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Week At A Glance Lesson Plan

Date: September 12-15


Teacher(s): Miss Libby & Dan
Statement of Intent for Learning:
Monday

Tuesday

Wednesday

Thursday

Art/Easel

Children will work with beads and pipe stem cleaners to make bracelets. At the easel,
children will be finger painting with primary colors.

Blocks

Children will be working independently or with classmates to explore with the blocks. We
will add trains, train tracks, and airplanes to encourage different explorations and
conversations.

Books & Listening


Station

Familiar, fun books will be used. This will encourage the childrens interest because they
will potentially be books they have heard before.

Writing

Children will be writing in trays of sand. This will allow them to discover which hand they
are more comfortable with. This will also encourage more fun drawing and writing without
the pressure of properly holding a writing utensil.

Dramatic Play

Children will be exploring their memory banks for memories of camping. They will
collaboratively go fishing, have a bonfire, and other camping experiences.

Quiet Manipulatives

Children will work on small motor development while putting together puzzles. They will
also explore one-to-one correspondence and sorting with the counting bears.

Science/Nature
Sensory

Children will explore what happens to their colored coffee filters once sprayed with water.
They will question about the colors mixing together.
Rice works with childrens senses. They may work in groups or individually and scoop rice
and build

Light Table

Magnetic, transparent blacks will be used to allow the children to build different figures
and recognize the different colors.

Computers/
Music

CD: Silly songs

Outside

Children will work on large motor skills such as running and jumping. They will also
expand their social skills as they play together.

Inquiry
Investigations

TBA

Large Groups

Stand up colorIf you have a


blue shirt, stand
up.

Stand up color- If
you have a blue
shirt, stand up.

Rules of snack time

Felt Board

Snack

Teddy
Grahams/Milk

Veggie Pizza/ Fruit


Juice

Cereal Mix/ Milk

Wheat Crackers &


Fruit/ Water

Activity Plan for: September 5-8, 2016

Art Area
Activity: Bead bracelets
Reason Why
I want the children to work on fine motor skills. They will also recognize colors and patterns of beads.
Choosing This
Children may also count out their beads and express their creativity.
Activity
Intent, Provocation, &
The children should: explore colors and patterns using beads.
goal(s):
Materials/
Pipe stem cleaners (4 colors), beads (all different colors and designs). All materials are in the art room
Resources:
Detailed Set-Up:

Set out pipe stem cleaners and beads for the children to experiment with.

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:
No specific limit. Fairly easy activity to monitor, just help the children tie bracelets around their wrists.
Do the children recognize and label the colors? Do the children create patterns? Do the children count
Evaluation Questions
the beads? Do the children explain the reasoning for the beads they select: Pink is my favorite color
Assessment:
etc.
Specific Skills:
Fine motor skills, language skills, color recognition, math skills (counting/patterns)
Teacher:
Monday/Wednesday:
Tuesday/Thursday:
Other
Help student teacher remember to switch charts for group time. Also help with BATA at end of the day.
Responsibilities:
Methods:

Easel
Activity: Free finger paint with primary colors
Reason Why
Children will explore the texture of the paint on their fingers. They will also explore colors and see what
Choosing This
happens when the primary colors mix together. They will collaboratively add to the picture on the easel.
Activity
Intent, Provocation, &
The children should: Finger paint and mix primary colors
goal(s):
Materials/
Resources:

Butcher block paper (art studio) Primary colored paint (art studio)

Detailed Set-Up:

Tape a large piece of paper to the easel. Set out the primary colored paints. Make sure smocks are
used!

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
No more than two children at a time. Make sure children wear a smock. Help children was hands after
Guidance Limits:
painting.
Evaluation Questions What are you painting? How does that paint feel on your fingers? What happens when you mix
Assessment:
colors together on the paper? Watch for their reactions as colors mix, do they note the new color?
Specific Skills:
Color recognition, tactile exploration, social interaction, color exploration, language expansion
Methods:

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Sweep and mop the floor at the end of the day.

Tuesday/Thursday:

Block Area

Activity: Classroom blocks, airplanes, trains

Reason Why
Choosing This
Activity

Children will work together and converse while building with blocks. They can make bridges and
tunnels with the blocks. They can also make airplane landing. Children will explore different modes of
transportation.
The children should: work together or independently to build different structures with the blocks. They
Intent, Provocation, &
may problem solve to make bridges and tunnels big enough and strong enough for trains to pass
goal(s):
through.
Materials/
Resources:

Blocks (Classroom) Trains, Planes (resource room)

Detailed Set-Up:

Place blocks out in block area. Build bridges or tunnels. Have trains and planes placed around to
encourage the children to do the same.

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

No definite limit, approximately 4-5 children.

Are children working together? What are you building? Can you fit the train through that tunnel? Any
Evaluation Questions
items we should add or take away for tomorrow? As children problem solving if the bridges fall down or
Assessment:
a train doesnt fit through a tunnel?
Specific Skills:

Sharing, communication, helping one another, building, problem solving

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Help unload cart after free play clean-up on Thursday. Help clean out teacher cupboard on other days.

Tuesday/Thursday:

Book Area and


Activity: Familiar childrens books
Listening Station
Reason Why
Children may be more interested if they have read a book before. It also helps them with picture
Choosing This
recognition.
Activity
Intent, Provocation, & The children should: recognize books and pay attention to them. Children will spend time in the reading
goal(s):
and listening center. Children will connect with teachers by asking them to read books.
Materials/
Resources:

Books (resource room)

Detailed Set-Up:

Set out familiar books around reading area. Teacher may start in this area to encourage children to join
them in this area.

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

No definite limit.

Evaluation Questions What is your favorite story? What happened in that book? What was your favorite part of the story?
Assessment:
What do you think will happen in this book?
Specific Skills:

Orientation of book, storytelling, picture/story recognition, language development

Teacher:

Monday/Wednesday:

Other

Get cameras ready for the day, Vacuum at the end of the day

Tuesday/Thursday:

Responsibilities:

Writing Area

Activity: Rice tray writing.

Reason Why
Choosing This
I want children to explore the texture of the rice as well as explore with making shapes/letters/ect.
Activity
Intent, Provocation, & The children should: practice fine motor skills, social skills-communication with others about what is
goal(s):
drawn
Materials/
Resources:

Trays of rice (resource room, kitchen)

Detailed Set-Up:

Fill two trays with rice and set them at the writing table

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Limit 2 children

Evaluation Questions Are children writing their names or letters in their names? What letter/symbols/shapes are they
Assessment:
drawing? What letter did you draw? Can you write my name?(spell it for them) etc.
Specific Skills:

Letter and name recognition, writing, fine motor skills, communication skills

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Put Nametags Out and Pick them up at the end of the day.

Dramatic Play

Tuesday/Thursday:

Activity: Camping

Reason Why
Fun activity for the end of summer. If children havent been camping before, I want them to experience
Choosing This
some of the fun activities. If they have been camping before, I want them to remember and relive the
Activity
experience. They can use their imagination and have fun collaboratively.
Intent, Provocation, &
The children should: use their imaginations collaboratively, play roles that may be new to them .
goal(s):
Materials/
Resources:

Fire pit(self-made), fishing poles (resource room), Fish, etc.

Detailed Set-Up:

Make area look inviting and exciting for children.

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Limit: 4-5 children, encourage sharing if issues arise.

Evaluation Questions Are the children playing together? Are they sharing toys? What things are they discussing? Listen to
Assessment:
conversations- could produce interesting conversations/observations.
Specific Skills:

Cooperative play, sharing toys, role play, social skills

Teacher:

Monday/Wednesday:

Other

Start Music at Free Play Hang Flags if AM Lab Take Flags down if PM Lab

Tuesday/Thursday:

Responsibilities:

Quiet Manipulatives Activity: Games and Puzzles


Reason Why
Choosing This
Works on fine motor skills, quiet conversations, working together or independently, taking turns etc.
Activity
Intent, Provocation, &
The children should: work on problem solving skills, cooperative play, math skills.
goal(s):
Materials/
Resources:

Puzzles and games off the quiet manips shelves

Detailed Set-Up:

Set up a couple games off the shelves, have puzzles out (half done), set up board games

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
No definite limit- keep it reasonable and relatively quiet area. Encourage playing together and sharing
Guidance Limits:
of games.
Evaluation Questions Are children playing together? Are they following the rules of the game or do they create their own? Are
Assessment:
children taking turns and playing nicely? Do any specific games or toys create issues?
Methods:

Specific Skills:

Problem solving, color recognition, math skills, finger dexterity, playing together, taking turns, sharing

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Clear Drying Rack and help clean snack tables for snack.

Science/Nature

Activity: Coffee filter tie-dye

Tuesday/Thursday:

Reason Why
Children will see what happens when the colored filters are sprayed with water. They will watch the
Choosing This
colors bleed and mix together. They can also look at these through magnifying glasses to see the
Activity
designs the mixed colors make in greater detail.
Intent, Provocation, & The children should: work on proper marker grips, mixing colors, the reaction the markers have once
goal(s):
sprayed with water, make predictions and observations.
Materials/
Resources:

Coffee filters, markers, spray bottle (Kitchen/art studio)

Detailed Set-Up:

Place butcher paper on the table then put down coffee filters at each spot. Have markers on the table
as well as spray bottles.

Guided Instruction
Co-Op Learning
Independent Work
Small Group
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Limit: four children. Help children spray water, write names on filters, have children wash their hands
Guidance Limits:
when they are done.
Evaluation Questions What will happen when we spray the coffee filter with water? What do you see happening? Watch
Assessment:
childrens reactions as the colors mix(get pictures)
Methods:

Specific Skills:

Observations, questioning, language, taking turns, etc.

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Mail Boxes and help with BATA BUS

Tuesday/Thursday:

Sensory

Activity: Rice with scoops and buckets

Reason Why
Choosing This
Children can experiment with an uncommon sensory object.
Activity
Intent, Provocation, &
The children should: play together or individually with the materials in the sensory table.
goal(s):
Materials/
Resources:

Rice, scoops

Detailed Set-Up:

Remove cover off sensory table

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

No definite limit. Children need to keep rice in the table and take turns with toys.

Evaluation Questions
What conversations are the children having? Are they drawn to certain toys?
Assessment:
Specific Skills:

Communication, sensory, social skills(taking turns)

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Snack Buckets and help clean snack tables when time for snack. Also help with check in and out

Light Table

Tuesday/Thursday:

Activity: Magnetic, transparent blocks

Reason Why
New perspective on the light table. The children can build on light table and explore with the different
Choosing This
colored shapes
Activity
Intent, Provocation, &
The children should: explore with the different colors, build structures with magnetic pieces,
goal(s):
Materials/
Resources:

Magnetic, transparent blocks (light room)


Set up blocks on the light table, plug in table, etc.

Detailed Set-Up:

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Limit: 2-3 children at a time

Evaluation Questions What structures are the children making? Are the children working together or independently? What
Assessment:
are you making?
Specific Skills:

Problem solving, color recognition, communication, fine motor skills

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Bleach Bottles

Tuesday/Thursday:

Outside

Activity: Free play outside

Reason Why
Choosing This
Children get to burn off some energy and work on large motor skills
Activity
Intent, Provocation, & The children should: engage in cooperative and independent play. They should also work on gross
goal(s):
motor skills
Materials/
Resources:

Outside toys and games

Detailed Set-Up:

Open play houses, get out striders/wagons/etc,

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Make sure children are taking turns if numerous children want to play with a certain toy.

Evaluation Questions
How are children playing together? What areas are they drawn to?
Assessment:
Specific Skills:

Gross motor skills (running, jumping, skipping, etc)

Teacher:

Monday/Wednesday:

Other
Responsibilities:

Safety Checklist and Rainy Day Set-up if needed uncover sand area if AM Lab cover sand if PM

Welcome Group
Time
Reason Why
Choosing This
Activity

Tuesday/Thursday:

Activity: occupation chart, calendar, weather, song


Group time is a good time to create good relationships among classmates. It is also a good time to
work on math activities such as number recognition.

Intent, Provocation, &


The children should: participate in group time activities, sing songs, answer questions, etc.
goal(s):
Materials/
Resources:

Occupations chart, weather chart, calendar, song box, etc.

Detailed Set-Up,
Activity Introduction,
& questions or
Set out items in group time area. Welcome children, go through occupation chart, etc.
comments to provoke
learning:
Guided Instruction
Co-Op Learning
Independent Work
Small Group
Methods:
High-Energy
Low-Energy
High-Maintenance
Low-Maintenance
Guidance Limits:

Help children sit on their bottoms with their hands in their laps. Encourage participation in activities.

Evaluation Questions
What activities are the children most interested in? Do certain children have issues by each other?
Assessment:
Specific Skills:

Listening, counting, following directions

Other
Responsibilities:

White board message, question of the day (if using this), record fire number, check that charts are
switched/updated, check to make sure all areas are completed before opening the door.

Monday Literacy
Group Time
Reason Why
Choosing This
Activity

Activity: What color are you wearing?

Color recognition, release some energy

Intent, Provocation, & The children should: recognize what color they are wearing and communicate this by following
goal(s):
directions and standing up when their color is called.
Materials/
Resources:

None

Detailed Set-Up,
Activity Introduction,
& questions or
None
comments to provoke
learning:
Guided Instruction
Methods:
High-Energy
High-Maintenance
Guidance Limits:

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

Small Group

Help children follow directions and maintain order and volume levels

Evaluation Questions
Are the children enthused? Are all the children participating?
Assessment:
Specific Skills:
Specific Skills:

Rainy Day
Reason Why
Choosing This
Activity

Activity: Large motor room


This allows children to get some energy off and work on large motor skills.

Intent, Provocation, &


The children should: run, skip, hop, etc.
goal(s):
Materials/
Resources:

Large motor room materials

Detailed Set-Up:

Spread out activities through the room.

Methods:
Guidance Limits:

Guided Instruction
High-Energy
High-Maintenance

Co-Op Learning
Low-Energy
Low-Maintenance

Independent Work

All children- keep voices lowered- class next door. Guided activities so children arent getting too wild.

Evaluation Questions
What areas are children drawn to? Are they playing cooperatively?
Assessment:
Specific Skills:

Small Group

Large motor skills, communication, etc.