not be
pictures and encourage children
to use their imagination.
• Encourage children to listen
carefully for the roles of each
animal in the story.
•Photo Activity Cards 36, 48
BUILDING
•Read OnceCOMMUNITY
Upon a Time in
Dragon Land .
Introduce author and illustrator.
Point out that fantasy stories
always begin with once upon a
time….
Ask children to identify silly
events.
BUILDING Story:
COMMUNITY
•Listening
Kilum
Discuss with children why the
other dragons thought Kilum
was odd.
• Create a mural
•Get Set for School Sing Along
CD
Sing "Five Fingers Play" (10).
• Make friendship circles
• Create Jack's magic beans
using dip dots.
• Pet collages
•Get Set for School Sing Along
CD
Sing "Five Fingers Play" (10).
• Build a dragon with blocks
•Get Set for School Sing Along
CD
Sing "Five Fingers Play" (10).
•-Paint with a friend
•Get Set for School Sing Along
CD
Sing "Five Fingers Play" (10).
• Creativity Station-Create a
mural
• Fine Motor-Tic Tac Toe
• Library and Listening-Activities
with friends
• Fine Motor-Ping Pong ball
races
• Library and Listening-Explore
books about friendship
• Fine Motor-Penny drop game
• Library and Listening-Retell a
story with
a friend using story folder
props
• Creativity Station-Build a robot
• Fine Motor-Pet Concentration
• Library and Listening-Share a
story with a friend
• Fine Motor-Play dough activity
• Library and Listening-Share a
book with a friend and explore
favorite pages
• Participate in movement
patterns
• Compare two movement
patterns
• Science-Order objects by the
sound they create when they are
dropped
• Invite children to choose a
calming strategy and implement
it.
• Recognize a sequence of
words
• Represent word sequence with
connecting cubes
• Science-Look for patterns in
leaves and sort into groups
• Identify stacks of two colored
cubes as the same or different
• Connect stacks that are the
same to form a pattern
• Math-Play the two-cube
comparison game
• Recognize a circular pattern of
movements
• What makes us laugh? Who
makes us laugh?
Explain to the children what
courageou s means.
• Identify the pattern sequence
of bouncing ball
• Predict what comes next in the
pattern
• Math- Distinguish whether a
row of
pennies has a heads-tails
• Let’s pretend be giants
• Which part of the story of
"Jack and the beanstalk" do you
like the best?
• Perform the Daily Commitment
Check.
• Kindness Tree
• Family Connection: March out
to meet families to the beat of
the giant's chant.
• How do you know when a story
is make-believe?
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family Connection: Encourage
children to think different ways
to move as they head out of the
classroom.
• How would you describe
Odon?
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family Connection: Encourage
children to locate something at
home that seems giant to them.
• Which dragon name did you
like the best? Why?
• Perform the Daily Commitment
Check.
• Kindness Tree
•Family Connection: Encourage
children to ask a family member
to demonstrate their version of a
dragon stretch.
• Which is your favorite giant
from this week's lessons? Why?
•Perform the Daily Commitment
Check.
• Kindness Tree
•Family Connection: Encourage
children to retell the story of the
dragon family to their own
families.
• Parachute activities
• Sidewalk drawing with a friend • Iguana Tag
• Bug search with a friend
• Parachute activities
Language Development
Cognitive
Development/Fine
Motor Skills
Handwriting without
Tears
Weekly Learning
Centers
STEM
Character
Education/Social
Studies
Closing Circle
Thursday
Friday
• Match-Match number cards to
numbers on an analog clock
• Play People to People p. 176.
Point out that this song is about
how friends help each other.
Outdoor Learning
Crème de la Crème
2
LESSON
COMPONENTS
Learning Goals
Crème de la Crème
Monday
COMMUNITY
•BUILDING
Demonstrates
empathy and
caring for others
• Begins to have meaningful
friends
• Identifies similarities and
differences in characteristics of
people
• Identifies similarities and
differences in characteristics of
families
Tuesday
BUILDING
• Begins toCOMMUNITY
have meaningful
friends
• Demonstrates empathy and
caring for others
• Demonstrates coordination and
balance
• Interacts and communicates
with peers to initiate pretendplay scenarios
Wednesday
BUILDING
COMMUNITY
• Demonstrates
empathy and
caring for others
• Responds to different musical
styles through movement and
play
• Asks and answers appropriate
questions about the book
• Uses information learned from
books by describing, relating,
categorizing, or comparing and
contrasting
Thursday
BUILDING
COMMUNITY
• Demonstrates
empathy and
caring for others
• Answers appropriate questions
about the story
• Uses words to label and
describe people, places, things,
and actions
• Is able to increase or decrease
intensity of emotions more
consistently, although adult
guidance is necessary
Friday
•BUILDING
Is able to COMMUNITY
use language for
different purposes
• Begins to have meaningful
friends
• Asks and answers appropriate
questions about the book
• Matches language to social
contexts
3