Monthly Plan April. p k A

AMADITA PRIMARY SCHOOL

Preschool Department

Level: Pre-K Teacher: Paula Malavassi

Monthly Plan April 6th to May 1st

2015

Monthly Plan - March Pre-K A Teacher Paula Malavassi

Art Objetivos Contenidos Actividades

Que el niño y la niña aprecien

las obras artísticas de

reconocidos pintores.

Que el niño y la niña sigan

instrucciones.

Que el niño y la niña desarrollen

destrezas en su motora fina.


destrezas para pegar.


destrezas para rasgar.

1. Joan Miró

2. Creaciones con papel

3. Rasgado libre y guiado.

4. Pegar.

5. Colorear con crayones.

6. Dáctilo pintura

1.1. Joan Miró: Sentados en el círculo, la docente compartirá una pequeña

reseña bibliográfica del artista por medio del uso de un álbum ilustrado.

Posteriormente, compartirá con los niños y niñas diferentes obras artísticas

del pintor. Al final, cada infante coloreará una pequeña cara representativa del

arte de Miró, que será pegada en una medalla y podrá llevarla a la casa para

compartir con su familia.

1.2. Análisis de obras: La docente presentará al grupo tres obras impresas del

artista Joan Miró. Se utilizará la Rutina de Pensamiento: Ver, Pensar,

Preguntarse, con el fin de que los niños y niñas digan lo que ven en cada obra,

luego compartan lo que piensan de dicha obra y finalmente expresen aquellas

preguntas que las obras les generan. Además, la docente los motivará a

encontrar representaciones en las obras artísticas, presencia de colores y

figuras, y que ellos realicen sus propias interpretaciones.


2.1. Bolas de papel: Utilizando papel reciclado y sentados en el círculo, la

docente invitará a los niños y niñas a que hagan bolas de papel. La docente les

explicará que la bola debe quedar bastante ajustada, por lo que pasará

revisándolas. Posteriormente, cuando las bolas estén listas, colocará canastas

alrededor del aula y reproducirá música (CD Disney Junior). Los infantes se

desplazarán al ritmo de la música alrededor del aula, cuando se detiene la

canción, ellos deberán encestar su bola de papel en la canasta y volver a

recogerla. El ejercicio se hará en diferentes ocasiones.

2.2. Plantas de papel: Trabajando en cada hexágono, la docente entregará

una planta (árbol, flor, arbusto) distinta confeccionada con cartulina a cada

grupo. Además, pondrá a su disposición diferentes pliegos de papel seda y

construcción. Los infantes confeccionarán bolas de papel de distintos tamaños

(grandes), y las colocarán sobre la imagen. Finalmente, la docente les dará

goma para que peguen las bolas sobre la cartulina, decorando así cada planta.

3.1: Flor: La docente pondrá a disposición de los niños y niñas una flor hecha

con papel construcción que integra todas sus partes representadas con

distintas formas geométricas (círculo, cuadrado y triángulo). Además, pondrá

a su disposición papel seda de diferentes colores que los infantes rasgarán

según los colores con los que posteriormente decorarán la flor.


4.1. Flor: Cuando los niños y niñas terminan la actividad 3.1, podrán pegar

(ellos solos) cada pedacito de papel rasgado sobre la flor, según quieran

decorarlo. Una vez decorada la flor, los niños y niñas repasarán, junto con la

docente, cada parte de esta planta.

4.2. Números: La docente dividirá el grupo en cinco sub grupos, los cuales

estarán alrededor de la cancha multiuso. Ella entregará un número, hecho en

cartulina, a cada subgrupo para que lo decore. Pondrá a su disposición papeles

de color, limpiapipas, escarcha, entre otros materiales, que los infantes

deberán pegar sobre cada número. Se supervisará el uso adecuado de los

materiales y la goma, sin embargo se dará independencia a cada grupo.

5.1. Coloreando la obra: La docente presentará a los niños y niñas las tres

obras artísticas de Joan Miró estudiadas previamente en una hoja de trabajo.

Los infantes escogerán sobre cuál obra quieren trabajar y la docente repartirá

las hojas de trabajo. En conjunto, repasarán las interpretaciones realizadas en

la sesión anterior con el fin de que los niños y niñas recuerden cada obra

artística. Los infantes podrán colorear la obra elegida, utilizando crayones.


6.1. Figuras: La docente pondrá a disposición de cada niño y niña un poco de

crema de afeitar sobre la mesa. Primero los infantes podrán decorar su crema

del color que elijan y explorar con el material. Posteriormente, la docente los

invitará a realizar diferentes líneas (por ejemplo una línea larga de arriba

abajo, o una línea corta de izquierda a derecha). Cuando los niños y niñas

hayan dominado estos comandos, procederá a invitarlos a copiar ciertas

secuencias de líneas o unión de líneas, que ella hace con su dedo y escribe en

la pizarra. Finalmente les enseñará a hacer una cruz y un cuadrado, por lo que

los infantes podrán practicar reiteradamente sobre su crema de afeitar.

6.2. Letras y números: Cada niño y niña trazará sobre distintas láminas de

papel construcción los números y letras estudiados en clase (1, 2, L, F).

Primero repasarán el trazo sin pintura, luego lo harán con agua sobre la mesa

y finalmente con pintura sobre el papel.


Music

Objetivos Contenidos Actividades

Que el niño y la niña

desarrollen destrezas

lingüísticas.

Que el niño y la niña se

familiaricen con

conceptos y elementos

musicales.


desarrolle destrezas

auditivas.


practique presentaciones

artísticas.

1. Canciones cortas y

rimas musicales

2. Intensidad: fuerte y

suave

3. Instrumentos y objetos

resonantes

4. Presentación Día del

Agricultor

1.1. Cantando: La docente enseñará a lo infantes tres diferentes canciones, que ya han

aprendido a lo largo del año (Itsy Bitsy Spider, Twinkle Twinkle, Five Little Ducks).

Posteriormente, la docente dará instrucciones sobre cómo se debe cantar la canción:

fuerte, suave, rápido, lento, para mis adentros, en canon, con pausas. Según la docente

indique, los infantes deberán cantar la canción, garantizando así que se memorizaron la

misma y que interiorizaron los conceptos estudiados.

1.2. Completando la rima: La docente presentará a los niños y niñas la rima “One, Two

Buckle my shoe”, por medio de ilustraciones. Primero ella la recitará, luego pedirá a los

infantes que repitan después de ella. Finalmente, los niños y niñas completarán la rima

utilizando las pistas en las imágenes.

2.1. Marchando y caminando: La docente sonará una claves en dos diferentes

intensidades: fuerte o suave. Cuando la intensidad es fuerte los infantes deberán marchar

alrededor del aula con pasos fuertes, mientras si la intensidad es suave, deberán caminar

con pasos casi imperceptibles y de puntillas.


2.2. Elefante y mariquita: La docente reproducirá la obra musical Danzón Cubano de

Aaron Copland. Ella invitará a los infantes a moverse como elefante o mariquita según la

intensidad en los fragmentos de la obra musical. Si la intensidad es fuerte, representarán

un elefante, mientras si es suave a una mariquita.

3.1. Tambor: La docente solicitará a las familias enviar una lata (frijoles, fórmula), un

envase de comida china o bien uno de helados (con tapa); para que durante clases los

infantes confeccionen un tambor. Los niños y niñas podrán decorar su tambor libremente

pegando materiales o pintando con témperas. Una vez que hayan finalizado el tambor, la

docente les explicará que este es un instrumento resonante pues tiene una cada que

amplía el sonido.

3.2. Megáfono: Los niños y niñas confeccionarán un megáfono con el material brindado

por la docente (cartulina previamente cortada y goma). Además, lo decorarán a su gusto

con una postal de águila y Plasticola color azul, blanco y rojo. Posteriormente, la docente

enseñará a los niños y niñas una porra de la escuela, para que puedan utilizar su

megáfono durante el Festival Deportivo.

4.1. Día del agricultor: Los infantes practicarán la canción “A place on the farm” de

Jack Hartmann.


Physical Education

Objetivos Contenidos Actividades

Que el niño y la niña sigan

instrucciones.


desarrollen destrezas para

escuchar con atención.


desarrollen coordinación

motora.


desarrollen destrezas en su

motora gruesa.

1. Movimientos

locomotores: correr en

diferentes direcciones,

velocidad y con

obstáculos. Brincar en

diferentes direcciones,

distancias y altitudes.

2. Movimientos no

locomotores: equilibrio

estático.

1.1. Carrera: Los niños y niñas realizarán una carrera alrededor de la cancha multiuso.

En ella, deberán correr sobre una pista trazada por la docente, en la que se desplazarán

en línea recta, zigzag, muy rápido o trotando. Le darán tres vueltas al circuito para

completar la carrera.

1.2. Brincando: La docente invitará a brincar a los niños y niñas; primero como ranas,

luego como conejos y finalmente como canguros, según la imagen presentada por la

docente. Los infantes se desplazarán de un punto a otro de la cancha de fútbol según les

indique la docente.

1.3. Rally: En la cancha de fútbol, la docente hará una carrera de obstáculos utilizando

las vallas, conos y hula hulas. Los infantes deberán seguir el circuito, primero

caminando y luego corriendo. En el rally deberán realizar saltos de diferentes maneras,

desplazarse en diferentes direcciones y velocidades, según la dificultad.

2.1. Aviones y estatuas: La docente realizará un estiramiento con los infantes, en el

que estimulará su equilibrio estático. Primero, los pondrá a imitar un avión, por lo que

deberán mantenerse sobre un pie. Posteriormente, realizará diferentes posiciones de

estatuas que impliquen un equilibrio importante (sobre un pie, de puntillas).

Finalmente, los niños y niñas, en parejas, realizarán una pose (en equilibrio) que sus

compañeros deberán imitar como un espejo.


3. Movimientos

manipulativos: correr

cargando objetos.

4. Ejercicios de

relajación.

2.2. Juego: En el gimnasio, los infantes van a disfrutar del juego 1,2,3 Quesito Stop.

La docente pondrá las reglas del juego y hará un ejemplo. Los niños y niñas deberán

mantenerse como una estatua en equilibrio cuando la docente dice STOP. Se motivará

a los infantes a usar su creatividad y explorar los múltiples movimientos que el cuerpo

les permite hacer.

3.1. Salvando los peces: La docente dividirá al grupo en dos sub grupos. Cada sub

grupo tendrá la tarea de salvar a los peces que se encuentran en un estanque de agua

contaminada (con colorante), y pasarlos al estanque de agua saludable. Los estanques

se encontrarán a una distancia de 5 metros. Tomando turnos, los niños y niñas deberán

correr por un pez y trasladarlo hacia el otro estanque, logrando cargar el objeto

mientras se desplaza. Una vez que los niños y niñas hayan salvado a todos los peces se

les entregará un sticker de animales marinos, en recuerdo de tan valiosa hazaña.

3.2. Rally con obstáculos: Los niños y niñas realizarán el mismo Rally de la actividad

1.3, solo que cargando saquitos de tela en su mano o cabeza.

4.1. Yoga: La docente invitará a los niños y niñas a que, por períodos de diez

segundos, contando todos a la vez, imiten las distintas poses que ella realiza con su

cuerpo, a manera de estiramiento y relajación. Esta sesión se llevará a cabo con música

de fondo.


Language

Objectives Contents Activities

Children will learn to

identify family members

Children will become

familiar with language and

vocabulary related to the

house.

Children will associate the

parts of the house with the

actions that take place.

1. Family

Mother, father, sister,

brother, baby, aunt,

uncle, grandmother,

grandfather, cousin.

2. House

Bedroom, dining

room, kitchen,

bathroom, yard,

garage.

1.1. Family puppets: During circle time, the teacher will ask children to share about

how having a family is important, what do families do and who are the family

members. Using flash cards (English Travels), she will introduce each family

member, and children will be able to talk about that specific relative. Later on, they

will seat on their chairs and color little pictures of each family member on a handout

provided by the teacher. At the end, children will paste each picture on a craft stick

and have their own puppets. They will be able to play pretend with the puppets during

Work and Play.

1.2. Family tree: The teacher will ask families to build a family tree with the closest

relatives (mother, father, siblings, grandparents). She will send a message home,

setting the specifications about the activity and giving some examples. Families can

use their creativity and imagination, in order to build a family tree that children can

understand and retell. The family trees are going to be requested one week earlier. At

the class, children will share their family tree, telling a little story about their family

and sharing with their classmates some important information. The teacher will guide

the conversation and make interventions that suggest the different types of families

and how regards those differences, love is always the center of the family.


1.3. This is my family: The teacher will ask the families to send pictures about each

family member (or their closest relatives). Children will make a storybook, using the

pictures sent from home, and materials provided by the teacher (cardboard paper,

glue, markers).

1.4 Family picture: While seating on their chairs, children will make a picture about

their family. Later on, they will decorate a frame with a quote on it (I love my family)

and paste de picture on it. Children will share their drawings with the classmates and

take the picture home.

1.5. Diverse families: The teacher will ask kids if all families are the same, if all

family members live in the same house and she will encourage children to find

differences that may appear in families. Later on, she will present a big house made of

cardboard paper, that has different paper pieces on it that represent different family

members (orange-mother, green-father, yellow-grandparents, blue-brother, red-sister,

white-me, purple-pet, pink-other). While seating on their chairs, children will paste

specific paper pieces on a house made with construction paper, depending if the

family member represented with each color lives in his or her house. The teachers

will guide this activity and help children paste each paper piece on their house. At the

end, they will talk about how different they all live, but how much they all love their

family.


1.6. Family Bingo: While seating on their chairs, children will play the Family Bingo

Game provided by the teacher. The teacher will name a family member, children will

check if they have it on their board and put a little piece of paper over it. The first kid

that completes the board will yell BINGO! Children will be able to switch cards at the

end of each game.

2.1. Houses around the world: The teacher will introduce the theme by showing

kids pictures of different houses around the world. They will be able to talk about

culture, weather, security, families and any topic children bring to the conversation.

They will also be able to express whether they would like to live in each house or not.

2.2. My house: The teacher will ask families to send a milk box (or any tetra brick

box) from home. Children will make their own house by decorating each box using

cardboard paper, craft sticks, markers and glitter. The teacher will introduce the

external parts of the house (windows, door, roof). They will be able to take their

house home.

2.3. Parts of the house: The teacher will introduce the parts of a house using

flashcards. Children will talk about each part of the house, what activities are held in

each one, and how are those rooms in their house. Later on, kids will go sit on their

chair and color a picture of a house, on a handout provided by the teacher.


2.4. Decorating rooms: The teacher will provide different pieces of furniture

(previously cut) related to the parts of the house studied. Children will color each

piece of furniture. Later on, she will provide a house made with cardboard paper, and

children will paste each piece of furniture according to the room they belong. At the

end, kids will share their work.

2.5. Match: The teacher will make a quick review about the parts of a house and the

different actions that take place on each one. Later on, while seating on their chair,

children will match an action with the correct part of the house in which it takes

place. At the end, kids will be able to color the pictures.


Phonics


Identify by name the upper

case letters of the alphabet.

Identify pictures that begin

with each letter.

Associate letter with sound.

1. ABC

2. Letter D

3. Letter G

4. Letter E

5. Differentiate

and recognize

letters.

1.1. ABC Song: The teacher will point the letters of the alphabet one by one and name

them, the kids will repeat after her. Then, she will sing the ABC song slowly while

pointing each letter. Later on, children will sing and point to the letters one by one. At

the end, the kids will be able to sing and point with the “Alphabet Song” on “Sing

Along CD”.

2.1. Didi the Dog: The teacher will introduce Didi the Dog to the kids. She will tell a

little story about it using the words on the vocabulary (dinosaur, donut, duck, dance,

doctor). Later on, she will show letter T by naming it and making the sound. Children

will repeat the words on the vocabulary, emphasizing on the beginning sound.

2.2. D handout: While seating on his or her chair, the teacher will give each student a

handout. Children will color pictures from the vocabulary that start with letter D.

2.3. Dinosaur: While seating on their chair, children will color (with crayons) a paper

plate provided by the teacher. Later on, they will paste the dinosaur’s neck, face and feet

(provided by the teacher), in order to make the dinosaur craft.

3.1. Gus the Gorilla: The teacher will introduce Gus the Gorilla to the kids. She will

tell a little story about it using the words on the vocabulary (garden, grape, grass, goose,

guitar, glitter). Later on, she will show letter G by naming it and making the sound.

Children will repeat the words on the vocabulary, emphasizing on the beginning sound.


3.2. G handout: While seating on his or her chair, the teacher will give each student a

handout. Children will color pictures from the vocabulary that start with letter G.

3.3. Guitar: While seating on their chair, children will color (with markers) a guitar

made with cardboard paper and provided by the teacher. Later on, they will paste three

pipe cleaners on the guitar and enjoy playing with the musical instrument.

4.1. Elmer the Elephant: The teacher will introduce Elmer the Elephant to the kids.

She will tell a little story about it using the words on the vocabulary (egg, elephant,

earth, Elmo). Later on, she will show letter E by naming it and making the sound.

Children will repeat the words on the vocabulary, emphasizing on the beginning sound.

4.2. E handout: While seating on his or her chair, the teacher will give each student a

handout. Children will color pictures from the vocabulary that start with letter E.

4.3. Elephant mask: While seating on their chair, children will decorate a paper plate

by pasting elephant ears and trunk on it. Later on, they will be able to play pretend

during Work and Play, using the mask.

5.1. Run to the letter: On the pavement, the teacher will trace letters E, G and D.

Children will be sitting down on the floor. When the teacher says a word, previously

studied in the vocabulary, children will stand up and run to the letter that represents the

initial sound of the word.

5.2. Classify pictures: Using pictures of the vocabulary previously studied in class

(letters: s, m, c, t, p, g, d, e), children will match the word represented in the picture with

the correct letter, by putting the picture inside the letter’s basket.


HWT


Develop an appropriate

crayon grip.

Practice basic strokes.

Develop coloring skills.

Develop the appropriate

trace of letters.

Develop the appropriate

trace of numbers and

shapes.

1. Crayon grip

2. Basic strokes

3. Coloring

4. Trace letters: L, F.

5. Trace numbers: 2

6. Trace shapes: cross, square

1.1.Crayon song: Children will sing the Crayon Song before each activity

and the teacher will check the crayon grips.

2.1. Aim and color: Children will open their books on page 8. The teacher

will ask if they have ever seen ants, ladybugs, bees, and what color are

they. Later on, they will find the top of the page and the bottom of the

page. Children will find the insects in the corner and color them as

teacher asks (ants with black, ladybugs with red and bees with yellow).

Finally they will color all the ants, ladybugs and bees as correspond.

2.2. Aim and trace: Children will open their books on page 9. The teacher

will ask them to see what the ants are doing (walking up the wall),

what the ladybugs are doing (walking down the wall) and what the

bees are doing (flying around). Later on, children will practice the

strokes: up, down, around, by tracing over the lines. Finally they will

color all the ants, ladybugs and bees as correspond.


3.1. Green: Children will open their book on page 11. The teacher will ask

them to color the crayon using green. Then, she will ask children to point

the tree, the string bean and the pear. She will also ask them to point the

shapes under the pictures. Finally, children will color the pictures using a

green crayon.

4.1. Introduce L: Children will sing the song “Where do you start your

letters?” The teacher will introduce letter L using the letter cards. Later on,

she will make letter L using the wood pieces, and emphasizing on the

directions to trace the word. Children will make letter L using the wood

pieces, and they will also trace it on the air using their pointer finger.

4.2. Centers: The teacher will provide materials for four different centers.

While seating on their chairs, the teacher will pass the centers from one

table to another, so that children can practice and develop the skills in order

to trace letter L. The first center consists on using the wood pieces on the

mat to build the letter. In the second center, children will roll big dough

snakes and build the letters using the Roll-A-Dough Letters. The third

center consist of using the Stamp and See Screen, in which kids will stamp

the magnetic pieces (big line and little line) on the board and then trace the

letter L. On the fourth center, children will use the Wet-Dry-Try Slates to

trace letter L.


4.3. Letter L: Children will open their book on page 23. The teacher will

ask them to point the lizard, and find other words that start with this letter.

Then, children will point all the L’s on the page and trace them with their

finger following the directions (Make a Big Line go straight down, stop,

now make a Little Line across, from left to right). Finally, children will

write letter L, by putting the crayon on the happy face and tracing the letter.

4.4. Introduce F: Children will sing the song “Where do you start your

letters?” The teacher will introduce letter F using the letter cards. Later on,

she will make letter F using the wood pieces, and emphasizing on the

directions to trace the word. Children will make letter F using the wood

pieces, and they will also trace it on the air using their pointer finger.

4.5. Centers: The teacher will provide materials for four different centers.

While seating on their chairs, the teacher will pass the centers from one

table to another, so that children can practice and develop the skills in order

to trace letter L. The first center consists on using the wood pieces on the

mat to build the letter. In the second center, children will roll big dough

snakes and build the letters using the Roll-A-Dough Letters. The third

center consist of using the Stamp and See Screen, in which kids will stamp

the magnetic pieces (big line and little line) on the board and then trace the

letter L. On the fourth center, children will use the Wet-Dry-Try Slates to

trace letter L.


4.6. Letter F: Children will open their book on page 25. The teacher will

ask them to point the fish and the frog, and find other words that start with

this letter. Then, children will point all the F’s on the page and trace them

with their finger following the directions (Make a Big Line go straight

down, stop, jump to the top, now make a Little Line across, from left to

right, go to the middle, and trace another Little line across). Finally,

children will write letter F, by putting the crayon on the happy face and

tracing the letter.

5.1. Bird Legs: Children will open the book on page 78 and count the legs

on themselves, birds, rooster, ducks, crane, chick and flamingo. They will

notice that they all have two legs. Later on, children will observe the

differences on the birds (neck, bodies, bills, beaks and head). Then, teacher

will make bird legs on the board by making Big Lines down. Finally,

children will make the bird legs and color the pictures. At the end, children

will sing the song “Bird Legs” using the Sing Along CD.

5.2. Number 2: The teacher will introduce number 2 by using the wood

pieces on the mat and tracing the number on the board. While seating on

their chair, children will work with the materials provided by the teacher.

First they will make number two using the wood pieces, and then using

Play Doh, they will also trace it on the slates. Finally, children will write

number 2 on page 79, by following teacher’s instructions.


6.1. Introduce strokes: Children will sing the song “Where do you start

your letters?” Then they will review the different strokes by tracing them

on the air with their pointer finger. Later on, the teacher will give each

student a piece of paper and crayons. Children will trace different lines and

curves following teacher’s directions (Example: Trace a Big Line down

from top to bottom). Kids will practice the basic strokes and directions that

will help them later write letters, numbers or shapes.

6.2. Cross: Children will open their book on page 22. The teacher will ask

kids to look at the pictures and name them together: cross, window,

scarecrow, kite, cross. The teacher will demonstrate how to draw a cross:

little line down, little line across in the middle. Children will trace, color

and draw, as they like.

6.3. Square: Children will open their book on page 24. The teacher will

ask kids to look at the pictures and name them together: square, fish tank,

birthday cake, window, square. The teacher will demonstrate how to draw a

square: little line down, little line across the bottom, little line up, little lite

across the top. Children will trace the first square with teacher’s help, then

put their crayons on each arrow and trace or copy the squares. Finally, they

will be able to color and draw, as they like.


Science


Children will identify

different kinds of plants.

Children will identify what

plants need to grow.

Children will name the four

parts of a plant.

1. Plants: trees,

bushes, flowers,

grass.

2. Needs of the plant:

water, soil,

sunlight, air

3. Parts of the plant:

root, stem, flower,

seeds

1.1. Garden: Children will make a garden inside the classroom. First, on groups of

three kids will decorate a flowerpot using paint and glitter. Later on, each group of

three will plant seeds following teacher’s guide and instructions. First, they are going to

put the soil inside the container, then they will distribute the seeds given by the teacher

on the soil, and then they will put water on it. Each day, a member of the group will

water the plant and take care of it.

1.2. Grass: The teacher will introduce plants by taking kids on a walk around school in

order to watch different plants. Then they will emphasize on the grass, and talk about

how grass grows. While seating on their chair children will paste a crazy face picture of

themselves on a cup. Then they will plant grass on the cup, by putting soil, seeds and

water on the cup. The cups will be watered every day, and children will see the grass

growing process, as they enjoy looking hair grow out from their crazy face picture.

1.3. Flowers: The teacher will bring different flowers to the mat. Children will be able

to smell the flowers, touch them, and observe the colors. The teacher will encourage

children to find differences on the flowers and talk about them (where do flowers grow,

where have they seen flowers, if they like flowers). Finally, the teacher will give each

kid a flower so they can take it home and put it in a special place.


1.4. Bushes and trees: During circle time, children will observe different trees and

bushes from pictures on teacher’s computer. Kids will be able to see differences

between bushes, trees and grass. Later on, they will make a tree and a bush with

construction paper (previously cut by the teacher) and paste it on a handout.

1.5. Life of a plant: Children will review the life cycle of a plant with pictures that the

teacher shows. Later on, they will draw the life cycle of the plant on a handout

provided by the teacher.

2.1. Craft: The teacher will show the Needs of the Plant video on her computer in the

library. Children will learn the song by repeating it after teacher, so they can sing as

they watch the video. Later on, the teacher will give kids a plant pot made with

construction paper titled “Needs of the plant”. She will also provide one stem made

with construction paper and four leaves that have a drawing of different needs of the

plant: water, soil, sunlight, and air. Children will color each need of the plant, and then

paste all the pieces on a handout.

2.2. Water: Children will talk about how plants need water in order to live, and how

we need water too. To illustrate this need, the teacher will provide each table a piece of

celery, water, a cup and food coloring. By tables, children are going to put the celery

stick on the cup, fill the cup with water and put food-coloring drops on it. They will

make predictions about what will happen with the celery, and how will the plant drink

all that water. The next day, kids will be able to observe what happens and talk about it.


2.3. Poem: Children will learn the poem “My garden”, by repeating after the teacher.

Then, they will talk about the needs of the plants, and how was the experience of

growing a garden inside the classroom.

3.1. Tree: Children will sing and dance the song “Leaves and branches, trunk and

roots” from the Sing Sound and Count CD. Later on, they will sit on their chair and

make a tree craft. The teacher will provide the tree trunk made with construction paper

and pasted on a cardboard paper. Children will make the tree’s branches by pasting

pipe cleaners on the paper. Then, they will make the leaves by painting their

fingerprints on the paper. Finally, the roots will me made using crayons.

3.2. Flower puzzle: While seating on their chair, the teacher will give each kid some

flower parts previously made with cardboard paper and a handout. Kids will sort each

part in order to build a flower, and then paste it on the handout.

3.3. Seeds: The teacher will bring different seeds to the mat. Children will be able to

smell the seeds, touch them, and observe the colors. The teacher will encourage

children to find differences on the seeds and talk about them. Children will classify the

seeds in different cups. Finally, the teacher will give each kid a cup of seeds, so he or

she can paste it over a leaf made with construction paper.

3.4. Edible plant: On a plate, each kid will make an edible plant: broccoli as the

flower, celery as the stem, lettuce as the leaves, little carrots as the roots and corn as the

seeds. They will put them together following teacher’s instructions (teacher will name

each part of the plant). Kids will be able to taste and eat each part of the edible plant.


Math Objetivos Contenidos Actividades


identifiquen preposiciones.


reconozca diferencias en los

tamaños.


clasifique por tamaños.


identifiquen números.


nombren e identifiquen

colores.

1. Preposiciones: arriba,

abajo

2. Tamaño: grande, pequeño

1.1. Arriba y abajo: La docente introducirá el concepto de arriba y abajo por

medio del juego con los niños y niñas. Cuando la docente dice arriba, los infantes

deben pararse sobre sus puntillas señalando hacia arriba. Cuando la docente dice

abajo, los infantes deben agacharse y tocar el suelo, señalando hacia abajo.

1.2. Saquito: La docente repartirá un saquito a cada infante. Por medio del juego,

los niños y niñas deberán poner el saquito arriba o debajo de ciertos objetos o de

su cuerpo según la docente indica, mientras se desplazan por el espacio.

2.1. Bombones: Sentados en su silla, la docente repartirá diferentes bombones,

unos grandes y otros pequeños, a cada mesa. Los niños y niñas clasificarán los

bombones según sean grandes o pequeños, introduciéndolos en un vaso grande o

un vaso pequeño.



clasifiquen por color.


nombren y reconozcan

distintas figuras geométricas.


desarrollen la destreza del

conteo.


desarrollen la noción de

cantidad.

3. Números: 1-5

3.1. Número 4: Durante el período de conversación, la docente presentará el

número 4 utilizando las tarjetas de números pegadas en la pared. Ella dirá el

nombre del número y contará la cantidad de objetos en la tarjeta. Luego,

solicitará a los infantes que cuentan cuantas patas tienen un perro, un gato, una

mesa y cuantas llantas tiene un carro. Posteriormente, los niños y niñas

completarán una hoja de trabajo en la que deben pegar cuatro cuadrados a la par

del número.

3.2. Número 5: Durante el período de conversación, la docente presentará el

número 5 utilizando las tarjetas de números pegadas en la pared. Ella dirá el

nombre del número y contará la cantidad de objetos en la tarjeta. Luego,

solicitará a los infantes que cuentan el número de dedos que tienen en cada mano.

Posteriormente, los niños y niñas completarán una hoja de trabajo en la que

deben colorear cinco estrellas.

3.3. Números 1-5: Los niños y niñas decorarán los números del 1 a 5 entregados

por la docente y previamente hechos con cartulina de colores. Decorarán cada

número con una cantidad correspondiente de objetos (un sticker, dos limpiapipas,

tres bolitas de papel, cuatro huellas y cinco semillas de girasol). Finalmente, la

docente ensartará los números en una cuerda, haciendo así un móvil de números.



distribuya objetos uno a uno.

Que el niño y la niña hagan patrones por color.

4. Conteo:1 al 5

5. Colores: verde

6. Figuras geométricas:

triángulo

4.1. Contando paletas: La docente repartirá cinco paletas a cada niño(a).

Mientras están sentados en su silla, la docente solicitará que levanten una

cantidad de paletas específica, por lo que deberán contar la cantidad y levantarla

arriba.

5.1. Verde: Los niños y niñas en su asiento harán pintura verde, mezclando

amarillo y azul en un vaso. Posteriormente pintarán libremente usando bombones

sobre una lámina de papel periódico.

5.2. Ubleck verde: Los infantes, sentados en su mesa, harán ubleck verde. Los

infantes podrán jugar con el ubleck, sentirlo entre sus dedos y observar los

fenómenos que suceden. La docente preguntará si este material es sólido o

líquido, ellos podrán hacer predicciones y observar lo que pasa.

6.1. Triángulo: La docente presentará el triángulo por medio de un poema, al

mismo tiempo que enseña a niños y niñas esta figura. Posteriormente, invitará a

los niños y niñas a mencionar características de los triángulos y encontrar objetos

con esta forma alrededor del aula. Además, la docente presentará diferentes tipos

de triángulos y preguntará a los niños y niñas si todos son la misma figura.

Finalmente, sentados en su silla, los infantes construirán un triángulo utilizando

palillos de dientes.


7. Correspondencia

8. Patrones por color (AB)

6.2. Tangrama: La docente pondrá a disposición de cada niño y niña diferentes

piezas de triángulos, y tarjetas con imágenes hechas con dichas piezas. Los

infantes deberán armar la forma de la imagen utilizando las piezas triangulares

entregadas por la docente. Se pasarán las tarjetas y las piezas en el hexágono para

completar distintas formas con el tangrama.

6.3. Casa de figuras: La docente entregará a los niños y niñas piezas de

triángulos, cuadrados y círculos hechos con papel foam. Los infantes construirán

una casa utilizando las piezas de foam y las pegarán sobre una cartulina de color.

7.1. Correspondencia: La docente entregará una hoja de trabajo a los infantes,

con los números del 1 al 5 y un espacio libre a la par de ellos. Los niños y niñas

deberán pegar la cantidad de bombones de colores correspondiente al número

representado gráficamente, a la par de dicho número.

8.1. Patrón de forma: La docente reproducirá la canción “Pattern Dance” del

CD Sing Soung and Count. Posteriormente, entregará a cada niño y niña tres

triángulos y tres círculos. Los infantes harán un patrón AB con dichas figuras y lo

colocará sobre la mesa.

8.2. Patrón por tamaño: La docente reproducirá la canción “Pattern Dance”.

Posteriormente, entregará a cada niño y niña 3 bombones grandes y 3 pequeños.

Los infantes harán un patrón AB con dicho material y lo colocará sobre la mesa.


Literature


Recognize characters.

Recall and retell a story.

Share feelings.

Identify sequence of

events.

Program related materials,

big books from the library,

books that students bring at

the beginning of the year and

personal books.

1. Recognize

characters.

2. Recall and retell a

story.

3. Identify sequence of

events.

1.1. I love my family: Children will listen to the story I love my family by Kathleen

Beal. They will make comments about the story and then talk about each character

using the family puppets previously made on L.1.

1.2. My friend grandpa: Children will listen to the story My friend Grandpa by

Herriet Ziefert. They will make comments about the story and then talk about their

grandparents, and what do they do with them.

1.3. Where’s my mommy: Children will listen to the story Where’s my mommy by

KT Hao. They will make comments about the story and then talk about how much we

love our mother and what they have done for us.

2.1. The farmer and the beet: The teacher will show the front cover of the book and

kids will make predictions about the story. Later on the teacher will read the story and

make comments about it. On the next session, children will retell the story, guiding

only with the pictures.


2.2. God gave us you: The teacher will show the front cover of the book and kids

will make predictions about the story. Later on the teacher will read the story and

make comments about it. Children will retell the story, guiding only with the pictures.

3.1. Jack and the beanstalk: The teacher will show the front cover of the book and

kids will make predictions about the story. Later on the teacher will read the story and

make comments about it. Later on, the teacher will ask what happened first, second

and third, kids would answer the questions and mention the sequence of events.


Anexos Anexo 1 (Art 1.1.)

Anexo 2 (Art 1.2.)


Anexo 3 (Language 2.1.)


Anexo 4 (Phonics 2.3.)



Anexo 7 (Science 1.2.)


Presupuesto

1. Crema de afeitar 2. Macetas (8) 3. Impresión de fotos 4. Vasos plásticos transparentes 5. Semillas 6. Zacate 7. Tierra 8. Flores

Documents

Monthly Plan April. p k A