Stories and Rhymes. Literacy. Math. Theme. Dear Family, Notes. Wonderful Woman. Traditional Tales. Ballads and Fables

Them e 5 Week 1 Nursery Rhymes Week 2 Traditional Tales Week 3 Folktales Week 4 Ballads and Fables Stories and Rhymes Our character educati...
Author: Caren Hunter
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Them e

5

Week 1

Nursery Rhymes

Week 2

Traditional Tales

Week 3

Folktales

Week 4

Ballads and Fables

Stories and Rhymes

Our character education focus will be on developing the concepts of commitment and loyalty.

Dear Family, During the next four weeks, we will be discovering stories in many forms and formats. Children will explore traditional and modern rhymes; stories delivered through poetry, chants, and ballads; and stories from many cultures. Sometimes children will sing the stories. Sometimes they will role-play the stories, making the characters come alive through their actions. Sometimes they will change familiar stories to create their own. Prepare to hear reports about the wonderful characters they are meeting.

Literacy

Math

As we begin this theme, children will recite and learn many traditional nursery rhymes. Sometimes we give them a bit of a twist like Dr. Becky Bailey has done with “Wonderful Woman.” This poem is a new version of the traditional poem “There Was an Old Woman Who Lived in a Shoe.” Learn this one and enjoy reciting it with your child.

Children will begin to collect data and organize it in simple graphs. We use tally marks to keep track of our data. You will also hear your child using ordinal numbers (first, second, third) to indicate order. Help your child practice at home with a simple sorting activity. Make an observation. For example, say: The glass of milk is bigger than the salt shaker. Ask your child to identify something else that is bigger than the salt shaker. Continue and then switch to smaller objects. Say: My carrot stick is smaller than the salt shaker. Physically sort the objects into two groups or keep a tally mark count. Repeat the activity with other comparing words, such as longer and shorter, thicker and thinner, heavier and lighter.

Wonderful Woman by Becky Bailey

A wonderful woman lived in a shoe (hold hands) She had so many children (“Lead” partner turns other partner’s hands over palms up) She knew exactly what to do. (“Lead” touches each finger of partner’s hand) She held them. She rocked them, (“Lead” closes partner’s hand in a fist and rocks it gently) And tucked them in bed. “I love, I love you,” is what she said.

©2010 Frog Street Press, Inc.

Notes

For additional at-home activities, see the Stories and Rhymes PATT Mat. Family Connections CD

©2010 Frog Street Press, Inc.

One, two, three, four, five— Once I caught a fish alive. Six, seven, eight, nine, ten— Then I let it go again. Why did I let it go? Because it bit my finger so. Which finger did it bite? This little finger on the right.

One, two, buckle my shoe. Three, four, shut the door. Five, six, pick up sticks. Seven, eight, lay them straight. Nine, ten, a big fat hen.

Do you know any counting rhymes and stories? Here are two to get you started. Can you find more?

Family Connections CD

Ask your family to show you photos and tell you true stories about themselves. Start a photo gallery by placing pictures of special family members on your refrigerator. Look at your picture collection as you learn each person’s special story.

Theme Job

Remember the poem about the boy named Jack who jumped over the candlestick. Practice your jumping so that you can be nimble and quick. Find a safe place on a soft surface (grass or sand). Place one paper cup on the ground and jump over it. Add another cup and try again. How tall can you make your cup tower before you knock it over?

Read, read, read! Ask each of your family members to read a favorite story. Tell yourself stories as you take a picture walk through all the books that look interesting to you. Then draw your own story. Add a few words or ask an adult to add the words for you.

Math

Outdoors

Stories and Rhymes

Literacy

5

Them e

re Teacher sT

● Repeat the activity with your left hand.

● Inhale, and slowly lower your kite (hand).

● Move your kite (hand) up toward the left side of your body and fly your kite from left to right across your body.

● Place your right hand, palm up, in front of your mouth, and exhale to create air.

● Pretend your hands are kites. Your arms will be the string of the kites. You will use your breath to create air for the kites.

Teach someone how to relax and get rid of stress using the Kite Breathing calming strategy.

Calming Strategy

ts A ren Pa oo PATT Mat

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1)

Date

Teacher 01/08 -01/12, 2018

Character Education

Commitment, Compromiso Wonderful Word culture, cultura Technology Loyalty, Lealtad Letter English-Aa, Bb, Cc, Dd, Ee, Ff Literacy Phonological Awareness (Rhyming) Math Spanish-Aa, Bb, Cc, Dd, Ee, Ff Knowledge alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds English Vocabulary Spanish Vocabulary

LESSON COMPONENTS

Greeting Circle

Moving and Learning

Counting, Whole-Part Relationship

igual, caldo, corona, diferente, lana, mitad, liebre, lesión, desconcertar, parte, radiante, banquito, brillo, entero, heridas

Day 1

Day 2

• Unite-Sing “The Nursery Rhyme Rap” (p. 181) tell the children this week will be about Rhyme the first rhyme they will talk about is Humpty Dumpty • Calming-Invite children to choose a calming strategy and perform it. • Connect- Perform the Absent Child and Welcome Back Rituals. Recite the original version of Humpty Dumpty (p. 185) and then the cooperative version (p. 171). Ask about the difference in the rhyme. Have children identify a rhyme where people are helpful. Commit- Perform the Safe Keeper and Daily Commitment Rituals. • Morning Message-Humpty Dumpty sat on a wall. Humpty Dumpty had a great fall.

• Unite-Sing "Nursery Rhyme Rap" Recite the rhyme “Sana, Sana” (p. 186) talk about how this is a rhyme from Latin America • Calming-Invite children to choose a calming strategy and perform it. • Connect-Perform the Absent Child and Welcome Back Rituals. Invite children to perform the movements to "Twinkle, Twinkle, Little Star" (p.178) with partners. CommitPerform the Safe Keeper and Daily Commitment Rituals. • Morning Message-Jack and Jill went up the hill.

“Stars and Stripes Forever” with musical eggs

“Ring around the Rosie” • “Ronda de las rositas” singing game

• Analyze and produce rhyming words • Work with rhyming words

Literacy (Oral Language, Phonics, Handwriting, Read Aloud)

Ms. Kari

Writer's Corner

Centers • Language and Literacy-Match objects to create rhyming pairs • Library and Listening- Match pairs of sounds • ABC-Match alphabet letters

Centers • ABC-Write with cotton swabs and paint • Language and Literacy-Match rhyming word cards • Library and Listening-Listen to and retell ”Itsy Bitsy Spider”

Day 3

Day 4

Day 5

• Unite-Sing along with "Nursery Rhyme Rap" (p. 181) or nursery rhymes on the Nursery Rhymes CD. Today we will learn "Miss Mary Mack" • Calming-Invite children to choose a calming strategy and perform it. • Connect-Perform the Absent Child and Welcome Back Rituals. Tell children there are several nursery rhymes that use the name Mary. They are going to learn a nursery rhyme about one Mary and her lamb. Teach children "Mary had a Little Lamb" (p. 170). Commit- Perform the Safe Keeper and Daily Commitment Rituals. • Morning Message-Miss Mary Mack wears black.

• Unite-'Sing Nursery Rhyme Rap" (p. 181) or songs from the Nursery Rhyme CD. We will learn "The Kite" • Calming-Tell the children that they are going to pretend their hands are kites. Their arms will be the string of the kites, and they wiill use their breath to create air for the kites. Demonstrate (p.40) • Connect-Perform the Absent Child and Welcome Back Rituals. Play "My School Family" (. 175). Encourage children to work with a partner. Instruct them to change partners every time they hear boom, boom, boom. Commit- Perform the Safe Keeper and Daily Commitment Rituals. • Morning Message-Kites are rising in the sky.

• Unite-Sing along with "Nursery Rhyme Rap." We will learn rhymes about animals. • Calming-Encourage children to get into a crawling position and move like a kitten-slink, arch, and stretch. Encourage them to arch their back like a cat and then release the arch so that their tummies are almost touching the ground. Have them inhale on the arch and exhale on the release. Next have them sit back on their heels stretching their arms and shoulders. • Connect-Perform the Absent Child and Welcome Back Rituals. Invite children to sing and move to "Get Ready!" (p. 174) Review the words and then the movements that accompany the song. Explain that the activities in the song help our brains be able to focus and concentrate. Commit- Perform the Safe Keeper and Daily Commitment Rituals. • Morning Message-Three little kittens lost their mittens.

“Miss Mary Mack” clapping game

Dance with streamers to music

Drop the Mitten • Deja caer el mitón game

• Identify letter at beginning of alliterative • Learn parts of a kite phrases • Compare Japanese symbols and • Identify straight lines in alphabet letters alphabet letters Centers • ABC-Shape M or B with play dough • Language and Literacy-Sort buttons by attributes • Library and Listening-Listen to and clap with chant

Centers • ABC-Shape letters with string or yarn • Language and Literacy-Match rhyming words • Writer's Corner-Paint Japanese symbols

• Analyze the rhyming words mitten and kitten • Retell the story of the three little kittens Centers • ABC-Match magnetic letters to letters in alphabet book • Language and Literacy-Match pairs of mittens • Library and Listening-Retell “Three Little Kittens” • “Tres lindos gatitos” .

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

“Hey Diddle Diddle” • Hey mentironsín Going Down Frog Street A to Z or (Nursery Rhyme • Cuentos infantiles flip Abeceloco chart) • Enjoy an alphabet story • Identify uppercase letters A, B, C, D, • Recite the rhyme • Explain to the children that the animals E, F in the story are doing make believe actions “Jack and Jill” • “Juan y Josefina” (Nursery Rhyme • Cuentos infantiles • Talk about how the words Moon and Spoon Rhyme flip chart) • Recite the nursery Rhyme “Little Miss Muffet” or “Arroz con leche” • Display the vocabulary cards • Talk about the word crown have the (Nursery Rhyme • Cuentos infantiles flip “Peter, Peter, Pumpkin Eater” • children think of words that rhyme with chart) “Daniel, Daniel” (Nursery Rhyme • • Display the rhyme along with the word crown Cuentos infantiles flip chart) vocabulary cards • Recite the rhyme encourage children Writer's Corner-Write Jack and Jill in • Talk about a tuffet use other words to to say it with you point out that the decribe a tuffet journal then have the children pumpkin is Peter’s home • Read "Food Nursey Story Folder to illustrate the nursery rhyme. • Point out that shell and well rhyme compare other rhymes about food have the children make a list of words that also rhyme with well Phonic-Phonic book • Compare the story “This is the house that Jack built” talk about the differences in the two homes in the story Phonic-“Egg Letters” Have the children wall eggs fall off the wall like Humpty Dumpty have the children match the upper and lower case letter as they fall out of the cracked eggs

Mysterious Movers • Fuerzas misteriosas • Display the story have children make prediction on what they think the book is about •Read the story talk about how this is a Haiku a form of Japanese poetry • Show the Japanese version of Rhyme "Our Kite and discuss the type of writing Ideograms

“Cucú” • “Ribbit, Ribbit” (Cultural Rhymes flip book) • Display the rhyme talk about how it comes from Latin America show this on a globe • Point out that the word Cucu is a onomatopiea word • Read the rhyme in both English and Spanish “ "There Was an Old Woman” (Nursery Rhyme • Cuentos infantiles flip chart) • Display the rhyme along with vocabulary cards •Read the Rhyme "Sweet mother who lived in a shoe" • Display the rhyme along with vocabulary cards compare the 2 stories

• Creativity Station-Use stencils to draw an egg shape • Pretend and Learn-Build a wall with blocks and explore items that balance • Science-Balance a plastic egg on a wall built from blocks

• Creativity Station-Discuss safety and make a poster • Pretend and Learn-Pretend to treat injuries with brown paper strips • Science-Place a pretend first-aid kit in the center and pretend to bandage wounds

• Creativity Station-Paint with black tempera paint or draw with white chalk on black construction paper • Pretend and Learn-Discuss the elephant that jumped the fence and provide items to toss in the air and watch drop • Science-Provide black clothing for children to explore

• Creativity Station-Make kites • Pretend and Learn-Test the wind direction outside using bubbles • Science-Set up a kite stand to sell kites

• Creativity Station-Trace hands and design mittens • Pretend and Learn-Discuss the role of mittens and hold ice cubes with and without them • Science-Provide mittens to match

• Compare parts and wholes • Put egg puzzles together

• Practice counting • Introduce parts and wholes

• Count sounds

• Play a counting game

Centers • Creativity Station-Divide dough shapes into a specific number of pieces • Science-Sort items by those that break and those that do not Math- Continue to work on numbers 0 to 10(Focus numbers 6-8)

Centers • Sensory Table-Count squirts needed to fill a container • Math-Cut a string into two equalsized pieces. Math-Have the children use counting blocks to orders groups 0 to 10

Centers • Sensory Table-Play patterns of notes on xylophone • Gross Motor Area-Hop a specific number of spaces Math- Continue to work on numbers 0 to 10(Focus numbers 6-8)

Centers • Creativity Station-Make a two-color part-to-whole wheel • Science-Mix yellow and red food coloring

• Recognize wholes are collections of parts • Use pattern blocks to help solve a problem

Loyalty- Display the vocabulary word Loyaty read "Old Henry and talk about if the heighboors in the story were loyual to Henry

PATHS- Discuss the feeling jealous read the story "Twiggles special day" talk about how we should all play together and not be jealous of each other

Manners- Greetings review with the children how they would greet a VIP

PATHS- Play the game "Sticking to our Friends"

Loyalty- Read "The little Red Hen"ask the children how the hens friends treated her

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

“This Is the House that Jack Built” • “Ésta es la casa que Juan construyó” listening story (p. 196) • Used the flannel story box created to tell the story • Talk about Cause and Effect point out the relationships between the characters in the story • As you read the story have the children connect the next character as you read

Weekly Learning Centers

Math and Science

Character Education

Closing Circle

Twinkle, the Little Star • Chispita la estrellita • Display the rhyme along with vocabulary cards •Discuss the author and the Illustator of the story • Have the children use vocabulary to describe how twinkle shines bright Writer's Corner- Talk about nursery rhymes. Write Nursery Rhymes in journal, then have the children illustrate their favorite one.

Phonic- Phonic book

Centers • Creativity Station-Make handprint mittens Math-Continue to work on numbers 0 • Math-Match patterned mittens to 10(Focus numbers 9-10) Math- Sequence numbers 0 to 10

LESSON COMPONENTS Outdoor Learning

Learning Goals

Day 1

Day 2

Day 3

Day 4

Day 5

• Play Please Don’t Let the Ball Fall • • Provide first-aid props. Turn bicycles • Encourage children to Jump the Fence • Invite children to fly the kites made in • Play Find the Mitten • Busquen el No dejen que la pelota caiga (p. 193). into emergency vehicles. • Saltar la cerca (p. 193). the Creativity Station. mitón (p. 193).

• Demonstrates empathy and caring for others • Produces a word that rhymes with a given word • Responds to different musical styles through movement and play • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Uses a wide variety of words to label and describe people, places, things, and actions • Names at least 20 upper- and at least 20 lowercase letters • Recognizes at least 20 letter sounds • Knows that objects or parts of an object can be counted • Recognizes and compares heights or lengths of people or objects • Sorts objects that are the same and different into groups and uses language • Describes, observes, and investigates properties and characteristics of common objects • Investigates and describes position and motion of objects • Describes attributes

•Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary • Practices good habits of personal health and hygiene • Participates in classroom music activities • Retells or reenacts a story after it is read aloud • Uses a wide variety of words to label and describe people, places, things, and actions • Names at least 20 upperand at least 20 lowercase letters • Produces a word that rhymes with a given word • Knows that objects or parts of an object can be counted • Recognizes and compares heights or lengths of people or objects • Recognizes how much can be placed within an object

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal • Responds to different musical styles through movement and play • Produces a word that rhymes with a given word • Demonstrates receptive vocabulary (three to four thousand words)

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal • Begins to understand difference and connection between feelings and behaviors • Produces a word that rhymes with a given word • Shows interest in books • Seeks to understand print

• Assumes various roles and responsibilities as part of a classroom community • Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal • Creates or recreates stories, moods, or experiences through dramatic representations • Asks and answers appropriate questions about the book • Produces a word that rhymes with a given • Uses information learned from books by describing, relating, categorizing, or comparing • Uses a wide variety of words to label and word and contrasting describe people, places, things, and actions • Uses information learned from books by describing, relating, categorizing, or • Produces a word that begins with the same • Identifies similarities among people like comparing and contrasting sound as a given pair of words himself and classmates, as well as • Names at least 20 upper- and at least 20 • Names at least 20 upper- and at least 20 between himself and people from other lowercase letters lowercase letters cultures • Shows understanding by following two-step • Knows that objects or parts of an object, • Retells or reenacts a story after it is read aloud • Knows that objects or parts of an object can be oral directions, and usually follows three-step can be counted counted directions • Counts up to ten items, and demonstrates • Demonstrates understanding that when • Knows that objects or parts of an object can that the last count indicates how many counting, the items can be chosen in any order be counted items were counted • Verbally identifies, without counting, the • Counts one to ten items, with one count per • Verbally identifies, without counting, the number of objects from one through five item number of objects from 1 to 5 • Discusses the roles and responsibilities of • Demonstrates that the order of the counting • Describes, observes, and investigates community workers sequence is always the same properties and characteristics of common • Practices good habits of personal safety • Initiates problem-solving strategies and seeks • Describes, observes, and investigates objects adult help when necessary properties and characteristics of common • Investigates and describes position and objects motion of objects • Uses a variety of art materials and activities • Demonstrates coordination and balance in for sensory experience and exploration isolation

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1.

Lay the cover behind the folded inside pages and staple.

Cut the pages in half lengthwise and fold in half (hamburger fold) aligning the pages in numerical order.

Reproduce the story on one two-sided page. If you printed on two pages from the CD, select the option on your copy machine that allows you to output one two-sided copy from two one-sided pages.

The next two pages of the file on the CD are the eight pages of the story. If your printer allows you to print two-sided, do just that. If you can only print one-sided, print the two pages.

Locate the take-home storybook on the Family Connections CD. The first page of the file on the CD is the optional cover. When you have printed the cover, cut the page lengthwise and discard the directions.

How to Make Take-Home Storybooks

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Kite Breathing

Kite Breathing

© Becky Bailey

© Becky Bailey

This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.

This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.

●●

Pretend your hands are kites.

●●

Pretend your hands are kites.

●●

 lace your right hand (palm up) in front of P your mouth and exhale to create air.

●●

 lace your right hand (palm up) in front of P your mouth and exhale to create air.

●●

 ove your kite (hand) up toward the left M side of your body, and fly your kite from left to right across your body.

●●

 ove your kite (hand) up toward the left M side of your body, and fly your kite from left to right across your body.

●●

 ow inhale and slowly lower your kite N (hand).

●●

 ow inhale and slowly lower your kite N (hand).

●●

Repeat the activity with your left hand.

●●

Repeat the activity with your left hand.

Kite Breathing

Kite Breathing

© Becky Bailey

© Becky Bailey

This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.

This is a calming activity that your child has learned at school. When children feel upset, it is helpful for them to have a repertoire of strategies for calming down and developing self-control. If your child becomes upset, you may want to suggest using the strategy.

●●

Pretend your hands are kites.

●●

Pretend your hands are kites.

●●

 lace your right hand (palm up) in front of P your mouth and exhale to create air.

●●

 lace your right hand (palm up) in front of P your mouth and exhale to create air.

●●

 ove your kite (hand) up toward the left M side of your body, and fly your kite from left to right across your body.

●●

 ove your kite (hand) up toward the left M side of your body, and fly your kite from left to right across your body.

●●

 ow inhale and slowly lower your kite N (hand).

●●

 ow inhale and slowly lower your kite N (hand).

●●

Repeat the activity with your left hand.

●●

Repeat the activity with your left hand.

©2010 Frog Street Press, Inc.

Family Connections CD

Kite Breathing

Lesson Plans for Stories and Rhymes • CentOS y rimes - Traditional Tales (Week 2) Wonderful Word Literacy

traditional, traditional

Character Education

Comprehension and Dramatic Expression

English Vocabulary Spanish Vocabulary

Commitment, Compromise Loyalty, Lealtad

Letter Knowledge

Date

Teacher 01/15-01/19

Ms. Kari Reading Buddy; Sounds and Rhymes X.A.1. X.A.2. III.B.6. III.A.1.

Math

Measurement, Ordering by Attributes

Technology English-Gg, Hu, Ii, JJSF, Ki, All Spanish-Gg, Hu, Ii, JJSF, Ki, All

audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version audience, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión

LESSON COMPONENTS

Day 1

Day 2

Day 3

Greeting Circle

• Building community : Teach the children to sing "Three Bears' Rap" (p.179) We will be learning about traditional tales. Today's traditional tale is "The Three Bears" Calming- Invite children to choose a calming strategy and implement it. Connect- Perform the Absent Child and Welcome Back Rituals. Introduce "Here Is the Beehive" (p 170) Commit- Implement the Safe Keeper Ritual and the Welcome Back Ritual. • Morning Message : The three bears sat on chairs .

• Building community: Teach children to sing "Three Pigs" Today we will focus on two more stories about animals: "The Three Pigs" and "The Three Billy Goats Gruff" Calming-Teach children "Huff and Puff" (p 168) calming strategy. Connect- Perform the Absent Child and Welcome Back Rituals. Invite children to participate in "Three Nice Mice" (p 175) Commit- Implement the Safe Keeper Ritual and the Welcome Back Ritual. • Morning Message: Who huffs and puffs and blows houses down ?

• Building community : Sing "Through the Woods" (p.183) Today's story will be about a wolf who will try to eat a little girl named Red. Calming- Repeat "Huff and Puff" calming strategy from yesterday. Connect- Perform the Absent Child and Welcome Back Rituals. Play "I Wish You Well (p 170) Commit- Implement the Safe Keeper Ritual and the Welcome Back Ritual. • Morning Message : Little Red sat on the high bed .

• Building community: Sing "Caring Friends " ( p.174 ) Today we will learn about "The Little Red Hen" Calming- Invite children to choose a calming strategy and implement it. Connect- Perform the Absent Child and Welcome Back Rituals. Play "People to People" (p 177) Commit- Implement the Safe Keeper Ritual and the Welcome Back Ritual. • Morning Message : Little Red Hen count to ten.

• Building community : Sing "I'm a Little Acron Brown" (p.180) Today's story will be about a chicken who mistakes an acorn for a piece of the sky. Calming- Invite children to choose a calming strategy and implement it. Connect- Perform the Absent Child and Welcome Back Rituals. Invite children to select a partner and exchange a pinky hug greeting. Commit- Implement the Safe Keeper Ritual and the Welcome Back Ritual. • Morning Message: Henny Penny and Goosey Loosey went to find the king.

Invite children to participate in a walk on Walk-on Nursery Rhyme (p .191)

“One Pink Piglet” action song (p.195)

What Time Is It, Mr. Wolf? Game ( p.194 )

“New Chicken Dance”

“Henny Penny” • “La gallina Tina” dance

“Three Billy Goats Gruff” • Three Bears’ Rap • Describe setting (Developmental Storybook ) • Compares Papa Bear and Baby Bear • Discuss character motivation • Think of alternative endings “The Three Bears” • story folder • Compare two versions of the same “The Three Pigs” story (Developmental Storybook ) • Discuss attributes of building materials • Consider characters’ commitments

Little Red • Discuss wolves • Identify factual and fictional information

“Little Red Hen” story folder “Henny Penny” Tina” story folder • Describe the setting • Identify rhyme in character names • Consider Little Red Hen’s decision to • Discuss story problems eat alone “The Gingerbread Boy” • “El story “Little Red” story folder folder • Compare characters • Discuss fox’s trick • Describe how Little Red uses her • Compare Foxy Loxy to this fox senses

• Fine Motor-Invite children to spoon porridge (ice-cream salt) from a pot into small, medium, and large bowls • Pretend and Learn-Make Alphabet Soup for Little Miss Muffet using the magnetic letters .

• Fine Motor-Challenge children to tie up a stuffed animal wolf with ribbons • Pretend and Learn-Pretend that Little Red is carrying a basket of magnetic letters to her Grandmother’s home • Construction-Build a jail cell for the wolf

• Fine Motor-Invite children to pretend they are rolling dough for bread • Pretend and Learn-Invite children to plant and harvest wheat • Construction-Build a farm

• Compare two versions of Little Red Riding Hood • Determine most significant differences

• Identify story characters • Create story pyramid

Time:

Moving and Learning

Day 4

Day 5

Time:

Read-Aloud Time:

Weekly Learning Centers Time:

Literacy Learning Centers Time:

• Fine Motor-Play pick-up sticks (Pig Two’s house) • Pretend and Learn-Invite children to pretend they live with the troll • Construction-Build a home that the wolf can’t blow down

• Reenact the story of the three bears • Compare real and make-believe pigs with emphasis on sound effects Centers Centers • Writer's Corner-Label pictures as • Pretend and Learn-Dress up as fiction or factual three bears and Goldilocks • Science-Conduct “blowing” test • Language and Literacy-Retell the • Creativity Station-Paint pink pigs story • ABC-Match magnetic letters to letter Book Without Tear cards Write the word factual Write the word barnyard Words that begins with letters H,J, K Compound words

“The Boy Who Cried Wolf” listening story • Listen for the word wolf in a story • Identify lesson (moral)

Centers • ABC-Find alphabet letters in Centers character names • Creativity Station-Sequence story • Creativity Station-Create a new story events character • Language and Literacy-Create a new • Language and Literacy-Retell a story version of a story Write the word greedy Book Without Tear

• Fine Motor-Have children take their shoes off and try to pick up acorns or marbles with their toes • Pretend and Learn-Invite children to make acorn soup • Construction-Reenact the story of Henny Penny using plastic farm animals • Analyze rhyming character names • Create sound effects for retelling of the story Centers • Writer's Corner-Copy character names • Creativity Story-Paint a story setting Syllable recognition

LESSON COMPONENTS

Math and Science Learning Centers Time:

Character Education

Closing Circle Time:

Outdoor Learning

Day 1

Day 2

• Match character voices to xylophone • Observe and test attributes of pitches different paper squares • Order balls from softest to hardest Centers Centers • Creativity Station-Blow paint with • Science-Mix and compare colors straws • Math-Measure and compare the rolls • Science-Test force needed to blow of different balls over cube towers Math Work Book

• Sort objects and explain categories • Order Anglegs by size

PAHTS : Lesson 20 (p. 5 - 2 ) Sharing and Caring Use turdle and hedgehog read the dialogue , use Twiggle and Henritta 's puppets

Virtue : Have children learn about loyalty . Teach them learn how to be loyal to family , friends ,school and country .

Manners: Meating and greeting Cutting with knife Holding cookie or crackers and the silverware correctly

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Encourage children to play with small, medium, and large balls

• Invite children to play Mr. Troll, May I? • Sr. Duende, ¿puedo…? (p. 193)

• Encourage children to play What Time Is It, Mr. Wolf? • ¿Sr. Lobo, qué hora es? (p. 194)

• I.C.6. Demonstrates empathy and caring for others • Provides appropriate information for various situations

Learning Goals

Day 3

• Is aware of where own body is in space, respects personal boundaries • Demonstrates receptive vocabulary (three to four thousand words) • Shows interest in books • Retells or reenacts a story after it is • Uses information learned from books by read aloud describing, relating,categorizing, • Uses information learned from books or comparing and contrasting by describing, relating, categorizing, • Uses category labels to understand how or comparing and contrasting words and objects relate to each other • Retells or reenacts a story after it is read • Asks and answers appropriate questions about the book aloud • Is able to use language for different • Creates or recreates stories, moods, or purposes experiences through dramatic representations • Demonstrates use of location words • Recognizes and compares heights or lengths of people or objects • Describes, observes, and investigates properties and characteristics of common objects

• Demonstrates understanding of terms used in the instructional language of the classroom • Names at least 20 upper and 20 lowercase letters • Uses the verbal ordinal terms • Child demonstrates use of location

Centers • Library and Listening-Graphically represent pitch on xylophone • Math-Play Shortest Straw game

•Demonstrates empathy and caring for others • Produces a word that rhymes with a given word • Names at least 20 upper- and at least 20 lowercase letters • Uses a wide variety of words to label and describe people, places, things, and actions • Shows understanding by responding appropriate

Day 4

• Play a matching and counting game • Make cube towers to represent • Tally results to a survey question characters in a story scene about Little Red Hen • Identify patterns Centers • Writer's Corner-Create a picture graph • Math-Make predictions, order cube towers of different heights Math Work Book PATHS : Playing Together Fill a small bags with item such as stickers , treats and small toys . Have each child come up to the front of the class with a partner . Together , the children pick a bag and share the contents with each other . • Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

Centers • Math-Order dot cards and represent numbers with cubes

• Vary the game of Duck, Duck, Goose • Pato, pato, ganso by changing the goose to a hen—Duck, Duck, Hen • Pato, pato, gallina (p. 193)

• Invite children to play a traditional Mexican game, La gallinita ciega • The Blind Hen (p. 193)

• Begins to have meaningful friends • Participates in classroom music activities • Names at least 20 upper- and at least 20 lowercase letters • Uses a wide variety of words to label and describe people, places, things, and actions • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Demonstrates an understanding that • Asks and answers appropriate others have perspectives and feelings that questions about the book are different from her own • Engages in voting as a method for •Demonstrates receptive vocabulary (three group decision making to four thousand words) • Uses the verbal ordinal terms • Demonstrates use of location words • Identifies equal and unequal sets • Recognizes and compares heights or lengths of people or objects

Day 5

Virtue : review virtue loyalty Read : Rugby and Rosie Ask the children , how loyal Rosie was ?

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Shows competence in initiating social interactions • Participates in classroom music activities • Uses information learned from books by describing, relating, categorizing, orcomparing and contrasting • Asks and answers appropriate questions about the book • II.D.3. Demonstrates receptive vocabulary (three to four thousand words Creates or recreates stories • Produces a word that rhymes with a given word •Uses the verbal ordinal terms • Uses concrete models or makes a verbal word problem for adding up to five objects • Recognizes and creates pattern

Important Message

Quick Wheat Bread Makes 16 half-slice servings Ingredients 2 3/4 cups flour 2 3/4 cups whole wheat flour 2 T yeast 2 T sugar 1 T salt 2 cups hot water Mix four cups of flour with yeast, sugar, and salt. Pour in water. Mix three minutes. Stir in remaining flour until not sticky. Knead eight minutes. Put in greased bowl and cover with damp towel. Let rise 15 minutes. Punch down. Divide in half and shape loaves. Cut an X in the top, brush with water. Place on middle shelf in cold oven. Place a water pan on lowest shelf. Turn to 400 degrees. Bake 40-50 minutes.

©2010 Frog Street Press, Inc.

Family Connections CD

Take Home Notes

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3)

Date

Teacher 1/22/2018- 01/26/2018

Wonderful Word Literacy

Character Education

magic, mágico

Phonological Awareness—rhyming words

Commitment, Compromiso Loyalty, Lealtad Letter Knowledge

Technology

English-Mm, Nn, Oo, Pp, Qq, Rr Span.-Mm, Nn, Ññ, Oo, Pp, Qq, Rr

Ms. Kari

Words, Words, Words; Extra Reading Buddy X.A.1. X.A.2. III.A.1. II.D.1. Math

Number and Operation

English Vocabulary

add, castle, celebration, commitment, customers fairy tale, fewer, leather, magic, mattress, more, palace, pantomime, princess, purchase, setting, summoned, take away

Spanish Vocabulary

sumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario, convocado, quitar

LESSON COMPONENTS

Day 1

Greeting Circle

• Building community: Sing "Five Little Speckled Frogs" (p.181) This week we will be learning about fairytales. Fairytales are full of magic. Calming: Invite the children to swim like frogs in slow motion while taking deep breaths. Connect: Perform the Absent Child and Welcome Back Rituals. Commit: Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message : Today we will read about a frog prince .

• Building community : Teach the children to sing "A Stomping Giant" (p.178) Today we will be reading "Jack and the Beanstalk" Calming: Encourage the children to breathe like a giant. Connect: Perform the Absent Child and Welcome Back Rituals. Review the words and actions to "Jack Be Noodle" (p 170) Commit: Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message: Jack climbed the beanstalk more than once.

Princess Ball Roll • La bola de la princesa game

The Frog Prince • El príncipe sapo • Discuss main characters • Introduce fairytale elements

Time:

Moving and Learning

Day 2

Day 3

Day 4

Day 5

• Building community: Teach the children "Dragon chase" (p.193) Today we will review giants and dragons. Calming: Encourage children to demonstrate how a dragon might stretch when he wakes up in the morning. Connect: Perform the Absent Child and Welcome Back Rituals. Commit: Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message : Once upon a time in Dragon Land dragons ruled .

• Building community: Sing "Are You Sleeping " ( p.178 ) Today's fairytale is about a princess who sleeps on 20 mattresses. Calming: Today we are going to breathe like a sleeping prince or princess. Connect: Perform the Absent Child and Welcome Back Rituals. Introduce "Wee Willie Winkie" (p 171) Commit: Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message: The Princess slept on the pea.

• Building community: Sing "This Little Elf" (p.179) The story today is "The Shoemaker and the Elves" Calming: Review "Wonderful Woman" (p 172) Connect: Perform the Absent Child and Welcome Back Rituals. Sing "That Was Helpful" Commit: Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message: Can an elf make a shoe?

Practice giant movements—walk, jump, hop

Create dragon and giant shadows

Who’s Got the Pea? • ¿Quién tiene el Boot, Boot, Shoe • Botas, botas, guisante? game zapato game

The Frog Prince • El príncipe sapo • Discuss story setting • Notice Frog’s actions reveal his character

“Odon, the Giant” • “Odón, el gigante" listening story • Discuss onomatopoeia • Identify onomatopoeia words

“The Princess and the Pea” • “La princesa y el guisante” story folder • Identify characters in story • Develop vocabulary

“The Shoemaker and the Elves” • “El zapatero y los duendes” story folder • Identify and compare parts of shoes • Develop concept of consumer

“Jack and the Beanstalk” • Juan y los frijoles mágicos” story folder • Discuss story setting • Compare castles in two stories II.D.5., III.D.2., IV.D.1.

“Kilum” • “Kilum” listening story • Develop vocabulary • Compare make-believe world to real world II.D.5., II.C.2., III.D.3.

The Frog Prince • El príncipe sapo • Discuss how word choice affects story • Compare princesses

“The Sweet Mother Who Lives in a Shoe” • “La señora que vive en un zapato” listening story • Compare nursery rhymes VII.B.2., II.D.4., III.D.3.

Time:

Read-Aloud Time:

Reagan’s Journal • El diario de Reagan • Develop vocabulary • Discuss family celebration

Weekly Learning Centers

II.D.1., III.D.2., III.D.3. • Construction-Build small bed for the frog so he doesn’t have to sleep on the princess’s pillow • Fine Motor-Encourage children to sort frogs by size • Creativity Station-Invite children to design a new ball for the princess

• Construction-Construct a cage for the golden goose • Fine Motor-Play Is the Giant Asleep? • ¿Está dormido el gigante? • Creativity Station-Provide green paint and invite children to paint beanstalks

• Construction-Design and build a maze for Bunny Foo Foo’s mice • Fine Motor-Challenge children to stack the giant’s gold coins (pennies) • Creativity Station-Show them how to make mice from their fingerprints

II.D.1., III.D.1., III.D.2. • Construction-Build a bed for the princess so she doesn’t have to sleep on so many mattresses • Fine Motor-Explore pebbles in socks • Creativity Station-Create pebble prints

• Construction-Build a bench for the shoemaker • Fine Motor-Encourage children to lace shoes • Creativity Station-Invite children to design a pair of shoes

• Identify fairytale elements in story • Identify rhyming words

• Retell “Jack and the Beanstalk” in a story circle

• Compare fairytales • Identify real and make-believe elements in the story

• Reenact queen’s mattress test • Suggest alternate (more accurate) tests

• Think about how shoes protect feet • Categorize shoes by use and material used in making them

Centers • ABC-Match upper- and lowercase letters • Library and Listening-Retell story with story props • Language and Literacy-Sequence story events III.D.1., VIII.C.1., II.B.3.

Centers • ABC-Copy the word dragon • Library and Listening-Listen to story • Language and Literacy-Retell story with sound effects

Centers • Creativity Station-Design a bedcover • Library and Listening-Listen to a story • Language and Literacy-Retell story with story props

Centers • Pretend and Learn-Sort and display shoes in store • Creativity Station-Draw a picture of a shoe house • Language and Literacy-Retell story with story props VI.D.1., II.B.3., V.E.1.

Time:

Literacy Learning Centers Time:

Centers • ABC-Sort words by ending letter • Library and Listening-Listen to a story • Sensory Table-Retrieve magnetic letters and match to letter cards

II.D.3., III.A.1., III.B.6.

II.D.3., III.D.2., III.A.3.

LESSON COMPONENTS

Day 1

Day 2

Day 3

Day 4

Day 5

•Play "Guess what's in the box" and discuss what it means to be curious

•Allow the children to create a "restaurant" and show how they use good table manners and restaurant etiquette.

•Sing: "If You're Tired and You Know It" and discuss what makes the children feel comfortable when they are tired.

• Discuss compassion and why it is important.

•Review the curiosity and compassion.

• Introduce addition and subtraction with concrete models

• Estimate number of cubes in a grab • Organize data in two-column chart

• Play Catch and Compare • Atrapa y compara

• Count to 20 • Use dot cube to make towers of 20 cubes

• Use cubes to represent doubling patterns

Centers • Math-Match frog counters to dot cube numbers • Gross Motor Area-Roll dot cube to move along a path

Centers • Science-Plant bean seeds • Gross Motor Area-Toss beanbags and score throws

Centers • Pretend and Learn-Match scooped cotton balls to dot card • Math-Build towers to match dot cards

V.A.8., V.B.1., V.B.2.

V.A.6., V.A.8., V.E.2.

Science • Compare real and make-believe frogs

Health • Discuss beans as an important protein

Time:

VI.B.1., II.E.5., III.D.2. • Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

VI.D.3., II.D.1., II.B.3. • Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

Outdoor Learning

• Teach the children how to play Leap • Play Grab the Goose • Atrapa el Frog • Salta la rana or set them up to ganso (p.193) do Frog Jumps • Salta la rana (p. 193).

Character Education/Social Studies/KremeTV/PATHS

Math and Science Learning Centers Time:

Content Connections Time:

Closing Circle

V.A.5., V.A.8., V.B.1. Fine Arts • Make paper-towel tube dragons

Centers • Sensory Table-Use play dough and pebbles for counting game • Science-Compare “covering” attributes of different materials V.A.2., V.A.3., V.C.3.

Centers • Math-Create reflecting patterns with paint • Science-Use mirrors to make reflecting patterns V.A.8., V.B.1., V.E.3.

VIII.A.2., VIII.C.1., III.D.1.

Math • Play a game to count and compare sets of “mattresses” V.A.3., V.E.2.

Social Studies • Discuss possible jobs and ways to earn income VII.B.1., VII.B.2., VII.B.3.

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Invite children to play Duck, Duck, Goose • Pato, pato, ganso (p. 193)

• Draw a hopscotch grid. Encourage children to use the princess’s pea (a pebble) as a marker

• Provide chalk and invite children to trace around their shoe

LESSON COMPONENTS

Learning Goals

Day 1

Day 2

Day 3

Day 4

Day 5

• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • III.D.3. Asks and answers appropriate questions about the book • II.D.3. Demonstrates receptive vocabulary (three to four thousand words) • (Forerunner to) III.A.1. Shows interest in books • III.B.6. Produces a word that rhymes with a given word • V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5 • V.B.1. Uses concrete models or makes a verbal word problem for adding up to 5 objects • V.B.2. Uses concrete models or makes a verbal word problem for subtracting 1 to 5 objects from a set • VI.B.1. Identifies and describes the characteristics of organisms • II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates

• III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • IV.D.1. Uses some appropriate writing conventions when writing or giving dictation • III.D.1. Retells or reenacts a story after it is read aloud • VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations • II.B.3. Provides appropriate information for various situations • V.A.6. Demonstrates understanding that when counting, the item can be chosen in any order • V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5 • V.E.2. Collects data and organizes it in a graphic representation • VI.D.3. Identifies good habits of nutrition and exercise • II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions

• II.D.5. Uses category labels to understand how words and objects relate to each other • II.C.2. Perceives differences between similar-sounding words • III.D.3. Asks and answers appropriate questions about the book • II.D.3. Demonstrates receptive vocabulary (three to four thousand words) • III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • III.A.3. Seeks to understand print • V.A.5. Counts up to ten items and demonstrates that the last count indicates how many items were counted

• II.D.1. Uses a wide variety of words to label and describe people, places, things, and actions • III.D.1. Retells or reenacts a story after it is read aloud • III.D.2. Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • II.E.5. Combines sentences that give detail, stays on topic, and clearly communicates • II.D.4. Uses a large speaking vocabulary, adding several new words daily • V.A.2. Uses words to rote count from 1 to 30 • V.A.3. Counts 1 to 10 items, with one count per item • V.C.3. Demonstrates use of location words • Forerunner (V.E.2.) Identifies equal and unequal

• III.C.1. Names at least 20 upper- and at least 20 lowercase letters • VII.B.2. Participates in activities to help them become aware of what it means to be a consumer

• V.A.8. Verbally identifies, without counting, the number of objects from 1 to 5 • V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects • VIII.A.2. Uses art as a form of creative selfexpression and representation • VIII.C.1. Creates or re-creates stories, moods, or experiences through dramatic representations • III.D.1. Retells or reenacts a story after it is read aloud

• II.D.4. Uses a large speaking vocabulary, adding several new words daily • III.D.3. Asks and answers appropriate questions about the book • VI.D.1. Practices good habits of personal safety • II.B.3. Provides appropriate information for various situations • V.E.1. Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • V.A.8. Verbally identifies, without counting, the number of objects from one to five • V.B.1. Uses concrete models or makes a verbal word problem for adding up to five objects • V.E.3. Recognizes and creates patterns

Wonderful Woman

Wonderful Woman

© Becky Bailey

© Becky Bailey

This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.

This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.

A wonderful woman lived in a shoe

A wonderful woman lived in a shoe

(Hold hands.)

(Hold hands.)

She had so many children

She had so many children

(Lead turns partner’s hands over palms up.)

(Lead turns partner’s hands over palms up.)

She knew exactly what to do.

She knew exactly what to do.

(Lead touches each finger of partner’s hand.)

(Lead touches each finger of partner’s hand.)

She held them. She rocked them,

She held them. She rocked them,

(Lead closes partner’s hand in a fist and rocks it gently.)

(Lead closes partner’s hand in a fist and rocks it gently.)

And tucked them in bed.

And tucked them in bed.

“I love, I love you.” is what she said.

“I love, I love you.” is what she said.

(Lead hugs partner.)

(Lead hugs partner.)

Wonderful Woman

Wonderful Woman

© Becky Bailey

© Becky Bailey

This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.

This is a ritual you might want to use as you tuck your child into bed. It is one of Becky Bailey’s I Love You Rituals.

A wonderful woman lived in a shoe

A wonderful woman lived in a shoe

(Hold hands.)

(Hold hands.)

She had so many children

She had so many children

(Lead turns partner’s hands over palms up.)

(Lead turns partner’s hands over palms up.)

She knew exactly what to do.

She knew exactly what to do.

(Lead touches each finger of partner’s hand.)

(Lead touches each finger of partner’s hand.)

She held them. She rocked them,

She held them. She rocked them,

(Lead closes partner’s hand in a fist and rocks it gently.)

(Lead closes partner’s hand in a fist and rocks it gently.)

And tucked them in bed.

And tucked them in bed.

“I love, I love you.” is what she said.

“I love, I love you.” is what she said.

(Lead hugs partner.)

(Lead hugs partner.)

©2010 Frog Street Press, Inc.

Family Connections CD

Wonderful Woman

Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4)

Date

Teacher 01/29 - 02/02, 2018

Wonderful Word Literacy

exaggerate, exagerar

Character Education

Commitment, Compromiso Loyalty, Lealtad Letter Knowledge

Problem Solving, Oral Language

English Vocabulary Spanish Vocabulary

LESSON COMPONENTS

Greeting Circle

Moving and Learning

Literacy (Oral Language, Phonics, Handwriting, Read Aloud)

Technology

Eng-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz

Ms. Kari

ABC and XYZ; Math-Compare It

Math

Ordinal Numbers

after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane después, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero, veleta

Day 1

Day 2

Day 3

Day 4

Day 5

• Building community- Sing the song "Frog Went a Courtin" (p.182) Explain that this song is a ballad. This week we will be learning about ballads, folktales, and fables. • Calming- Invite children to practice Balloon. (p. 168) • Connect-Implement the Absent Child and Welcome Back Rituals. Review "Row, Row, Row Your Boat" Commit- Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message: Frog asked Miss Mousie to be his bride.

• Building community- Today's story is a Latin American ballad called "El Senor don Gato." "The Ballad of Sir Cat" (p.192) • Calming-Teach children Cat's Meow. (p. 168) calming strategy. • Connect- Implement the Absent Child and Welcome Back Rituals. Play "Todos juntos" "All Together" (p. 173) Commit- Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message: Which words rhyme with cat?

• Building community- Teach children the song "There Was an Old Lady Who Swallowed a Fly" (p. 184) Explain that this song is also a story which means it can be considered a ballad. • Calming-Invite children to do Belly Breathing. • ConnectImplement the Absent Child and Welcome Back Rituals. Invite the children to extend pinky hugs to eight friends. Commit- Implement the Safe Keeper and Welcome Back Rituals. • Morning Message: There was an old woman who swallowed a fly.

• Building community- Teach children "Three Tricky Turtles" (p183) Today's stories are about tricky turtles. Today we will focus on fables. FAbles are stories that teach a lesson. • Calming-Implement Bunny Breathing. (p168) • ConnectImplement the Absent Child and Welcome Back Rituals. Invite children to sing along and move with "Caring Friends" (p174) CommitImplement the Safe Keeper and Daily Commitment Rituals. • Morning Message: Will the tortoise win the race?

• Building community- Teach children "Johnny Appleseed" (p180) Explain that Johnny Appleseed is a character from a tall tale. Tall tales are exaggerated stories. Calming-Invite children to do Apple Picker stretches. • Connect-Implement the Absent Child and Welcome Back Rituals. Review "On your Face" (p172) Commit- Implement the Safe Keeper and Daily Commitment Rituals. • Morning Message: Which story is your favorite tall tale?

“Five Speckled Frogs” (p181) • “Cinco Musical Cat and Fish • Gato y pez ranitas moteadas” and “Shubert‟s musical game Shuffle” (p173) • “El baile de Shubert”

Itsy Bitsy Spider dance

Move like story animals

Act out exaggerations

• Identify rhyming story words • Add to story with new rhymes

• Produce rhyming words in story context

Centers • Language and Literacy-Sort rhyming Centers cards • Creativty Station-Draw el señor don • Math-Sequence story events • Language and Literacy-Sort rhyming Gato word cards • Library and Listening-Listen to story

• Compare and contrast a hen and a rooster • Participate in the telling of a Latin folktale

• As a class, write a tall tale

Centers • Language and Literacy-Sequence story cards • Library and Listening-Listen to story

• Identify the beginning, middle, and end of a story • Use a cause-effect organizer to show story events

“Frog Went a Courtin„ ” • “Sapito se fue a casar un buen día” listening story• Sequence the story events • Identify story events as fiction and could happen The Rooster Who Went to His Uncle’s Wedding • El gallo que fue a la boda de su tío • Develop vocabulary • Chart cause-and-effectrelationships

Centers • Library and Listening-Retell a story with props • Creativity Station-Create a weather vane

“The Cat and the Mice” • “El gato y los ratones” listening story • Introduce fables • Identify the moral of the story

“Groundhog‟s Dance” • “El baile de la marmota” listening story • Introduce folktale as a genre • Role-play story with chant

“The Tortoise and the Hare” • “La tortuga y la liebre” listening story • Describe and discuss rabbits • Identify moral of story

“Puss in Boots” • “El gato con botas” listening story • Describe main story character • Compare Puss and el señor don Gato

“The Chihuahua and the Leopard” • “El perrito Chichuahua y el leopardo” story folder • Develop vocabulary • Discuss the moral of the story

“Tortoise Wins the Race” • “La Tortuga gana la carrera” listening story • Describe and discuss deer • Compare two fables Mandarin

Mandarin

Centers • Creativity Station-Illustrate part of story • Gross Motor Area-Pretend to grease a giant skillet • Fine Motor-Locate flannel shirts in catalog

“Paul Bunyan” listening story • Introduce tall tale as a genre • Identify exaggerations in story “Pecos Bill” listening story • Enrich vocabulary • Compare Pecos Bill to modern superheroes

LESSON COMPONENTS

Weekly Learning Centers

Math and Science

Character Education Closing Circle

Day 1 • Pretend and Learn-Invite children to role-play the wedding of Frog and Miss Mousie • ABC-Find the magnetic letters S, s through Z, z in the frog pond (sensory table) • Construction-Build a home that will be appropriate for a mouse and for a frog • Use ordinal numbers to describe wedding guests

Day 3

Day 4

Day 5

• Pretend and Learn-Role-play the wedding of El Señor don Gato and his bride or set up a hospital to treat El Señor don Gato • ABC-Go fishing for letters • Construction-Build a new home for El Señor don Gato and his bride

• Pretend and Learn-Make a Fly Trap Stew • ABC-Play "catch the fly" with magnetic letters • Construction-Build homes for the animals the old woman swallowed

• Pretend and Learn-Supply racing clothing and gear for children to explore • ABC-Play Find the Letter • Busca la letra • Construction-Build a racetrack for the tortoise and the hare race

• Pretend and Learn-Pretend to make flapjacks (pancakes) • ABC-Make play dough pancakes for Paul Bunyan and imprint with magnetic letters • Construction-Build a bed for Paul Bunyan

• Use ordinal numbers to label stops along a pathway

• Use tally marks to count • Use chain loops to represent story events

• Use ordinal numbers to describe things the Old Woman swallowed

• Measure distances with string • Order strings by length

Centers Centers • Math-Play a game with frog counters • Sensory Table-Form numerals with play dough • Pretend and Learn-Order story characters in creative drama

Centers Centers • Math-Track order cubes are • Creativity Station-Make a story chain removed from stack • Science-Sort harmful and safe items • Fine Motor-Stuff a sock with blocks

Centers • Math-Play a marble game • Gross Motor Area-Play hopscotch

Loyalty- Read "The Knats of Knotty PATH- Feelings review to review Manners- Review the Five uses of a Pine" talk about how the Knats all facial features assiciated with the four Napkin wordked together for a common cause basic feelings

PATH- Sing inside/out and paly Simon says feeling version

Loyalty- Talk about Citizenship and what it is ti be a good citizen in the classroom

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Play Leap Frog • Salta la rana (p. 193)

• Play Old Gray Cat • El viejo gato gris • Blow bubbles. Pretend that the • Invite children to participate in relay (p. 194) bubbles are flies and encourage races children to catch all the bubbles so the old woman won‟t swallow them

• Pretend the parachute is Paul Bunyan‟s shirt and shake it out to dry it. Challenge children to take Paul Bunyan giant steps around the perimeter of the parachute (Paul‟s shirt)

• Is aware of where own body is in space; respects personal boundaries • Begins to understand difference and connection between feelings and behaviors • Produces a word that rhymes with a given word • Asks and answers appropriate questions about the book • Seeks to understand print • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• Is aware of where own body is in space; respects personal boundaries • Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary • Shows understanding by following two-step oral directions, and usually follows three-step directions • Uses a wide variety of words to label and describe people, places, things, and actions

Outdoor Learning

Learning Goals

Day 2

• Responds to different musical styles through movement and play • Produces a word that rhymes with a given word • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Produces a word that rhymes with a given word • Shows understanding by responding appropriately

• Reflecting on the day • Check on Commitments • Kindness Tree • Family Connection

• Is aware of own feelings most of the time • Names at least 20 upper- and at least 20 lowercase letters • Asks and answers appropriate questions about the book • Uses a wide variety of words to label and describe people, places, things, and actions • Responds to different musical styles through movement and play • Shows increasing control of tasks that require hand-eye coordination • Uses art as a form of creative selfexpression and representation

• Demonstrates empathy and caring for others • Shows understanding by responding appropriately • Names at least 20 upper and at least 20 lowercase letters • Uses a large speaking vocabulary, adding several new words daily • Asks and answers appropriate questions about the book • Asks and answers appropriate questions about the book • Shows interest in books