Week At A Glance Lesson Plan

Date: 9/25/17-9/28/17
Teacher(s): Kalen Critchley
Statement of Intent for Learning: The children have an ongoing interest in nature, this week we
are going to bring the outdoors inside the classroom.
Monday Tuesday Wednesday Thursday
Art/Easel The children will create art with a marble tray painting. This will allow the children to
notice how movement affects direction through art.
Blocks In the block area the children will explore the Tower-Ifics. They will be able to
construct and build with both materials.
Books In the book area, we will have a number of different story books, factual books,
rhyming books and multicultural books.
Writing At the writing table the children will have sand trays where they can trace their names
with their pointer finger.
Dramatic Play
The children will take to the woods and enjoy a camping theme this week.

Quiet
The quiet manipulative area will contain different puzzles, board games and sorting
Manipulatives materials to utilize throughout the day.

Science/Nature
The children will explore chemical reactions to blow up balloons.

Sensory
Kinetic sand will be placed in the sensory bin for the children to explore.

Light Table Magnetic shapes will be presented for the children to explore different geometric
shapes found in building.
Computers/
The iPad will have several different ABC games for the children to explore.
Music
Outside During outside time we will have strider bikes, hula-hoops and sand toys available for
the children.
Inquiry Kalen has explored the occupations of farming and culinary and will continue to
Investigations adventure into other occupations. Teacher Alex’s group will look at habitats found in
a Zoo.
Large Groups
Alex Kalen Alex Kalen

Snack Gyro wedge/ Cinnamon
Vanilla Wafers Fruit & Crackers
Cucumber Grahams
 Activity Plan for: September 25, 2017
Art/Easel Activity: Marble Painting

Reason Why
This will give the children a new way to explore materials through paint. Typically we use brushes
Choosing This
while painting, but want to see how they interact with the marbles.
Activity
Intent, Provocation, The children should: Use the marbles to paint pictures of their choosing. Get them to explore color
& goal(s): mixing.
Marbles
Paint
Materials/
White Paper
Resources:
Butcher Paper
Smocks

Cover the table with the butcher paper, set out pieces of paper in trays for the children to use. Fill up
Detailed Set-Up:
different containers with various colors of paint, and put marbles into a cup as well.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Marbles stay on the tables. Must wear the smocks when painting. Marbles are used for painting.
Evaluation
Tell me about you artwork
Questions
What type of colors can you make by mixing these colors?
Assessment:
Fine motor
Specific Skills: Messing about
Color Mixing

Block Area Activity: Tower-Ifics

Reason Why
Choosing This The children have explored interest in building towers, the Campanile, and measuring.
Activity
Intent, Provocation,
The children should: Use the tower-ifics to create various structures.
& goal(s):

Materials/
Tower-ifics (construction room, shelf 1)
Resources:

Detailed Set-Up: Set out the tower-ifics. Provide an example for them to see.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Blocks stay within the block area. Used for building instead of weapons.
Evaluation How tall can you make it?
Questions Is it taller or shorter than you?
Assessment: What does it look like?
Fine Motor
Specific Skills:
Measuring
 STEM

Book Area/
Activity: Variety of diverse Books
Emergent Literacy
Reason Why
The children will have a variety of books to choose from, depending on their literacy level and
Choosing This
interests.
Activity
Intent, Provocation, The children should: Work on recognizing sight words, letters, sounds, matching words with pictures,
& goal(s): etcs.

Materials/
Books (in cupboard or on shelf)
Resources:

Detailed Set-Up: Place the books throughout the book shelf

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Treat the books respectfully.
Evaluation What letters do you see?
Questions What words do you recognize?
Assessment: Can you match the word with letters?
Letter recognition
Specific Skills: Sight words
Communication

Writing Area Activity: Writing in Sand

Reason Why
This allows the children a new way to work on creating letters, and writing their names, besides
Choosing This
handing them a pen/pencil and paper.
Activity
Intent, Provocation,
The children should: Write their name and other letters in their sand with their fingers.
& goal(s):

Sand (large motor, choose any one color for the day, cupboard 3 and 4)
Materials/
Trays
Resources:
Children’s Names Sheets (Teacher’s Cupboard)

Detailed Set-Up: Lay out the sheets of children’s names, and place sand in trays.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Sand stays in the trays
Evaluation
What is this letter? (Point to various letters?
Questions
How do you spell your name?
Assessment:
 Fine Motor
Specific Skills: Writing/Communication
Letter Formation/Recognition

Dramatic Play Activity: Camping Theme

Reason Why
The children have a huge interest in nature and the outdoors, so this week we are brining nature into
Choosing This
the classroom
Activity
Intent, Provocation, The children should: Communicate and play with classmates, relate to past camping experiences,
& goal(s): discover more about nature and the elements of survival outside.
Camping tent
Camp fire
Materials/ Sleeping bags
Resources: Roasting sticks
Lanterns
Flashlights

The dramatic play will be set up the Sunday before classes start. The tent will be pitched; fire will be
Detailed Set-Up:
made from tissue paper. Sleeping bags will be placed inside the tent. Fire area will be made.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Being carful with zipper in tent (fingers)
Guidance Limits:
If there are things to pretend roast then we need to be carful not to poke anyone in the eye.
What are you making?
Evaluation
How was this tent set up?
Questions
Do not get too close to the fire it can be hot
Assessment:
(playing and interacting with others)
Social emotional
Specific Skills: Imagination
Communication

Quiet
Activity: Puzzles and board games
Manipulatives
Reason Why The children are continually interested in puzzles, and completing them multiple times daily. Adding
Choosing This new puzzles and a wider variety of board games will challenge their interest in the activities. The
Activity children also like this activity cause it can be individual or taken on with a classmate.
Intent, Provocation, The children should: Complete new puzzles, and manipulate board games with goals of completion
& goal(s): and imaginary play, both individual and with classmates

Materials/
Puzzles (Brought in from resource room)
Resources:

The puzzles and board games will be placed on the carpet area. They will be staged where some
Detailed Set-Up:
will be missing some pieces so the children will be able to start finishing puzzles.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Keep board games and puzzles pieces on the carpeted section so we do not lose any pieces
Evaluation What pieces are we missing?
Questions Why doesn’t that piece fit there?
Assessment: How many pieces do we have in total
Fine motor
Specific Skills: Problem solving
Communication/social

Science/Nature Activity: Balloon blow up

Reason Why
It allows the children to investigate hands on what happens when mixing common household items
Choosing This
together to form a chemical reaction.
Activity
Intent, Provocation, The children should: Compare and contrast how the vinegar reacts with the baking soda and what
& goal(s): the effects are
Pop Bottles
Trays
Balloons
Materials/
Baking Soda (Resource room, cupboard 2)
Resources:
Vinegar
Funnels (Cupboard 11, shelf 1)
Teaspoons
Place out the materials and instructions. Pour a third cup of vinegar into the bottle, then two
Detailed Set-Up: teaspoons of baking soda into the balloon, put the balloon opening around the bottle opening, lift it up
so the baking soda falls down, and then watch.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Keep the materials at the table. Only four children at a time.
Evaluation
How come the balloon blew up?
Questions
What if we tried something besides vinegar?
Assessment:
Measuring
Fine Motor
Specific Skills:
Compare and Contrast
Inquiry

Sensory Activity: Kinetic Sand

Reason Why
This offers another texture for the children to explore with, and see how it interacts under various
Choosing This
pressures.
Activity

Intent, Provocation, The children should: Create objects of their choosing or play with the texture and see what happens
& goal(s): to it.

Kinetic Sand
Materials/
Scissor Scoops
Resources:
Measuring Cups
Detailed Set-Up: Take off the lid; make sure the materials are placed within the bin.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Keep sand in the table, only three at a time.
Evaluation Why do you think it is falling apart?
Questions What happens if you pack it?
Assessment: Do the different utensils affect if it stays together?
Fine Motor
Specific Skills: Science
Learning about Pressures

Light Table Activity: Magnetic Shapes

Reason Why The theme with our nametags and calendar relates to different shapes. The children have also
Choosing This explored with magnets through different kinds of liquids, so this is another aspect for them to
Activity experience with both shapes and magnetics.
Intent, Provocation, The children should: Compare and contrast the different shapes. Talk about how color changes on
& goal(s): the light table and how it affects how their shape looks

Materials/
Magnetic Shapes (Light room)
Resources:

The magnetic shapes will be placed and staged on the light table. After each day they will be stored
Detailed Set-Up:
on the above shelf from the light table.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Making sure to keep the magnetic shapes at the light table
Guidance Limits: Not banging to hard on the light table with them
Making sure they are not used in sensory table or art table
Evaluation How many sides does your shape have
Questions What is the name of this shape
Assessment: Why does this shape pull this shape close to it, but push this other shape away (magnetics)
Compare and contrast
Specific Skills: Investigating
Collaborating

Computers/
Activity: ABC and Sorting Apps
Music
Reason Why
Choosing This The children can choose apps of their choice to learn about letter formation and sorting.
Activity
Intent, Provocation,
The children should: Use proper techniques when doing letter formation
& goal(s):
Materials/
Ipads (classroom)
Resources:

Detailed Set-Up: Set Ipads on the stands by the light table

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
If children are waiting, setting up a time limit
Guidance Limits:
Watching how long children are on it (not spending their whole free play on it)
Evaluation Where do you start forming the letters?
Questions Do you move left to right, or right to left?
Assessment:
Fine Motor
Specific Skills:
Letter recognition and shape formation

Outside Activity: Strider Bikes, Blocks, Tricycles

Reason Why
Children will explore outside by engaging with peer while working on their gross motor skills and
Choosing This
communication
Activity

Intent, Provocation,
The children should: Play cooperatively
& goal(s):
Striders
Materials/ Sandbox toys
Resources: Blocks
Wagons
Do the check list
Detailed Set-Up: Set out the materials
Make the blocks look engaging
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
All the limits listed on the shed of the blocks
Guidance Limits:
Children must wear helmets when on striders or tricycles
Evaluation
Questions Ask the children about what they are creating, playing, or exploring. Open ended questions
Assessment:
Communication
Cooperative Play
Specific Skills:
Gross Motor
STEM (blocks)

Welcome Group
Activity: Question of the Day “What did you eat for breakfast this morning
Time
Reason Why
Choosing This Allows us to see where the children would like to explore
Activity
Intent, Provocation,
The children should: Answer the question upon the arrival
& goal(s):

Materials/
Caterpillars, buckets, and leaf (teacher cupboard)
Resources:

Detailed Set-Up,
Activity Introduction,
& questions or Place the materials on the door and attach the labels
comments to
provoke learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Keep caterpillars In the bucks
Evaluation
Questions What did you eat for breakfast
Assessment:
Fine motor
Specific Skills: Name identification
Communication
 Book List
Title Author
Storybooks
Dinosaur Starts School Pamela Duncan Edwards
Two Little Trains Margaret Wise Brown

Factual Books
What Makes it Rain? Susan Mayes
Animal Homes Betsey Chessen/ Pamela Chanko
What Makes the Seasons? Megan Montague Cash
A New Butterfly Pamela Hickman

Rhyming Books/Alphabet Books

Llama Llama Red Pajama Anna Dewdney
A Nap in a Lap Sarah Wilson
Dooby Dooby Doo Doreen Cronin/Betsy Lewin

Wordless or easy reader books

Why should I Eat Well? Claire Llewellyn
No matter What Debi Gliori

Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)

Adios Oscar Peter Elwell
Little Rabbit Questions Dayong Gan
The First Strawberries Joseph Bruchac
We Are All Alike…We Are All Different Cheltenham Elementary Kindergarteners

Books for Listening Station

Check that books are age appropriate and that you have some books for each section.
Provide a variety of books (friendship, content areas, empathy, related to
investigations, etc.) Highlight the books you would like to keep for next week.