Weekly Lesson Plan #2

Age: 4-5 Year Old’s Name: Shanise W

Theme: Bugs and Insects
Week of: Monday Tuesday Wednesday Thursday Friday

Must include songs to build community; activities to promote phonological awareness; movement activities integrating
language, literacy or math. (Standards listed for each.)
Song: Itsy Bitsy Song: The Ants Go Song: Flutter, flutter, Song: Roly-Poly Song: 8 Ants
Spider Marching Butterfly Caterpillar
Whole Group “One ant two ants, three
“The itsy-bitsy spider “The ants are falling Sung to: Twinkle, Twinkle, Roly-poly caterpillar ants four.
crawled up the into line Little Star (wiggle right pointer Our picnic is their grocery
waterspout. The ants are falling finger) store.
Down came the rain into line “Flutter, flutter, butterfly. Into a corner crept, Five ants, six ants, seven
and washed the And all ten ants are Floating in the summer (place right pointer ants, eight.
spider out. falling into line sky. finger in left cupped They are crawling on my
Out came the sun, The ants go marching Floating by for all to see, hand) plate!
and dried up all the one by one haroo, Floating by so merrily. Spun around himself a Eight ants, seven ants,
rain, haroo! Flutter, flutter, butterfly, blanket (spin around) Stomp around.
and the itsy-bitsy The ants go marching Floating in the summer Then for a long time Six ants, five ants
spider went up the one by one haroo, sky.” slept. (place head on On the ground.
spout again” haroo! folded hands) Four ants, three ants,
The ants go marching Standard: Children Roly-poly caterpillar On the run!
Standard: Children one by one respond to and use a (wiggle right pointer Two ants, one ant,
respond to and use The little one stopped growing vocabulary LDC- finger) No more fun.”
a growing to call his mum 7 Wakening by and by,
vocabulary LDC-7 And they all went ("stretch" right pointer Standard: Children
marching home to get Repeat familiar songs, finger) respond to and use a
Repeat familiar out of the rain” chants, or rhymes. LDC-7I Found himself with growing vocabulary LDC-
songs, chants, or beautiful wings 7
rhymes. LDC-7I Standard: Children The child will be able to Changed to a butterfly.
respond to and use a sing along with peers in a (flutter arms like wings) Repeat familiar songs,
The child will be growing vocabulary whole group, while chants, or rhymes. LDC-7I
able to sing along LDC-7 rhyming to the words in Standard: Children
with peers in a the song. respond to and use a The child will be able to
whole group, while Repeat familiar songs, growing vocabulary sing along with peers in a
rhyming to the chants, or rhymes. LDC-7 whole group, while
words in the song. LDC-7I Phonological Awareness rhyming to the words in
Activity: Repeat familiar songs, the song.
Phonological The child will be able Butterfly Hopscotch chants, or rhymes. LDC-
Awareness Activity: to sing along with 7I
peers in a whole Purchase butterfly Phonological Awareness
Kid Chrysalis group, while rhyming stickers. Draw hopscotch The child will be able to Activity: For this whole
to the words in the on the sidewalk or floor. sing along with peers in group activity we will be
I will pair each song. Each player needs a a whole group, while doing finger plays to
student with another beanbag to toss. The rhyming to the words in imitate honeybees. I will
peer to complete players take turns tossing the song. first show the children
this activity. Children Phonological his/her beanbag into the how it done them we
can wrap each Awareness Activity: squares. The child is to try can complete the
other in toilet paper For this phonological to name the stage of the Phonological Awareness activity as a group.
(excluding their awareness activity, I butterfly on the picture or Activity: How They Move
head) so they can will have various kind of butterfly his/her Here is the beehive.
feel what it would pictures of different beanbag has landed on. For this whole group Where are the bees?
be like to be a insects, butterfly, He goes until he cannot activity, I will have (hold up one fist)
caterpillar in a ladybugs, spiders etc. name what his beanbag several flash cards
chrysalis (like a while in circle time, we has landed on. then he containing different Hidden away where
cocoon). I will have will discus the syllables will wait in the "butterfly insects. The object of nobody sees. (move
them close their of each insect. For wing" for his/her next turn. the game is to imitate other hand around your
eyes and imagine example, if I pull a the movement of the fist)
that they are about spider picture, I will ask Standard: Act out familiar bug. For example, if I
to become if anyone knows what scenes and events and pull a grasshopper card, Watch and you'll see
butterflies. Have bug it is, after imitate familiar people. all the students will hop them come out of the
them stretch their identifying the bug we LDC-5a around like a hive (move head close to
"wings" and tear will clap together “spi- grasshopper. Or if I pull a your fist)
through the toilet der” clap together to butterfly card, students
paper chrysalis. distinguish the number Movement: Ants in a can stand and flap their One, two, three, four,
of syllables for each Tunnel “wings” (arms) to show five! (Hold up fingers one
insect. how they move. If at a time)
Standard: Act out Tunnel is combined with students are unsure, I will
familiar scenes and Standard: two floor mats rolled up demonstrate. Buzzzzzzzz...all fly away!
events and imitate Participate in group to allow the children to (wave fingers as you
familiar people. discussion, making be ants In the Tunnel. I Standard: Act out move your hand away
LDC-5a comments and asking can first demonstrate this familiar scenes and from you).
questions related to and in circle time I can events and imitate
the topic. LDC-2o explain to children that familiar people. LDC-5a Standard: Participate in
Movement: Play a ants do this in their group discussion, making
game with this song habitat. comments and asking
by passing a Movement: The Movement: Buggy questions related to the
beanbag (the children will stand in a Standard: HPD-4 Children Wuggy topic. LDC-2o
“bee”) like a hot circle and hold hands. develop the large muscle
potato around the Then raise their hands control and abilities Do the Hokey Pokey Act out familiar scenes
circle of children up high to create needed to move through dance with the children and events and imitate
while the music “windows”. and explore the but substitute the parts familiar people. LDC-5a
played. Then I choose a child environment. of an insect or spider for
Occasionally, I stop to be the first ladybug the human parts. For Movement: I will cut out
 the music, which Everybody sings the example: "Put your flower shapes from
means the person tune over and over as feelers or antennae in, construction paper. Set
with the beanbag is the ladybug weaves in put your wings in, Put or tape the flowers along
“stung” and moves and out of the your stingers in, your one wall of the room.
to the middle of the windows. Finally, I call backbones, your legs, Divide children into three
circle. out the name of etc. or four-person relay
another student to be teams. Have the children
Standard: the ladybug, while the Standard: HPD-2m stand opposite the wall
HPD-2m previous ladybug Participate in simple of flowers. Explain that
Participate in simple takes that child’s games and other the goal of the game is
games and other place in the circle. Do structured motor to "fly" to a flower, tag it,
structured motor this until the game is activities that enhance and fly back to the team.
activities that done. physical fitness. Songs Each butterfly in turn
enhance physical with movement, takes a turn, until
fitness. Songs with Standard: HPD-2m throwing, and catching. everyone on a team has
movement, Participate in simple touched a flower.
throwing, and games and other
catching. structured motor Standard: HPD-2m
activities that Participate in simple
enhance physical games and other
fitness. Songs with structured motor
movement, throwing, activities that enhance
and catching. physical fitness. Songs
with movement,
throwing, and catching.

Detailed explanations of three readings of same high-quality children’s text. Must specify which days are the three reading and
which days are different stories.
Reading One: Reading Two: Reading Three: Introduction of Book: The Introduction of Book:
Story Time Introduction of Book: Introduction of Book: I Introduction of Book: I will next book I will be
On day one of will begin by asking introduce this book for introducing is Shh! Ants Purpose for Listening:
introducing this students open ended the very last time, I will Sleeping. Before I begin
book to the questions. Do you ask students what the reading, I will ask the Discussion During
students, I will show remember what front and back covers children if they Reading:
them the front happened to the are. Because we’ve read remember the book, we
cover, back cover, caterpillar yesterday? the book for 2 days, I will read about the very Vocabulary:
spine, and author of What happened after see how much they hungry caterpillar, I will
Title: Very Hungry the book. Next, I will he overate his food remember. then announce that I Discussion After Reading:
Caterpillar ask the students if throughout the story? have another book that
they’ve ever been Purpose for Listening: This also has something to
Author: Eric Carle very hungry. Purpose for Listening: time while do with insects.
Using retelling prop reading, I’ll ask
Short Summary: Purpose for the students to tell Purpose for Listening: I
A small Listening: I’ll tell Discussion During me how many want them to make
caterpillar children to listen to Reading/Reconstruct days of the week connections from the
emerges from an what the caterpillar Narrative: Use retelling did the caterpillar first book that was read
egg and begins does because it’s so prop- children retell eat? I will then ask and the new book.
eating hungry and what will how butterflies’ where the Asking them, how are
everything in it eat. transition and what is caterpillar goes the books alike and
sight. Finally, it is eaten before while before, he turns different.
no longer hungry Discussion During they are still growing. into a butterfly.
and no longer Reading: Page 4 Discussion During
small. The big, fat when the caterpillar Build Off Knowledge: Reinforce Reading: Page 3. They
caterpillar builds wakes up, he’s very What do you Comprehension with introduce the ants in the
a cocoon hungry, ill ask remember from Guided Reconstruction: I story, I will then stop and
around himself students if they are yesterday? will after be reading the remind the children of
and finally hungry before story ask students if they the bugs from the other
emerges as a breakfast, to make Discussion After knew caterpillars turn to book we have read to
beautiful real life connections. Reading: How does butterflies. I will also ask make connections.
butterfly. Page 6 I will show this transition remind them if they have seen Page 6. They show the
the flaps between you of your own life? any butterflies or habitat of ants, I will ask
Characters: each fruit and show How do us as humans caterpillars. students if they know
Caterpillar, many students how the make transition? what habitat is, then
fruits and junk caterpillar ate so Discussion After Reading: explain. Page 12 When
that he eats! much Monday After reading, I will ask the ants finally woke for
through Friday. students how they felt the spring, we will
Theme/Ideas: Before turning the reading the book for discuss the transitions.
Foods that the page, ill ask students three days in a row and
caterpillar eat. to raise their hands if did they get something Vocabulary: habitat- the
sometimes when different the last time we natural home or
they eat a lot and read it? environment of an
still are hungry. Page animal, plant, or other
8 on Saturday, Activities for After: We will organism.
caterpillar ate so be using retelling props.
much that he had a This game details the life Discussion After
stomachache. I will cycle of butterflies, the Reading: After reading
ask students what children can turn the the book I will ask the
they think the sheet to see where the students questions like
caterpillar would caterpillar goes from what do bears do in the
eat next. Page 12 starting from 1-4. winter when it’s cold? I
the caterpillar grew will also ask what do you
from all the food he like about the different
had eaten, then he seasons when being out
 makes himself a in nature? I will also ask
cocoon, I will ask them questions about
student if they know hibernation to make
what that sure they know the
vocabulary word is. knowledge and literacy
Page 15 Finally, we went over in this
when he finally book.
becomes a
butterfly, I will ask
students what they
think of his
transformation.

Vocabulary:
Cocoon- silky case
spun by the larvae
of many insects for
protection in the
pupal stage.

Discussion After
Reading: i will ask
how many students
knew that butterflies
were originally
caterpillars and ask
them what they
think about the
transformation. I will
also discuss the
unknown
vocabulary.

At least three different lessons to teach during center time. One must be science/social studies related, one must be
language/literacy and one must be math.
Small Group
Topic: Bug Twins Topic: Counting Flies Topic: Bug Nature Walk Topic: Bug Classification Topic:
Bee to Flower Letter
Subject: Subject: Math Subject: Science Subject: Science Matching
Language/Literacy
Outcome: The child Outcome: The child will Outcome: The child will Subject: Math
Outcome: The child will be able to count be able to find bugs be able to identify if
will gain the number of flies outside and then illustrate certain insects have Outcome: The child will
communication that are dead or alive. what they saw on paper. wings or no wings. be able to match
skills, listening, numbers with the bees
following directions, Standard: MTE-2: Standard: CD-2 Children Standard: CD-2 Children and flowers.
and cooperation. By Children demonstrate recall information and recall information and
successfully listening a beginning use it for addressing new use it for addressing new Standard: MTE-2a Use
to children in their understanding of situations and problems. situations and problems. observation and
group. numbers and emerging counting skills
operations during play CD-2q Describe or act Summary of Activity: For (1,2,3) during play in
Standard: LDC-7 and other activities. out a memory of a this activity, I will place other daily activities.
Children respond to situation of action, with fake toy insects in a pile
and use growing MTE-2a Use adult support. for children to sort. I will Summary of Activity:
vocabulary. observation and place a magnifying Match the numbers to
emerging counting Summary of Activity: glass at the table so one another.
Use a growing skills (1,2,3) during play We go on a nature walk students can better
vocabulary that in other daily activities. to search for bugs, and examine the “bugs”. I
includes many kinds draw observational will have two different
of words to express Summary of Activity: pictures of bugs we find sections, one for bugs
ideas clearly. LDC- Each child has a with wings, the other
7q handful of 8 plastic with bugs with no wings.
flies. They throw them They can work together
Summary of Activity: onto the table and to complete this project.
Children are given a count how many flies
simple bug outline; are dead (on their
the page only has 3 backs) and how many
circles. They work in flies are alive (on their
pairs to create bugs feet).
that are the same
(“bug twins”). One
child has the role of
communicator and
one child had the
role of listener. The
communicator adds
features to the bug
by drawing &
coloring and
communicates
each step to a
partner. The partner
listens and adds the
same features to the
 bug without seeing
the other child’s
paper.

Bulletin
Board/Door
Description

I will have pictures of all my students on the door alongside a lighting bug. When parents come to visit, they
can see the curriculum were learning, as well as recognizing their child’s picture before entering the
classroom! As a class, we will be exploring different bugs and insects to see how they function and live.

Children develop language, cognitive, social/emotional and motor skills as they explore centers. Children rotate through teacher & assistant
teacher-directed focus center activities in order to expand student understanding of daily topic and to target individual needs. Student
created materials from previous classes should be used. What will you add to each center?
Writing/Fine Motor Literacy Dramatic Play Sand, Water and Art and Creative
people color I could add a puppet Since most dramatic play Sensory Experiences
crayons, using these to the literacy area so areas have kitchens in I could add caps and Children love to paint
Focus Centers kinds of crayons students can reenact them, I could use real rice to the sensory area and create in this area,
opens the door for books they read. utensils to help children get a so adding more brushes
children to color or new feel for the texture ell encourages students
draw people the to be creative
way they see them
Math Blocks Science Outdoors Music and Movement
Scale, I could I will put numbers on I could have different I could provide crates children's xylophone, I will
add this is so certain blocks to diagrams in the science for students to walk on add this to the music
promote counting area to show children for a obstle course or center to promote
students can different life forms they can use this for children to make music
weight example: Frog Life cycle dramatic play. for themselves
themselves and
be familiar with
them.
Retelling Prop
For this retelling prop game, I will use caterpillar, food cutouts, and props as I reread the
story. As I read, I will show students how the caterpillar moves from the beginning, middle
and end of the story. I will model the first reading on day one. On day two and three I will
allow one student at a time to take out the props as I retell the story.

Game
This game details the life cycle of butterflies, the children can turn the sheet to see where the
caterpillar goes from starting from 1-4.
Must identify what new materials will be created for use with this plan. Pictures of
completed material must be submitted as well.
http://www.preschooleducation.com/gbug.shtml