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Art Graphing

Math Geoboards Parquetry blocks Building with shapes

Self-portrait Letters of the week (Holiday) artifacts Tool prints Welcoming winter art Parent Holiday Gift Making Neighborhood 3D mapping creation

More or less Measuring buildings Higher or lowershorter/taller Im thinking of a shape Geometric shapes Sorting & classifying Patterns

Science Building materials Bricks Sticks Wood Hammers Measuring tape Tool safety The carpenter Machines that help us build (DVD)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Writing Area KWL chart (shared writing)/weekly library writing. How would you? Favorite Part What would you do? My house Observational drawings Describe the building you live in. Draw and tell about the building you live in. What I want this season (Holidays) Journal writing/dialogic writing

Welcome
Nov. 18-----Dec. 20

Buildings and Holidays around the world

Music and Movement The carpenter tools--------------My Body Jumps The carpenter --------------Hi-Ho, the Derry-O My house--------------------- Lets stick together Johnnys Hammer-------------- 3 little pigs play My Burrito Sabanero------------- little pigs blues Feliz Navidad ------------The kids go marching in The people in your neighborhood------this is the way Vocabulary Buildings:types, purposes, materials, parts of buildings and workers Architect Building Carpenter Ceiling Electrician Mall Mason Plumber Roof Room skyscraper Tools:Safety,types, names, uses for the tools Clamp Drill Hammer Plane Pliers Ruler Saw Screwdriver Tool Wedge wrench

Read Aloud

The three little pigs Change, changes Keep counting A chair for my mother House, Sweet House Buildings, buildings, Buildings

Build it From A to Z The three little Javelinas Building a House The True story of the 3 Little Pigs Changes, Changes The Pot that Juan Built

Social Studies: Essential Questions *What do we know about buildings (Week 1) *What do the buildings in our neighborhood and in other places look like? Who builds buildings? What tools do they use? What are buildings made of? What makes them strong? What is special about our building? What happens inside buildings? How do we keep safe around tools and constructions.

Delmis Garcia/Carmen Sugrue

Pre-kinder trees
Big Idea: I want students to understand about the characteristics and features of buildings, the people who build them and the role buildings play in the world. I want students to become aware of different winter celebrations that happen around the world. Objectives: students will become familiar the buildings around the neighborhood, the community, the country and around the world. Students will learn about the people who build and the tools they use. Students will investigate materials used for building and what makes construction buildings strong. Students will collaborate to discuss what happens inside buildings. Unit overview: Children will explore the world of buildings, their characteristics and their uses. Children will learn about different holidays, festivities around the world and how people celebrate them.

Standards: STATE GOAL 4:


Listen and speak effectively in a variety of situations

STATE GOAL 5:
Use the language arts to acquire, assess and communicate information. Analyze and evaluate information acquired from various sources.

Theme Questions: What do the buildings in our neighborhood and in other places? What happens inside buildings? Who builds buildings? What tools do they use? What are buildings made of? What makes buildings strong? What is special about our buildings?
WIDA Standards: English Language Proficiency Standard 1: Social and Instructional Language. English Language Proficiency Standard 2: The language of Language Arts. English Language Proficiency Standard 3: The language of Mathematics. English Language Proficiency Standard 5: The language of Social Studies. In my class, I have: Level 1: Entering, Level 2: Beginning, Level 3: Developing, Level 4: Expanding, Level 5: Bridging. Level 1 Entering: Identify environmental print related to self and community. Level 2 Beginning: Find real-life objects or pictures related to self and community that match environmental print around classroom or school in L1 or L2 Level 3 Developing: Identify icons, symbols and words related to self and community found in environmental print or pictures around classroom or school in L1 or L2

Spanish Language Arts: LECTURA Y LITERATURA: Leer y responder a la literatura y otras obras representativas de las sociedades hispanohablantes. A. Aplicar estrategias de lectura para mejorar la comprensin de textos impresos en espaol C. Leer, interpretar y analizar crticamente materiales literarios y no literarios de pases y comunidades hispanohablantes D. Leer en espaol con propsitos diversos. 3. LENGUAJE ORAL: Escuchar y hablar eficazmente en espaol en situaciones diversas. B. Comunicar oralmente informacin, opiniones e ideas usando el lenguaje apropiado segn la situacin, el propsito y la audiencia

Assessment: Create and share: (Language aspect to be used as part of the formative assessment).
Summative assessment: students work will be collected and place in a folder that compiles their understanding. Teaching strategies gold assessment and observation

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