Teacher: Jennette Gholar
Overall 4-Week Unit: Amazing Critters
Wonderful Word of the Week: Slither
Vocabulary: slither, scales
Literacy Focus: Phonological Awareness: syllable/sentence segmentation.
Rhyme, alliteration
Philosophy, Theorist, or Research Focus: Friedrich Froebel main focus for children in learning is through free play.
Whole Group / Greeting &
Community Circle (Introduction)
Song or Poem of the Week
Social Emotional / Connections
Procedures/Rules Reminders
Daily Morning Message
Teaching Date: July 12-16
Weekly Theme: Scaly and Slithering Critters
Math Focus: Numeration 1-5
MAIN LESSON COMPONENTS
Monday Tuesday Wednesday Thursday Friday
TTW greet this student
TTW greet this student by by singing the good TTW greet this student TTW greet this student
TTW greet this student by
singing the good morning morning song. The by singing the good by singing the good
singing the good morning
song. The good morning good morning song is, morning song. The good morning song. The good
song. The good morning
song is, “Good morning, “Good morning, good morning song is, “Good morning song is, “Good
song is, “Good morning,
good morning and how morning and how are morning, good morning morning, good morning
good morning and how are
are you today? I’m fine, you today? I’m fine, I’m and how are you today? and how are you today?
you today? I’m fine, I’m fine
I’m fine and I hope that fine and I hope that you I’m fine, I’m fine and I I’m fine, I’m fine and I
and I hope that you are
you are too.” After the are too.” After the hope that you are too.” hope that you are too.”
too.” After the teacher
teacher models the song, teacher models the After the teacher models After the teacher models
models the song, the
the students will sing the song, the students will the song, the students the song, the students
students will sing the song.
song. After the teacher sing the song. After the will sing the song. After will sing the song. After
After the teacher and
and students sing the teacher and students the teacher and students the teacher and students
students sing the song, the
song, the teacher will sing the song, the sing the song, the sing the song, the
teacher will greet each
greet each student by teacher will greet each teacher will greet each teacher will greet each
student by saying good
saying good morning to student by saying good student by saying good student by saying good
morning to each student.
each student. morning to each morning to each student. morning to each student.
student.
Hey little Snake
Hey, little snake, snaking here and there
Wiggling and slithering without a care
Bye little snake, see you next time
Hope you like my snaky rhyme.
Two Thin Lizards
Two thin lizards on my window sill.
One name Jack and one name Jill.
Eating mosquitoes and bugs one by one.
Enjoying ants for deserts where they’re done.
Two fat lizards on my window sill.
One name Jack and one name Jill.
Unite: TTW review lessons from last week. TTW tell TS we will continue learning about critters. We will focus on critters slither (snakes,
worms) and scaly (lizards, iguanas)
Calm: TTW how to pant like an iguana, panting is a way to cool off
Connect: Everyone will sing “Hey Little Snake”
Commit: TTW review classroom commit poster
TTW have the daily TTW have the daily TTW have the daily TTW have the daily TTW have the daily
morning message written morning message morning message written morning message written morning message written
on the board: Snake’s written on the board: on the board: Iggy on the board: Lizards live on the board: Worms
slither and squirm. TTW Chameleons change iguana is scaly. TTW in my garden. TTW ask wiggle their way into the
ask the student to find the colors. TTW ask the ask the student to the student to identify the dirt. TTW ask the students
upper-case S and lower- students to find the identify the following following sentences: to identify the following
case s, uppercase I and following letters in the letters in the L,l,s,i. letters in the sentence:

Alphabetic Principle
Literacy / Read-Aloud Whole Group
List Bloom’s Taxonomy/DOK
lowercase I in the
sentence: C,c,l,s. sentence:l,i,s,c. W,w,s,i.
sentence.
Ss,Cc,Ii, Ll Ss,Cc,Ii, Ll Ss,Cc,Ii, Ll Ss,Cc,Ii, Ll Ss,Cc,Ii, Ll
TTW tell the students:
ok it's story time, lets
read, learn, and have
TTW tell the students: ok
some fun. TT and TS
it's story time, lets read,
will sit on the carpet.
learn, and have some fun.
TTW holds the book up
TT and TS will sit on the
and asks the students
carpet. TTW hold the book
to review parts of the
up and ask the students to
book: front cover, back
review parts of the book:
cover, spine, pages,
front cover, back cover,
title , author, and
spine, pages, title , author,
illustrator. TTW review
and illustrator. TTW
by asking the students
review by asking the
the purpose of the TTW tell the students: ok TTW tell the students: ok
students the purpose of
author and the it's story time, lets read, it's story time, lets read, TTW tells the students: ok
the author and the
illustrator. The teacher learn, and have some learn, and have some it's story time, lets read,
illustrator. The teacher will
will ensure that the fun. TT and TS will sit on fun. TT and TS will sit on learn, and have some fun.
ensure that the students
students have an the carpet. TTW holds the carpet. TTW holds TT and TS will sit on the
have an understanding of
understanding of both the book up and asks the the book up and asks the carpet. TTW holds the
both before proceeding to
before proceeding to students to review parts students to review parts book up and asks the
read the book. As the
read the book. As the of the book: front cover, of the book: front cover, students to review parts of
teacher opens and
teacher opens and back cover, spine, back cover, spine, pages, the book: front cover, back
prepares to read the book,
prepares to read the pages, title , author, and title , author, and cover, spine, pages, title ,
she reminds the students
book, she reminds the illustrator. TTW review by illustrator. TTW review by author, and illustrator. TTW
of the letter for the day.
students of the letter for asking the students the asking the students the review by asking the
The teacher reminds the
the day. The teacher purpose of the author purpose of the author students the purpose of the
students of the sound of L.
reminds the students of and the illustrator. The and the illustrator. The author and the illustrator.
TT tells TS when they see
the sound of s. TTW teacher will ensure that teacher will ensure that The teacher will ensure
the letter L or hear the L
tells TS when they see the students have an the students have an that the students have an
sound to raise their hand.
the letter s to raise their understanding of both understanding of both understanding of both
TT holds the book up and
hands. TTW holds the before proceeding to before proceeding to before proceeding to read
asks the students what
book so both she and read the book. As the read the book. As the the book. As the teacher
they see on the front cover
students can see the teacher opens and teacher opens and opens and prepares to
(lizard) and asks for the
book. TTW read the prepares to read the prepares to read the read the book, she reminds
beginning sound and letter
title: Sara Sidney’s book, she reminds the book, she reminds the the students of the letter for
of the picture. The teacher
Special Day”. TTW students of the letter for students of the letter for the day. The teacher
will tell the students the
asks the students how the day. The teacher the day. The teacher reminds the students of the
name of the book,” The
many s’s they see on reminds the students of reminds the students of sound of
Lizard in the window”. As
the front cover. The the sound of the sound of
the teacher read pages,
students and teacher
she will stop and ask
will count the s’s on the
questions such as: Where
front cover. TTW opens
did the story take place,
the book and begins to
why would the lizards not
read. As the teacher
move, what is prey, what
reads and turns pages,
did the lizards eat as a
she will ask questions
treat, why did the lizards
such as: who Sara
belly change colors, how
Sidney was and why
many insects did the lizard
was she dreaming,
eat altogether?
what does her head
spinning mean, what
was her special day”.
What did the lizard and

Questions for Read-Alouds
Moving and Learning
Special Transition Activities
Small Group Interventions
Small Group Connections
Adjustments for the Week
Outdoor Learning
Construction Learning Center
Pretend and Learn
Light Table Learning Center
Math Learning Center
Reading Learning Center
Science/Discovery Learning Center
the family have in
common?
TTW and TS will recite
“I’m Being Swallowed by a
Boa Constrictor. TTW call
attention to the rhyming
word pairs. TTW invite the
students to fill in the
second word of a rhyming
word pair. The students
will act out the action
rhyme.
I am being Swallowed by
a Boa Constrictor.
I am being swallowed by a
boa constrictor!
And I do not like it very
much.
OH, no! It swallowed my
toe.
Oh, gee! Oh, gee! It
swallowed my knee.
Oh, my! OH, my! It
swallowed my thigh.
Oh, fiddle! Oh, fiddle! It
swallowed my middle.
Oh heck! Oh, heck! It
swallowed my neck.
Oh dread! Oh, dread! It
swallowed my head.
I am being swallowed by a
boa constrictor, and I don’t
like it very much!
TTW have the students slither like snakes. The students will slither by putting palms together in front of them and wiggling their hands
forward. The students will also ask to pant like an iguana.
TTW allows TS to assist each other with remembering the characteristics of insects previously learned.
TSW design their own
paper snake.
make adjust as needed
lily pad, hop scotch
TTW place tape on the floor to demonstrate how long Sara Sidney was and how long she is now. TTW discuss her growth. TTW allow the
TTW will use a variety of shapes make letters of the week (S,s,C,c, I,i, L,l, W,w, G,g)
TTW encourage students to make number families with the number bags. TTW invite the students to match the,” Iguanas and rocks ,”
TTW sit with the students and allows TS to investigate the difference within the insects’ shapes, sizes and color. TTW model this by placing
different plastic insects in a bin filled with other objects. TS will search for the insect and tell TT some differences in the insects.
TTW and TS will recite
“I’m Being Swallowed TTW and TS will recite TTW and TS will recite
TTW and TS will recite “I’m
by a Boa Constrictor. “I’m Being Swallowed by “I’m Being Swallowed by
Being Swallowed by a Boa
TTW call attention to a Boa Constrictor. TTW a Boa Constrictor. TTW
Constrictor. TTW call
the rhyming word pairs. call attention to the call attention to the
attention to the rhyming
TTW invite the students rhyming word pairs. TTW rhyming word pairs. TTW
word pairs. TTW invite the
to fill in the second invite the students to fill invite the students to fill
students to fill in the
word of a rhyming word in the second word of a in the second word of a
second word of a rhyming
pair. The students will rhyming word pair. The rhyming word pair. The
word pair. The students will
act out the action students will act out the students will act out the
act out the action rhyme.
rhyme. action rhyme. action rhyme.
I am being Swallowed by a
I am being Swallowed I am being Swallowed by I am being Swallowed by
Boa Constrictor.
by a Boa Constrictor. a Boa Constrictor. a Boa Constrictor.
I am being swallowed by a
I am being swallowed I am being swallowed by I am being swallowed by
boa constrictor!
by a boa constrictor! a boa constrictor! a boa constrictor!
And I do not like it very
And I do not like it very And I do not like it very And I do not like it very
much.
much. much. much.
OH, no! It swallowed my
OH, no! It swallowed OH, no! It swallowed my OH, no! It swallowed my
toe.
my toe. toe. toe.
Oh, gee! Oh, gee! It
Oh, gee! Oh, gee! It Oh, gee! Oh, gee! It Oh, gee! Oh, gee! It
swallowed my knee.
swallowed my knee. swallowed my knee. swallowed my knee.
Oh, my! OH, my! It
Oh, my! OH, my! It Oh, my! OH, my! It Oh, my! OH, my! It
swallowed my thigh.
swallowed my thigh. swallowed my thigh. swallowed my thigh.
Oh, fiddle! Oh, fiddle! It
Oh, fiddle! Oh, fiddle! It Oh, fiddle! Oh, fiddle! It Oh, fiddle! Oh, fiddle! It
swallowed my middle.
swallowed my middle. swallowed my middle. swallowed my middle.
Oh heck! Oh, heck! It
Oh heck! Oh, heck! It Oh heck! Oh, heck! It Oh heck! Oh, heck! It
swallowed my neck.
swallowed my neck. swallowed my neck. swallowed my neck.
Oh dread! Oh, dread! It
Oh dread! Oh, dread! It Oh dread! Oh, dread! It Oh dread! Oh, dread! It
swallowed my head.
swallowed my head. swallowed my head. swallowed my head.
I am being swallowed by a
I am being swallowed I am being swallowed by I am being swallowed by
boa constrictor, and I don’t
by a boa constrictor, a boa constrictor, and I a boa constrictor, and I
like it very much!
and I don’t like it very don’t like it very much! don’t like it very much!
much!
TSW use playdough to TSW identity between TSW use playdough to
make shape on shape bugs, amphibians and make shape on shape TSW play alphabet bingo
mat reptiles mat
Water day make adjust as needed Speech day make adjust as needed
gross motor movement
water day stepping stones balance lily pad, hop scotch
game
Weekly Learning & Practice Centers
students to place blocks on each piece of tape to demonstrate her growth.
TSW pretend to be herpetologist (the study of amphibians and reptiles)
counting cards with Numeral Cards 1-5.
TSW retell “Kate the Chameleon”
 TTW place a number line on the floor with numerals 1-5, then tape one tactile sheet on the floor beside each numeral. TSW walk barefooted
Sensory Learning Center
on the path beside the number line. TSW say each numeral as they step beside it. TTW ask them to describe the textures of the path.
Technology Learning Center During the week, share the ‘Sing and Read” eStories from Frogstreet.
Creativity Station: The Arts (Music,
Media, Dance, Theater, Visual) TT and TS will create their own lizard puppet.
Learning Centers
Writer’s Corner TTW encourage Ts to continue writing letters and numbers in their journals.

MDE Standards and Objectives for the Week (https://www.mdek12.org/EC under checklists)
Standards: English Language Arts
Standards: Mathematics
Standards: Science
Standards: Social Studies
Standards: Physical Development
Standards: The Arts
Standards: Social and Emotional
Development
Standards: Approaches to Learning
Evidence of Mastery: Assessments / Rubrics / Anecdotal Notes / Screenings / Portfolio Evidence
Evidence of Learning TTW engage in conversation about the lesson of the week to see what the children have learned.
Materials Needed
Materials Prepare Number line, Prepare Letter Shape mats and Numeral Mat and Prepare pebble bag for home
Additional Books Needed “Sara Sidney Corinna Schiller, The Most Beautiful Iguana in the World” “Barthello’s Wing”
Parent Engagement
Child Development To ensure the students become more knowledgeable than what they started out learning about different types of insects.
Students will be given ziplock bags filled with 5 or more pebbles to take home. The parents will be asked to help children match one pebble
Parent Engagement / Education to each family member and toss away any extra pebbles and then count the number of pebbles in the bag. The parents will need to send the
bag back to school the next day so that children can tell the class how many family members are in his or her family.