Lesson Plans for Stories and Rhymes • Cuentos y rimas

Date Teacher

Literacy Math

English Vocabulary

Literacy (Oral

Language, Phonics,

Handwriting, Read

Aloud)

• Analyze and produce rhyming words

Display different size balls and ask them

to describe how they are the same and

how they are different

Centers

• Language and Literacy-Match objects to

create rhyming pairs

• Library and Listening- Match pairs of

sounds

• ABC-Match alphabet letters

Letter

Knowledge

English-Aa, Bb, Cc, Dd, Ee, Ff

Spanish-Aa, Bb, Cc, Dd, Ee, FfCounting, Whole-Part Relationship

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Nursery Rhymes (Week 1)Jan 3-6, 2017 Crème Prep

culture, culturaWonderful Word TechnologyWriter's Corner

Phonological Awareness (Rhyming)

Character

Education

Commitment, Compromiso

Loyalty, Lealtad

• Learn parts of a kite- Ask if they have

ever used a kite

• Compare Japanese symbols and

alphabet letters

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- discuss the likeness and

differences between mittens and

gloves

• Retell the story of the three little

kittens

Centers

• ABC-Match magnetic letters to

letters in alphabet book

• Library and Listening-Retell “Three

Little Kittens” • “Tres lindos gatitos”

• Unite: Nursery Rhyme Rap: Miss Mary

Mack. Tell the children they will contimue

to learn about nursery rhymes. Today they

will focus on a rhyme that is believed to

be African American, "Miss Mary Mack"

p.181.

• Disengage the stress response- Invite

children to choose a calming stratagy and

preform it.

•Connect: Implement the absent child

ritual, and the welcome back ritual.

Teach "Mary Had a Little Lamb" & have

children act out rhyme with a friend

• Morning Message: Miss Mary Mack

wears Black. Identify rhyming words

Commit: Implement the safe keeper

ritual. and the daily commitment ritual.

• Calendar/Weather

• Work with rhyming words

Display band-aids and brown paper. Ask

how family members treat injuries. remind

them about Jack and Jill and how they

use brown paper

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”

Moving and

Learning

• Unite: Nursery Rhyme Rap and The

Kite-Japanese. tell children they will

continue to learn about nursery

rhymes.

• Disengage the stress response- tell

children they are going to pretend their

hands are kites. their arms will be the

string of the kites, and they will use

their breath as the air for thwe kites.

• Connect: Implement the absent child


Play song "My School Family" p. 175.

Encourage childre nto work with a

partner.

• Morning Message: Kites are rising in

the sky. (Meaning of Rise)




• Unite: Nursery Rhyme Rap:

Cucararita Martina (180) Tell

children they will continue learning

about nursery rhymes. today they

are going to focus on rhymes about

animals.

• Disengage the stress response-

Encourage children to get down into

crawling position and move like

kittens. Encourage them to arch their

back like a cat and then release the

arch so that their tummies are

almost touching the floor.

• Connect: Implement the absent

child ritual, and the welcome back

ritual. Invite children to sing and

move to "Get Ready" p.174. Review

the words and the movements.

• Morning Message: Three little

kittens lost their mittens. Make

nonsense words that rhyme with

kittens.


ritual. and the daily commitment

ritual.


“Stars and Stripes Forever” with musical

eggs

“Ring around the Rosie” • “Ronda de las

rositas” singing game

“Miss Mary Mack” clapping game Dance with streamers to music Drop the Mitten • Deja caer el mitón

game

Day 1 Day 2 Day 3 Day 5

• Identify straight lines in alphabet letters

Describe attributes of different buttons.

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

Day 4

alike, broth, crown, different, fleece, half, hare, injury, mystify part, radiant, tuffet, twinkle, whole, wounds

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

LESSON

COMPONENTS

Greeting Circle

• Unite: Nursery Rhyme Rap p.181. tell

children that nursery rhymes are short

rhyming poems or songs. This week they

will be learning about nursery rhymes.

Today they will forcus on a Mother Goose

nursery rhyme "Humpty Dumpty".



preform it.

•Connect : Implement the absent child


Recite the original version of "Humpty

Dumpty" and then the cooperative

version. Discuss differences.

• Morning Message: Humpty Dumpty sat

on a wall. Humpty Dumpty had a great

fall.



Ask children to make a commitment to

work with others to solve problems today.


• Unite: Nursery Rhyme Rap and , recire

"Sana, Sana" and "Heal, Heal" p.186.



preform it.

•Connect: Implement the absent child


Invite children to sing and perform the

movments to "Twinkle, Twinkle, Little

Star" with partners p.178.

• Morning Message: Jack and Jill went up

the hill.

Identify rhyming words and do letter cards




Day 1 Day 2 Day 3 Day 5Day 4LESSON

COMPONENTS

Closing Circle

• Reflecting on the Day

What shape is Humpty Dumpty? How

are eggs and ball alike and different?

• Practice Humpty Dumpty and share

rhyme with family

• Kindness Trees


How will you use Boo Boo cream? Why

do you think Jack fell?

• Check home 1st aid kits.

• Kindness Trees

Weekly Learning

Centers

• Invite children to fly the kites made in

the Creativity Station.

• Play Find the Mitten • Busquen el

mitón (p. 193).

Play “Twiggle Hot Potato.”

Discuss the appropriate times to do

turtle.

Send home the PATHS Kid for

Today parent letter.

Find ways to involve parents in the

compliment process.

Outdoor Learning• Play Please Don’t Let the Ball Fall • No

dejen que la pelota caiga (p. 193).

• Provide first-aid props. Turn bicycles

into emergency vehicles.

• Encourage children to Jump the Fence •

Saltar la cerca (p. 193).

Manners

Meeting new people and Introductions

Going Down Frog Street A to Z or

Abeceloco

• Enjoy an alphabet story

• Identify uppercase letters A, B, C, D, E,

F

“Jack and Jill” • “Juan y Josefina”

(Nursery Rhyme • Cuentos infantiles flip

chart)

• Use illustrations to predict story action

• Introduce new vocabulary words

“Hey Diddle Diddle” • Hey mentironsín


chart)

• Distinguish between real and pretend

• Produce rhyming words

“Little Miss Muffet” or “Arroz con leche”


chart)

• Extend vocabulary


What's your favorite part of Miss Mary

Mack? Read Miss Fanny Frog

• Send home copy of Miss Fanny Frog

• Kindness Trees


What are the parts of a kite?

• Demonstrate Kite

• Explain gravity to your parents

• Kindness Trees


•What rhyme did you like best? Why

do we wear mittens?

• Kindness Trees

Character Education

Use the duck puppet to introduce this

lesson.

Dr 18-1 to Dr 18-6

Mysterious Movers • Fuerzas

misteriosas


• Role-play action verbs

Twinkle, the Little Star • Chispita la

estrellita


• Recognize that author is telling a

story

“Cucú” • “Ribbit, Ribbit” (Cultural

Rhymes flip book)

• Hear a traditional Latin American

rhyme

• Produce rhyming words

“There Was an Old Woman”

(Nursery Rhyme • Cuentos infantiles

flip chart)

• Compare two stories

• Identify rhyming words in story

“This Is the House that Jack Built” • “Ésta

es la casa que Juan construyó” listening

story (p. 196)

• Describe characters

• Explore cause-and-effect relationships

“Peter, Peter, Pumpkin Eater” • “Daniel,

Daniel” (Nursery Rhyme • Cuentos

infantiles flip chart)

• Identify and produce rhyming words

• Compare Jack’s house to Peter’s

pumpkin

• 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

Journal writings and drawings.

-Listen to: "Sentence Song" on

Rock, Rap, Tap, & Learn CD #7 Handwriting

Introduce the letter or words of the week.

Create these letters with craft sticks or

with wood pieces

• 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

* Create the letter of the week with Wikki

Stix • Create "Mat Man" with wood

pieces. Identifiy each piece: Big line, little

line, big curve, & little curve. Use Rock,

Rap, Tap, & Learn CD #23 " Mat Man

Rock"

Chrildren use playdoough to pinch,

squeeze, roll, pound, and press to create

letters of the week or letters in their

names.

Handwriting Books used to teach the

letter of the week.

•Listen to: Get Set for School Sing

Along CD Sing "Where Do You Start

Your Letters?"

Day 1 Day 2 Day 3 Day 5Day 4LESSON

COMPONENTS

Learning Goals

• 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



actions

• Names at least 20 upperand at least 20

lowercase letters


given word


can be counted



• Recognizes how much can be placed

within an object

• Uses a variety of art materials and

activities for sensory experience and

exploration

• Demonstrates coordination and balance

in isolation

• Increasingly interacts and communicates

with peers to initiate pretend-play

scenarios that share a common plan and

goal




given word

• Demonstrates receptive vocabulary

(three to four thousand words)




• Produces a word that begins with the

same sound as a given pair of words

• Names at least 20 upper- and at least 20

lowercase letters

• Shows understanding by following two-

step oral directions, and usually follows

three-step directions


can be counted

• Counts one to ten items, with one count

per item

• Demonstrates that the order of the

counting sequence is always the same

• Describes, observes, and investigates

properties and characteristics of common

objects

• 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


given word

• Shows interest in books

• Seeks to understand print


and describe people, places, things,

and actions

• Identifies similarities among people

like himself and classmates, as well as

between himself and people from other

cultures

• Knows that objects or parts of an

object, can be counted

• Counts up to ten items, and

demonstrates that the last count

indicates how many items were

counted

• Describes, observes, and

investigates properties and

characteristics of common objects

• Investigates and describes position

and motion of objects

• Assumes various roles and

responsibilities as part of a

classroom community





• 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 word

• Uses information learned from

books by describing, relating,

categorizing, or comparing and

contrasting

• Knows that objects or parts of an

object can be counted

• Demonstrates understanding that

when counting, the items can be

chosen in any order

• Verbally identifies, without

counting, the number of objects from

one through five

• Initiates problem-solving strategies

and seeks adult help when

necessary

Date Teacher

Literacy Math

audience, barnyard, carnivore, dress rehearsal, durable, factual, fictional, greedy, longest, original, porridge, shortest, survey, traditional, trowel, version

Spanish Vocabularyaudiencia, corral, carnívoro, ensayo general, durable, objetivo, ficticio, glotón, el más largo, original, avena, el más corto, encuesta, tradicional, paleta, versión

Day 1 Day 2 Day 3 Day 5LESSON

COMPONENTS

• Compare two versions of Little Red

Riding Hood- use a venn diagram

• Determine most significant differences

Centers

• Creativity Station-Sequence story

events

• Language and Literacy-Create a new

version of a story

Day 4

Greeting Circle

• Unite-Introduce the theme

Teach "Three Bears' Rap" (p. 179).

Tell children that this week the ywill

begin learning about some of their

favorite stories. they will be learning

about traditional tales. theseare

stories that have been around a lond

time.

•Disengage the Stress response-

Invite children to choose a calming

strategy to perform.

• Connect-Implement the Absent Child

Ritual and the Welcome Back Ritual.

Introduce "Here is the Beehive" p.

170. Teach the words and then the

movements.

•Commit- Implement the Safe Keeper

Ritual and the Daily Commitment

Ritual. Challenge children to notice

two kind acts today.

• Morning Message: The three bears

sat on chairs. • Los tres osos se

sentaron en sillas.

•Calendar/Weather

• Unite- Sing "Three Pigs" (p. 181).

tell the children that they will continue

to learn about traditional tales. today

they will focus on two more stories

about three animals: "Three Little

Pigs", and "The Three Billy Goats

Gruff".


Teach the children "Huff and Puff"

calming strategy (p 168). Tell children

that today they are going to pretend

they are wolves like the one in the

story of the Three Little Pigs.



Invite children to participate in "Three

Blind Mice" p. 175. Point out that this

story is about three animals just like

the other stories we have heard about.



Ritual.

•Kindness Tree

• Morning Message: Who huffs and

puffs and blows houses down? •

Quien sopla y resopla hasta

derrumbar las casas.

•Calendar/Weather

• Unite- Sing "Through the Woods" (p.

183). Tell children that today they will

learn about another story about a wolf.

This time the wolf will try to trick a little

girl named Red.

• Disengage the Stress response-

Repeat the "Huff and Puff" calming

strategy (p 168).



Play I Wish You Well.

•Commit- IImplement the Safe Keeper


Ritual.

•Kindness Tree

• Morning Message: Little Red sat on

the high bed. • Gorrita Roja se sento en

la cama alta.

•Calendar/Weather

• Compare real and make-believe pigs-

review the difference between real

and make-believe- give examples

Centers

• Writer's Corner-Label pictures as

fiction or factual

• Science-Conduct “blowing” test

• Creativity Station-Paint pink pigs

Moving and

Learning

• Unite- Sing "Caring Friends" (p.

174). Ask children about the things

they help friends do. Tell children that

they will continue to learn about

traditional tsales. Today they will learn

about "Little Red Hen" and her

unhelpful friends.


Encourage children to choose a

calming strategy and perform it.



Play "People to People" p.177. review

the actions prior to singig the sing.

Encourage children to give examples

of being a friend. p 178.



Ritual.

• Kindness Tree

• Morning Message: Little Red Hen

can count to ten. • La gallinita Roja

puede contar hasta diez.

•Calendar/Weather

• Unite- Sing "I'm a Little Acorn Brown"

(p. 180). Tell children they will

continue learning about traditional

tales. the story they will hear about

today is about a silly chicken who

mistakes a acorn for a piece of the

sky.

• Disengage the Stress response-

When we are upset we don't make

thoughtful decisions.





Ritual.

•Kindness Tree

• Morning Message: Henny Penny and

Goosey Loosey went to find the king. •

Henny Penny y Goosey Loosey fueron

a buscar al rey.

•Calendar/Weather

“Goldilocks” • “Ricitos de oro” Walk-on

Nursery Rhyme

“One Pink Piglet” • “Un cerdito rosado”

action song

What Time Is It, Mr. Wolf? • Sr. Lobo,

¿qué hora es? game

“New Chicken Dance” “Henny Penny” • “La gallina Tina”

dance

• Identify story characters of the Little

Red Hen

• Create story pyramid- summary of a

story

Display hen, dog, cat, goose vocab

cards- discuss letters in each name,

which is the longest?

Centers

• ABC-Find alphabet letters in

character names

• Creativity Station-Create a new story

character

• Language and Literacy-Retell a story

• Analyze rhyming character names

• Create sound effects for retelling of

the story

Centers

• Creativity Story-Paint a story setting

• Language and Literacy-Change story

by eliminating a character

Comprehension and Dramatic Expression

Character

Education


Loyalty, Lealtad

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Traditional Tales (Week 2)Jan. 9-13, 2017 Crème Prep

traditional, tradicionalWonderful Word TechnologyReading Buddy; Sounds and Rhymes

Letter

Knowledge

English-Gg, Hh, Ii, Jj, Kk, Ll

Spanish-Gg, Hh, Ii, Jj, Kk, LlMeasurement, Ordering by Attributes

English Vocabulary

Literacy (Oral

Lanaguage,

Phonics, Read

Aloud)

Vocabulary Cards hen-gallina

dog-perro

• Reenact the story of the three bears

with emphasis on sound effects-

summarize the story

Centers

• Pretend and Learn-Dress up as

three bears and Goldilocks

• ABC-Match magnetic letters to letter

cards


COMPONENTSDay 4

• 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

• 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


plant and harvest wheat

• Construction-Build a farm

• Fine Motor-Have children take their

shoes off and try to pick up acorns or

marbles with their toes


make acorn soup

• Construction-Reenact the story of

Henny Penny using plastic farm

animals

“Little Red Hen” • “La gallinita roja”

story folder

• Describe the setting

• Consider Little Red Hen’s decision to

eat alone

“Little Red” • “Gorrita Roja” story folder

• Compare characters

• Describe how Little Red uses her

senses

“Henny Penny” • “La gallina Tina” story

folder

• Identify rhyme in character names

• Discuss story problems

“The Gingerbread Boy” • “El

muñequito de jengibre” story folder

• Discuss fox’s trick

• Compare Foxy Loxy to this fox

Three Bears’ Rap • El rap de los tres

osos

• Describe setting

• Compares Papa Bear and Baby Bear

“The Three Bears” • “Los tres osos”

story folder

• Compare two versions of the same

story

• 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 Gg through Ll.

• Construction-Build a bed for baby

bear

• Which wolf do you think is more

frightening, the one in the three little

pigs or the one in the little red?

• Have children choose one fact about

real wolves that they wil share with their

families

•Which part of the stories today did

you find most interesting and why?

•Encourage children to share a report

about their baking experience with

their families

• Ask them to demonstrate the animal

greeting they created during the

Greeting Circle

•Encourage children to teach

someone at home the animal greeting

Character

Education

Use the Twiggle puppet to create an

example of the feeling “calm” or

“relaxed.”

Ph 19-1 to Ph 19-3

Virtues & Values

Commitment, Loyalty, & Patience

Blue Folder Activities

Conscious Discipline: Pretend hands

are kites. Arms are strings. Use

breath to create air.

Outdoor Learning

• 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)

Manners

Second Rule Of Introduction

Uses of the Napkin

Appropriate meeting and exiting

Conversations

Holding Utensils

“Three Billy Goats Gruff” • “Los tres

chivos” (Developmental Storybook )

• Discuss character motivation

• Think of alternative endings

“The Three Pigs” • “Los tres cerditos”

(Developmental Storybook )

• Discuss attributes of building

materials

• Consider characters’ commitments

.

Little Red • Gorrita Roja

• Discuss wolves

• Identify factual and fictional

information

“The Boy Who Cried Wolf” • “El pastor

mentiroso” listening story

• Listen for the word wolf in a story

• Identify lesson (moral)

• Identify factual and fictional

information

• Vary the game of Duck, Duck,

Goose by changing the goose to a

hen—Duck, Duck, Hen (p. 193)

• Invite children to play a traditional

Mexican game, La gallinita ciega •

The Blind Hen (p. 193)

Coffee-Filter Butterflies

Relaxing to Music

Send home the PATHS Kid for Today

parent letter.

Relaxing to Music

Emotion-Sharing Session 3

Closing Circle

•What was your favorite activity today?

• Send note home asking for a paper

towel tube

• What have you learned about pigs

today?

• Invite children to find out the building

materials used to build their houses.

Weekly Learning

Centers

HWT Book HWT Book

Handwriting

Introduce letters of the week. Use Wikk Stix to form letters of the

week.

Make letters on Magnet Boards


COMPONENTSDay 4


given word





and actions

• Shows understanding by responding

appropriately


• Uses information learned from books

by describing, relating, categorizing, or


• Demonstrates an understanding that

others have perspectives and feelings

that are different from her own



• Demonstrates use of location words




different into groups and uses language

to describe how the groups are similar

and different

• Identifies good habits of nutrition and

exercise



• Begins to have meaningful friends


activities

• Names at least 20 upper- and at

least 20 lowercase letters



and actions


by describing, relating, categorizing,

or comparing and contrasting



• Combines sentences that give detail,

stays on topic, and clearly

communicates

• Engages in voting as a method for

group decision making

• Uses the verbal ordinal terms

• Identifies equal and unequal sets

• Collects data and organizes it in a

graphic representation




• Recognizes how much can be

placed within an object

• Investigates and describes sources

of energy including light, heat, and

electricity

• Shows competence in initiating

social interactions

• Is able to increase or decrease

intensity of emotions more

consistently, although adult guidance

is sometimes necessary


activities



orcomparing and contrasting





• Retells or reenacts a story after it is

read aloud

• Creates or re-creates stories,


dramatic

representations


given word


• Uses concrete models or makes a

verbal word problem for adding up to

five objects

• Recognizes and creates patterns

Learning Goals





• Demonstrates empathy and caring

for others

• Provides appropriate information for

various situations



by describing, relating,categorizing, or




• Uses category labels to understand

how words and objects relate to each

other


read aloud

• Creates or recreates stories, moods,

or experiences through dramatic

representations

• Recognizes and compares heights

or lengths of people or objects



characteristics of common objects.

• Is aware of where own body is in

space, respects personal boundaries








read aloud






• Is able to use language for different

purposes

• Demonstrates understanding of

terms used in the instructional

language of the classroom

• Names at least 20 upper and 20

lowercase letters


• Child demonstrates use of location

• Recognizes and compares weights

of objects or people


Date Teacher

Literacy Math

English Vocabulary

Literacy (Oral

Lanaguage,

Phonics, Read

Aloud)

• Identify fairytale elements in story

• Identify rhyming words

• Photo Activity Card #134

Centers

• ABC-Sort words by ending letter

• Library and Listening-Listen to a

story

• Sensory Table-Retrieve magnetic

letters and match to letter cards

Letter

Knowledge

English - Mm, Nn, Oo, Pp, Qq, Rr

Spanish - Mm, Nn, Ññ, Oo, Pp, Qq,

Rr

Number and Operation

Lesson Plan for Stories and Rhymes • Cuentos y rimas - Fairytales • Cuentos de hadasJan. 16-20, 2017 Crème Prep

magic, mágicoWonderful Word Technology Words, Words, Words; Extra Reading Buddy

Phonological Awareness—rhyming words

Character

Education

Commitment and Loyalty

Compromiso y Lealtad

• Reenact queen’s mattress test

• Suggest alternate (more accurate)

tests

Centers

• Creativity Station-Design a bedcover

• Library and Listening-Listen to a

story

• Language and Literacy-Retell story

with story props

• Think about how shoes protect feet

• Categorize shoes by use and

material used in making them

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

• Unite- Sing "Are You Sleeping" p

178. Tell children that today's story is

about a sleepy princess who sleeps

on 20 mattresses.

• Disengage The Stress Response-

Breathe like a sleeping princess

or prince.

• Connect- Implement the Absent

Child Ritual and Welcome Back

Ritual. Introduce Wee Willie Winkie (p

171). teach children the words first

then demonstrate the actions with a

partner.

• Commit-Implement the Safe Keeper


Ritual.

•Kindness Tree

• Morning Message: The princess

slept on the pea. • La princesa durmio

sobre un guisante.

•Calendar/Weather

•Unite- Sing "This Little Elf" p 179.

Ask children what they know about

elves. Point out that elves are often

portrayed ashelpful. Tell the children

that today they will continue to learn

about fairytales.The story today is

"The Shoemaker and The Elves".

•Review Wonderful Woman (p 172).



Ritual. Explain that in the story today

they will hear about elves that are

helpful.



Ritual.

•Kindness Tree

• Morning Message: Can an elf make

a shoe? • Puede un duende hacer un

zapato?

•Calendar/Weather

Princess Ball Roll • La bola de la

princesa game

Practice giant

movements—walk, jump, hop

Create dragon and giant

shadows

Who’s Got the Pea? • ¿Quién

tiene el guisante? Game

Boot, Boot, Shoe • Botas, botas,

zapato game

Day 5LESSON

COMPONENTS

• Compare fairytales

• Identify real and make-believe elements

in the story

Centers

• ABC-Copy the word dragon

• Library and Listening-Listen to story

• Language and Literacy-Retell story with

sound effects

Day 4

Greeting Circle

•Unite- Introduce the theme

Sing "Five Little Speckled

Frogs" p 181. Tell the children that

today they will hear a story about a

prince who was turned into a frog.

Explain that this week they will learn

about fairy tales. Fairy tales are full of

magic.

•Disengage The Stress Response-

Demonstrate and then invite the

children to swim like frogs in slow

motion.



Ritual.



Ritual. Challenge children to notice

two kind acts today.

• Morning Message: Today we

will read about a frog prince. •

Hoy vamos a leer acerca de un

príncipe sapo.

•Calendar/Weather

• Unite- Sing "A Stomping Giant" p

178. Ask children what they remember

about "Jack and The Beanstalk" from

their study of giants. Tell them that

thay will continue to learn about fairy

tails today and they will revisit "Jack

and the Beanstalk".


Encourage children to breathe

like a giant.



Ritual. Review the words to "Jack Be

Noodle" p. 170.



Ritual.

•Kindness Tree

• Morning Message: Jack climbed the

beanstalk more than once.• Jack

escalo la planta de frijol mas de una

vez.

•Calendar/Weather

•Unite- Teach "The Dragón Chase" p

193. Tell the children that today they will

review what they have learned about

giants and dragons and learn about fairy

tales.


Encourage children to demonstrate how

a dragon might stretch when he wakes

up in the morning.

• Connect- Implement the Absent Child

Ritual and Welcome Back Ritual.


Ritual and the Daily Commitment Ritual.

•Kindness Tree

• Morning Message: Once upon a time in

Dragón Land dragons ruled. • Hace

mucho tiempo en Dragolandia los

dragones gobernaban.

•Calendar/Weather

• Retell “Jack and the Beanstalk” in a

story circle

• Photo Activity Card #118

Centers

• ABC-Match upper- and lowercase

letters

• Library and Listening-Retell story

with story props

• Language and Literacy-Sequence

story events

Moving and

Learning

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

away

Spanish Vocabularysumar, castillo, celebración, compromiso, clientes, cuentos de hadas, menos, cuero, mágico, colchón, más , palacio, pantomima, princesa, compra, escenario,

convocado, quitar

Day 1 Day 2 Day 3

Day 5LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3

HWT Book HWT Book

Handwriting

Introduce letters of the week. Use Wikk Stix to form letters of the

week.


Closing Circle

• Reflecting on the day: What did you

learn today about frogs?

• Perform the Daily Commitment

Check

• Kindness Tree

• Family Connection: Encourage

children to teach "Wonderful Woman"

to someone at home.


children to tell someone at home

about their favorite fable.

• Reflecting on the day: Which

story did you enjoy most today?


Check

• Kindness Tree

• Family Connection: Challenge

children to look in their kitchen for any

kinds of beans and report what they

find.

Weekly Learning

Centers

• 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

Manners

Third Rule of Introductions

Beginning Your Space at the Table

Send home the parent handout

Sharing Is Caring.

Continue to send home the

Compliment List with the PATHS Kid

for Today.

Friendship Sharing Salad

Outdoor Learning

• Teach the children how to play Leap

Frog • Salta la rana or set them up to

do Frog Jumps • Salta la rana (p.

193).

• Play Grab the Goose • Atrapa el

ganso (p.193)

• Invite children to play Duck, Duck,

Goose • Pato, pato, ganso (p. 193)

Remind children “Sharing Is Caring”

Playing Together

Tell the children a story or something

important about yourself.

The Frog Prince • El príncipe sapo

• Discuss story setting

• Notice Frog’s actions reveal his

character

“Jack and the Beanstalk” • Juan y los

frijoles mágicos” story folder

• Discuss story setting

• Compare castles in two stories

“Odon, the Giant” • “Odón, el gigante"

listening story

• Discuss onomatopoeia

• Identify onomatopoeia words

“Kilum” • “Kilum” listening story

• Develop vocabulary

• Compare make-believe world to real

world

“The Princess and the Pea” • “La

princesa y el guisante” story folder

• Identify characters in story



• Discuss how word choice affects

story

• Compare princesses

“The Shoemaker and the Elves” • “El

zapatero y los duendes” story folder

• Identify and compare parts of shoes

• Develop concept of consumer

“The Sweet Mother Who Lives in a

Shoe” • “La señora que vive en un

zapato” listening story

• Compare nursery rhymes


• Discuss main characters

• Introduce fairytale elements

Reagan’s Journal • El diario de

Reagan


• Discuss family celebration

• Reflecting on the day

•Reflecting on the day: Which

story is your favorite today?

• Perform the Daily Commitment Check

• Kindness Tree

• Family Connection: Suggest children

scoop and count at home a kitchen

utensil and a set of small objects.

• Reflecting on the dayWhich

character in today's story was

most helpful?


Check

• Kindness Tree


children to retell the story of the

princess and the pea to their

families.

• Reflecting on the day What did you

learn today about shoemakers?


Check

• Kindness Tree




Character

Education

Use the turtle and hedgehog puppets

to introduce the lesson.

Make flower shapes

)

Manners

Review- Meeting and greeting, holding

the cracker, and the napkin.

• 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

• 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

Day 5LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3

Learning Goals


space; respects personal boundaries


social interactions

• Coordinates sequence of

movements to perform tasks



and actions










given word

• Verbally identifies, without counting,

the number of objects from 1 to 5



5 objects


verbal word problem for subtracting 1

to 5 objects from a set


responsibilities as part of a classroom

community



• Deletes a word from a compound

word

• Uses category labels to understand

how words and objects relate to each

other




• Uses some appropriate writing

conventions when writing or giving

dictation


read aloud

• Creates or re-creates stories,


dramatic representations


various situations

• Demonstrates understanding that

when counting, the item can be

chosen in any order


the number of objects from 1 to 5

• Is aware of where own body is in space;

respects personal boundaries





• Investigates and describes sources of

energy including light, heat, and

electricity

• Uses category labels to understand how

words and objects relate to each other

• Perceives differences between similar-

sounding words









• Counts up to ten items and

demonstrates that the last count indicates

how many items were counted

• Verbally identifies, without counting, the

number of objects from 1 to 5

• Creates or re-creates stories, moods, or

experiences through dramatic

representations






for others


given word



and actions


read aloud






communicates

• Uses a large speaking vocabulary,

adding several new words daily

• Uses words to rote count from 1 to

30

• Counts 1 to 10 items, with one count

per item


• Identifies equal and unequal


read aloud






responsibilities as part of a classroom

community

• Names at least 20 upper- and at





• Practices good habits of personal

safety


various situations


different into groups and uses

language to describe how the groups

are similar and different


the number of objects from one to five



five objects

• Recognizes and creates patterns



and actions

Date Teacher

Literacy Math

after, ballad, before, brisk, cause, effect, exaggerate, fable, folktale, lasso, lumberjack, moral, Mr., organizer, second, tall tale, third, weather vane

Spanish Vocabularydespués, balada, antes, paso ligero, causa, efecto, exagerar, fábula, cuento folclórico, lazo, leñador, moral, señor, organizado, segundo, cuento increíble, tercero,

veleta


COMPONENTS

• Identify the beginning, middle, and end

of a story

• Photo Activity Cards 93, 98, 99

Centers

• Math-Sequence story events

• Language and Literacy-Sort rhyming

word cards

Day 4

Greeting Circle

• Unite- Introduce the theme

Teach children "Frog Went a Courtin"

p 182. Explain that this song is a

ballad. A ballad ia a song that tells a

story. Ask children what story is told in

the ballad.Tell children that they will

continue to learn about stories and

rhymes. This week they will learn

about ballads, folktales, and fables.

• Disegage the Stress Response-

Invite children to practice Balloon p

168.

•Connect- Implement the Absent Child

Ritual abd Welcome back Ritual.

Review "Row, Row, Row Your Boat"

p. 178. Sing the song in a low frog

voice the first time you sing it and in a

high frog voice the second time.



Ritual.

•Challenge children to notice two kind

acts today.

• Morning Message: Frog asked

Miss Mousie to be his bride. • El sapo

le pidio a la Srta. Ratoncita que fuera

su novia.

•Calendar/Weather

• Unite-Sing "The Ballad of Sir Cat" p

192. Explaine that this is a humorous

ballad about a cat. Invite children to

sing along with the ballad in english or

spanish.

•Disegage the Stress Response-

Teach children Cat's Meow

calming strategy p 168.


Ritual abd Welcome back Ritual. Play

"Todos juntos" - "All Together" p. 173.

Demonstrate actions as children sing

along. Sing the song in both english

and spanish.



Ritual.

•Kindness Tree

• Morning Message: Which words

rhyme with cat? • Que palabras riman

con gato?

•Calendar/Weather

• Unite-"There Was an Old Lay Who

Swallowed a Fly" p 184. Explain that this

song is also a story which means it would

be considered a ballad. Tell the children

that today the ywill learn about ballads.

•Disegage the Stress Response-Invite

children to do Belly Breathing p.168.


Ritual abd Welcome back Ritual. The old

woman swallowed eight animals. Let's

use safe touches and eye contacr to

extend pinky hugs to eight friends.


Ritual and the Daily Commitment Ritual.

•Kindness Tree

• Morning Message: There was an old

woman who swallowed a fly. • Había una

anciana que se trago una mosca.

•Calendar/Weather

• Produce rhyming words in story

context

•Photo Activity Card 129

Centers

• Writer's Corner-Write letters to story

character

• Language and Literacy-Sort rhyming

cards

• Creativty Station-Draw el señor don

Gato

.

Moving and

Learning

• Compare and contrast a hen and a

rooster

• Photo Activity Cards 129, 134, 135

• Sound out the letters Ss, Tt, Uu, Vv,

Ww, Xx, Yy, Zz

Centers

• Writer's Corner-Copy letters and

words

• Creativity Station-Create a weather

vane

• As a class, write a tall tale

• Sequence Cards

The Rooster Who went to His Uncle's

Wedding

Centers

• Creativity Station-Illustrate part of

story

• Gross Motor Area-Pretend to grease

a giant skillet

• ABC-Make play dough pancakes for

Paul Bunyan and imprint with

magnetic letters

• Unite-Teach children "Three Tricky

Turtles" p 183. Tell children that they

will hear two stories today about

turtles. In both stories the turtles are

tricky.

•Disegage the Stress Response-

Implement Bunny Breathing.



Invite children to sing along and move

with "Caring Friends" p. 174. Remind

children that caring friends show

loyalty to one another by helping to

keep each other safe. Caring friends

follow through on their commitments.

One of our stories today is filled with

loyal friends.



Ritual.

•Kindness Tree

• Morning Message: Will the tortoise

win the race? • La tortuga Will ganara

la carrera?

•Calendar/Weather

• Unite-Teach "Johnny Appleseed" p

180. Explain that Johnny Appleseed is

a character from a tall tale. Tall tales

are exaggerated stories. Some tall

tales are based on people who really

lived; others are about fictional

characters. Johnny Appleseed really

lived, but he didn't do all the things

people say he did. He planted apple

seeds all over the country, but

probably not as many as peope say.

•Disegage the Stress Response-Invite

children to do Apple Picker Stretches.



Review "On Your Face" p. 172.

Commit- I•Implement the Safe Keeper


Ritual.

•Kindness Tree

• Morning Message: Which story is

your favorite tall tell? • Cual es tu

cuento favorito?

•Calendar/Weather

“Five Speckled Frogs” • “Cinco ranitas

moteadas” and “Shubert’s Shuffle” •

“El baile de Shubert”

Musical Cat and Fish • Gato y pez

musical game

Itsy Bitsy Spider dance Move like story animals Act out exaggerations

Problem Solving, Oral Language

Character

Education


Loyalty, Lealtad

Lesson Plan for Stories and Rhymes • Cuentos y rimas - Ballads, Folktales, and Fables • Corridos,

Cuentos populares y FabulasJan. 23-27, 2017 Crème Prep

exaggerate, exagerarWonderful Word TechnologyABC and XYZ; Math-Compare It

Letter

Knowledge

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

Spn-Ss, Tt, Uu, Vv, Ww, Xx, Yy, ZzOrdinal Numbers

English Vocabulary

Literacy (Oral

Lanaguage,

Phonics, Read

Aloud)

• Identify rhyming story words

• Add to story with new rhymes

• Photo Activity card 93, 98

Centers

• Writer's Corner-Design a wedding

invitation

• Language and Literacy-Sequence

story cards

• Library and Listening-Listen to story


COMPONENTSDay 4

• 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


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

“The Tortoise and the Hare” • “La

tortuga y la liebre” listening story

• Describe and discuss rabbits

• Identify moral of story

“Tortoise Wins the Race” • “La

Tortuga gana la carrera” listening

story

• Describe and discuss rabbits

• Compare two fables

“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

.

“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


•Can you think of another way the old

woman might have solved her problem

without swallowing the spider?

• Check on Commitments

• Kindness Tree


children to retell their favorite

ballad to family members

• Hpw are fables and ballads different

from each other?


• Kindness Tree

• Family Connection: Challenge

children to be like the steady

tortoise and complete any jobs

that need to be done at home.

•What's the difference between tall

tales and fables? What are some

exaggerations we heard today?


• Kindness Tree




Character

Education

Use the turtle and dog puppets to

introduce the lesson.

Sing “Five Friends Song.”

Matching character cards

Manners

Review, and Meeting and Greeting

Outdoor Learning

• Play Leap Frog • Salta la rana (p.

193)

• Play Old Gray Cat • El viejo gato gris

(p. 194)

• Blow bubbles. Pretend that the bubbles

are flies and encourage children to catch

all the bubbles so the old woman won’t

swallow them

Point out during the day which types of

things are for sharing and which things

are not. Discuss how they feel about

sharing.

Sing “The More We Get Together.”

“The Cat and the Mice” • “El gato y los

ratones” listening story

• Introduce fables

• Identify the moral of the story

“Puss in Boots” • “El gato con botas”

listening story

• Describe main story character

• Compare Puss and el señor don

Gato

“Groundhog’s Dance” • “El baile de la

marmota” listening story

• Introduce folktale as a genre

• Role-play story with chant

“The Chihuahua and the Leopard” • “El

perrito Chichuahua y el leopardo” story

folder


• Discuss the moral of the story

• Invite children to participate in relay

races

• 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)

Manners

The Fourth Rule of Introductions,

Understanding the Place Setting, and

using the Cloth Napkin

Send home the PATHS Kid for Today

parent letter.

Find ways to involve parents in the

compliment process.

Find Your Feeling Friend.

Closing Circle

• Can you think of another song that is

a ballad? Green grass grew all

around, I knew an old lady who

swallowed a fly.


• Kindness Tree

• Family Connection: Ask

children to share the Breathing

Balloon with their family.

• Which story did you enjoy most

today?


• Kindness Tree


children to use ordinal numbers

to name the guests at the dinner

table in terms of their time of

arrival.

Weekly Learning

Centers

HWT Book HWT Book

Handwriting

Introduce letters of the week. Use popsicle sticks to form letter of

the week.



COMPONENTSDay 4

• Shows competence in initiating social

interactions

• Is aware of own feelings most of the

time







actions



dictation





given word


• Recognizes one-digit numerals 0

through 9




• Shows increasing control of tasks that

require hand-eye coordination

• Uses art as a form of creative self-

expression and representation


for others


appropriately








• Names at least 20 upper and at least








communicates



through 9

• Identifies flags of the U.S. and

resident state

• Recites the Pledge of Allegiance to

the United States flag and the state

flag and observes a moment of

silence







• Shows understanding by following

two-step oral directions, and usually

follows three-step directions



and actions






dictation



communicates



through 9

• Recognizes and compares heights

or lengths of people or objects

• Identifies and describes the

characteristics of organisms


Learning Goals

• Shows initiative in independent

situations and persists in attempting to

solve problems



• Demonstrates understanding of

terms used in the instructional

language of the classroom






dictation


given word


appropriately



through 9




• Recognizes, observes, and

discusses the relationship of

organisms to their environments




• Begins to understand difference and

connection between feelings and

behaviors


given word







social interactions


• Recognizes one-digit numerals 0 – 9










Documents

Lesson Plans for Stories and Rhymes • Cuentos y rimas