Toddler Club ProgramAction Songs CD) using verses suited to this unit about cows and horses. •Horseshoes Teach children how to play Horseshoes (p 43). Use streamers to create a throw

American Sign Language (ASL): farm, farmer, horse, foal, cow, calf, dairy, plow

Monday

Toddler Club Program

Date: June 4 -8, 2018

Objectives: Children will study farm animals. Children will learn about horses and dairy cows.

Spanish Vocabulary: granja, granjero, caballo, potro, vaca, ternero,

lácteos, ararEnglish Vocabulary: farm, farmer, horse, foal, cow, calf, dairy, plow

Parents as Partners: Send home Parents as Partners Card 41.

Lesson Plan for Farm Animals • Animales de la granja - Horses and Cows • Caballos y

Vacas (41) (Week 1)

Friday

•UNITE: Sing "Old MacDonald Had

a Farm" • "El anciano MacDonald

tenia una granja" (Frog Street Sing-

Along Songs CD).

•CALM: Old Mac Donald washes

his face, brushes his teeth,

exercises, takes some deep

breaths to calm himself and exhale

several times. Now he is ready to

work.

•CONNECT: Name the children

who are absent and send them

well wishes.

•BUILD COMMUNITY: Tell children

our classroom is a safe place, we

are a community of learners who

take care of each other.

Remind children that helpful hands

are kind.

•Grandpa's Farm • La granja

del abuelo

Explain that farmers have

animals on their farm that

provide food or help the farmer

do his work.

Teach the ASL signs for horse,

foal, cow, calf, dairy, plow.

•UNITE: Sing "The Old Gray

Mare" • "La anciana yegua gris"

(Frog Street Sing-Along Songs

CD).

•CALM: Explain Mac Donald's

tasks and invite children to act

them out with you.

•CONNECT: Role play the

action rhyme To Market, To

Market.

•BUILD COMMUNITY: Pass

around the Safekeeper Box and

invite each child to put his or

her photo inside.

Give examples of helpful

hands, such as passing

something to someone.

•UNITE: Sing "Did You Feed My

Cow?" • "Alimentaron a mi

vaca?"




breaths to calm himself and

exhale several times. Now he is

ready to work.



well wishes.

•BUILD COMMUNITY: Tell

children our classroom is a safe

place, we are a community of

learners who take care of each

other.

Remind children that helpful

hands are kind.

Greet each child by name as

children enter the classroom

and then again as you begin

"Starting the Day."

•UNITE: Sing "Old MacDonald

Had a Farm" • "El anciano

MacDonald tenia una granja"


CD).

•CALM: Tell children that Old

MacDonald does some tasks

every day before he starts his

work.



Market.




her photo inside.

Discuss using helpful hands.

•Old MacDonald • El anciano

MacDonald story folder

Display the story cover. Ask

children to name the animals

they think they will hear about

in this story.

Teach the ASL signs for farm,

farmer.



Display the story cover. Ask

children to name the animals they

think they will hear about in this

story.

Review the ASL signs for horse,

foal, cow, calf, dairy, plow.

•This Little Cow• Esta vaquita

Teach children the poem. Have

them hold up one finger for

each cow.

Review the ASL signs for

horse, foal, cow, calf, dairy,

plow.


del abuelo

Explain that farmers also plant

crops that provide food for us

to eat.


horse, foal, cow, calf, dairy,

plow.

Thursday





CD).

•CALM: Old Mac Donald

washes his face, brushes his

teeth, exercises, takes some

deep breaths to calm himself

and exhale several times. Now

he is ready to work.



well wishes.


children our classroom is a

safe place, we are a community

of learners who take care of

each other.


hands are kind.

Tuesday WednesdayLESSON COMPONENTS

Language Development

Starting the Day

Monday Friday




Along Songs CD).






work.



well wishes.






are kind.




CD).



them out with you.



Market.




her photo inside.






vaca?"






ready to work.



well wishes.





other.


hands are kind.




"Starting the Day."





CD).




work.



Market.




her photo inside.


Thursday





CD).









well wishes.





each other.


hands are kind.


Starting the Day

Music and Movement

•Frog Street Action Songs -

Canciones de acción de Frog

Street

Sing "Old MacDonald Had a

Farm" • "El anciano MacDonald

tenia una granja".



Street

Sing "The Farmer in the Dell" •

"El granjero en el pajar".

•Frog Street Sing-Along Songs-

Canciones para cantar juntos

de Frog Street



tenia una granja".

•Are You Listening?

Explain that sometimes cows wear

a bell around their neck so their

owner can tell exactly where they

are.

•Mommies and Baby Animals•

Mamy y bebes animales

Give children the horse/foal

and cow/calf Mommy and Baby

Animals (p 43). Encourage

children to match the mommies

with their babies.

•Dairy Products

Display a few dairy products.

Talk with children about these

foods that are made from the

milk produced by dairy cowsCognitive Development

•Photo Activity Cards

58 (horse • caballo)

59 (cow • vaca)

Use the suggestions on the

back of the cards to practice

vocabulary and stimulate

discussion.

•Farm Animals

Encourage children to

assemble the Farm Animal

Puzzles: Cows and Horse (p

42). Discuss the role horses

and cows play on the farm.

•Library and Listening

Encourage children to use the

props to sing "Old MacDonald."

•Making Butter

Point out that butter comes

from milk that cows produce.

Invite children to help make

butter from whipping.


Canciones para cantar juntos de

Frog Street

Sing "Old MacDonald Had a Farm"

• "El anciano MacDonald tenia una

granja".

•Creativity Station

Invite children to dip a piece of

chalk into buttermilk. Point out

that buttermilk comes from

cows.

•Pretend and Learn

Encourage children to pretend

to be farmers.

•Galloping

Discuss different ways horses

move (gallop, trot, run, lope).

Recite the rhyme. Teach little ones

to gallop.

•Pony Riders

Encourage children to have fun

riding Noodle Ponies (p 43)

outdoors.

Learning Centers

•Five Little Ponies

Teach children the poem and

have them count down on their

fingers.



Street



•Moo, Moo, Neigh

Play Moo, Moo, Neigh like you

would play Duck, Duck, Goose

(p 44).

•Horseshoes

Teach children how to play

Horseshoes (p 43). Use streamers

to create a throw line.

•How Tall Are You

Tell children the height of a horse

is measured in "hands." Use your

hand as a tool to measure the

height of each child.


Invite children to dip a piece of

chalk into buttermilk. Point out

that buttermilk comes from

cows.

•The Farmer in the Dell

Invite children to play The

Farmer in the Dell (Frog Street

Action Songs CD) using verses

suited to this unit about cows

and horses.

•Horseshoes


Horseshoes (p 43). Use

streamers to create a throw line.

•Purple Cows

Teach children the silly poem.

Show them a Purple Cow

(Patterns CD) and encourage

them to compare it to the cow

on Photo Activity Card 59 to

understand the humor of a

purple colored cow.

•Let the Cow Bells Ring

Remind children that farmer

sometimes put cows bells

around the neck of their cows

so they can hear where their

cows roam.

•Baby Horses

Display the mommy and baby

horse in Skidamarink. Point out

that a baby horse is called a

foal. A girl foal is a filly and a

boy foal is a colt.

•Construction

Sit with children and

encourage them to use blocks

to make fences for the cows

and horses.

Outdoor Play

Social Emotional

Development

•Pony Ride

Sit in a chair and allow little

ones to straddle your foot for a

horse ride.

•Horseshoes


Horseshoes (p 43). Use

streamers to create a throw

line.

Physical Development

•Clip Clop

Give each child two blocks and

invite children to use the

blocks as rhythm instruments

to make horse galloping

sounds as they listen to

"William Tell Overture" (Frog

Street Action songs CD).

Monday Friday




Along Songs CD).






work.



well wishes.






are kind.




CD).



them out with you.



Market.




her photo inside.






vaca?"






ready to work.



well wishes.





other.


hands are kind.




"Starting the Day."





CD).




work.



Market.




her photo inside.


Thursday





CD).









well wishes.





each other.


hands are kind.


Starting the Day

• Responds to and interacts with

others (B.4.b.)

• Establishes secure relationships

with primary caregivers (B.1.a.)

• Shows ability to acquire and

process new information (D.3.c.)

Learning Goals

• Establishes secure

relationships with primary

caregivers (B.1.a.)

• Begins to develop and

demonstrate a positive sense

of self (B.2.e.)

• Develops the inclination and

ability to respond appropriately

to others (B.3.f.)

• Uses objects in new ways or

in pretend

play (D.4.a.)

• Listens with interest to

language of others (C.1.a.)

• Imitates sounds, gestures,

signs, or words (C.2.b.)

• Recognizes familiar people,

places, and things (D.3.a.)

• Develops an ability to be

creative and expressive

through a variety of activities,

such as art (D.5.b.)

• Matches items that go

together (D.1.h.)

• Develops spatial

understandings, including an

awareness of how

two- and three-dimensional

objects can be fitted together

(D.1.f.)

• Applies knowledge to new

situations (D.2.c.)

• Uses imitation in pretend play

to express creativity and

imagination (D.4.b.)

• Begins to develop interests

and skills related to numbers

and counting (D.2.f.)

• Develops control of large

muscles for movement,

navigation, and

balance (A.2.a.)

• Develops confidence moving

to rhythm (A.2.e.)

American Sign Language (ASL): duck, duckling, chicken, chick, rooster, hen, farmer, farm

Monday


Date: June11-15, 2018

Objectives: Children will study farm animals. Children will learn about ducks and chickens.

Spanish Vocabulary: pato, patito, pollo, pollito, gallo, gallina, granjero,

granjaEnglish Vocabulary: duck, duckling, chicken, chick, rooster, hen, farmer, farm


Lesson Plan for Farm Animals • Animales de la granja - Ducks and Chickens • Patos y

pollos (42) (Week 2)

Friday




Along Songs CD).






work.



well wishes.






are kind.

• Calendar/Weather


del abuelo

Ask children which farm animal

they like best and why.

Review the ASL sign for duck,

duckling, chicken, chick,

rooster, hen, farmer, farm.

•UNITE: Sing "Little Red Hen" •

"La gallinita roja" (Frog Street

Sing-Along Songs CD).



them out with you.


action rhyme Hen Friends.




her photo inside.





•UNITE: Sing "Over in the

Barnyard" • "Alla en el corral"






ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.

•CONNECT:




her photo inside.



•Five Little Ducks • Cinco

patitos

Sing "Five Little Ducks." ask

children where they think the

ducks were when they didn't

come back.

Teach the ASL signs for duck,



•Little Red Hen • La gallinita roja

Developmental Storybook

Sing the a song about the hen and

her lazy friends.

Review the ASL signs for duck,

duckling, chicken, chick, rooster,

hen, farmer, farm.

•Little Red Hen • La gallinita

roja Developmental Storybook

Talk with children about the

lack of help from the hen's

friends.




•Five Little Ducks • Cinco

patitos




come back.




Thursday





CD).









well wishes.





each other.


hands are kind.




Starting the Day

Monday Friday




Along Songs CD).






work.



well wishes.






are kind.







them out with you.






her photo inside.












ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.

•CONNECT:




her photo inside.



Thursday





CD).









well wishes.





each other.


hands are kind.



Starting the Day

Music and Movement



Street



tenia una granja".



Street





de Frog Street



tenia una granja".

•Farm Animal Stick Puppets

Invite children to use the Farm

Animal Stick Puppets and imitate

the animal's sounds.

•Little Chicks • Pollitos

Discuss the food that baby

chicks eat. Ask children how it

is different from the food

human babies eat.

•Mommy and Baby Animals •

Mamy y bebé animales

Give children the horse/foal,

cow/calf, duck/duckling, and

chicken/chick Mommy and Baby



with the babies.

Cognitive Development


60 (chicken • pollo)

61 (duck • pato)




discussion.

•Farm Animals Puzzles



Puzzles: Duck and Chicken (p

42). Discuss the role chicken

play on the farm.

•Sensory

Invite children to float rubber

ducks in the water table.

Encourage children to sing duck

songs they know as they play.

•Feather Painting

Invite children to paint using

sturdy craft feathers as paint

brushes.



Frog Street



granja".


Have children assemble a baby

chick face.



to be farmers.

•Chicken Dance

Play "New Chicken Dance" (Frog

Street Action Songs CD). Invite

children to do the chicken dance.

•Duck, Duck, Goose

Play Duck, Duck, Goose (p 44).

Learning Centers

•Rolling Eggs

Invite children to roll play

dough (p 44) into egg shapes.



Street

Sing "Five Little Ducks" •

"Cinco patitos".

•Wadding

Show children how to squad

and waddle like a duck. Blow

bubbles and invite your

"waddling ducks" to catch

them.

•Follow the Trail

Place the orange Duck Prints (p 42)

in a pathway on the sidewalk.

Invite children to follow the prints

with a beanbag on their head.

•Feather Race

Play a blowing game with little

ones one at a time. Place two craft

feathers on a table (one for you

and one for the child). See who can

blow the feather off the table first.


Have children assemble a baby

chick face.




Action Songs CD) using verses

suited to this unit about cows

and horses.

•Follow the Trail

Place the orange Duck Prints (p

42) in a pathway on the

sidewalk. Invite children to

follow the prints with a beanbag

on their head.

•Feather Race

Play a blowing game with little

ones one at a time. Place two

craft feathers on a table (one for

you and one for the child). See

who can blow the feather off the

table first.




Action Songs CD) using

verses suited to ducks, hens,

and chickens.

•Which Egg?

Hide a small "prize" inside one

of two plastic eggs. Invite

children to guess which "duck"

egg holds the treasure.

•Construction



to make hen houses and build

fences for the chickens.

Outdoor Play

Social Emotional

Development

•Put Your Feather

Give each child a craft feather

to play a game. Ask children to

put their feather on various

parts of their body, such as on

their knee, on their toe, on their

head,

•Follow the Trail

Place the orange Duck Prints (p

42) in a pathway on the

sidewalk. Invite children to

follow the prints with a

beanbag on their head.


•Quack, Quack, Cluck, Cluck

Teach children this song and

=discuss the sound each

animal makes. Have children

flap their "wings" each time

they sing the words quack,

cluck.

Monday Friday




Along Songs CD).






work.



well wishes.






are kind.







them out with you.






her photo inside.












ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.

•CONNECT:




her photo inside.



Thursday





CD).









well wishes.





each other.


hands are kind.



Starting the Day


others (B.4.b.)



• Develops control of small

muscles for manipulation and

exploration (A.3.b.)

• Demonstrates receptive language

(C.1.d.)

• Develops confidence with moving

in space, moving to rhythm, and

playing near and with others

(A.2.e.)

Learning Goals



caregivers (B.1.a.)



of self (B.2.e.)

• Develops emerging skills in

caring and cooperation (B.4.f.)

• Responds to and interacts

with others (B.4.b.)

• Develops capacity to predict

routines and regular events

that make up the day or the

session (B.3.b.)





• Develops communication

skills for increasingly complex

purposes,

such as negotiating, predicting,

reasoning, and guessing

(C.2.e.)

• Develops an understanding

that symbols/pictures can be

“read” by others (C.3.g.)


together (D.1.h.)

• Makes things happen and

watches for results and repeats

actions (D.1.d.)


together (D.1.h.)


process new information

(D.3.c.)




• Responds to nonverbal and

verbal communication of

others (C.1.b.)



of self and competence (B.2.e.)

• Engages in positive

relationships and interactions

with adults (B.1.d.)

American Sign Language (ASL): pig, piglets, hog, goat, kid, farm, farmer

Monday


Date: June 18-22, 2018

Objectives: Children will study farm animals. Children will learn about pigs and goats.

Spanish Vocabulary: cerdo, cerditos, puerco, cabra, cabrito, granja,

granjeroEnglish Vocabulary: pig, piglets, hog, goat, kid, farm, farmer


Lesson Plan for Farm Animals • Animales de la granja - Pigs and Goats • Cerdos y

Cabras (43) (Week 3)

Friday

•UNITE: Sing "Mary Had a Little

Goat" • "Mary tenia una cabrita"


CD).






work.



well wishes.






are kind.



del abuelo

Tell children that the leftover

food pigs eat is called slop.

Review the ASL sign for pig,

piglets, hog, goat, kid, farm,

farmer


Goat" • "Mary tenia una

cabrita" (Frog Street Sing-

Along Songs CD).



them out with you.


song "Three Pink Pigs."




her photo inside.





•UNITE: Sing "Higglety, Piggety,

Pop!" (Start Smart Songs for

1's, 2's, 3's CD).






ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.

•CONNECT:




her photo inside.



•The Three Little Pigs • Los

tres cerditos Developmental

Storybook




come back.

Teach the ASL signs for pig,


farmer

•Grandpa's Farm • La granja del

abuelo

Tell children that the leftover food

pigs eat is called slop.

Review the ASL signs for pig,


farmer

•The Three Billy Goats Gruff •

Los tres chivitos bruscos

Developmental Storybook

Ask a volunteer to point to the

big billy goat, the middle sized

billy goat and the little billy goat.



farmer

•The Three Little Pigs • Los

tres cerditos Developmental

Storybook




come back.



farmer

Thursday





CD).









well wishes.





each other.


hands are kind.




Starting the Day

Monday Friday




CD).






work.



well wishes.






are kind.





Along Songs CD).



them out with you.






her photo inside.







1's, 2's, 3's CD).






ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.

•CONNECT:




her photo inside.



Thursday





CD).









well wishes.





each other.


hands are kind.



Starting the Day

Music and Movement



Street



tenia una granja".



Street





de Frog Street

Sing "Three Little Pigs" • "Tres

cerditos".

•Pig Puppets

Make a pig puppet. Help children

glue the eyes, snout, and ears to

their puppet.

•Old MacDonald

Invite children to use the Old

MacDonald story folder props

to sing the song.

•Pet Goats

Explain to children that goats

are social creatures that like

people and will follow you

around like a dog.Cognitive Development


45 (goats • cabras)

43 (piglets • cerditos)

62 (pig • cerdo)




discussion.

•Farm Animal Puzzles



Puzzles: Pig and Goat (p 42).

Discuss the role pig play on the

farm.

•Gross Motor

Invite children to build a bridge

with blocks. Then have them to tap

small blocks on the bridge to make

a trip-trap sound as if goats are

crossing the bridge.

•Mommy and Baby Animals


cow/calf, duck/duckling,

chicken/chick, pig/piglet, and

goat/kid Mommy and Baby



with their babies.



Frog Street



granja".

•Gross Motor

Invite children to build a bridge

with blocks. Then have them to

tap small blocks on the bridge

to make a trip-trap sound as if

goats are crossing the bridge.



to be farmers. Provide

suggestions for actions

children can pretend to do,

such as feeding the pigs,

milking the goats.

•Feed the Goat

Goats love to eat paper. Show

children how to crumple recycled

paper and "feed" it to the goat

using tongs and the Feed the Goat

box (p 42).

•Feed the Goats

Invite children to fill pails with

"hay" (dried grass) and drop it

in the "through" (box) for the

goats.

Learning Centers

•Feed the Pig

Encourage children to feed the

Pig Food (p 43) to the Hungry

Pig (p 43). Discuss the things

pig eat.



Street



•Feed the Goats

Invite children to fill pails with

"hay" (dried grass) and drop it

in the "through" (box) for the

goats.

•Goats Climb

Invite little ones to pretend to be

goats as they climb on low

climbing apparatus.

•This Little Piggy

Invite children to take off their

shoes. Play this game with

children individually. Help children

name their "piggy toes."


Invite children to sip sponges

into brown paint and dab them

on their pink construction

paper pigs to make "muddy

pigs."

•Pink Play Dough

Invite children to roll pink play

dough (p 44) into a ball and then

smash it to make a pig snout.

Have children add black circles

to make nostrils on the pig's

snout.

•Mud Pies

Invite children to make mud

pies for pigs using a tub of

water, a tub of dirt, and pie tins.

•Thank You Goats

Goats provide us with naturally

low-fat mil. They are also a big

help to farmers for helping clear

brush away. Goats are good

pets for humans and good

company for horses.

•Picking Up Tails

Make "pig tails" with ribbon.

Dump the pig tails on the floor

and challenge children to pick

them up and collect them in

pails.

•Alike and Different

Invite children to look closely at

Photo Activity Cards 45 and 58.

discuss how these two animals

are alike and how they are

different.

•Construction



to make fences for the pigs and

to create a meadow for the

goats.

Outdoor Play

Social Emotional

Development

•This Little Piggy

Invite children to take off their

shoes. Play this game with

children individually. Help

children name their "piggy

toes."

•Mud Pies

Invite children to make mud

pies for pigs using a tub of

water, a tub of dirt, and pie tins.


•If You're a Pig

Sing this song. Discuss the

sounds that pigs and goats

make. Review the sounds that

other farm animals make.

Monday Friday




CD).






work.



well wishes.






are kind.





Along Songs CD).



them out with you.






her photo inside.







1's, 2's, 3's CD).






ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.

•CONNECT:




her photo inside.



Thursday





CD).









well wishes.





each other.


hands are kind.



Starting the Day


others (B.4.b.)



• Coordinates eye and hand

movements (A.3.c.)

• Develops familiarity with a variety

of types of music, art, drama, and

dance (D.5.d.)

• Develops control of small

muscles for manipulation and

exploration (A.3.b.)

Learning Goals

• Develops an expectation that

words, books, and pictures can

amuse, delight, comfort, inform

and excite (C.3.d.)

• Understands that pictures can

represent real things in the

environment (C.3.e.)








session (B.3.b.)

• Recognizes and responds to

the feelings and emotions of

others (B.4.c.)

• Develops an increasing

awareness of the impact and

consequences of their actions

(B.3.c.)

• Develops a feeling of being

valued as an important

individual who belongs within

the group setting (B.2.h.)





together (D.1.h.)



awareness of how two- and

three-dimensional objects can

be fitted together (D.1.f.)




• Develops and demonstrates

the ability to remember and

connect new and known

experiences and information

(D.3.d.)






others (C.1.b.)


together (D.1.h.)



caregivers (B.1.a.)



(D.3.c.)

American Sign Language (ASL): farm, farmer, sheep, lam, wool, dog, puppy

Monday


Date: June 25 -29, 2018

Objectives: Children will study farm animals. Children will learn about sheep and dogs.

Spanish Vocabulary: granja, granjero, oveja (s), cordero, lana, perro,

perritoEnglish Vocabulary: farm, farmer, sheep, lam, wool, dog, puppy


Lesson Plan for Farm Animals • Animales de la granja - Sheep and Dogs • Ovejas y

Perros (45) (Week 4)

Friday


Lamb" • "Mary tenia un corderito".






work.



well wishes.






are kind.



del abuelo

Ask children which farm

animals they like best.

Review the ASL sign for farm,

farmer, sheep, lam, wool, dog,

puppy

•UNITE: Sing "Bingo."



them out with you.

•CONNECT: Explain children

about tricks dogs can do.




her photo inside.







1's, 2's, 3's CD).






ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.



well wishes.




her photo inside.





Point out that women can be

farmers.

Teach the ASL signs for farm,


puppy



Point out that women can be

farmers.

Review the ASL signs for farm,


puppy

•Max Listening Story (p 47)

Read the story to children.

Instruct children to pat their

head when they hear the words

good dog and shake their finger

when they hear no no dog.



puppy


del abuelo

Ask children which farm

animals they like best.



puppy

Thursday





CD).









well wishes.





each other.


hands are kind.




Starting the Day

Monday Friday








work.



well wishes.






are kind.





them out with you.






her photo inside.







1's, 2's, 3's CD).






ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.



well wishes.




her photo inside.



Thursday





CD).









well wishes.





each other.


hands are kind.



Starting the Day

Music and Movement



Street



tenia una granja".



Street





de Frog Street

Sing "My Dog Rags" • "Mi perro

Rags".

•Dog and Bone Match

Give children the Dog and Bones

(p 42). Have them count the dots

on each bone and place the bone

on the dog's mouth.

•Farm Nursery Rhymes

Recite the nursery rhymes with

children. Talk about each

character's job to care for

sheep.

•Farm Dogs

Discuss the work farm dogs

perform. Teach children the

poem. Have them hold up one

finger for each dog until they

have five fingers up.



12 (pets 1 • mascotas 1)

63 (lamb, sheep • cordero,

oveja)




discussion.

•Farm Animal Puzzles



Puzzles: Sheep and Dog (p 42).

Discuss the role sheep play on

the farm.


Invite children to explore the finger

paint sheep.



cow/calf, duck/duckling,

chicken/chick, pig/piglet,

sheep/lamb, dog/puppy and

goat/kid Mommy and Baby



with their babies.



Frog Street



granja".



to be farmers.

•Fine Motor

Show children how to flatten

play sough and then use their

fist to imprint what looks like a

dog paw print in the dough.


Invite children to play The Farmer

in the Dell using verses suited to

this unit about sheep and dogs.

•Find the Sheep

Pretend to be Little Bo Peep

looking for her lost sheep.

Invite children to hide and

pretend to be the lost sheep

while you search for them.

Learning Centers

•If You're a Sheep

Sing the song. Discuss the

sound that sheep and dogs

make.



Street



•Herding

Have children pretend to be

sheep and invite them to start

walking or running.

•Chasing Balls

Discuss how much dogs love to

chase balls. Invite children to

pretend they are dogs and chase

balls you toss.

•Rags

Sing the song. Point out that a dog

like Rags would not be a good

farm dog if he doesn't obey. Farm

dogs are working dogs.



to be farmers.

•Dog Tricks

Invite children to pretend to be

dogs learning tricks as you play

a version of Simon Says. Begin

each action command with "the

farmer says…."

•Chasing Balls

Discuss how much dogs love to

chase balls. Invite children to

pretend they are dogs and

chase balls you toss.

•Thank You Sheep

Tell children that sheep provide

us with wool. Invite children to

touch the wool items.

•Feed the Dog

Place a throw line (masking

tape) about five feet from a dog

bowl. Challenge children to

throw a "dog bone" inside the

bowl.

•Alike and Different

Invite children to look closely at

Photo Activity Cards 12, 45, 62,

and 63. Discuss how these

animals are alike, such as they

have four legs, and how they

are different, such as the

sounds they make.

•Construction



to make a doghouse for the

dog and green fabric to create

a meadow for the sheep.

Outdoor Play

Social Emotional

Development

•Find the Sheep

Reproduce the picture guide of

"Farm Animal Puzzle Sheep

(Patterns CD). Show children

the sheep and then hide it.

Challenge little ones to pretend

they are sheep dogs looking for

the lost sheep.

•Chasing Balls

Discuss how much dogs love

to chase balls. Invite children

to pretend they are dogs and

chase balls you toss.




Farmer in the Dell using verses

suited to this unit about sheep

and dogs.

Monday Friday








work.



well wishes.






are kind.





them out with you.






her photo inside.







1's, 2's, 3's CD).






ready to work.



well wishes.





other.


hands are kind.





"Starting the Day."





CD).




work.



well wishes.




her photo inside.



Thursday





CD).









well wishes.





each other.


hands are kind.



Starting the Day


others (B.4.b.)



• Coordinates eye and hand

movements (A.3.c.)


and expressive language skills

(C.1.d.)




(A.2.e.)

• Imitates sounds, gestures, signs,

or words (C.2.b.)

Learning Goals

• Shows ability to cope with

stress (B.3.a.)





of self (B.2.e.)








session (B.3.b.)

• Increasingly understands non-

verbal messages and makes

non-verbal requests (C.1.c.)

• Develops language skills in

structured language contexts,

such as through books, finger

plays, singing, storytelling, and

reenacting (C.2.d.)






together (D.1.h.)



and counting

(D.2.f.)


together (D.1.h.)



awareness of how two-and








others (C.1.b.)


together (D.1.h.)

• Shows interest in songs,

rhymes, and stories (C.3.a.)

• Searches for missing or

hidden objects (D.3.b.)

• Shows confidence in

increasing abilities (B.2.c.)


Starting the Day

Thursday

• UNITE: Greet every child by name

and sing "Ten Little Monkeys" - "Uno,

dos, tres monitos" (AGp4)

• CALM: Invite children to pretend they

are sleeping apes. Have them lie on the

floor and pretend to snore. Take in a

deep snoring breath as you inhale and

let out a long breath as you exhale.

Remind children that this type of belly

breathing helps you relax and get rid of

stress.

• CONNECT: Name children who are

absent and send them well wishes. Use

Max to welcome back children who have

been absent.

• BUILD COMMUNITY: Remind children

that they are safe and pass around the

Safekeeper Box. When all the photos

are inside, place the lid on the box and

say: We are all safe here.


• Greet every child by name and

introduce the theme. Display Photo

Acitivity Cards #64 (Monkey-Mono) and

#65 (Ape - Simio). Tell children that this

week they will be learning about

monkeys and apes.

• UNITE: Sing "Five Silly Monkeys" -

Cinco Monos Tontos (AGp4) (Frog

Street Sing-Along Songs CD). Use the

ASL signs for monkey (AGp2) while

singing this song.








stress.




been absent.








and sing "Oh, Do You Want to See the

Zoo? (AG p4) (Frog Street Sing-Along

Songs CD).

•CALM: Invite children to pretend they







stress.

• CONNECT: Use Max to welcome

back children who have been absent.

Select a partner and demonstrate the

movements for the rhyme "Hey Little

Monkey" (AGp5)

• BUILD COMMUNITY: Demonstrate

walking feet and running feet. Give

examples of places you need to walk (in

the classroom, inside your home, in

malls, instores) and places you can

run(outside, parks, backyard at home).

Say: Walking feet keep us safe and

keep our friends safe . Explain that we

will be practicing using walking feet this

week.


• UNITE: Greet every child by name and

sing "Oh, Do You Want to See the Zoo?

(AG p4) (Frog Street Sing-Along Songs

CD).

•CALM: Invite children to pretend they are

sleeping apes. Have them lie on the floor

and pretend to snore. Take in a deep

snoring breath as you inhale and let out a

long breath as you exhale. Remind children

that this type of belly breathing helps you

relax and get rid of stress.

• CONNECT: Use Max to welcome back

children who have been absent. Select a

partner and demonstrate the movements

for the rhyme "Hey Little Monkey" (AGp5)



examples of places you need to walk (in the

classroom, inside your home, in malls,

instores) and places you can run(outside,

parks, backyard at home). Say: Walking

feet keep us safe and keep our friends

safe . Explain that we will be practicing

using walking feet this week.


American Sign Language (ASL): zoo, monkey, ape, baby, tail, zookeeper, copy, see

Monday


Date: July 2 - 6, 2018

Objective: Children will be learning about zoo animals. This week children will learn about monkeys and

apes (two similar yet different animals).

Spanish Vocabulary: zoologico, mono, simio, bebe, cola, cuidador del

zoologico, copiar, verEnglish Vocabulary: zoo, monkey, ape, baby, tail, zookeeper, copy, see

Parents as Partners: Send home Parents as Partners Card 45. Encourage parents to provide

experiences that optimize learning for their child.

Lesson Plan for Zoo Animals • Animales del Zoologico - Monkeys and Apes • Monos y

Simios (week 1)

Friday


Starting the Day

Thursday











stress.




been absent.












monkeys and apes.





singing this song.








stress.




been absent.










Songs CD).








stress.





Monkey" (AGp5)










week.





CD).






















Monday Friday

Social Emotional

Development


• Ape Walk (AGp9)

Demonstrate how apes can walk

on all fours by using their

knuckles as feet. Encourage

children to try walking on all fours

like apes.

• Under the Monkey Tree

(AGp9)

Play this group game and invite

children to perform the actions.

Continue playing the copycat

game by creating silly behaviors

and facial expressions and having

children copy you. Teach the ASL

signs for copy , see , and tail .

(AGp2)

• Five Little Monkeys (AGp8)

Invite children to act out the

modified rhyme. Discuss what

happens when someone gets

hurt. Ask: Should the monkeys

keep jumping or should they help

take care of the monkey who fell?


• Mommy and Baby Animals

(con't) (AGp8)Remind children about matching the

monkey and ape Mommy and Baby

Animals. (AGp42). Tell children that young

apes and monkeys are called babies just

like humans. Teach the ASL sign for baby.

(AGp2). When monkeys are toddlers, they

often ride on their mother's back. When

monkeys get older, they help their mother

take care of younger brothers and sisters.

• "Three Little Monkeys"- Tres

Monitos (AGp6)

Teach children this action rhyme.

After children are familiar with the

rhyme, select volunteers and have

children acit it out. Point out that one

reason monkeys stay in trees is to

stay away from their enemies.

• Go Bananas (AGp9)

Invite children to perform the actions

that go with this chant. Remind

children that monkeys like to eat

bananas. Don’t expect perfection.

Children will love moving to the

chant even if it is their choice of

movements.

• What Can a Monkey See?

(AGp8)

Sing this song with children. Fill in

the blank a few times and then

encourage children to fill in the

blank.

•"Molly's Jolly Jamboree" - La

Alegre Fiesta de Monica story

folder (AGp6)Display the story props. Tell children that

this story is about a clever monkey. Present

the story. Ask children if they would like to

go to Molly's party. Teach the ASL signs for

zoo and zookeeper (AGp2). Ask: What do

you think the zookeeper thought happened

when she found the animals all in a pie?

• Toe Pick Up (AGp9)

Challenge children to pick up

cotton balls with their toes and

drop them into a box. Remind

children that monkeys can use

their feet like hands.

• Zoo Animal Puzzles (AGp7)

Encourage children to assemble

the Zoo Animal Puzzles: Monkey

and Ape (Appendix p43). Discuss

apes and monkeys as children

work the puzzles.

• "Who's Who at Zippity Zoo"-

Quien es quien en el zoologico de

Zippity? (AGp6)

Display the book cover. Ask

children if they know the names

of any of the animals. Read the

title of the book and begin

reading. Pause when you read

the pages about monkeys and

apes. Teach the ASL signs for

monkey and ape . (AGp2)

• Mommy and Baby Animals

(AGp8)Display the back cover of

Skidamarink. Have children identify

the mommy, daddy, and baby

monkeys. Read the book and

discuss the love that mommies and

daddies have for their children. Have

children match the monkey and ape

Mommy and Baby Animals. (AGp42).

• This Little Monkey (AGp7)

Teach children the rhyme. Discuss

what monkeys eat (bugs, seeds,

berries, bananas, coconuts) and the

behaviors of monkeys (chatter,

swing, jump, nap, tease, play). If

you choose, take children's shoes

off and perform this rhyme using

children's toes as in "This Little

Piggy".

•Photo Activity Cards #64, #65

(AGp7)

Use the suggestions on the back

of the cards to practice


discussion. Teach children the

ASL signs for zoo, monkey,

ape. (AGp2)

• "Three Little Monkeys"- Tres

Monitos (AGp6)

Teach children this action rhyme.

After children are familiar with the

rhyme, select volunteers and have

children acit it out. Point out that one

reason monkeys stay in trees is to

stay away from their enemies.


• Zoo Animal Memory Game

(AGp7)

Give cihldren the ape and

monkey "Memory Cards: Zoo

Animals". Invite children to first

match the animals into pairs.

Then have children place all four

cards face down and turn them

over to find matching animal

pairs. Next week you will add the

elephant and kangaroo cards to

this memory game.


Starting the Day

Thursday











stress.




been absent.












monkeys and apes.





singing this song.








stress.




been absent.










Songs CD).








stress.





Monkey" (AGp5)










week.





CD).






















Monday Friday

• Climbing (AGp3)

Invite children to climb on the

jungle gym or any other climbing

apparatus outdoors. Explain that

the jungle gym got its name from

monkeys who live in the jungle.

•Frog Street Sing-Along Songs

CD - Canciones para cantar

juntos de Frog Street "Oh, Do You Want to See the Zoo?"

• "Quieres Venir al Zoologico?".

Outdoor Play

Persistence: demonstrates

persistence in learning and

discovery (E.2.a.)

dances, and movement to

rhythmic patterns (A.2.f.)



navigation,

and balance (A.2.a.)

• Learns and begins to use math

concepts during daily routines

and

experiences (D.2.g.)

Learning Goals

• Coordinates eye-hand

movements (A.3.c.)

• Engages with stories and

books (C.3.c.)

• Understands and begins to

use oral language for

conversation and

communication (C.2.c.)



caregivers (B.1.a.)

• Applies knowledge to new

situations (D.2.c.)



(D.3.c.)

• Shows interest in colors,

shapes, patterns, and pictures

(D.1.c.)



•Learns and begins to use

math concepts during daily

routines and experiences

(D.2.g.)

• Shows emotional connections

and attachment to others while

beginning to show

independence (B.1.c.)

• Shows awareness of

relationships to

family/community/cultural

group (B.2.d.)




•Creativity Station (AGp3)Explain to children that monkeys do not

have thumbs. Invite children to pretend

to be monkeys by finger painting on a

table top without using their thumbs.

Draw a monkey face in the finger paint

by making a circle and adding facial

features and big ears.

• Zookeeper Says (AGp3)

Play The Zookeeper Says as you

would play Simon Says. Review

ASL sign for zookeeper (AGp2).

•Fine Motor Skills (AGp3)

Monkeys like to be clean so they

groom each other to remove

stickers and bugs from their fur.

Cover stuffed monkeys with

paper confetti and imvite children

to pick off the confetti and put it in

a bowl.

Learning Centers

•Shawn Brown Toddler Tunes

"Five Little Monkeys" • "Cinco

Monos Tontos".

• Zookeeper Says (AGp3)

Play The Zookeeper Says as you

would play Simon Says. Review

ASL sign for zookeeper (AGp2).

• Climbing (AGp3)

Invite children to climb on the jungle

gym or any other climbing apparatus

outdoors. Explain that the jungle

gym got its name from monkeys

who live in the jungle.

•Pretend and Learn (AGp3)

Invite children to pretend they are

taking care of zoo animals. Discuss

the tools they need to feed and

clean up after the animals. Teach

the ASL signs for zoo and

zookeeper (AGp2)



juntos de Frog Street "Oh, Do You Want to See the Zoo?" •

"Quieres Venir al Zoologico?".

• Construction (AGp3)

Encourage children to create

homes for the zoo animals.

Teach children the ASL signs for

monkey and ape . (AGp2)

Music and Movement



juntos de Frog Street

"Five Silly Monkeys" • "Cinco

Monos Tontos".

American Sign Language (ASL): elephant, calf, kangaroo, joey, zoo

Monday


Date: July 9-13, 2018

Objectives: Children will be learning about zoo animals. Children will learn about elephants and kangaroos.

Spanish Vocabulary: elefante, ternero, canguro, canguro bebe,

zoológicoEnglish Vocabulary: elephant, calf, kangaroo, joey, zoo


Lesson Plan for Zoo Animals • Animales del zoológico - Elephants and Kangaroos •

Elefantes y Canguros (week 2)

Friday

•UNITE: Sing "Oh, Do You Want to

See the Zoo?" • "Quieres venir al

zoológico?" (Frog Street Sing-

Along Songs CD).

•CALM: Demonstrate kangaroo

breathing.


who are absent and send them well

wishes.





Explain that listening ears means

that you are not talking or looking

around the room when someone is

speaking to you.


•Who's Who at Zippity Zoo? •

Quien es quien en el Zoológico

Zippity?

Read the title of the book and

begin reading. Pause when you

read the pages about an

elephant or a kangaroo.

Review the ASL sign for

elephant, calf, kangaroo, joey,

zoo.

•UNITE: Sing "Katie Kangaroo"

• "El canguro Katie".


breathing.

•CONNECT: Remind children

to use gentle hands.




her photo inside.

Explain that listening ears

means that you are not talking

or looking around the room

when someone is speaking to

you.


•UNITE: Sing "Oh, Do You Want

to See the Zoo?" • "Quieres

venir al zoológico?" (Frog

Street Sing-Along Songs CD).


breathing.



well wishes.





other.





you.





"Starting the Day."






breathing.



well wishes.




her photo inside.





you.


•Animal Friends •Amigos

animales

You and the children use the

pictures to create a story.

Teach the ASL signs for


zoo.

•Animal Friends •Amigos animales

Name the animals in the book.


elephant, calf, kangaroo, joey, zoo.

•Molly's Jolly Jamboree story

folder

Tell children that this story is

about a clever monkey.

Encourage children to talk

about things they do at parties.



zoo.



Zippity?


begin reading. Pause when you

read the pages about elephant

or a kangaroo.



zoo.

Thursday




breathing.



well wishes.





each other.





you.




Starting the Day

Monday Friday




Along Songs CD).


breathing.



wishes.








speaking to you.





breathing.






her photo inside.





you.







breathing.



well wishes.





other.





you.





"Starting the Day."






breathing.



well wishes.




her photo inside.





you.


Thursday




breathing.



well wishes.





each other.





you.



Starting the Day

Music and Movement



de Frog Street

Sing "Oh, Do You Want to See

the Zoo?" • "Quieres venir al

zoológico?"



Street

Sing "One Elephant" • "Un

elefante".



de Frog Street



zoológico?"


67 (elephant • elefante)

68 kangaroo • canguro)

Use the suggestions on the back

of the cards to practice vocabulary

and stimulate discussion.

•Five Kangaroos

Explain that kangaroos live in a

far away country called

Australia. Demonstrate

hopping like a kangaroo and

have children show you how a

kangaroo hops as you recite

the poem.

•Feed the Elephant

Discuss foods elephants eat.

Invite children to play =Feed the

elephant Game (p 42) by

choosing foods that are

appropriate for an elephant to

eat.



67 (elephant • elefante)

68 kangaroo • canguro)




discussion.

•Zoo Animal Puzzles


assemble the Zoo Animal

Puzzles: Elephant and

Kangaroo (p 43). Discuss

elephants and kangaroos as

children work the puzzles.


Invite children to shape ears from

the play dough and attach them to

the elephant's face.


Display the cover of

Skidamarink. Have children

identify the mommy, daddy,

and baby elephant.



Frog Street

Sing "Oh, Do You Want to See the

Zoo?" • "Quieres venir al

zoológico?" granja".


Invite children to pretend they

are taking care of zoo animals.

Discuss the tools they need to

feed and clean up after the

animals.

•Construction

Sit with children and encourage

them to create homes for the

zoo animals.

•Play Dough Elephants

Encourage children to flatten

brightly colores play dough and

then cut out elephants using

elephant-shaped cookie cutters.

•Elephant Walk

Have children walk around the

playground pretending to be

elephants. Show them how to

bend over and swing their right

arm in front of them like a

trunk.

Learning Centers

•Elephant Soccer

Have children sit in a circle and

spread their legs so their feet

are touching the child's feet on

either side of them.



Street

Sing "One Elephant" • "Un

elefante".

•Elephant Walk

Have children walk around the

playground pretending to be

elephants. Show them how to

bend over and swing their right

arm in front of them like a

trunk.

•Hop! Hop! Stop!

Say the word hop several times

and then say stop. Children must

listen for the stop command and

follow it quickly.

•Elephant Ears

Create an African elephant ear

outline (masking tape) on the floor.

See how many children can fit

inside.






animals.

•Kangaroo Hoop

Have children wear aprons with

a front pocket to resemble a

kangaroo pouch.

•Kangaroo Jump

Lay a 6-foot streamer on

playground and have them try

to jump to the end of the

streamer.

•Zoo Safety

Discuss ways to stay safe at the

zoo. Explain that the animals

are at the zoo for us to see.

•One Elephant

Have children sit in a circle.

Select one child to be the first

elephant to walk around the

circle swinging one arm in

front of her like an elephant's

trunk.

•Handprint Elephants

Work with children one at a

time. Paint the inside of a

toddler's hand with gray. Turn

the handprint upside down and

use draw a tail, toe nails, and a

ear.

•Construction


encourage them to create


Outdoor Play

Social Emotional

Development

•Zoo Safety

Discuss ways to stay safe at

the zoo. Explain that the

animals are at the zoo for us to

see.

•Hop! Hop! Stop!

Say the word hop several times

and then say stop. Children

must listen for the stop

command and follow it quickly.


•The Elephant

Have children perform the

poem movements.

Monday Friday




Along Songs CD).


breathing.



wishes.








speaking to you.





breathing.






her photo inside.





you.







breathing.



well wishes.





other.





you.





"Starting the Day."






breathing.



well wishes.




her photo inside.





you.


Thursday




breathing.



well wishes.





each other.





you.



Starting the Day


muscles for movement, navigation,

and

balance (A.2.a.)

• Moves body to achieve a goal

(A.2.c.)


and expressive language skills

(C.1.d.)

Learning Goals

• Begins to understand safe

and unsafe behaviors (A.1.f.)


capacity to pay attention,

focus, concentrate, and be

involved (B.2.f.)








involved (B.2.f.)



• Develops a playful interest in

repetitive sounds and words

(rhythm, rhyme,

alliteration) (C.3.b.)



awareness of how

two-and three-dimensional


(D.1.f.)

• Develops skill and confidence

with processes of art (D.5.a.)



others (C.1.b.)

• Pays attention and exhibits

curiosity in people and objects

(D.1.a.)


awareness of the impact and

consequences of their actions

(B.3.c.)

LESSON COMPONENTS


Starting the Day

Thursday

•UNITE: Sing "African Plains" •

"Las llanuras de Africa".

•CALM: Demonstrate giraffe

breathing.



well wishes.





each other.

Practice being fair and taking

turns.


Tuesday Wednesday



Review the ASL signs for giraffe,

calf, zebra, foal, zoo, zookeeper.


folder

Have children name the animals

that came to the party.


giraffe, calf, zebra, foal, zoo,

zookeeper.



Zippity?


begin reading. Discuss the

pictures of zebras and giraffes



zookeeper.

•UNITE: Sing "Zeebee" • "Cibi".


breathing.

•CONNECT: Perform the

rhyme Georgie Giraffe.




her photo inside.

Discuss the plate of cookies at

snack time.







breathing.



well wishes.





other.


turns.





"Starting the Day."






breathing.



well wishes.




her photo inside.

Discuss being fair and taking

turns.



animales





zookeeper.




Along Songs CD).


breathing.



well wishes.






turns.




Zippity?






zookeeper.

American Sign Language (ASL): giraffe, calf, zebra, foal, zoo, zookeeper

Monday


Date: July 16-20, 2018

Objectives: Children will be learning about zoo animals. Children will learn about giraffes and zebras.

Spanish Vocabulary: jirafa, ternero, cebra, potrillo, zoológico, cuidador

del zoológicoEnglish Vocabulary: giraffe, calf, zebra, foal, zoo, zookeeper


Lesson Plan for Zoo Animals • Animales del zoológico - Giraffes and Zebras • Jirafas y

Cebras (week 3)

Friday

LESSON COMPONENTS

Starting the Day

Thursday




breathing.



well wishes.





each other.


turns.


Tuesday Wednesday



breathing.






her photo inside.


snack time.







breathing.



well wishes.





other.


turns.





"Starting the Day."






breathing.



well wishes.




her photo inside.


turns.





Along Songs CD).


breathing.



well wishes.






turns.


Monday Friday

•Construction




Outdoor Play

Social Emotional

Development

•Zoo Safety




see.

•A Tall View

Challenge children to take a

minute to look around from

higher viewpoints.


•African Safari Dance

Remind children that both

zebras and giraffes live in

Africa which is a country

faraway.

•Galloping

Discuss different ways zebras

move.

•A Tall View



higher viewpoints.

•Zoo Safety




•Hey, Up There

Share the poem If I Were Lost

with children. Point out that

when you are up high you can

see farther because you can

see over shorter things.

•Giraffe Handprints

Trace the child's hand onto

yellow construction paper and

then turn the paper upside

down.

Learning Centers

•Animal Moves

Display some of the cards from

Memory Cards: Bugs and Zoo

Animals (Patterns CD). Discuss

and demonstrate how each

animal moves.



Street

"Across the African Plains"

•Galloping Zebras

Have children gallop like

zebras across the playground.

•The Zookeeper Says

Play this game as you would

Simon Says.

•What's for Lunch

Discuss the giraffe's diet and the

fact that giraffes eat for about 18

hours of each day.






animals.


Invite children to make brown

giraffe spots on yellow paper.


Have children match the giraffe

and zebra Mommy and Baby

Animals: Zoo ( p 42).



Frog Street









animals.

•Gross Motor

Demonstrate walking slowly

and elegantly like a giraffe.

•Galloping

Recite the rhyme Ten Fast Zebras.

Demonstrate the zebra

movements.

•Galloping Zebras




68 (zebra• cebra)

69 (giraffe • jirafa)




discussion.




Puzzles: Zebra and Giraffe (p

43). Discuss zebras and

giraffes as children work the

puzzles.

Music and Movement



de Frog Street



zoológico?"



Street




de Frog Street



zoológico?"

•Black and White Stripes

Invite children to paint white

stripes on black paper.

Share the poem Zebra.


Invite children to paint black

stripes on white paper.



68 (zebra• cebra)

58 (horse• caballo)

Explain children the differences

between a horse and a zebra.


LESSON COMPONENTS

Starting the Day

Thursday




breathing.



well wishes.





each other.


turns.


Tuesday Wednesday



breathing.






her photo inside.


snack time.







breathing.



well wishes.





other.


turns.





"Starting the Day."






breathing.



well wishes.




her photo inside.


turns.





Along Songs CD).


breathing.



well wishes.






turns.


Monday Friday





(A.2.c.)




• Develops an ability to be creative

and expressive through a variety of

activities, such as pretend play,

art, and music (D.5.b.)


(A.2.c.)

Learning Goals






involved (B.2.f.)

Listens with interest to


• Develops responsive and

reciprocal communication

skills, such as turn-taking

(B.4.e.)

• Begins to learn and

internalize rules, routines, and

directions (B.3.e.)






involved (B.2.f.)






purposes,



(C.2.e.)





(rhythm, rhyme,






awareness of how



(D.1.f.)





(D.3.d.)



others (C.1.b.)



(D.1.a.)

Begins to understand safe and

unsafe behaviors (A.1.f.)

• Uses hands or feet to touch

objects or people (A.3.a.)




American Sign Language (ASL): giraffe, calf, zebra, foal, zoo, zookeeper

Monday


Date: July 23-27, 2018

Objectives: Children will be learning about zoo animals. Children will learn about giraffes and zebras.

Spanish Vocabulary: jirafa, ternero, cebra, potrillo, zoológico, cuidador

del zoológicoEnglish Vocabulary: giraffe, calf, zebra, foal, zoo, zookeeper


Lesson Plan for Zoo Animals • Animales del zoológico - Lions and Tigers • Leones y

Tigres (week 4)

Friday




Along Songs CD).


breathing.



well wishes.






turns.




Zippity?






zookeeper.



breathing.






her photo inside.


snack time.







breathing.



well wishes.





other.


turns.





"Starting the Day."






breathing.



well wishes.




her photo inside.


turns.



animales





zookeeper.



Review the ASL signs for giraffe,

calf, zebra, foal, zoo, zookeeper.


folder

Have children name the animals

that came to the party.



zookeeper.



Zippity?






zookeeper.

Thursday




breathing.



well wishes.





each other.


turns.




Starting the Day

Monday Friday




Along Songs CD).


breathing.



well wishes.






turns.




breathing.






her photo inside.


snack time.







breathing.



well wishes.





other.


turns.





"Starting the Day."






breathing.



well wishes.




her photo inside.


turns.


Thursday




breathing.



well wishes.





each other.


turns.



Starting the Day

Music and Movement



de Frog Street



zoológico?"



Street




de Frog Street



zoológico?"


Invite children to paint white

stripes on black paper.



Invite children to paint black

stripes on white paper.



68 (zebra• cebra)

58 (horse• caballo)

Explain children the differences

between a horse and a zebra.



68 (zebra• cebra)

69 (giraffe • jirafa)




discussion.




Puzzles: Zebra and Giraffe (p

43). Discuss zebras and

giraffes as children work the

puzzles.


Invite children to make brown

giraffe spots on yellow paper.


Have children match the giraffe

and zebra Mommy and Bany

Animals: Zoo ( p 42).



Frog Street









animals.

•Gross Motor

Demonstrate walking slowly

and elegantly like a giraffe.

•Galloping



movements.

•Galloping Zebras



Learning Centers

•Animal Moves

Display some of the cards from

Memory Cards: Bugs and Zoo

Animals (Patterns CD). Discuss

and demonstrate how each

animal moves.



Street


•Galloping Zebras



•The Zookeeper Says

Play this game as you would

Simon Says.

•What's for Lunch

Discuss the giraffe's diet and the

fact that giraffes eat for about 18

hours of each day.






animals.

•Galloping

Discuss different ways zebras

move.

•A Tall View



higher viewpoints.

•Zoo Safety




•Hey, Up There

Share the poem If I Were Lost

with children. Point out that

when you are up high you can

see farther because you can

see over shorter things.

•Giraffe Handprints

Trace the child's hand onto

yellow construction paper and

then turn the paper upside

down.

•Construction




Outdoor Play

Social Emotional

Development

•Zoo Safety




see.

•A Tall View



higher viewpoints.


•African Safari Dance

Remind children that both

zebras and giraffes live in

Africa which is a country

faraway.

Monday Friday




Along Songs CD).


breathing.



well wishes.






turns.




breathing.






her photo inside.


snack time.







breathing.



well wishes.





other.


turns.





"Starting the Day."






breathing.



well wishes.




her photo inside.


turns.


Thursday




breathing.



well wishes.





each other.


turns.



Starting the Day





(A.2.c.)




• Develops an ability to be creative

and expressive through a variety

of activities, such as pretend play,

art, and music (D.5.b.)


(A.2.c.)

Learning Goals






involved (B.2.f.)

Listens with interest to



reciprocal communication

skills, such as turn-taking

(B.4.e.)



directions (B.3.e.)






involved (B.2.f.)






purposes,



(C.2.e.)





(rhythm, rhyme,






awareness of how



(D.1.f.)





(D.3.d.)



others (C.1.b.)



(D.1.a.)

Begins to understand safe and

unsafe behaviors (A.1.f.)






LESSON COMPONENTS


Starting the Day

Thursday

•UNITE: Frog Street Action

Songs - Canciones de acción

de Frog Street

"Put Your Little Foot" • "Pon tu

piecito".

•CALM: Remind children that

deep breathing helps relieve

stress.



well wishes.





each other.

Practice using our listening

ears to pay attention to other's

big voices.


Tuesday Wednesday

•Gram Is Coming to My House • Mi

abuelita viene a mi casa

Remind children the book is about

a grandmother who is on her way

to see her grandson.

Review the ASL signs for tricycle,

bicycle, wagon, wheels, travel,

feet, roll.

•My Aunt Violet • Mi tia Violeta

story folder

Display the cover of the story

folder and define transport .


tricycle, bicycle, wagon,

wheels, travel, feet, roll.

•Gram Is Coming to My House •

Mi abuelita viene a mi casa

Ask children about names they

use for their grandmother.






de Frog Street


piecito".

•CALM: Have children form a

line behind you and take a

breathing walk by taking a few

steps and inhaling, and then

exhaling

•CONNECT: Demonstrate how

to bicycle your legs.




her photo inside.

Remind children they use their

big voice when they don't like

what someone else is doping.



Songs - Canciones de acción de

Frog Street

Sing "My Little Red Wagon" •

"Mi carrito rojo".





exhaling



well wishes.





other.

Give examples of big voices.





"Starting the Day."



de Frog Street


"Mi carrito rojo".





exhaling.



well wishes.




her photo inside.

Discuss listening to big voices.




Read the story pausing at the

end to discuss the vehicles.




•UNITE: Frog Street Action Songs -


Street

Sing "My Little Red Wagon" • "Mi

carrito rojo".

•CALM: Remind children that deep

breathing helps relieve stress.



well wishes.





Practice using our listening ears to

pay attention to other's big voices.


• Goldilocks Story Pathway

Lead children through the story

using Goldilocks Story

Pathway (p 42) as a guide.




American Sign Language (ASL): tricycle, bicycle, wagon, wheels, travel, feet, roll

Monday


Date: July 30 - August 3, 2018

Objectives: Children will be learning about transportation and travel. Children will learn about walking and

dancing as well as riding a tricycle or a wagon.

Spanish Vocabulary: triciclo, bicileta, carro, ruedas, viajar, pies, rodarEnglish Vocabulary: tricycle, bicycle, wagon, wheels, travel, feet, roll


Lesson Plan for On the Go • Sobre la marcha - Tricycles and Wagons • Triciclos y

Carros (Week 1)

Friday

LESSON COMPONENTS

Starting the Day

Thursday



de Frog Street


piecito".



stress.



well wishes.





each other.



big voices.


Tuesday Wednesday



de Frog Street


piecito".





exhaling






her photo inside.







Frog Street


"Mi carrito rojo".





exhaling



well wishes.





other.






"Starting the Day."



de Frog Street


"Mi carrito rojo".





exhaling.



well wishes.




her photo inside.





Street


carrito rojo".





well wishes.








Monday Friday

•Construction

Create masking tape pathways

along the floor. Invite children

to use the box lids as wagons.

Outdoor Play

Social Emotional

Development

•My Wagon

Teach children the poem My

Wagon. Have children echo

each line in the poem and

perform the motions.

•Baby Steps

Show children hot to take baby

steps. Challenge them to walk

across the playground using

baby steps.


•Bicycle Exercise

Lie on your back and

demonstrate moving your legs

as if your were pedaling a

bicycle.

•Riding My Bike

Teach children to recite this

poem while practice pedaling.

•Wash the Tricycle

Have children wash the tricycle

with a sponge and towels.

•Walking Safely

Point out we travel, or move

from one place to another using

our feet.

•Tactile Crawl

Create a tactile pathway using

various textured material. Invite

children to crawl over the

pathway.

•Footprint Mural

Do this activity one child at a

time. Have children take their

shoes off, ask them to step on

the paint and then walk on the

paper. Tell children they have

traveled on foot from one

location to another.

Learning Centers

•Travel Time

Invite children to sing and

move to the song "The Grand

Old Duke of York."



Street


piecito".

•Baby Steps

Show children hot to take baby

steps. Challenge them to walk

across the playground using

baby steps.

•Put Your Little Foot

Teach children this fun dance.

•My Wagon

Teach children the poem My

Wagon. Have children echo each

line in the poem and perform the

motions.

•Construction

Create masking tape pathways

along the floor. Invite children

to use the box lids as wagons.


Invite children to paint tricycles.

•Recite the rhyme Stop, Look,

and Listen. Work with children

one at a time to "cross the

street" safely.



Street


carrito rojo".


Invite children to paint wagons.

•Discovery

Invite children to explore a

tricycle and a wagon.

Encourage children to name the

parts.

•Galloping



movements.

•Take a Walk

Take a walk inside the school.

Call attention to ways people

move.


72 (wagon • carro)

73 (tricycle • triciclo)




discussion.

•Wagon Wheels

Give children Wagons and

Wheels )Patterns CD) and

invite them to create wagons

with different sizes of wheels.

Music and Movement



de Frog Street

Sing "Can You Move with Me?"

• "Te puedes mover conmigo".



Street


piecito".



Street


"Mi carrito rojo".

•Tricycle

Discuss tricycles and bicycles.

Display Photo Activity Card 73.

Count the wheels on the bicycle.

Teach children the finger play My

Bike

•Tricycle

Discuss tricycles and bicycles.

Display Photo Activity Card 73.

Count the wheels on the

bicycle.

•Transportation Puzzles


the Transportation Puzzles:

Wagon and Tricycle ( p 43).Cognitive Development

LESSON COMPONENTS

Starting the Day

Thursday



de Frog Street


piecito".



stress.



well wishes.





each other.



big voices.


Tuesday Wednesday



de Frog Street


piecito".





exhaling






her photo inside.







Frog Street


"Mi carrito rojo".





exhaling



well wishes.





other.






"Starting the Day."



de Frog Street


"Mi carrito rojo".





exhaling.



well wishes.




her photo inside.





Street


carrito rojo".





well wishes.








Monday Friday







(A.2.e.)

Learning Goals


stress (B.3.a.)



• Develops increasing ability to

identify own emotional

responses (B.2.g.)





reenacting

(C.2.d.)

• Engages with stories and

books (C.3.c.)



(D.1.c.)



awareness of how



(D.1.f.)





(D.3.d.)

• Develops awareness,

understanding, and

appreciation for their bodies

and how they function (A.2.d.)



• Shows emotional connections

and attachment to others while

beginning

to show independence (B.1.c.)

LESSON COMPONENTS

Starting the Day

Thursday

•UNITE: Frog Street Sing-Along

Songs-Canciones para cantar


"I'm a Little Red Dump Truck" •

"Soy un camioncito rojo".

•CALM: Demonstrate how

people on a bus may sit up and

down while riding the bus by

sitting tall and erect and then

relaxing.



well wishes.





each other.



big voices.


Tuesday Wednesday










relaxing.

•CONNECT: Discuss sitting by

someone on a bus.




her photo inside.







Frog Street

Sing "The Wheels on the Bus" •

"Las ruedas del camión".





relaxing.



well wishes.





other.






"Starting the Day."




Sing "I'm a Little Hunk of Tin" •

"Soy un pedacito de estaño".





relaxing.



well wishes.




her photo inside.







"Soy un camioncito rojo"Wagon" •

"Mi carrito rojo".

•CALM: Demonstrate how people

on a bus may sit up and down

while riding the bus by sitting tall

and erect and then relaxing.



well wishes.








American Sign Language (ASL): car, truck, bus, ice cream truck, wheel, passenger, seat belt, windshield wipers

Monday


Date: August 6 - 12, 2018

Objectives: Children will be learning about transportation and travel. Children will learn about vehicles

that move on roads: cars, trucks, and buses.

Spanish Vocabulary: carro, camión, autobús, camión de helados,

ruedas, pasajero, cinturón de seguridad, limpiaparabrisasEnglish Vocabulary: car, truck, bus, ice cream truck, wheel, passenger, seat belt, windshield wipers


Lesson Plan for On the Go! • Sobre la marcha! - Cars, Trucks, and Buses • Carros,

Camiones y Autobuses (Week 2)

Friday

LESSON COMPONENTS

Starting the Day

Thursday










relaxing.



well wishes.





each other.



big voices.


Tuesday Wednesday










relaxing.


someone on a bus.




her photo inside.







Frog Street







relaxing.



well wishes.





other.






"Starting the Day."










relaxing.



well wishes.




her photo inside.








"Mi carrito rojo".







well wishes.








Monday Friday


Outdoor Play

Social Emotional

Development

•Sitting Politely

Work with children individually

to remind them about how to

keep your body on your own

space when sitting beside

someone else.

•Cars and Trucks

Take cars and trucks outdoors

to play with in the sandbox or

on the sidewalks.


•Here Is a Car

Teach children this little

transition rhyme.

•Red Light, Green Light

Use Stop-and-Go Circles (p 43)

as you play a game of Red

Light, Green Light.

•Cars and Trucks

Take cars and trucks outdoors

to play with in the sandbox or

on the sidewalks.

•Buckle Up for Safety

Talk with little ones about

wearing seat belts. Teach them

the song "Buckle Up."

•Windshield Wiper Moves

Have children move their hands

back and forth like windshield

wipers as you recite this

rhyme.

•Car Safety

Discuss being safe in and

around a car.

•The Wheels on the Bus

Tell children that he words in the

book are similar to the words in

the song.

Review the ASL sign for car, truck,

bus, ice cream truck, wheel,

passenger, seat belt, windshield

wipers.

•Here Is a Car

Teach children this little

transition rhyme.



de Frog Street

"Buckle Up" • "Abróchate el

cinturón".

•Bus, Car, and Truck Search

Look through the window to

look for buses, cars, and

trucks.

•Cars and Trucks

Take cars and trucks outdoors to

play with in the sandbox or on the

sidewalks.

•Car Safety

Discuss being safe in and around a

car.

•Bus Driver • Chofer del

autobús

Teach children the finger play

and explain them that people

who ride the bus are called

passengers .

Review the ASL signs for car,

truck, bus, ice cream truck,

wheel, passenger, seat belt,

windshield wipers.





Teach the ASL signs for car,



windshield wipers.

•Sitting Politely

Work with children individually

to remind them about how to

keep your body on your own

space when sitting beside

someone else.



Street


carrito rojo".

•Windshield Wiper Moves

Have children move their hands

back and forth like windshield

wipers as you recite this rhyme.

•Bus, Car, and Truck Search

Look through the window to

look for buses, cars, and

trucks.


74 (car • carro)

75 (truck • camión)




discussion.

•Windshield Wipers

Discuss the purpose of

windshield wipers. Review the

song.





Teach the ASL signs for car,



windshield wipers.

Music and Movement



de Frog Street





de Frog Street





Street



•Does it Roll?

Provide a collection of items that

roll. Invite children to explore the

items to determine if they roll.

•Car Tracks

Make a car track and point out

the path they make.



the Transportation Puzzles: Car,

Truck, and Bus (p 43).

•The Wheels on the Bus

Tell children that he words in

the book are similar to the

words in the song.

Review the ASL sign for car,



windshield wipers.


LESSON COMPONENTS

Starting the Day

Thursday










relaxing.



well wishes.





each other.



big voices.


Tuesday Wednesday










relaxing.


someone on a bus.




her photo inside.







Frog Street







relaxing.



well wishes.





other.






"Starting the Day."










relaxing.



well wishes.




her photo inside.








"Mi carrito rojo".







well wishes.








Monday Friday




• Imitates sounds, gestures, signs,

or words (C.2.b.)


reciprocal communication skills,

such as turn-taking (B.4.e.)


verbal messages and makes non-

verbal

requests (C.1.c.)

Learning Goals


stress (B.3.a.)







others (B.4.c.)

• Develops confidence and

ability to express emotional

needs without fear (B.1.f.)





reenacting

(C.2.d.)


verbal messages and makes

non-verbal requests (C.1.c.)









(D.1.c.)



actions (D.1.d.)





(D.3.d.)







understanding, and

appreciation for their bodies

and how they function (A.2.d.)









•Construction

Use masking tape to create

"roads" on the floor. Place the

"garages" along the road. Invite

children to move the cars along

the roads and park them in the

garages.

Learning Centers

•Science

Provide containers for children

to roll like wheels. Point out the

round shape of the containers.

•Construction

Use masking tape to create

"roads" on the floor. Place the

"garages" along the road. Invite

children to move the cars along the

roads and park them in the

garages.


Place a sponge in a shallow

box and pour tempera paint on

it. Invite children to roll the car

wheels over the sponge and

then roll them ontoi a sheet of

paper to make tire stacks.


Invite children to sit inside the

boxes and use a steering wheel

to drive the "car."

American Sign Language (ASL): train, tracks, engine, caboose, airplane, fly, wings

Monday


Date: August 13 - 17, 2018

Objectives: Children will be learning about transportation and travel. Children will learn about vehicles

people use to travel longer distances: trains and airplanes.

Spanish Vocabulary: tren, vías del tren, locomotora, furgón de cola,

avión, volar, alas .English Vocabulary: train, tracks, engine, caboose, airplane, fly, wings


Lesson Plan for On the Go! • Sobre la marcha! -Trains and Airplanes • Trenes y Aviones

(Week 3)

Friday




Sing "Little Red Caboose" • "El

furgoncito rojo".

•CALM: Demonstrate flying like

and airplane and coordinate your

breathing accordingly.



well wishes.








• The Train

Read the chant to children and

use the names of children in

your care as you say the

second line. Discuss the

sounds the train makes.

Review the ASL sign for train,

tracks, engine, caboose,

airplane, fly, wings.





furgoncito rojo".


and airplane and coordinate

your breathing accordingly.

•CONNECT: Invite children to

sing the chant "Chug, Chug."




her photo inside.







Frog Street

Sing "Airplane Flyers" • "Pilotos

del avión".






well wishes.





other.






"Starting the Day."




Sing "Down By the Station" •

"En la estación".






well wishes.




her photo inside.







Teach the ASL signs for train,



• The Train

Read the chant to children and use

the names of children in your care

as you say the second line.

Discuss the sounds the train

makes.

Review the ASL sign for train,

tracks, engine, caboose, airplane,

fly, wings.

•Little Engine 99 • El trenecito

99 Prop Story

Discuss the first car (engine)

and the last car (caboose).

Review the ASL signs for train,







Teach the ASL signs for train,



Thursday




"If I Had Wings" • "Si tuviera

alas".






well wishes.





each other.



big voices.




Starting the Day

Monday Friday





furgoncito rojo".






well wishes.












furgoncito rojo".









her photo inside.







Frog Street


del avión".






well wishes.





other.






"Starting the Day."





"En la estación".






well wishes.




her photo inside.



Thursday





alas".






well wishes.





each other.



big voices.



Starting the Day

Music and Movement



de Frog Street


"En la estación".



de Frog Street


furgoncito rojo".



Street


del avión".

•Airplane Googles

Help each child construct a pair of

airplane googles.

•Balancing Wings

Have children walk along a

strip of masking tape while

holding their arms out like

wings.




Airplane and Train (p 43).Cognitive Development


77 (train • tren)

78 (airplane• avión)




discussion.

•Airplane Moves

Discuss the movements of

airplanes: taxi down the

runway, take off, fly, and land.

Teach children the action

rhyme The Airplane.

•Fine Motor

Invite children to make an airplane

appears by using the airplane

template ( p 42).

•The Flight Attendant Says

Play a game similar to Simon

Says. Give commands that

would be appropriate for

passengers on a flight.



Frog Street


furgoncito rojo".


Have children finger paint train

tracks by using two fingers to

wipe off parallel lines of paint.


Arrange boxes like train cars

and invite children to pretend

they are on a train ride.

•Airplane Flyers

Have children pretend to put on

their googles and caps and climb

into their stunt airplanes.

•Choo-Choo Trains

Invite children to form a line

and hold onto the waits of the

child in front of them and move

around the playground making

train noises.

Learning Centers

•Choo-Choo


rhyme chant. Discuss the

sounds trains make.



de Frog Street


alas".

•Airplane Search

Have children watch airplanes

that may fly overhead as they

are outdoors playing.

•Choo-Choo Trains

Invite children to form a line and

hold onto the waits of the child in

front of them and move around the

playground making train noises.

•Graham Cracker Engine

Help children make a cracker train

on a paper plate.

•Construction

Use masking tape to make a

"train track" on the floor. Invite

children to push trains (small

boxes) along the track.

•Fly Like and Airplane

Give each child two paper

plates to use as wings. Have

children use crayons to

decorate their "wings."

•Airplane Shadows

Have children spread their arms

like airplane wings.

•Airplane Sounds

Discuss the sounds that

airplanes make. Encourage

children to make the sounds

with you.

•Train Cars

Discuss the names of the train

cars as mentioned in the finger

play. Describe the basic

difference between a

passenger train and a freight

train.

•Paper Airplanes

Invite children to color on

sturdy paper. With their

permission, fold their art into a

paper airplane.

•Construction

Use masking tape to make a

"train track" on the floor. Invite

children to push trains (small

boxes) along the track.

Outdoor Play

Social Emotional

Development

•Close Seating

Explain to little ones that

airplanes and trains require

that people sit close to one

another.

•Airplane Search

Have children watch airplanes

that may fly overhead as they

are outdoors playing.


•Airplane Action

Teach children this action

rhyme. Define words that may

be unfamiliar to them (revved,

instruments, runway).

Monday Friday





furgoncito rojo".






well wishes.












furgoncito rojo".









her photo inside.







Frog Street


del avión".






well wishes.





other.






"Starting the Day."





"En la estación".






well wishes.




her photo inside.



Thursday





alas".






well wishes.





each other.



big voices.



Starting the Day


(A.2.c.)

• Uses imitation in pretend play to

express creativity and imagination

(D.4.b.)


verbal communication of others

(C.1.b.)





verbal messages and makes non-

verbal requests (C.1.c.)

Learning Goals



directions (B.3.e.)






stress (B.3.a.)



others (B.4.c.)

• Develops confidence and

ability to express emotional

needs without fear (B.1.f.)






(rhythm, rhyme, alliteration)

(C.3.b.)











navigation, and balance (A.2.a.)

• Uses objects in new ways or in

pretend play (D.4.a.)

• Shows imagination, creativity,

and uses a variety of strategies

to solve

problems (D.2.b.)










• Demonstrates receptive

language and expressive

language skills (C.1.d.)







LESSON COMPONENTS


Starting the Day

Thursday

•UNITE: Sing "Have You Ever

Seen a Sailboat?" • "Has visto

alguna vez un velero?"

•CALM: Tell children you will be

pretending to be the wind that

blows sailboats.



well wishes.





each other.



big voices.


Tuesday Wednesday

•I Saw a Ship A-Sailing• Vi un

barco que navegaba

Discuss the unfamiliar words in

this nursery rhyme.

Review the ASL sign for boat,

ship, ocean, lake, motor, wind,

water.

•I Saw a Ship A-Sailing• Vi un

barco que navegaba

Discuss the unfamiliar words in

this nursery rhyme.

Review the ASL signs for boat,


water.

•How Do They Move? • Como

se mueven?

Read the book and pause on

each page to review what

powers each boat.

Teach the ASL signs for boat,


water.

•UNITE: Sing "Big Green Boat"

• "El botesote verde".



blows sailboats.

•CONNECT: Have children

pretend they are rowing a long

boat.




her photo inside.








Sing "Row, Row, Row Your

Boat" • "Rema, rema, rema tu

bote".



blows sailboats.



well wishes.





other.






"Starting the Day."






bote".



blows sailboats.



well wishes.




her photo inside.



•How Do They Move? • Como

se mueven?



Teach the ASL signs for boat,


water




Sing "Row, Row, Row Your Boat" •

"Rema, rema, rema tu bote".



blows sailboats.



well wishes.








• Little Canoe

Read the story and invite

children to perform the actions

with you.

Review the ASL sign for boat,


water.

American Sign Language (ASL): boat, ship, ocean, lake, motor, wind, water

Monday


Date: August 20 - 24, 2018

Objectives: Children will learn about transportation vehicles that move on the water: boats and ships.

Spanish Vocabulary: botes, barco, océano, lago, motor, viento, aguaEnglish Vocabulary: boat, ship, ocean, lake, motor, wind, water


Lesson Plan for On the Go! • Sobre la marcha! -Boats and Ships • Botes y Barcos

(Week 4)

Friday

LESSON COMPONENTS

Starting the Day

Thursday






blows sailboats.



well wishes.





each other.



big voices.


Tuesday Wednesday





blows sailboats.



boat.




her photo inside.










bote".



blows sailboats.



well wishes.





other.






"Starting the Day."






bote".



blows sailboats.



well wishes.




her photo inside.










blows sailboats.



well wishes.








Monday Friday

•Science

Invite children to drop items

(feather, cork, spoon, etc.) in a

tub of water to see which ones

sink and which ones float.

Outdoor Play

Social Emotional

Development

•Boat and sun safety

Discuss some simple boat

safety rules. Demonstrate for

children the power of

sunscreen.

•Motor Boat, Motor Boat

Hold hands with one child at a

time and circle around saying

the rhyme.


•Airplane Action

Teach children this action

rhyme. Define words that may

be unfamiliar to them (revved,

instruments, runway).

•Fly Like and Airplane

Give each child two paper

plates to use as wings. Have

children use crayons to

decorate their "wings."


Hold hands with one child at a

time and circle around saying

the rhyme.

•Sailboat Fun

Invite children to sail Ice

Sailboats (p 42) in a tub of

water. Have children blow on

the sails gently to see the boats

move.

•Train Cars

Discuss the names of the train

cars as mentioned in the finger

play. Describe the basic

difference between a

passenger train and a freight

train.

•A Sailor Went to Sea

Teach children the song.

Discuss tools that make it

easier to see things on the

water, such as sunglasses and

binoculars.

Learning Centers

•Choo-Choo


rhyme chant. Discuss the

sounds trains make.



Street

Sing "My Bonnie Lies Over the

Oceans" • "Mi amada descansa

en el océano".

•Making Waves

Have children hold the edges of

a blue sheet and pretend is an

ocean.


Hold hands with one child at a time

and circle around saying the

rhyme.

•A Sailor Went to Sea

Teach children the song. Discuss

tools that make it easier to see

things on the water, such as

sunglasses and binoculars.

•Sensory

Invite children to make "wind"

to blow boats across the water.

•Science

Invite children to drop items

(feather, cork, spoon, etc.) in a tub

of water to see which ones sink

and which ones float.

•Boat and sun safety

Discuss some simple boat

safety rules. Demonstrate for

children the power of

sunscreen.



Frog Street




Invite children to paint ocean

pictures. Show them how to

swirl their brush to make a

wave effect.


Paint a blue water line on the

boxes and convert them into

"boats."

•Airplane Flyers

Have children pretend to put on

their googles and caps and climb

into their stunt airplanes.

•Making Waves

Have children hold the edges of

a blue sheet and pretend is an

ocean.


79 (boat • bote)

80 (ship • barco)




discussion.

•Build a Shape Vehicle

challenge children to use the

shapes to build transportation

vehicles.

Music and Movement



de Frog Street



bote".



Street

Sing "My Bonnie Lies Over the

Oceans" • "Mi amada descansa

en el océano".



de Frog Street



bote".

•Sailboats Move

Teach children the action rhyme.

Demonstrate how a boat tips and

then rights itself while sailing in

the wind.

•Build a Shape Vehicle

challenge children to use the

shapes to build transportation

vehicles.




Sailboat and Ship (p 43).Cognitive Development

LESSON COMPONENTS

Starting the Day

Thursday






blows sailboats.



well wishes.





each other.



big voices.


Tuesday Wednesday





blows sailboats.



boat.




her photo inside.










bote".



blows sailboats.



well wishes.





other.






"Starting the Day."






bote".



blows sailboats.



well wishes.




her photo inside.










blows sailboats.



well wishes.








Monday Friday


(A.2.c.)

• Uses imitation in pretend play to

express creativity and imagination

(D.4.b.)


verbal communication of others

(C.1.b.)




• Develops an increasing ability to

keep a steady beat through chants,

dances, and movement to rhythmic

patterns (A.2.f.)


understanding, and appreciation

for their bodies and how they

function (A.2.d.)

Learning Goals



directions (B.3.e.)






stress (B.3.a.)

• Develops an ability to be

creative and expressive

through music (D.5.b.)



directions (B.3.e.)



• Shows interest in songs,

rhymes, and stories (C.3.a.)
















navigation, and balance (A.2.a.)

• Uses objects in new ways or in

pretend play (D.4.a.)

• Shows imagination, creativity,

and uses a variety of strategies

to solve

problems (D.2.b.)






• Understands and begins to

use oral language for

conversation and

communication (C.2.c.)
















actions (D.1.d.)



(D.1.a.)

Documents

Toddler Club ProgramAction Songs CD) using verses suited to this unit about cows and horses. •Horseshoes Teach children how to play Horseshoes (p 43). Use streamers to create a throw