Crème de la Crème · 2020-02-21 · ©2201 Frog2oS1teSP2g ©2201s ,oInc.camIi1,Ii2g ©2201l...

Week 1 Nursery Rhymes

Week 2 Traditional Tales

Week 3 Folktales

Week 4 Ballads and Fables

Stories and RhymesTheme 5

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.

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

LiteracyAs 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.

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.

MathChildren 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.

Notes

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

FSPK_Letters_English.indd 34 6/7/11 8:12 AM

©2010 Frog Street Press, Inc. Family Connections CD

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Date Teacher

Literacy Math

English Vocabulary

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Analyze and produce rhyming words

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)January,08-12,2018 Ms. Mina

culture, culturaWonderful Word TechnologyWriter's Corner

Phonological Awareness (Rhyming)

Character

Education

Commitment, Compromiso

Loyalty, Lealtad

Mandarin Class! • 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”

.

• Unite-'Sing Nursery Rhyme Rap" (p.

181) or songs from the Nursery

Rhyme CD.

• Calming-ITell 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-Play "My School Family" (.

175). Encourage children to work with

a partner. Instruct them to change

partners every time they hear boom,

boom, boom. •

Morning Message-Kites are rising in

the sky.

• Unite-Sing along with "Nursery

Rhyme Rap."

• 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-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. •

Morning Message-Three little kittens

lost their mittens.

“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 5LESSON

COMPONENTS

• Identify letter at beginning of alliterative

phrases

• Identify straight lines in 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

Day 4

Greeting Circle

• 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-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.

• Morning Message-Humpty Dumpty

sat on a wall. Humpty Dumpty had a

great fall.

• Unite-Recite the rhyme “Sana, Sana”

(p. 186) talk about how this is a rhyme

from Latin America



• Connect-Invite children to perform

the movements to "Twinkle, Twinkle,

Little Star" (p.178) with partners.

• Morning Message-Jack and Jill went

up the hill.

• Unite-Sing along with "Nursery Rhyme

Rap" (p. 181) or nursery rhymes on the

Nursery Rhymes CD.



• Connect-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). •

Morning Message-Miss Mary Mack

wears black.

Mandarin Class!

Moving and

Learning

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

Day 1 Day 2 Day 3

Day 5LESSON

COMPONENTSDay 4Day 1 Day 2 Day 3

Closing Circle• Reflecting on the day

• Check on Commitments

• Kindness Tree

• Family Connection

• Reflecting on the day


• Kindness Tree


Weekly Learning

Centers

"Loyalty- Display the vocabulary word

Loyaty read "Old Henry and talk about

if the heighboors in the story were

loyual to Henry

Kreme TV Show time!Manners- Greetings review with the

children how they would greet a VIP

• Work with rhyming words

Writer's Corner-Write Jack and Jill in

journal then have the children

illustrate the nursery rhyme.

“Hey Diddle Diddle” • Hey mentironsín

(Nursery Rhyme • Cuentos infantiles flip

chart)

• Recite the rhyme

• Explain to the children that the animals

in the story are doing make believe

actions

• Talk about how the words Moon and

Spoon Rhyme

“Little Miss Muffet” or “Arroz con leche”

(Nursery Rhyme • Cuentos infantiles flip

chart)

• Display the rhyme along with

vocabulary cards

• Talk about a tuffet use other words to

decribe a tuffet

• Read "Food Nursey Story Folder to

compare other rhymes about food

Phonic-Phonic book



• Kindness Tree




• Kindness Tree




• Kindness Tree


Character

Education

PATHS- Play the game "Sticking to

our Friends

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

Centers

• ABC-Shape letters with string or

yarn

• Language and Literacy-Match

rhyming words

• Writer's Corner-Paint Japanese

symbols

Writer's Corner- Talk about nursery

rhymes. Write Nursery Rhymes in

journal, then have the children

illustrate their favorite one.

“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)


vocabulary cards

•Read the Rhyme "Sweet mother who

lived in a shoe"


vocabulary cards compare the 2

stories

Phonic- Phonic book

Math and Science

• Work in math book.

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)

• Work in math book.

• Practice counting

• Introduce parts and wholes

Centers

• Sensory Table-Count squirts needed

to fill a container

• Math-Cut a string into two equal-

sized pieces.

Math-Have the children use counting

blocks to orders groups 0 to 10

Science

• Recognize wholes are collections of

parts

• Use pattern blocks to help solve a

problem

Centers

• Creativity Station-Make handprint

mittens

Science

Centers

• Creativity Station-Make a two-color

part-to-whole wheel

• Science-Mix yellow and red food

coloring

Math-Continue to work on numbers 0

to 10(Focus numbers 9-10)

Chef-It-Up!

“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

“Peter, Peter, Pumpkin Eater” •

“Daniel, Daniel” (Nursery Rhyme •

Cuentos infantiles flip chart)

• Recite the rhyme encourage children

to say it with you point out that the

pumpkin is Peter’s home

• Point out that shell and well rhyme

have the children make a list of words

that also rhyme with well

• 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

H.W.O.T- work in "My First School

Book"

• 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

Day 5LESSON


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

•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

• Increasingly interacts and

communicates with peers to initiate

pretend-play scenarios that share a

common plan and goal




given word

• Increasingly interacts and




• Begins to understand difference and

connection between feelings and

behaviors

• 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

• Invite children to fly the kites made in

the Creativity Station.

• Play Find the Mitten • Busquen el

mitón (p. 193).

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).

1. Locate the take-hom

e 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 lengthw

ise and discard the directions.

2. The next tw

o pages of the file on the CD are the eight pages of the story. If your printer allow

s you to print two-sided, do just

that. If you can only print one-sided, print the two pages.

3. Reproduce the story on one tw

o-sided page. If you printed on two pages from

the CD, select the option on your copy m

achine that allow

s you to output one two-sided copy from

two one-sided pages.

4. Cut the pages in half lengthw

ise and fold in half (hamburger fold) aligning the pages in num

erical order.

5. Lay the cover behind the folded inside pages and staple.

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©2010 Frog Street Press, Inc. Family Connections CD Kite Breathing

Kite Breathing© 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.

● Pretend your hands are kites.

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

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

● Now inhale and slowly lower your kite (hand).

● Repeat the activity with your left hand.






















Date Teacher

Literacy Math

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

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

• 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

Day 1 Day 2 Day 3

Mandarin Class!H.W.O.T- Practicing writing our names

properly.

Centers

• ABC-Find alphabet letters in

character names

• Creativity Station-Create a new story

character

H.W.O.T- Work with Wooden Letters.

• 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

Phonics Work Book

Day 5LESSON

COMPONENTS

Weekly Learning

CentersTime:

Literacy

Learning Centers Time:

• Reenact the story of the three bears

with emphasis on sound effects

Centers

• Pretend and Learn-Dress up as

three bears and Goldilocks

• Language and Literacy-Retell the

story

• ABC-Match magnetic letters to letter

cards

Phonics Work Book

Write the word barnyard

Mandarin Class!H.W.O.T- work in our journals.

• Compare two versions of Little Red

Riding Hood

• Determine most significant

differences

Centers

• Creativity Station-Sequence story

events

• Language and Literacy-Create a new

version of a story

Phonics work Book

Write the word greedy

• 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 .

Day 4

Greeting CircleTime:

• Building community : Sing "Three

Bears'Rap " (p.179)

• Morning Message : The three bears

sat on chairs .

" Kite breathing strategy "

Connect " Here Is the Beehive "

(p.170)

Commit: Implement the safe keeper

ritual.

• Building community : Sing Three

Piggs (p.181)

• Morning Message : Who huffs and

puffs and blows houses down ?

" Huff and Puff calming strategy "

( p.168)

Connect : Invite children to participate

in " Three Nice Mice " (p.175)


ritual.

• Building community : Through the

Woods (p.183)

• Morning Message : " Little Red sat

on the high bed .

Invite children to choose a calming

strategy and implement it .

Connect : Play " I Wish You Well "

(p.175)


ritual.

• Building community :Sing " Caring

Friends " ( p.174 )

• Morning Message : " Littlle rRed Hen

count to ten "

Invite children to choose a calming

strategy and implement .

Connect : " People to People " (

p.177)


ritual.

• Building community : Sing : I'm a

Little Acron Brown " (p.180)

• Morning Message:" Henny Penny

and Goosy Loosey went to find the

king "

ask children to pick a calming strategy

.


ritual.

Moving and

LearningTime:

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

Read-Aloud

Time:

Three Bears’ Rap

• Describe setting

• Compares Papa Bear and Baby Bear

“The Three Bears” • story folder

• Compare two versions of the same

story

“Three Billy Goats Gruff” •

(Developmental Storybook )

• Discuss character motivation

• Think of alternative endings

“The Three Pigs”

(Developmental Storybook )

• Discuss attributes of building

materials

• Consider characters’ commitments

Little Red

• Discuss wolves

• Identify factual and fictional

information

“The Boy Who Cried Wolf” listening

story

• Listen for the word wolf in a story

• Identify lesson (moral)

“Little Red Hen” story folder

• Describe the setting

• Consider Little Red Hen’s decision to

eat alone

“Little Red” story folder

• Compare characters

• Describe how Little Red uses her

senses

“Henny Penny” Tina” story folder

• Identify rhyme in character names

• Discuss story problems

“The Gingerbread Boy” • “El story

folder

• Discuss fox’s trick

• Compare Foxy Loxy to this fox

Lesson Plans for Stories and Rhymes • CentOS y rimes - Traditional Tales (Week 2)Jan,15-19,2018 Ms.Mina

traditional, traditionalWonderful Word

Comprehension and Dramatic Expression

Character

Education

Commitment, Compromise

Loyalty, Leal tad Technology

Reading Buddy; Sounds and Rhymes

X.A.1. X.A.2. III.B.6. III.A.1.Letter

Knowledge

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

Spanish-Gg, Hu, Ii, JJSF, Ki, AllMeasurement, Ordering by Attributes

English Vocabulary

Day 1 Day 2 Day 3 Day 5LESSON

COMPONENTSDay 4

Math and Science


Work in math book.

• Match character voices to xylophone

pitches

• Order balls from softest to hardest

Centers

• Science-Mix and compare colors

• Math-Measure and compare the rolls

of different balls

Work in Math book.

• Play a matching and counting game

• Tally results to a survey question

about Little Red Hen

Centers

• Writer's Corner-Create a picture

graph

• Math-Make predictions, order cube

towers of different heights

Science

• Sort objects and explain categories

• Order Anglegs by size

Centers

• Library and Listening-Graphically

represent pitch on xylophone

• Math-Play Shortest Straw game

Science

• Observe and test attributes of

different paper squares

Centers

• Creativity Station-Blow paint with

straws

• Science-Test force needed to blow

over cube towers

Chef-It-Up!

Character

Education

PAHTS : Lesson 20 (p. 5 - 2 )

Sharing and Caring

Use turdle and hedgehog read the

dialogue , use Twiggle and Henritta 's

puppets

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 .

Manners: Meating and greeting

Cutting with knife

Holding cookie or crackers and the

silverware correctly

Virtue : Have children learn about

loyalty . Teach them learn how to be

loyal to family , friends ,school and

country .

Kreme TV Show Time!

Closing CircleTime:



• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree


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)

• 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)

Learning Goals

• I.C.6. Demonstrates empathy and

caring for others

• Provides appropriate information for

various situations• Shows interest in books

• Uses information learned from books by

describing, relating,categorizing,


• Uses category labels to understand how

words and objects relate to each other

• Retells or reenacts a story after it is read

aloud

• Is aware of where own body is in

space, respects personal boundaries

• Demonstrates receptive vocabulary

(three to four thousand words)

• Retells or reenacts a story after it is

read aloud




•Demonstrates empathy and caring for

others


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

• Begins to have meaningful friends

• Participates in classroom music

activities





and actions

• 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

Important Message

Quick Wheat BreadMakes 16 half-slice servings

Ingredients2 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.

Take Home Notes.indd 13 1/13/11 3:48 PM

©2010 Frog Street Press, Inc. Family Connections CD Take Home Notes

Date Teacher

Literacy Math

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


COMPONENTSDay 4

Greeting CircleTime:

Unite- 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.

Disengage the stress- Demonstrate

and then invite the children to swim

like frogs in slow motion. As they

move their arms from in front of their

bodies to besides their bodies, have

them lift their head and inhale. When

they bring their arms back in front of

them, have them slowly exhale.

Connect- Ask children about their

experience teaching family members

the animal greeting. Challenge

children to work with a partner to creat

a frog greeting using safe touches and

making eye contact.

Commit-Implement the safe keeper

ritual and the daily commitment ritual.

Remind the children that when they do

the safe keeper ritual they are making

commitments to help keep the

classroom safe.

Morning message- "Today we will

read about a frog prince" . Say the

morning message and have children

produce words that rhyme with frog

Unite- Teach the children to sing "A

Stomping Giant" (p 178). Ask children

what they remember about "Jack and

the Beanstalk" from their study of

giants

Disengage the stress- Encourage

children to breathe like a giant. Inhale

a big gulp of air and slowly exhale the

big gulp of air. take several giant

breaths. Connect-

Review the words and actions to

"Jack Be Noodle" (p170). Ask children

to find a partner. Repeat three times,

focusing on different body parts.

Switch roles so everyone gets a turn

to do the actions. Mention that the boy

in this rhyme has the same name as

the boy in a story we will hear today

Commit- Implement the safe keeper


Remind the children of the promise

the princess in yesterday's story made

to the frog. A promise is a

commitment. When they make their

commitment today, they are making a

promise to do their best.

Morning message- "Jack climbed the

beanstalk more than once".

Unite- Teach the children "Dragon

Chase" (p 193). Tell the children that

today they will review what they have

learned about giants and dragons and

learn about more fairytales.

Disengage the stress- Encourage

children to demonstrate how a dragon

might stretch when he wakes up in the

morning. Demonstrate inhaling and

exhaling as a dragon would if he were

trying to blow flames across the room.

Connect- Use Fanny Frog to help

implement the absent child ritual and

the welcome back ritual.

Commit- Implement the safe keeper


Morning Message- "Once upon a

time in Dragon Land dragons ruled. "

Say the morning message and have

children produce words that rhyme

with time. Explain why the words

Dragon and Land begin with

uppercase letters.

Unite- Sing "Are you sleeping?" (p

178). Tell the children that today's

fairytale is about the sleepy

princess who sleeps on 20

mattresses.

Disengage the stress- Tell the

children that in honor of the sleepy

princess they will hear about today,

they are going to breathe like a

sleeping prince or princess. Have

them lie down on the floor and

inhale slowly and exhale fully.

Encourage this slow breathing for a

full minute. Connect- Absent

child ritual and the welcome back

ritual. Introduce "Wee Willie

Winkle" (p 171). Teach the words

first and then demonstrate the

actions with a partner.

Commit - Implement the safe

keeper ritual and daily commitment

ritual.

Morning Message- "The princess

slept on the pea ". Say the morning

message and have children

produce words that rhyme with pea.

Unite- Sing "This Little Elf" (p179).

Ask children what they know about

elves. Point out that elves are often

portrayed as helpful.

Disengage the stress- Review

"Wonderful Woman" (172). Repeat so

the other partner may lead

Connect- Explain that in the story

today they will hear about some elves

that are helpful. We help each other

every day in our classroom. Celebrate

being helpful by singing "That was

helpful" (176). Commit-

Implement the safe keeper ritual and

the daily commitment ritual.

Morning Message- "Can an elf make

a shoe? " Say the morning message

and have children produce words that

rhyme with shoe and make.

Moving and

LearningTime:

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

Read-Aloud

Time:

The Frog Prince • El príncipe sapo

• Discuss main characters

• Introduce fairytale elements

Reagan’s Journal • El diario de

Reagan

• Develop vocabulary

• Discuss family celebration

II.D.1., III.D.2., III.D.3.


• 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

II.D.5., III.D.2., IV.D.1.

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

listening story

• Discuss onomatopoeia

• Identify onomatopoeia words

“Kilum” • “Kilum” listening story


• Compare make-believe world to real

world

II.D.5., II.C.2., III.D.3.

“The Princess and the Pea” • “La

princesa y el guisante” story folder

• Identify characters in story



• Discuss how word choice affects

story

• Compare princesses

II.D.1., III.D.1., III.D.2.

“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

VII.B.2., II.D.4., III.D.3.

Lesson Plans for Stories and Rhymes • Cuentos y rimas - Fairytales (Week 3)Jan, 22-26,2,2018 Ms. Mina

magic, mágicoWonderful Word

Phonological Awareness—rhyming words

Character

Education


Loyalty, Lealtad Technology

Words, Words, Words; Extra Reading Buddy

X.A.1. X.A.2. III.A.1. II.D.1.

Letter

Knowledge

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

Span.-Mm, Nn, Ññ, Oo, Pp, Qq, RrNumber and Operation

English Vocabulary


COMPONENTSDay 4

• 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

Mandarin

Writer's corner- write the word

castle. Have them design their

own castle

• 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, write the word

shoe

• Language and Literacy-Retell story

with story props

Work in Phonics

Weekly Learning

CentersTime:

Literacy


• Identify fairytale elements in story

• Identify rhyming words

Centers

• ABC-Sort words by ending letter

• Library and Listening-Listen to a

story

• Sensory Table-Retrieve magnetic

letters and match to letter cards

Writer's corner- write the word

fairytales. Discuss favorite fairytale.

Work in Phonics

Mandarin

Writer's corner- write princess

and/or prince

• 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

Work in Phonics

• 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

Math and Science


Math book

• Introduce addition and subtraction

with concrete models

Centers

• Math-Match frog counters to dot

cube numbers

• Gross Motor Area-Roll dot cube to

move along a path

Math book

• Estimate number of cubes in a grab

• Organize data in two-column chart

Centers

• Science-Plant bean seeds

• Gross Motor Area-Toss beanbags

and score throws

Science

• Science-Use mirrors to make

reflecting patterns

• Play Catch and Compare • Atrapa y

compara

Centers

• Pretend and Learn-Match scooped

cotton balls to dot card

Science

Centers

• Sensory Table-Use play dough

and pebbles for counting game

• Science-Compare “covering”

attributes of different materials

Chef-It-Up!

PATHS

PATH- Have the children add

compliments to their compliments

journal

PATH- Have the children add

compliments to their compliments

journal

Manners Reivew the Rules of

Introduction

Loyalty- Give the children story

examples have them decide if the

children in the stories are loyal

Kreme VT Show Time!

Closing CircleTime:



• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree




• Kindness Tree


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)

• 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

Learning Goals

• I.A.1. Is aware of where own body is

in space; respects personal

boundaries

• I.C.3. Shows competence in initiating

social interactions

• IX.A.2. Coordinates sequence of

movements to perform tasks

• II.D.1. Uses a wide variety of words

to label and describe people, places,

things, and actions

• III.D.2. Uses information learned

from books by describing, relating,

categorizing, or comparing and

contrasting

• I.C.2. Assumes various roles and


community

• IX.A.2. Coordinates sequence of


• III. B.3. Deletes a word from a

compound word

• II.D.5. Uses category labels to

understand how words and objects

relate to each other

• III.D.2. Uses information learned

from books by describing, relating,

categorizing, or comparing and

contrasting

• I.A.1. Is aware of where own body is

in space; respects personal

boundaries

• I.C.4. Increasingly interacts and




• VI.A.4. Investigates and describes

sources of energy including light, heat,

and electricity

• 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

• I.B.2.c. Is able to increase or

decrease intensity of emotions

more consistently, although adult

guidance is sometimes necessary

• I.C.6. Demonstrates empathy and

caring for others

• III.B.6. Produces a word that

rhymes

with a given word

• 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

• I.C.4. Increasingly interacts and




• I.C.2. Assumes various roles and


community

• 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

• II.D.4. Uses a large speaking

vocabulary, adding several new words

daily

©2010 Frog Street Press, Inc. Family Connections CD Wonderful Woman

Wonderful Woman © 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.

A wonderful woman lived in a shoe

(Hold hands.)

She had so many children

(Lead turns 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.

(Lead hugs partner.)




(Hold hands.)













(Hold hands.)













(Hold hands.)










Date Teacher

Literacy Math

English Vocabulary

Letter

Knowledge

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

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

Lesson Plans for Stories and Rhymes - Ballads, Folktales and Fables (Week 4)Jan,29toFeb,02,2018 Ms.Mina

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

Problem Solving, Oral Language

Character

Education


Loyalty, Lealtad

• Building community- Teach

children "Three Tricky Turtles" (p183)

Tell children they will hear two stories

today about turtles. In both stories the

turtles are tricky.

• Calming Stategy-Implement Bunny

Breathing. (p168) Remind children

that a rabbit is one of the main

characters in the stories today.

• Connect-Invite children to sing along

and move with "Caring Friends"

(p174) Remind children that caring

friends show loyalty to one another by

keeping eachother safe. Caring

friends follow through on their

commitments. One of our stories

today is filled with loyal friends.

• Morning Message- Will the tortoise

win the race?


children "Johnny Appleseed" (p180)

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 of the things people say

he did. He planted apple seeds apple

seeds all over the country, but

probably not as many as people say.

• Calming Strategy- Invite children to

do Apple Picker stretches.

Demonstrate reaching your left hand

up to the right side of your body as if

picking apples from a tree and then

bend down and put the apple in a

pretend basket. Do the same with the

left side. Have children inhale as they

reach for the apple and exhale as they

place the apple in the basket.

• Connect- Review "On your Face"

(p172)

• Morning Message- Which story is

your favorite tall tale?

“Five Speckled Frogs” (p181) • “Cinco

ranitas moteadas” and “Shubert‟s

Shuffle” (p173) • “El baile de Shubert”

Musical Cat and Fish • Gato y pez

musical game

Itsy Bitsy Spider dance Move like story animals Act out exaggerations

Day 5LESSON

COMPONENTSDay 4

Greeting Circle

• Building community- Sing the song

"Frog Went a Court'in" (p.182) talk

about how this song is a ballad

• Calming Strategy-Tell children that

Frog and Miss Mousie need some

help blowing balloons up for their

wedding. Invite children to practice

Balloon. (p. 168)

• Connect-Ask children to share

experiences teaching their family

members "Wonderful Woman"

•Morning Message- Frog asked Miss

Mousie to be his bride.

• Building community- Tell children

that today's story is a Latin American

ballad called "El Senor don Gato."

"The Ballad of Sir Cat" (p.192) Explain

that this is a humorous ballad about a

cat that falls from a roof and dies, but

is miraculously revived by the smell of

fish-a dinner no cat can resist.

• Calming Strategy-Teach children

Cat's Meow. (p. 168) calming strategy.

Demonstrate getting down on all fours

like a cat. Lower your head. Take a

big deep breath. Slowly exhale while

lifting your head and meowing like a

cat and arching your back. Repeat

several times.

• Connect-Play "Todos juntos" "All

Together" (p. 173) Demonstrate the

actions as children sing along. Point

out that the song is in English and

Spanish just like the ballad they are

learning about today . Sing the song in

both languages.

•Morning Message-Which words

rhyme with cat?


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 Strategy-Invite children to

do Belly Breathing. On their inhale,

challenge them to extend their bellies

to match the size of what they imagine

the old woman's belly was when she

swallowed the cat.

• Connect-The old woman swallowed

eight animals. Let's use safe touches

and eye contact to extend pinky hugs

to eight friends.

• Morning Message-There was an old

woman who swallowed a fly.

Moving and

Learning

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

Day 1 Day 2 Day 3

Day 5LESSON


Closing Circle• Reflecting on the day


• Kindness Tree




• Kindness Tree


Weekly Learning

Centers

Literacy (Oral

Language,

Phonics,

Handwriting, Read

Aloud)

• Identify rhyming story words

• Add to story with new rhymes

Centers

• Language and Literacy-Sequence

story cards


“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


• Chart cause-and-effectrelationships

Phonics- phonic book

• Writer's Corner-Design a wedding

invitation

• 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)

Loyalty- Talk about Citizenship and

what it is ti be a good citizen in the

classroom

Kreme TV Show Time!

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

Manners- Review the Five uses of a

Napkin



• Kindness Tree




• Kindness Tree




• Kindness Tree


Character

Education

PATH- Sing inside/out and paly

Simon says feeling version

PATH- Feelings review to review

facial features assiciated with the four

basic feelings

Math and Science

Math book

• Use ordinal numbers to describe

wedding guests

Centers

• Math-Play a game with frog counters

Math book

• Use ordinal numbers to label stops

along a pathway

Centers

• Sensory Table-Form numerals with

play dough

Science •

Use tally marks to count

• Use chain loops to represent story

events

Centers

• Creativity Station-Make a story chain

• Science-Sort harmful and safe items

Science

• Measure distances with string

• Order strings by length

Centers

• Math-Track order cubes are

removed from stack

• Fine Motor-Stuff a sock with blocks

Chef-it-up!


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

Mandarin

• Writer's Corner-Copy letters and

words

• As a class, write a tall tale

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

Phonics-phonic book

• Writer's Corner-Make a numbered

guest book

.

• Identify the beginning, middle, and

end of a story

• Use a cause-effect organizer to

show story events

Centers

• Math-Sequence story events

• Language and Literacy-Sort rhyming

word cards


“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

Phonics- phonic book

• Writer's Corner-Practice writing

words on the board with chalk

Mandarin

H.W.O.T- work in journals

• Writer's Corner-Write letters to story

character

• 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

Day 5LESSON


Learning Goals

• Shows initiative in independent

situations and persists in attempting to

solve problems




given word

• Demonstrates understanding of

terms used in the instructional

language of the classroom


by describing, relating, categorizing, or

comparing and contrasting


space; respects personal boundaries

• Begins to understand difference and

connection between feelings and

behaviors


given word

• Asks and answers appropriate

questions about the book

• Seeks to understand print

• Shows competence in initiating

social interactions

• Is aware of own feelings most of the

time







and actions

• Demonstrates empathy and caring

for others

• Shows understanding by responding

appropriately

• Coordinates sequence of





• Demonstrates receptive vocabulary

(three to four thousand words)


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



and actions



Crème de la Crème · 2020-02-21 · ©2201 Frog2oS1teSP2g ©2201s ,oInc.camIi1,Ii2g ©2201l...

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Transcript of Crème de la Crème · 2020-02-21 · ©2201 Frog2oS1teSP2g ©2201s ,oInc.camIi1,Ii2g ©2201l...