Week At A Glance Lesson Plan

Date: Nov. 12th-14th

Teacher(s): Caitlin Podratz
Statement of Intent for Learning: We will be exploring firefighters in the dramatic play area, the texture of yarn and
in the sensory table, and Duplo blocks as a carry-over from last week.
Monday Tuesday Wednesday Thursday

Art/Easel The children will explore large crayons and how they can be used on
paper.

Blocks The children will continue to explore and manipulate with the Duplo
blocks. There will also be community people that the children can play
with.

Books There will be a variety of books that relate to the children in our
classroom as well as their families. Along with this, we will have books
about animals as the children have shown interest in them.

Writing The children will be increasing finger dexterity while manipulating pipe
cleaners through tubes with holes.

Dramatic We will be having a fire truck and firefighter equipment in the dramatic
Play play area. The children will be able to pretend that there are various fires
in the classroom and can work together to put them out.

Quiet There will be a variety of puzzles out which will help increase fine
Manipulative motor skills and spatial awareness. We will also be working on
s identifying numbers and colors found on the puzzles.

Science The children will explore how the wooden musical tree works during our
transition times.

Sensory The children will investigate the texture of yarn and can sort it in
different colored cups.

Light Table We will be continuing exploration with the translucent pegs and peg
boards.
 Large We will have a mixture of new books and books that the children are
Groups familiar with. We will continue to work on learning the names of our
peers by singing songs that include their names.

Outside/Larg We will continue to explore the different houses on the playground as

e Motor Lab well as playing with friends outside.

Music & We will continue to sing songs that the children are familiar with as well
Movement as add in new songs to our large group time.

Snack Rice Pilaf Granola Bar Chex Mix

No School Milk Milk Fruit Juice

Small Group
Activities Student teachers will continue their investigations of nature, materials
exploration, transportation, animals, and music.
 Toddler Morning Classroom Lesson Plan
Mentor Teacher: Shannon Nesland
Week of: Nov. 12th-14th Head Teacher: Caitlin Podratz

Materials: What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?

Art Area · The art area will be set
up with jumbo crayons and
a large sheet of paper over
the table. The children can
work together or separately
to create pictures. I am
hoping that since crayons
are not nearly as messy as
paint, some of the children
that don’t typically paint will
explore the area.
· Large sheet of paper to cover the table
· Jumbo crayons
· Tape to tape the paper to the table
· Chairs can be left at the table
· Ask open ended questions to provoke further
exploration-“what colors are you using?”, “can
you tell be about your drawing?”, etc.

Skills and Learning Addressed

Fine motor development, color recognition, materials exploration, creativity, science and inquiry
Materials: What have we observed the
children doing, thinking and
learning?
Reading Area · I will be keeping some of
the books that were in the
book bin last week as well
as adding new books to the
bin. I plan to add books
about dinosaurs and babies
as the children have been
interested in those subjects.
Skills and Learning Addressed
Early literacy, communication and language, print, turning pages, picture recognition, listening
Materials: What have we observed the
children doing, thinking and
learning?
Block Area · There will be Duplo
blocks and community
people set out in the block
area. The children can build
with the blocks and place
the people throughout their
creations. We will be
continuing with the blocks
as the children were
interested in them last week.
Skills and Learning Addressed
Fine motor, science and inquiry, communication and language, science and inquiry
What can we do to help further the children’s
learning and support their thinking?
· Familiar books about counting, emotions,
letters, and animals
· Books will be in a basket in the reading area
· Children can read to themselves or a
teacher can read with them
· Ask children open ended questions about
the book and give them plenty of time to
respond
· Allow the children to turn the pages and
point out things they notice throughout the story
What can we do to help further the children’s
learning and support their thinking?
· Duplo blocks
· Community people
· Community cars
· Ask open ended questions about what the
children are building and the steps they took to
create their objects
Materials: What have we observed the What can we do to help further the children’s learning
children doing, thinking and and support their thinking?
learning?

Dramatic Play Area
· The dramatic play area · Laminated fire truck
will be set up with a fire · Firefighter apparel and extras (extinguishers,
truck and firefighter apparel. air packs, etc.)
The children will be able to · Ask open ended questions about their play and
work together to put out how they are working with their peers
“fires” around the
classroom. We will be
talking about fire safety and
having a firefighter coming
in to talk to our class. I
predict that the children will
like playing in this area
because a real firefighter
came to talk.

Skills and Learning Addressed

Social development, creativity, imagination, role play, social etiquette, self-help skills, cooperation
Materials: What have we observed the What can we do to help further the children’s learning
children doing, thinking and and support their thinking?
learning?

Light Table · We will continue · Translucent pegs

exploration with the · Peg boards
translucent pegs and · Ask questions about what the children are
boards. The children have building and how big or tall they can make their
enjoyed working together to creation
create different structures
on the light table. This
activity will help encourage
color recognition and
building.

Skills and Learning Addressed

Fine motor, color recognition, exploration of materials, communication, cooperation

Materials: What have we observed the What can we do to help further the children’s learning
children doing, thinking and and support their thinking?
learning?

Sensory Table · There will be cut up yarn · Cut up yarn

and cups in the sensory · Cups
table. The children will be · Ask open ended questions about what the
able to put yarn in the cups. children are able to do with the materials, how it
The children have been feels, what it looks like, how it smells, etc.
interested in filling and
dumping containers. This
will be an alternative to
similar activities that we
have done in the past.

Skills and Learning Addressed

Fine motor, communication, cooperation, sharing, problem solving
Materials: What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?

Quiet Manipulative · There will be various · Puzzles

Area puzzles set out in the quiet · Sensory bottles
manipulative area. There · Sensory wall
will be new puzzles as well
as a few that the children
have already completed.

Skills and Learning Addressed

Fine motor, color and shape recognition, matching, self-regulation, spatial awareness

Materials: What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?

Writing Table · The writing table will · Tubes with holes

have tubes with holes that · Pipe cleaners
children can put pipe · Ask open ended questions about the
cleaners through. We have children’s work and the process they took to get
tried similar activities with their product
some success. I am hoping
that this activity will be more
age appropriate and that the
children will be more
engaged.

Skills and Learning Addressed

Fine motor, science and inquiry, regulation
Materials: What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?

Outside · Weather dependent, we · Sleds (weather dependent)

will be continuing to explore · Playhouses
using sleds on the
playground. We will also
continue to explore the
houses and play with
friends.

Skills and Learning Addressed

Large motor, social, self-regulation

Materials: What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?

Science Area · We will be exploring the · Wooden musical tree

wooden musical tree during · Various balls to go down the tree
our transition time. The · Ask the children which ball makes their
children have enjoyed favorite sound
putting balls down ramps as · Ask what happens if more than one ball goes
well as the various music we down at a time
have had in the classroom. I
think this will be a good mix
of the balls and ramps as
well as music.

Skills and Learning Addressed

Fine motor, social, self-regulation, cooperation, taking turns, exploration
Materials: What have we observed the What can we do to help further the children’s learning
children doing, thinking and and support their thinking?
learning?

Group Time · We will be reading · Read various stories

stories and singing songs. I · Sing songs from the song block
am planning to sing songs
before reading the story
each day as this helps the
children transition. I am
hoping to have a firefighter
come and talk on
Wednesday about the
importance of fire safety.

Skills and Learning Addressed

Listening, music, cooperation, recognition, taking turns, communication, social skills
 Subject Provocation Questions

Art/Easel · How do the crayons feel on your fingers?

· How can you mix the colors together?

Blocks · What types of things can you build out of these blocks?
· How tall or wide can you make the blocks?

Writing · How many pipe cleaners can you manipulate through the
holes?

Sensory Table · How does the yarn feel?

· How can you sort the yarn?

Quiet Manipulatives · How can we make the puzzle piece fit?

· What colors/shapes do you see in your puzzle?

Light Table · What are the colors of the pegs?

· Can you make a shape out of the pegs on the board?

Dramatic Play · Do you know any firefighters?

· What kinds of clothes do firefighters wear?

Science · Do different balls make different sounds going down the

tree?
· What ball makes your favorite sound?
Books · Where is the front/back of the book?
· What do you think is going to happen in the book?
· What was your favorite part of the book?
 Book List
Title Author

Storybooks

Me Too! Mercer Mayer

Grandma and Grandpa Helen Oxenbury

Are you My Mother? P.D. Eastman

Oh My Oh My Oh Dinosaurs Sandra Buynton

Animals Animals Eric Carle

Mrs. Wishy Washy Joy Cowley

Does a Kangaroo Have a Mother Too? Eric Carle

Time For School, Mouse! Laura Numeroff

Big Bear Small Bear Stan & Jan Berenstain

How Do Dinosaurs Play with Their Friends? Jane Yolen & Mark Teague

Clifford the Big Red Dog Norman Bridwell

Ambulance in Action Peter Bently & Martha Lightfoot

The Shape of Me and Other Stuff Dr. Suess’s Surprising Word Book

Please Kelly Doudna

The Snowy Day Ezra Jack Keats

Monsters Don’t Eat Broccoli Barbra Jean Hicks

Moo, Baa, La La La! Sandra Boynton

Mrs. Wishy-Washy’s Tub Joy Cowley

Mrs. McNosh and the Great Big Squash Sarah Weeks

Clifford the Weather Dog Scholastic

I Feel Sad Kelly Doudna

I Feel Scared Kelly Doudna

 Factual Books

Fresh Fall Leaves Betsy Franco

Olaf’s 1-2-3 Frozen

What Makes the Seasons? Megan Montague Cash

Growing Vegetable Soup Lois Ehlert

Animal Noises Usborne Farmyard Tales

The Cheerios Counting Book Barbara Barbieri McGrath

Rhyming Books/Alphabet Books

ABC Look At Me Roberta Grobel Intrater

Goodbye Friends Holly Karapetkova

Alphabet Smart Start

Wordless or easy reader books

Brainy Baby 123s Edith Reynolds

Wiggle My Ears Richard Powell

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

Two Homes Claire Masurel

Anna McQuinn & Rosalind &

Lola At the Library Beardshaw

The Colors of Us Karen Katz

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.

Goals for the Week Of: Nov 12-14

 Key Focus this week:
Teachers will observe and interact with the children to become familiar with
their likes and dislikes. The teachers will also encourage interaction between
children as well as encouraging children to learn their peers’ names.
Teachers will also work on building relationships and supporting transitions
into the classroom and from one activity to the next.

Staff Goals:
· Teachers will encourage the children to learn the names of their peers
as well as all of the teachers in the classroom.
· Teachers will create relationships with the children and their families.
· Teachers will support the needs of children and their families in the
times of transition.
· Teachers will continue small group investigations with their children
and develop more specific interests that the children have.

Specific areas of development for assessment:

Teachers will assess and obtain observations and pictures to add to SeeSaw and
portfolios as well as the investigation books.

Mon/Wed Children’s Goals:

· The children will explore multiple areas of the classroom.
· The children will build relationships with their peers and teachers.
·The children will familiarize themselves with the names of their peers.

Tues/Thurs Children’s Goals:

·The children will explore multiple areas of the classroom.
·The children will build relationships with their peers and teachers.
·The children will familiarize themselves with the names of their peers.
 Multicultural Analysis for Integration of Diversity:
Plans for the week of: November 12-14 , 2019
Lead Teacher: Caitlin Podratz
Age of Children: 15 Month – 3 years
Cultures represented in class: Anishinaabe, Chinese, Native American, American,
South African
Differing abilities represented in class: Autism and varying levels of ability

Cultural and Anti-bias materials:

Pictures around the classroom represent our families and different cultures. We have labeled materials
in the classroom that are in different languages.

Families reflected in the environment:

There are family pictures located in each child’s cubby. We also have a family communication binder in
the observation booth and our snack is served family style.

Music from Children’s Backgrounds:

We have a variety of different music that we listen to during our transition times as well as other times of
the day. The music includes a variety of different cultures and languages at times.

Literature that reflects the children and families in the class:

The books in our bin represent the diverse families in our classroom.

Activities that reflect the children and families:

The children will be able to create pictures that represent them as well as their families. There are
different community people set out in our block area that may represent occupations of family members
in our classroom.

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
The teachers in our classroom support and respect each child’s 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.