Week At A Glance Lesson Plan

Date: October 2-October 5 2017

Teacher(s): XX and Cassidy Wulf
Statement of Intent for Learning: We aim for the children to continue to build relationships with peers
and teachers and to guide the children towards exploring new areas of the classroom.
Monday Tuesday Wednesday Thursday
Art/Easel The children will explore painting with paint filled ice cubes. There will be a variety of colors
to paint with and the children will hold onto the ice cube by the craft stick that was frozen
in the ice.
Blocks The children will explore building creations with a new material, magneatos. Teachers will
encourage children to combine the magneatos and wooden blocks to make a combined
creation out of the two different materials.
Books A variety of books will be placed out for the children to explore and look at with topics such
as animals, counting, colors, and storybooks.
Writing The children will continue exploring water and chalk at the slate table. They will discover
what happens to the chalk once you paint over it with a paintbrush and water.
Dramatic Play The children will get the chance to explore a pizza parlor in the classroom. The children will
engage in creating and selling their own pizzas to their classmates.
Quiet The children will develop their fine motor and problem solving skills as well as develop their
Manipulatives spatial awareness and understanding of cause and effect through puzzles, stackables, shape
sorter, and a Disney pop-up machine.
Science The children will discover and explore the properties of baking soda and vinegar through
the reaction when you mix them together. A teacher will always be present in the science
area during the exploration.
Sensory The children will explore corn meal in the sensory table. The will practice their fine motor
skills using scissor scoops and search for the sand dollars hidden in the corn meal.
Light Table The children will practice their color recognition and work on creating patterns using light
widget pyramid blocks. Teachers will encourage children to build the pyramid following the
pattern.
Large Group The teachers will read Bear Sees Colors by Karma Wilson and Jane Chapman. We will
encourage the children to identify the colors in the book as we read.
Outside/Gross Whether we spend time outside or in the gross motor lab, the children will interact with
Motor Lab wagons, trikes, and balls. Teachers will be available to play catch with the children or give
rides if needed.
Music and The children will use rain makers and thunder maker instruments during the transition time
Movement after snack. Songs will play for the students to accompany their use of instruments.
Snack Wheat Crackers & Cheese & Crackers
BBQs - Fruit Juice Trail Mix - Milk
Fruit Salsa - Milk Water
Small Group After getting to know the children, we have determine small groups based on their
Activities interests. We will have groups investigating gross motor movement, various materials,
nature and art materials.
Book List

Title Author

Storybooks

Brown Bear Brown Bear Eric Carl

Little Blue Truck Alice Schertle

Cliffords Puppy Fun Norman Bridwell

Shake My Sillies Out David Allender

The Little Tin Soldier Heather Siemers & Michelle McBride

Mrs. Wishy-Washy Joy Cowley

Day At The Circus Carol M. Cutting & David A. Cutting

Factual Books

Bear Sees Colors Karma Wilson & Jane Chapman

How Do Dinosaurs Love Their Cats? Jane Yolen & Mark Teague

Ten Chirpy Chicks Debbie Tarbett

Click, Clack, 1 2 3 Doreen Cronin

One Foot, Two Feet Peter Maloney & Felicia Zekauskas

Time for School, Mouse! Laura Numeroff & Felicia Bond

Quack Quack! Louise Rumpnick

The Colors of Candy Land Unkown

Rhyming Books/Alphabet Books

Babys ABC Neil Ricklen

Eating the Alphabet Lois Ehlert

Dr. Seusss One Fish, Two Fish, Three, Four, Five Fish! Dr. Seuss

Llama Llama Misses Mama Anna Dewdey

Theres a Wocket in my Pocket! Dr. Seusss

Wordless or easy reader books

Thats Not My Teddy... Fiona Watt and Rachel Wells

I See You, You See Me Stephanie St. Pierre & Chris Cartwright

Very First Words Unknown

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

I See Rachel Isadora

I Love My Daddy Because.. Laurel Porter-Gaylord

Lets Grow a Garden Gyo Fujikawa

Wheels on the Bus Sylvie Kantocrovitz Wickstrom

Check that books are age appropriate and that you have some books for each section.
Provide a variety of books (friendship, content areas, empathy, related to investigations,
etc.) Highlight the books you would like to keep for next week.
 Multicultural Analysis for Integration of Diversity:

Plans for the week of: Oct 2-5

Lead Teacher: XX and Cassidy Wulf
Age of Children: 15 months - 2 to 3 years
Cultures represented in class: American, Arabic, South African, Vietnamese
Differing abilities represented in class: N/A

Cultural and Anti-bias materials:

We have put pictures up in the classroom that represent our families and the different cultures. Around
the classroom, there are materials that are labeled in different languages.

Families reflected in the environment: There is a family picture wall located in the classroom. Dramatic
play supports family interactions, we have a family communication binder in the observation booth and
our snack is served family style.

Music from Childrens Backgrounds:

We have a CD in the classroom with songs from around the world, which provides songs in many
different languages.

Literature that reflects the children and families in the class:

We have books that resemble parents, growing a garden, and other things a child may see throughout
their day.

Activities that reflect the children and families:

The pizza parlor in our dramatic play area includes food which can be found in different cultures. There
are multicultural books found in the reading center.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:The
Teachers in our classroom support and respect each childs background. We embrace that all children
come from a different culture and are open and welcome new traditions to participate in. Each child
has a choice in which activity they wish to participate in.

Others:

Not well integrated Middle Well integrated

Self rating for anti-bias: 1 2 3 4 5 6 7 8 9 10

Mentor Teacher Rating of Implementation:

Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
 Toddler Morning Classroom Lesson Plan
Mentor Teacher: XX

Week of: Oct. 2-5 Head Teacher: XX and Cassidy Wulf

What have we observed the What can we do to help further the childrens
children doing, thinking and learning and support their thinking?
learning?

Art Area The children have shown an Craft Sticks

interest in painting. Water color paint
During small group, some of Ice cube trays
the children have also shown 4 trays for the paper to sit in
an interest on ice and how it Coffee filters
melts. Smocks
4 child limit
The teachers should ask open ended
questions about the colors or how the ice
melts to encourage conversation about the
painting with ice cubes.
Skills and Learning Addressed
The children will be practicing their fine motor skills by holding onto the craft stick to paint. They
will also be exploring the properties of ice and practice identifying different the different colors
used to paint.

What have we observed the What can we do to help further the childrens
children doing, thinking and learning and support their thinking?
learning?

Reading Area A variety of books will be set The children will be asked open-ended
out for the children to read questions throughout the book
during free play and The children will be exposed to different
transition from parent pick aspects such as family, counting, etc.
up and drop off

Skills and Learning Addressed

Literacy, print, picture recognition, book interactions, recognition of words and listening skills
 What have we observed the
children doing, thinking and
learning?
Block Area The children have built
structures with the blocks.
They will have an
opportunity to build
structures with a new
material.
Skills and Learning Addressed
Fine motor, gross motor, problem-solving, emotion regulation (if creation gets destroyed),
communication and language
What have we observed the
children doing, thinking and
learning?
Dramatic Play The students have shown an
Area interest in selling items at
the grocery store. They will
have the opportunity to use
a variety of materials to
make their pizza and then
sell them.
Skills and Learning Addressed
Parallel play, sense of community, mathematics using the cash register, expressive language
What have we observed the
children doing, thinking and
learning?
Light Table The children have shown an
interest in colors. This will
encourage their color
recognition and they will
explore patterns.
Skills and Learning Addressed
Fine motor, exploration, color recognition, communicating, following patterns
What can we do to help further the childrens
learning and support their thinking?
Classroom wooden blocks
Magneatos
Encourage children to combine the two
separate materials to build one structure.
Ask children open-ended questions.
What can we do to help further the childrens
learning and support their thinking?
Pizza parlor materials
Play pizza ingredients
Oven
Cash register
Teachers will ask open ended questions
about the pizzas and what ingredients they
are using to make them.
Assist the children with tasks if help is
needed
What can we do to help further the childrens
learning and support their thinking?
Light widget pyramid blocks
Teachers should assist children in building
the pyramids. The teachers should also ask
questions about the order of the patterns
and the different colors involved.
 What have we observed the
children doing, thinking and
learning?
Sensory Table The children enjoyed the
kinetic sand in the sensory
table. Corn meal has a
similar look but different
texture and smell for the
children to explore.
Skills and Learning Addressed
Fine motor, exploration, questioning, sharing
What have we observed the
children doing, thinking and
learning?
Quiet The children have enjoyed Puzzles
Manipulative the Disney Poppin pals
Area from last week, so it will
stay in the room for
another week. We have
not set out stackable
items yet, so it will be
interesting to see how
they engage with those
materials.
Skills and Learning Addressed
Fine motor skills, mathematical skills, cause and effect, spatial/object awareness, problem solving
What can we do to help further the childrens
learning and support their thinking?
Corn meal
Scissor scoops
Tuna cans
Sand dollars
Encourage the children to use the scissor
scoops to pick up corn meal. Teachers
should also ask children questions about
the feeling, smell, etc. of the corn
meal/sand dollars.
The sand dollars can be hidden inside the
corn meal and the children can be
encourage to search for them.
What can we do to help further the childrens
learning and support their thinking?
Shape box
Disney Poppin pals
Stackable cube
Number stackable
Calming bottles
Stuffed animals
Assist children when needed with the
manipulative materials but encourage them
to figure it out first.
 What have we observed the
children doing, thinking and
learning?
Writing Some children have not
Table approached the writing table. Chalk
Children have shown an
interest in the slate table so
keeping it for two consecutive Encourage the children to draw shapes or
weeks might continue to
encourage children to
approach the writing table.
Skills and Learning Addressed
Fine motor, inquiry, writing, literacy, cooperation (when multiple toddlers engage together
What have we observed the
children doing, thinking and
learning?
Science Area The children enjoyed using the
paint droppers when they were
incorporated into the art area a
different week.
Skills and Learning Addressed
Fine motor, science and inquiry, cause and effect
What have we observed the
children doing, thinking and
learning?
Group Time The children have shown
interest in listening to
stories. Some have also
enjoyed chanting along with
the story. Hopefully we can
get more toddlers involved
in the story this week.
Skills and Learning Addressed
Reading and literacy, listening, color identification, following directions, concepts of print
What can we do to help further the childrens
learning and support their thinking?
Slate table
Water
Paintbrushes
make drawings.
Ask the children open ended questions,
how the water makes the chalk dissolves
What can we do to help further the
childrens learning and support their
thinking?
Vinegar with food coloring (3
different colors)
Baking soda
4 paint trays
Paint droppers and paint cups
Teacher must be present when a
child is present in the area
Be sure toddlers do not put fingers
in their mouth afterwards.
Ask open-ended questions
What can we do to help further the childrens
learning and support their thinking?
Bear Sees Colors by Karma Wilson and
Jane Chapman
Ask the children to identify the colors as
we read
 What have we observed the What can we do to help further the childrens
children doing, thinking and learning and support their thinking?
learning?
Transition The children enjoy exploring Rain makers
After Snack different musical Thunder makers
instruments during our Notice what the children do with the
transition after snack. instruments
Sharing has been hard Encourage sharing between the children
between some of our Ask open-ended questions, such as What
toddlers. do you hear?
Skills and Learning Addressed
Music, listening, fine motor skills, gross motor skills, sharing

What have we observed the What can we do to help further the

children doing, thinking and
learning?
Outside/Gross The teachers brought out
Motor Room the balls at the end of
outside exploration one
week and the children
really showed interest in
them, so we wanted to
bring them back. The
children have enjoyed
wagons and trikes.
Skills and Learning Addressed
Fine motor, gross motor, hand-eye coordination, teacher-child interactions, child-child
interactions
childrens learning and support their
thinking?
Balls
Trikes
Wagons
The teachers should make themselves
available to play catch with the children
or give rides if needed.
Encourage the children to try riding the
trikes using the pedals
Goals for the Week of: October 2-5, 2017
Key Focus this week:
Teachers will encourage children to participate in associative play and share
classroom materials with their peers.

Staff Goals:
Teachers will learn parents first and last names and use them when
interacting during drop off and pick up times.
Teachers will wash hands when entering the classroom, before and after
working/eating food, and when needed.
Teachers will begin their documentation for the childrens goals.

Specific areas of development for assessment:

Math: To assess knowledge of colors, shapes, and numbers. Look at the
progression of development: first we match, then we point to or find,
finally we are able to label or name.
Fine Motor: To look for beginning writing skills (tearing paper, slate table,
painting with ice cubes, etc.).
Reading: To look for proper book handling skills. To look for those who
took at the pictures at the book and tell what they see.

Mon/Wed Childrens Goals:

XX- To engage in associative play, to use words to communicate thoughts,
feelings, needs, or ideas
XX - To engage in associative play, to use words to communicate thoughts,
feelings, needs, or ideas
XX - To improvement using eye contact with the teachers, To use words to
communicate thoughts, feelings, needs, or ideas
XX - Identify numbers and count to 20.
XX - Ask for materials from classmates and teachers and practice sharing with
peers.
XX -To communicate more and interact with peers by using his words
XX -Identify names of shapes and practice counting to 10.
XX -To continue to interact and share with his peers.
XX - To participate in parallel play and interact with his peers.
XX - Separate from mom/dad easier at drop off.
 XX - Explore new materials and engage in small group after outside time
XX - Continue to interact with her peers and become more comfortable in the
classroom with teachers
Tues/Thurs Childrens Goals:
XX - To independently engage in play without teacher direction
XX - Using 2 to 4 word sentences to talk about feelings and what he is
doing/learning.
XX - Sharing and playing with peers in the class.
XX -To work on expressing her emotions.
XX -To count and identify numbers 1-10.
XX - Separate from mom and dad easier at drop off and feel comfortable in the
classroom.
XX - Work on communicating with teachers and peers.
XX - Work on identifying colors and sharing with peers
XX -Continue to become more comfortable in the classroom during drop-off

Weekly Ongoing Adjustments Form:

Center Name Why: Rationale Changes Childrens Evaluation of

for the Change Made Responses Change