Lesson Plans for Giants • Los gigantes - Big and Little ...€¦ · • Science-Catch paper fish...

Date Teacher

Literacy Math

Spanish Vocabularybrontosaurio, comparar, valiente, dinosaurio, enorme, feroz, gigantesco, roer, retumbar, altura, humorístico, longitud, el más largo, medir, perspectiva, el más corto, tropezar, chapotear

• Construction-Build with paper bag blocks and point out largest and smallest• Science-Experiment with items that sink and float• Sensory Table-Dig bear caves in sand

• Construction-Sort plastic animals into categories of large and small• Science-Examine and discuss small bugs• Sensory Table-Make lion footprints in damp sand

• Construction-Arrange paper cylinders shortest to longest and then the reverse• Science-Examine and discuss shadows• Sensory Table-Make dinosaur footprints in damp sand

• Construction-Build a Box-o-saurus• Science-Catch paper fish and sort them into categories of big and little• Sensory Table-Excavate clean, dry bones from sand

Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS

• KWL chart for lions Centers• Construction- Make a block wall the length of a lion• Library and Listening- Use story props to order giant

Day 4

Greeting Circle

• Morning Message- "A mosquito is little. A frog is bigger ." Unite - Sing "Itsy Bitsy Spider" (p.180) in a tiny voice. Stand and sing the song again. Change itsy-bitsy to big-gigantic. Sing the song in a gigantic voice and use legs and arms to "climb the water spout". Demo - Review Bunny breathing (p168). Connect - Introduce "There was a Little Mouse" (p.171) Teach the words first then have children find a partner and teach them the movements. Commit - Implement the Safe Keeper Ritual.

• Morning Message- "A bear is large. A baby bear is a cub. " Unite - Sing " The Bear Went over the Mountain" (p.177). Ask children how big a bear is. Demo - Perform the calming strategy Bunny Breathing (p.168). Connect - Explain that there are big ways and little ways that children can greet their friends. demonstrate shaking hands with a child. Point out that with this greeting it is important to make eye contact. have children turn to a friend and shake hands while making eye contact. Commit -Implement the Safe Keeper Ritual.

• Morning Message- "A gnawing mouse is small. A roaring lion is big. " Unite - teach the song "The Lion in the Jungle" (p.180) Tell children that the lion is the king of the jungle because he is one of the largest animals. Demo -Invite children to choose a calming strategy and perform it (p.168-169) Connect - Demonstrate a big greeting. Shake hands using a School Family Handshake (p.172). Commit -Implement the Safe Keeper Ritual.

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

• Use dinosaur names to address alphabet knowledge and phonological awareness

Centers• Language and Literacy-Name puzzles• Library and Listening-Listen to dinosaur story

.

• Describe adaptations for a pet dinosaur to develop oral language

Centers• Creativity Station-Draw a pet dinosaur • Gross Motor Area-Do a dinosaur romp

• Morning Message- "Five huge dinosaurs wade in a lake. " Unite - teach children "I'm Bringing Home a baby Dinosaur" (p.180). Show children pictures of dinosaurs and tell them what their names are. Demo - Invite children to choose a calming strategy and perform it. Connect - Demonstrate a big greeting. Shake hands using a School Family Handshake (p.172). Commit - Implement the Safe Keeper Ritual.

• Morning Message- "Which animals are gigantic? " Unite - Sing " All Across the Land" (p.178) Show children dinosaur pictures again. Ask them which one is their favorite. Demo - Invite children to help select a calming strategy and perform it. Connect - Sing "get Ready!" (p.172) Teach the words and then the movements that accompany the song. Commit -Implement the Safe Keeper Ritual.

Frogs and Mosquitoes • Ranos y mosquitos game

Big Gray Cat • El viejo gato gris game

Mbube, Mbube, a South African game

English Vocabulary

Weekly Learning Centers

The Song of the Teeny Tiny Mosquito • El canto del mosquito• Review perspective•Take a picture walk through the story and discuss how the sizes of the animals grow as you get further into the book•Read the story

“Going on a Bear Hunt” • “Nos vamos a cazar osos” participation story• Learn about the spectacled bear• Participate in a story

“Forest Friends” • “Los amigos del bosque” story folder• Receptive vocabulary• Compare size of story characters

“Giant” • “Un gigante” story folder•Display story props•Compare each others' sizes by standing next to each other. Focus on vocabulary like taller and bigger •Discuss perspective•Read the story

.

Five Huge Dinosaurs•Cinco Enormes Dinosaurios• Intro author and illustrator•Discuss previous knowledge of dinosaurs•List synonyms for huge•Read the book•Discuss how the dinosaurs make us laugh

• Construction-Build with boxes and arrange them from largest to smallest• Science-Experiment with items that sink and float• Sensory Table-Compare capacities of graduated containers using sand

• Compare and name the size of books• Develop synonyms for big

Centers• Math-Order sets of three different-sized objects • Language and Literacy-Sequence big, bigger, biggest • Library and Listening-Listen to a story

Moving and Learning

Phonological Awareness, VocabularyEnglish - B, b, L, l, A, aSpanish - B, b, L, l, A, a

Comparing Attributes, Measurement

• Develop concept of big and little

Centers• Pretend and Learn-Sort big and little• Fine Motor-Roll big and little “bugs” to feed a “frog”

V.D.1., III.C.1., VI.A.1.

“Dino Pokey” dance “These Bones” • “Estos huesos” song and pattern dance

Five Huge Dinosaurs •Cinco Enorme Dinosaurios• Recall story plot• Review synonyms for huge•Read the story, stopping periodically to review rhyming words•Read again and encourage children to participate in the rhyming

Letter Knowledge

brontosaurus, compare, courageous, dinosaur, enormous, ferocious, gigantic, gnawing, grumble, height, humorous, length, longest, measure, perspective, shortest, stumble, wade

Lesson Plans for Giants • Los gigantes - Big and Li ttle (Week 1)Oct 29th-Nov2nd Garderie 2

enormous, enormeWonderful Word TechnologyName Game; Sounds and RhymesCharacter

EducationCourage, ValorHumor, Humor

Day 1 Day 2 Day 3 Day 5LESSON COMPONENTS

Day 4

PATHS: Compliments II-Use the PATHS puppets to help discuss compliments. Have the children take turns holding a puppet and using it to compliment a friend.

Character Education

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


Character Education: Humor Listen to the story "SILLY JOKES" on ABCMouse. Which joke is their favorite?

• Create shapes using pattern blocks

Centers• Math-Create shapes with pattern blocks• Creativity Station-Make thumbprint fish

• Compare a brachiosaurus footprint with children’s footprints

Centers• Sensory Table-Make and measure handprints in sand• Creativity Station-Decorate a paper sole

• Use frog counters and AngLeg triangles to compare sizes

Centers• Math-Sort counters by size• Sensory Table-Compare size and capacity of containers

• Develop tool for size comparison • Compare heights

Centers• Math-Play game to compare lengths • Construction-Make a bed for a baby giraffe

Social Studies: Halloween: Ask children what Halloween is and how we celebrate. Read a few fun Halloween stories. Create a fun frankenstein or pumpkin mask to help us celebrate!

• Shows competence in initiating social interactions• Separates a normally spoken four-word sentence into individual words• Shows understanding by following two-step oral directions and usually follows three-step directions• Uses category labels to understand how words and objects relate to each other• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses a large speaking vocabulary, adding several new words daily• Identifies and describes the characteristics of organisms • Creates shapes• Recognizes and compares heights or lengths of people or objects• Recognizes how much can be placed within an object• Shows understanding by responding appropriately

• Responds to different musical styles through movement and play• Assumes various roles and responsibilities as part of a classroom community• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions• Produces a word that rhymes with a given word• Uses some appropriate writing conventions when writing or giving dictation• Combines syllables into words• Names at least 20 upper- and at least 20 lowercase letters • Describes attributes• Recognizes and compares heights or lengths of people or objects• Recognizes how much can be placed within an object• Identifies and describe the characteristics of organisms• Shows increasing control of tasks that require eye-hand coordination

• Participates in classroom music activities• Combines syllables into words • Produces a word that rhymes with a given word• Increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL)• Uses a wide variety of words to label and describe people, places, things, and actions• Provides appropriate information for various situations• Combines sentences that give detail, stays on topic, and clearly communicates • Uses language to describe concepts associated with the passing of time• Uses simple measuring devices to learn about objects• Child responds to different musical styles through movement and play• Demonstrates coordination and balance in isolation (may not yet coordinate consistently with a partner)

• Take a walk outside looking for big and little things

• Activities using 80 feet ball of yarn

• Model pattern and describe passing of time

Centers• Library and Listening-Tap pattern to song• Science-Compare timers

Character Education : Humor: What does it mean if something has humor? Read Monsters Love Underpants and discuss what the children found the most humorous

• Play games with the large parachute and scarf

PATHS: Compliments II- Teach Children "Give a Compliment" and "Compliment Song" (See handout)


Math and Science

Learning Goals

• Develops warm relationships with teachers• Shows understanding by following two-step oral directions and usually follows three-step directions• Combines syllables into words• Recognizes, observes, and discusses the relationship of organisms to their environments• Asks and answers appropriate questions about the book• Uses a wide variety of words to label and describe people, places, things, and actions • Recognizes and compares weights of objects or people• Names at least 20 upper- and at least 20 lowercase letters• Describes, observes, and investigates properties and characteristics of common objects• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different • Collects data and organizes it in a graphic representation• Uses art as a form of creative self-expression and representation

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Shows competence in initiating social interactions • Combines syllables into words• Shows understanding by responding appropriately• Demonstrates receptive vocabulary (three to four thousand words)• Identifies and describes the characteristics of organisms• Uses category labels to understand how words and objects relate to each other• Recognizes and compares heights or lengths of people or objects• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Counts up to ten items, and demonstrates that the last count indicates how many items were counted

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


Outdoor Learning• Take giant steps and baby steps across playground

• Explore large and small balls

Date Teacher

Literacy Math

• Pretend and Learn-Pretend to be at Niagra Falls• Creativity Station-Compare painting activity to waterfalls• Science-Sculpt a mountain

• Pretend and Learn-Make wall shadows using a light source• Creativity Station-Create sun art• Science-Create a sundial

Day 1 Day 2 Day 3

Centers•ABC- D, M, V• Develop Vocabulary: rapids, falls, powerful

Centers• ABC- D, M, V•Develop Vocabulary: sun, moon, earth, gravity

Day 5

Centers• ABC- D, M, V•Develop Vocabulary: gigantic, enormous, icebergs, oceans

Centers• ABC- D, M, V• Develop Vocabulary: gigantic, cave, rock formations• Science-Play with echoes



Centers• ABC- D, M, V• Develop Vocabulary: Mountains, Mighty

• Pretend and Learn-Build a pretend tree house• Creativity Station-Create a mountain from magazine strips• Science-Make wave machines

Day 4

Greeting Circle

• Morning Message: "Mountains are mighty. Some trees are tall ." Unite - "The Bear Went over the Mountain" (p.177). Demo -Introduce the calming strategy Breathing Arms (p.168) Connect - Play "Look at Me." (p.173) Use this song to discuss paying attention to others (noticing others) in the classroom. Commit - Implement the Safe Keeper Ritual

• Morning Message: "Oceans are enormous. Some icebergs are huge ." Unite - Sing" A Sailor Went to Sea" (p.184) Demo -Teach the calming strategy Belly Breathing (p.168) Connect - Demonstrate how to do an Octopus Handshake (p.171) Explain that an octopus is an ocean giant. Commit - Implement the Safe Keeper Ritual

• Morning Message: "A deep cavern has very steep walls of rock ." Unite - Teach children "A Cave Is My Home" (p.179) Demo - Choose a calming strategy for children to perform. (p.168-169) Connect -Invite children to perform "Peter, peter" (p.175). Commit - Implement the Safe Keeper Ritual

• Morning Message: "The wide waterfall is wonderful. Some large lakes are long. " Unite - Teach children "Niagara falls" (p.181) Demo - Perform the Drain (p.168) Connect - Review Row, Row, Row your Boat" (p.186) Commit - Implement the Safe Keeper Ritual

LESSON COMPONENTS

“The Great Enormous Rock” • “Una piedra enorme” story folder• Develop vocabulary• Compare pushing and pulling

“Going on a Lion Hunt” • “Me voy a cazar un león” participation story• Participate in telling a story• Learn about caves

• Morning Message: "The sun is gigantic. The earth is gigantic. The moon is gigantic. " Unite - teach the children "Mister Moon" (p. 181) Demo - Play "S.T.A.R. Song" (p.168) Connect - Teach children the words to "Mr. Sun" (p.172) Commit - Implement the Safe Keeper Ritual

Moving and Learning

“Mountain Hike” • “Paseo por la montaña” participation story

“My Bonnie Lies Over the Ocean” action song

Musical Hide-and-Seek • El escondite musical game

Ribbon dance like a waterfall Simulate walking, hopp ing, and dancing on the moon

“The Great Enormous Rock” • “Una piedra enorme” story folder•Recall the story•Display the props and remind that the story about about friends working together•Read the story•Ask questions to review the story

.

"The Three Bears"•"los tres osos" Story Folder & "The Sun and the Moon"• "El Sol y La Luna" Story folder•Present props of each story before reading•Compare sizes of characters and props•Read the stories

Nature’s Giants • Gigantes de lanaturaleza• Explain the book is about giant things in nature•Take a picture walk using your own words to describe the giants•Afterwards, discuss which they have seen in person•Encourage a conversation about how they would feel if they were standing next to a nature's giant

• Pretend and Learn-Make iceberg floats• Creativity Station-Create icebergs from soap flakes• Science-Make icebergs in the wave machine

• Pretend and Learn-Turn the tree house into a cave• Creativity Station-Create larger rocks with rock salt• Science-Make a rock garden

Oral Language, Comprehension

CharacterEducation

Courage, ValorHumor, Humor

Lesson Plans for Giants • Los gigantes - Nature's G iants (Week 2)Nov 5th-9th Garderie 2

gigantic, gigantescoWonderful Word TechnologyReading Buddy; ABC and XYZ

Name letters D, d, M, m, V, v (English)Name letters D, d, U, u, A, a (Spanish)

Classification

English Vocabulary

Nature’s Giants • Gigantes de lanaturaleza•Recall what the book is about•Read the story, stopping to define the descriptive words•Discuss which ones interest them and why•Encourage discussion about their experiences with oceans, forests and mountains

caverns, glacier, hiking, hill, iceberg, lakes, majestic, mighty, moon, mountains, ocean, rocks, scrape, trees, waterfall

Spanish Vocabularycavernas, glaciar, caminata, colina, iceberg, lagos, majestuoso, poderoso, Luna, montañas, océano, rocas, raspar. arboles, cataratas

Letter Knowledge

Day 1 Day 2 Day 3 Day 5Day 4LESSON COMPONENTS

• Explore effect of force of water on sand• Compare capacity of two containers

Centers• Sensory Table-Explore force of pouring water• Construction-Build a container with blocks

• Explore the earth’s rotation around the sun• Sort daily activities by time of day they occur

Centers• Fine Motor-Make clay models of planets• Math-Sort foods by the time of day they would be eaten

Math and Science

• Learn how to use a balance scale• Compare weights with a balance

Centers• Gross Motor Area-Walk on a balance beam• Construction-Build block trees

• Learn about floating icebergs• Discuss floating and sinking

Centers• Sensory Table-Explore floating ice cubes• Science-Test items to see if they float

• Use balance scale to compare the weights of different objects

Centers• Math-Use the balance scale to explore weight of rocks• Sensory Table-Excavate rocks and order according to size and weight


Character Education

Calming Strategy of the Week: S.T.A.R.. ::A calming strategy is a breathing technique that can be used to help a child take deep breaths to release uncomfortable feelings such as sadness and anger:: STAR stands for Stop, Take a deep Breathe, And, Relax. Practice with the children. Allow them to decorate a "STAR" stick that they can hold when doing the STAR technique

PATHS: Mad or Angry I - Discuss the feeling of anger using the PATHS puppets. Look at pictures of people who are feeling anger. Discuss things that make the children feel angry.

Character Ed : Humor- Encourage children to talk about things that are funny or things that make them laugh. Have the children sit in a circle and make funny faces at each other to try and make their friends laugh.

Outdoor Learning• Examine trees with magnifying glass and create tree rubbings

• Play Iceberg Freeze • Play Rolling Rock Race



• Play with bubbles • Play Shadow Tag

PATHS: Mad or Angry I - Review what it means to feel mad. Have children draw a mad face on a blank face page. Help them caption the picture with something that makes them feel mad.

Character Ed : Humor- Read "Green eggs and ham". See if the children can tell you what was humorous in the story or what they found humorous.



Day 1 Day 2 Day 3 Day 5Day 4LESSON COMPONENTS

Learning Goals

• Demonstrates empathy and caring for others• Is aware of own feelings most of the time• Produces a word that begins with the same sound as a given pair of words• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Asks and answers appropriate questions about the book• Identifies, compares, and discusses earth materials and their properties and uses• Observes and describes what happens during changes in the earth and sky• Uses a wide variety of words to label and describe people, places, things, and actions• Informally recognizes and compares weights of objects or people.• Uses simple measuring devices to learn about objects.• Identifies flag of the United States

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary • Shows competence in initiating social interactions.• Deletes a syllable from a word. • Shows understanding by following two-step oral directions and usually follows three-step directions.• Identifies, compares, discusses earth materials, and their properties and uses.• Recognizes, observes, and discusses the relationship of organisms to their environments.• Names at least 20 upper and at least 20 lower case letters. • Deletes a syllable from a word. • Uses a wide variety of words to label and describe people, places, things, and actions • Informally recognizes and compares weights of objects or people• Describes, observes, and investigates properties and characteristics of common objects• Identifies and describes the characteristics of organisms• Recognizes and compares heights or lengths of people or objects

• Demonstrates the importance of caring for our environment and our planet• Demonstrates empathy and caring for others• Separates a normally spoken four-word sentence into individual words• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Asks and answers appropriate questions about the book• Combines more than one idea using complex sentences• Shows understanding by responding appropriately • Recognizes, observes, and discusses the relationship of organisms to their environments• Identifies, compares, discusses earth materials, and their properties and uses• Informally recognizes and compares weights of objects or people• Sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting• Uses some appropriate writing conventions when writing or giving dictation

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Produces a word that begins with the same sound as a given pair of words• Uses a wide variety of words to label and describe people, places, things, and actions • Demonstrates receptive vocabulary (three to four thousand words) • Uses category labels to understand how the words and objects relate to each other• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting • Investigates and describes sources of energy including light, heat, and electricity • Investigates and describes position and motion of objects• Observes and describes what happens during changes in the earth and sky• Recognizes and compares heights or lengths of people or objects• Recognizes how much can be placed within an object • Investigates and describes position and motion of objects

• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Separates a normally spoken four-word sentence into individual words• Responds to different musical styles through movement and play• Identifies, observes, and discusses objects in the sky. • Demonstrates an understanding that others have perspectives and feelings that are different from own.• Uses information learned from books by describing, relating, categorizing, or comparing and contrasting. • Investigates and describes sources of energy including light, heat, and electricity • Practices good habits of personal safety• Demonstrates use of location words• Uses language to describe concepts associated with the passing of time• Observes and describes what happens during changes in the earth and sky

Date Teacher

Literacy MathLetter Knowledge

English-G, g, W, w, L, l, Z, zSpanish-G, g, M, m, Z, z, V, v

English Vocabularyamazing, accomplishment, skyscraper. concrete. bridge, vehicle, onomatopoeia, transportation, machines, Ferris wheels, roller coaster, courageous. capacity, more, less

Lesson Plans for Giants • Los gigantes - Giants Mad e by People (Week 3)Nov 12th-16th Garderie 2

amazing, asombrosoWonderful Word

Phonological Awareness, Vocabulary

CharacterEducation


TechnologyWriter's Corner; Words Words Words

Developmental Storybook “Three Billy Goats” • “Los tres chivos”• Discuss the setting of the story• Use descriptive words•Compare the sizes of the characters and the bridge

• Morning Message: "Ocean liners and ships are bigger than whales. They are long and wide ." Unite - Teach children "Row, Row, Row Your Boat" (p.186). Demo - Review the Belly Breathing strategy (p.168). Connect - Use fanny Frog to help implement the Absent Child Ritual. Commit - Implement the Safe Keeper Ritual.

Gram Is Coming to My House • Abuelita se viene a mi casa• Discuss giants used for travel• Identify different modes of transportation

“Monster Coaster” • “Monstruosa, la montaña rusa” story folder• Display props. Explain the story is about a roller coasters first trip on the tracks•Read story•Discuss why the roller coaster was afraid•Compare Monster Coaster to the other carnival rides in "Giants Made By People"•Discuss any experiences with carnivals

• Morning Message: "Roller coaters zigzag up and down ." Unite - Teach children "Roller Coaster Cars" (p.182). Demo - Introduce the calming strategy Roller Coaster breathing (p.168). Connect - Play "My School Family" (p.175). Commit - Implement the safe Keeper Ritual.

“Clickety Clack” • “Triqui triqui triqui tas” chant

Create a carnival ride with sounds and motions

Numeracy

• Morning Message: "Skyscrapers have many glass windows ." Unite - Teach children the song "City Giants" (p.179). Ask children if they have seen tall building before. Demo - Invite children to choose a calming strategy to perform. Connect - Review some of the touches (thumb touches, pinky hugs) that were used in the giant School Family Handshake (p.172) Commit - Implement the Safe Keeper Ritual and the Daily Commitment Ritual.

• Morning Message: "Today is Wednesday. We will build bridges over water. " Unite - Sing "Over the bridges" (p.182) Ask children if they have ever gone over a bridge. Demo - Invite children to do drain (p.168) Connect - play the song "It Starts in the Heart" (It Starts in the Heart CD Track # 1) Commit - Implement the Safe Keeper Ritual and the Daily Commitment Ritual.

Giants Made by People • Gigantes hechos por el hombre • Display cover. Point out story is about big things that people made•Take a picture walk•Ask children to describe the man made giants they are familiar with

Day 5LESSON COMPONENTS


Centers• ABC- G g, W w. Show children picture that start with these letters. • Construction- Have children build a wall with blocks.

Centers• ABC- G g, W w• Construction-Build block skyscrapers and create shadows with flashlight• Talk about tall buildings children have seen

Centers• ABC- G g, W w. Build a bridge with letter blocks• Science-Test the strength of a paper bridge

.

Moving and Learning

Drum and sing a Mayan song Skyscraper Maze • Rompeca bezas del rascacielos game

Spanish Vocabularysorprendente, logro, rascacielos, concreto, puente, vehículo, onomatopeya, transporte, máquinas , rueda de Chicago, montaña rusa, valiente, capacidad, más. menos

Day 1

Centers• ABC- G g, W w. Let children explore with magnetic letters• Talk about ships. Ask children if they have ever been on a big ship.

Centers• ABC- G g, W w. Identify photos of people showing different emotions• Pretend and Learn-Use mirror to show facial expressions

Giants Made by People • Gigantes hechos por el hombre• Recall story•Read the book. Stop occassionally to discuss structures that interest the children•Discuss skyscrapers, planes and trains. Where do you see them? What are they made of?

.

Day 2 Day 3 Day 4

Greeting Circle

• Morning Message:" The Great wall of China is long. The Mayan temples are tall ." Unite - teach children 'The Great Wall of China" (p178). Demo - Invite children to choose a calming strategy and preform it. Connect - Review your giant School Family Handshake (p.172). List some touches (thumb touch, pinky hug, knuckle knock) Commit - Implement the Safe Keeper Ritual.

Play “London Bridges” • “El puente de Londres”


Day 1 Day 2 Day 3 Day 4

• Play “Zoom” • “Zum” • Use the parachutes to create roller-coaster hills


Outdoor Learning• Build a wall like the Great Wall of China

• Draw skyscrapers using sidewalk chalk

• Use parachutes to make tunnels



PATHS: Scared & Afraid- Review the faces with the children again. Discuss with the children different things that make them feel scared. Assure them that many of the things they're scared of, they don’t need to be afraid of. They can find courage and scare away the things they are scared of. Write down on small pieces of paper what each child is afraid of. Put the papers in the "Courage Jar". Allow the children to "scare" away the things they're scared of (by growling, saying boo, what ever they feel will scare the scary things away). Throw away their fear papers and assure them that now they're brave and dont need to be afraid anymore.

• Demonstrate capacity starting with cubes in a jar, moving to passengers on a cruise ship

Centers• Math-Test capacity of lids• Sensory Table-Devise ways to move things

• Pretend to take a roller-coaster ride• Introduce the ten-frame

Centers• Math-Use a ten-frame for a rollercoaster game• Science-Roll cars down an inclined slope

• Count the floors of a block skyscraper • Use verbal ordinal numbers

Centers• Creativity Station-Make a skyscraper and number the floors• Construction-Plan and build a skyscraper

• Build a bridge and count blocks used in construction • Practice making estimates

Centers• Gross Motor Area-Walk on a balance beam• Construction-Build block bridges



Character Ed : Courage- Discuss what it means to have courage. Reflect on the Courage Jar from yesterday. Read Three Billy Goats Gruff After reading, discuss how the goats showed courage against the scary troll.

Smartboard: Decide together as a class the activities you will be doing on ABCMouse.

PATHS: Scared & Afraid- Discuss with the PATHS puppets what it means to be scared and afraid. Look at pictures of people who are feeling scared. Use the blank face templates to have children draw a face that shows fear.

Character Education

Calming Strategy of the Week:Balloon. Place both hands on your head. Take deep breaths in. As you breath, your hands go up like an inflating balloon. When you slowly breathe out, the balloon deflates. Practice togetherWorld Kindness Day: Discuss what it means to be kind. Ask for examples of how people can show kindness. Have each child think of one thing that someone has done that was kind. Write it on a slip of colorful paper and attach it to the paper kindness chain. Explain that this shows the many acts of people being kind. The chain grows as people do kind act for each other. We will decorate the room with the chain and add to it as children are kind

Math and Science

• Build a six-section wall and count the sections• Use the sections to practice ordinal numbers

Centers• Math-Build a nine-section wall• Creativity Station-Build a nine-section wall using paper bag blocks


• Construction-Build skyscrapers• Creativity Station-Paint skyscrapers• Science-Stack blocks and discuss gravity

• Construction-Build bridges• Creativity Station-Create bridges using play dough and craft sticks• Science-Make an index card bridge

• Construction-Add cars, boats, trains and planes to the center• Creativity Station-Make a train using paper shapes• Science-Break a rock in a sock

• Construction-Build a roller coaster and a merry-go-round• Creativity Station-Make a Ferris wheel print• Science-Create a slope

• Construction-Build pyramids and walls• Creativity Station-Sculpt a Mayan pyramid out of clay• Science-Move "Mayan blocks"


Day 1 Day 2 Day 3 Day 4

Learning Goals

• Perceives differences between similar-sounding words • Shows competence in initiating social interactions• Produces a word that rhymes with a given word• Identifies similarities among people like himself and classmates as well as between himself and people from other cultures• Asks and answers appropriate questions about the book• Uses sentences with more than one phrase• Separates a normally spoken four-word sentence into individual words• Uses some appropriate writing conventions when writing or giving dictation• Uses a wide variety of words to label and describe people, places, things, and actions • Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Demonstrates understanding that when counting, the items can be chosen in any order• Uses the verbal ordinal terms• Recognizes and compares heights or lengths of people or objects • Recognizes and creates patterns

• Demonstrates knowledge of verbal conversational rules • Deletes a syllable from a word • Is aware of where own body is in space, respects personal boundaries• Identifies and creates common features in her immediate environment• Investigates and describes sources of energy including light, heat, and electricity• Uses sentences with more than one phrase• Names at least 20 upper- and at least 20 lowercase letters• Demonstrates that the order of the counting sequence is always the same regardless of what is counted• Counts up to ten items, and demonstrates that the last count indicates how many items were counted• Uses the verbal ordinal terms• Produces a word that begins with the same sound as a given pair of words• Perceives differences between similar-sounding words

• Produces a word that begins with the same sound as a given pair of words• Produces a word than Initiates problem-solving strategies and seeks adult help when necessary• Develops warm relationships with teachers• Uses a wide variety of words to label and describe people, places, things, and actions• Identifies and creates common features in her immediate environment • Produces a word that rhymes with a given word• Shows understanding by following two-step oral directions, and usually follows three-step directions• 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 • Demonstrates use of location words• Retells or reenacts a story after it is read aloud• Creates or recreates stories, moods, or experiences through dramatic representations• Uses sentences with more than one phrase

• Produces a word that begins with the same sound as a given pair of words• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Understood by both the teacher and other adults in the school• Investigates and describes sources of energy including light, heat, and electricity• Uses a wide variety of words to label and describe people, places, things, and actions• Practices good habits of personal safety• Uses a large speaking vocabulary, adding several new words daily• Uses words to rote count from 1 to 30• Counts one to ten items, with one count per item• Recognizes how much can be placed within an object • Discusses the roles and responsibilities of community worker• Identifies similarities and differences in characteristics of families• Describes, observes, and investigates properties and characteristics of common objects

• Produces a word that begins with the same sound as a given pair of words• Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal• Identifies, compares, discusses earth materials, and their properties and use• Demonstrates an understanding that others have perspectives and feelings that are different from own• Shows reasonable opinion of his own abilities and limitations• Demonstrates receptive vocabulary (three to four thousand words)• Is aware of own feelings most of the time• Names at least 20 upper- and at least 20 lowercase letters• Demonstrates that the order of the counting sequence is always the same regardless of what is counted• 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 one to five • Investigates and describes position and motion of objects• Describes attributes

Date Teacher

Literacy Math

English Vocabulary



Centers• ABC-Alphabet Review: J, j, K, k, W, w• Gross Motor Area- Teach The Giant Dance with the sequence cards. • Repeat rhyming chant

Letter Knowledge

English-J, j, K, k, W, wSpanish-Q, q, J, j, H, h, Ch, ch

Patterns

Lesson Plans for Giants • Los gigantes - Make-Belie ve Giants (Week 4)Nov 26th-30th Garderie 2

make-believe, fantasíaWonderful Word TechnologyMath-Concentration; Sounds and Rhymes

Comprehension, Vocabulary

CharacterEducation


Once Upon a Time in Dragon Land•Habia una vez en dragonalandia•Recall the story•Explain make believe story often start with "Once upon a time"•Read the story•Dicuss idea of thunder and lightning

“Odon, the Giant” • “Odón, el gigante” listening story• Introduce story characters• Identify attributes of each character

“Odon, the Giant” • “Odón, el gigante” listening story• Identify story as tale from the Philippines• List giant descriptive words

"Jack and the Beanstalk"• "Juan y los frijoles magicos" Story Folder•Display story props and discuss the characters•Present story. Stop when he gets to the top of the beanstalk•Make predictions about the second half of the story

"Jack and the Beanstalk"• "Juan y los frijoles magicos" Story Folder•Display story props and review what happened in the first part of the story•Read the rest of the story•Discuss Jack's second visit to the castle•Discuss what "Fe, FI, Fo, Fum" Could mean

Once Upon a Time in Dragon Land•Habia una vez en dragonalandia•Display cover. Ask what they know about dragons•Explain the story is make-believe •Read the story•Compare what the dragons like to eat•Discuss getting lost and compare to the baby dragon.

• Gross Motor Area-Make a giant footprint and measure it with baby steps• Pretend and Learn-Set the table for a giant• Fine Motor-Play giant pick up sticks

Centers• ABC- Alphabet Review: J, j, K, k, W, w• Gross Motor Area- The Giant Dance• Library and Listening-Choose sequence story; Odon the Giant or Jack and the Beanstalk

Centers• ABC- Alphabet Review: J, j, K, k, W, w• Gross Motor Area- See is children can do Giant Dance on their own. • Language and Literacy-Retell giant stories with sequence cards

• Morning Message- "The voracious dragon needs an X-ray." Unite - teach children the song "Dragon Chase" (p.179). Demo -Use the letters in dragon for ABC stretching strategies (p.171). Print dragon on the white board. As you do each movement, underline the letter it corresponds to. (p.148). Connect - Sing "On Your Face" (p.175). Commit - Implement the Safe Keeper Ritual.

• Morning Message- "Dragons live in Dragon Land.." Unite - Sing " Dragon Chase" (p.179). Demo - Repeat the ABC Stretching strategies (p.171). Connect - Review School Family Handshake (p.172). Encourage children to use safe, giant touches like they think some of the characters might use. Commit - Implement the Safe Keeper Ritual.

Do a giant dance Play The Giant’s Grumble • El gruñido del gigante

Dance The Giant Grumble • El gruñido del gigante

Become fire-spitting dragons by ribbon dancing

Move like flying dragons to instrumental music


Centers• ABC-Alphabet Review: J, j, K, k, W, w• Gross Motor Area- The Giant Dance sequence cards. • Language and Literacy-Sequence story events "Odon the Giant"

Day 4

Greeting Circle

• Morning Message- "Who gave jack the magic beans? Where does the beanstalk go? " Unite - Teach children the song "A Stomping Giant" (p.183). Demo - Invite children to choose a calming strategy and implement it. Connect -Teach children the words and actions to "Jack Be Noodle" (p.185). Repeat focusing on different body parts. Commit - Implement the Safe Keeper Ritual.

• Morning Message- "There are beans in Jacks jelly jar ." Unite - teach children "A Snoring Giant" (p.183). Demo -teach Inhale, Exhale (p169). Connect - Play "Friendship Chant" (p.173) Remind children that taking time to breathe and calm down is helpful when they have "big giant feelings, like anger and frustrations. Commit - Implement the Safe Keeper Ritual.

• Morning Message- "The quiet queen said the giant left quickly " Unite - teach children the song "Odon (p.181). Review "A Stomping Giant" (p.183). Demo - Review Inhale, exhale. (p.169). Connect - Play "People to People (p.176). Point out that this song is about how friends help one another. Commit - Implement the Safe Keeper Ritual.

Centers• ABC-Alphabet Review: J, j, K, k, W, w• Sensory Table-Build a sand castle • Language and Literacy-Sequence story cards "Jack and the Beanstalk"

Moving and Learning

alliteration, beanstalk, dragon, exaggerations, fairytale, fantasy, grumpy, identical, imagination, make-believe, mischievous, Once upon a time, pattern, predict, sequence, silly

Spanish Vocabularyaliteración, planta de frijol, dragón, exageraciones, cuentos de hadas, fantasía, gruñón, idéntico, imaginación, fantasía, imaginado, travieso, Érase una vez, patrón, predecir, secuencia, tonto

• Gross Motor Area-Giant beanbag toss• Pretend and Learn-Explore giant clothes• Fine Motor-Make giant goose eggs from gold play dough

• Gross Motor Area-Make a maze with boxes• Pretend and Learn-Make a giant bed• Fine Motor-Play giant Concentration

• Gross Motor Area-Make giant eyes• Pretend and Learn-Create dragon shadows• Fine Motor-Roll giant dragon eggs without touching them

• Gross Motor Area-Bowling• Pretend and Learn-Serve a meal to the dragons• Fine Motor-Play feed the dragon

Day 1 Day 2 Day 3


Day 4Day 1 Day 2 Day 3



• Play dragon game • Create dragon fire shadows

• Character Ed : Courage: . Work together to list the traits of a superhero. Focus on the trait of courage. Discuss how superheros show courage. Give each child a superhero to color. Ask them how they show courage like a superhero and help them fill in the top of the paper with their answer

Social Studies: Aviation Month: Ask if any children have experience flying on airplanes. Read a brief history on the invention of the airplane and the Wright Brothers. Color a paper and turn it into a paper airplane!

Outdoor Learning• Play Jack and the Giant Hide-and-Seek • Juan y el juego gigante de las escondidas

• Play Grab the Goose • Atrapa el ganso

• Catch a ball using the giant’s catcher

PATHS: Mad II - Review what it means to feel mad. Discuss how it is ok to feel mad. Color a picture Twiggle and Duke arguing then draw a picture showing the solution to their problem.




Character Education

Calming Strategy of the Week: Drain: hold your arms straight out infront of your body. Close your fists and tighten your muscles in your arms. Take a deep breath in and when you release, realease the tension in your muscles and your fists. PATHS: Mad II - Discuss further with the PATHS puppets about the feeling of anger and how to cope with those uncomfortable feelings.

• Character Ed : Courage: Read Sheila Rae the Brave. Discuss the times the character was brave and times she was not. How did she overcome her fears?

Math and Science

• Participate in movement patterns• Compare two movement patterns

Centers• Gross Motor Area-Make up a giant dance• Science-Order objects by the sound they create when they are dropped

• Recognize a sequence of words• Represent word sequence with connecting cubes

Centers• Creativity Station-Paint the pattern in a song• Science-Look for patterns in leaves and sort into groups

• Identify stacks of two colored cubes as the same or different• Connect stacks that are the same to form a pattern

Centers• Math-Play the two-cube comparison game• Gross Motor Area-Hop along a hopscotch path

• Identify the pattern sequence of bouncing ball• Predict what comes next in the pattern

Centers• Math- Distinguish whether a row of pennies has a heads-tails pattern• Gross Motor Area-Practice ball throwing and catching

• Recognize a circular pattern of movements

Centers• Match-Match number cards to numbers on an analog clock• Fine Motor-String beads in a three-color pattern


Day 4Day 1 Day 2 Day 3

Learning Goals

• Shows understanding by responding appropriately• Deletes a syllable from a word • Coordinates sequence of movements to perform tasks • Demonstrates that all people need food, clothing, and shelter• Participates in activities to help them become aware of what it means to be a consumer• 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 • Recognizes at least 20 letter sounds• Investigates and describes position and motion of object• Recognizes and creates patterns• Engages in voting as a method for group decision making• Identifies and describes the characteristics of organisms • Describes and sequences life cycles of organisms• Recognizes and compares heights or lengths of people or objects

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Produces a word that begins with the same sound as a given pair of words• Coordinates sequence of movements to perform tasks • Creates or re-creates stories, moods, or experiences through dramatic representations • Increasingly interacts and communicates with peers to initiate pretend-play scenarios that share a common plan and goal • Demonstrates understanding of terms used in the instructional language of the classroom• Provides appropriate information for various situations• Uses sentences with more than one phrase• Uses the verbal ordinal terms• Recognizes and creates patterns• Uses a wide variety of words to label and describe people, places, things, and actions • Demonstrates receptive vocabulary (three thousand to four thousand words) • Demonstrates coordination and balance in isolation

• Is able to increase or decrease intensity of emotions more consistently, although adult guidance is sometimes necessary• Begins to have meaningful friends• Responds to different musical styles through movement and play• Identifies and describes the characteristics of organisms• Asks and answers appropriate questions about the book • Uses a wide variety of words to label and describe people, places, things, and actions • Produces a word that begins with the same sound as a given pair of words• Uses the verbal ordinal terms• Demonstrates use of location words• Recognizes and creates patterns• Recognizes and compares heights or lengths of people or objects• Identifies and describes the characteristics of organisms • Uses information learned from books by describing, relating, categorizing, or comparing and contrasting

• Develops warm relationships with teachers• Separates a normally spoken four-word sentence into individual words• Responds to different musical styles through movement and play• Asks and answers appropriate questions about the book• Demonstrates receptive vocabulary (three thousand 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 • Uses the verbal ordinal terms• Recognizes and creates patterns• Investigates and describes position and motion of objects• Uses art as a form of creative self-expression and representation • Interest in and shows appreciation for the creative work of others

• Shows competence in initiating social interactions• Combines syllables into words • Deletes a syllable from a word• Asks and answers appropriate questions about the book• Shows reasonable opinion of his own abilities and limitations• Demonstrates receptive vocabulary (three thousand to four thousand words)• Uses some appropriate writing conventions when writing or giving dictation• Is able to use language for different purposes• Engages in voting as a method for group decision making • Uses the verbal ordinal terms • Recognizes one-digit numerals 0 through 9• Recognizes and creates patterns• Shows initiative in independent situations and persists in attempting to solve problems • Retells or reenacts a story after it is read aloud• Creates or re-creates stories, moods, or experiences through dramatic representations

Lesson Plans for Giants • Los gigantes - Big and Little ...€¦ · • Science-Catch paper fish...

Documents

Transcript of Lesson Plans for Giants • Los gigantes - Big and Little ...€¦ · • Science-Catch paper fish...