Week At A Glance Lesson Plan

Date: November 5th-8th

Teacher(s): Tyana Gottsleben
Statement of Intent for Learning: Children will be encouraged to try out different areas of the room.
Centers around the room will help some children transition by catching their eye when they walk into
the room. We will continue to work on the children’s goals and observations for their portfolios.
Monday Tuesday Wednesday Thursday
Art/Easel The toddlers will use different stamps and different colors of stamp pads to fill up a
piece of paper. The children will use their fine motor skills while using the stamps.
Blocks The children will build towers with the large toddler blocks. There will be cars for the
children to make roads and houses for.
Books There will be various books that are familiar and of interest to the children. This will
encourage the children to transition into the classroom.
Writing The children will use their fine motor skills by drawing and tracing provided shapes on
the easel using window crayons and markers.
Dramatic There will be a safari scene set up including a jeep, safari stuffed animals, as well as
Play masks, binoculars, hats, and vests for the children to go on adventures with.
Quiet The quiet manipulatives will encourage a variety of fine motor and mathematic skills
Manipulatives such as matching, connecting, and ball ramps. The children will explore puzzles and
other materials to support this.
Math The children will explore balancing weights by using different objects which vary in
sizes and weigh differently. We will use familiar items around the room to see which
items are heavier as well as smaller or bigger.
Sensory The sensory table will be filled with fake snow, shells, clear tubes, shovels, and scissor
scoops. The children will use their fine motor skills to manipulate the tools.
Light Table There will be colored gears on the light table for the children to fit together and spin.
The children will build the gears on the light table and see how they fit together.
Large Groups As a group, we will sing songs, examine the weather, and read books that explore
familiar animals and follow a storyline.
Outside/Gross The children will use their gross motor skills to pull and ride in wagons. We will bring
Motor Lab bear outside as the toddlers enjoy hiding him for friends to find. We will also explore
the changing leaf colors and see how many different colors we can find.
Snack Teddy Grahams Vegetables & Dip Chex Mix Cheese Quesadillas
Milk Milk Milk Fruit Juice
Small Group The children and teachers will continue to work on their investigations. The
Activities Monday/Wednesday groups include movement, sensory, and making/manipulating
things. The Tuesday/Thursday Groups include exploring with paint, balls, and light.
 Book List
Title Author
Storybooks
Thomas’ Big Book of Beginner Books The Reverend W Awdry
Poke-a-dot! Old Mcdonald Innovation kids
A Mother for Choco Keiko Kasza
Llama llama Misses Mama Anna Dewdney
The Tea Party Sarah Gillespie
Gossie Oliver Dunrea
Factual Books
Peter Rabbit Rainbow Shapes and Colors Warne
Ten Wriggly, Wriggly Caterpillars Debbie Tarbett
Who’s Hiding Here? Jenny Tulip
Quack Quack St. Martin Press
A Visit to the Fire Stations Michi Fujimoto
A Circus of Colors! Lee Sullivan Hill
What’s the Weather Betsy Imershein
Rhyming Books/Alphabet Books
Star, Little Star Grosset & Dunlap
ABC a slide-and-seek book Claire Henley
Click, Clack, 123 Doreen Cronin
Ten apples on top Dr Suess
Wordless or easy reader books
Winnie-the-Pooh’s Opposites Ernest Shepard
Five Little Ducks Jose Aruego
Big Cat Mark Shulman
Where is My Pumpkin? Karen Katz
Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)
Dora’s Book of Words Simon Spotlight
Te amo sol, Te amo luna Karen Pandell
Vamos a Salir Gyo Fujikawa
I love my Daddy because… Laurel Porter-Gaylord
I love my Mommy because… Laurel Porter-Gaylord
Animals. Animales Eric Carle
 Multicultural Analysis for Integration of Diversity:

Plans for the week of November 5th- 8th

Lead Teacher Tyana Gottsleben
Age of Children 15 Months – 3 years old
Cultures represented in class American, Anishinaabe, Chinese, Native American,
South African, Vietnamese
Differing abilities represented in class N/A

Cultural and Anti-bias materials: Pictures around the classroom represent our families and different
cultures. We have labeled materials in the classroom that are in different languages.

Families reflected in the environment: There is a family picture wall located in the classroom. Dramatic play
supports family interactions, we have a family communication binder in the observation booth and our
snack is served family style.

Music from Children’s Backgrounds: We have a variety of different music that we listen to throughout the
day that includes a variety of different cultures and languages at times.

Literature that reflects the children and families in the class: Books that represent children from all different
cultures will be set out in the book area.

Activities that reflect the children and families: The dramatic play area will be set up in an African safari
theme. This will encourage the children to learn about a different geographical location around the world
and about the culture. The book area will have several books about families that represent different cultures
and family structures.
Group activities that have multicultural elements, anti-bias elements, or diversity elements: The teachers in
our classroom support and respect each child’s background. We embrace that all children come from a
different culture and are open and welcome new traditions to participate in. Each child has a choice in which
activity they wish to participate in and are encouraged to try new activities. Dramatic play this week is an
African safari, exposing the toddlers to different cultures and animals in different parts of our world.
Others:

Not well integrated Middle Well integrated

Self rating for anti-bias:  3 5 6    10  10 9
10
Mentor Teacher Rating of Implementation:
Rating for anti-bias:  3  6   10 8 9 10
 Toddler Morning Classroom Lesson Plan
Mentor Teacher: Samantha Kinder
Week of: November 5th-8th Head Teacher: Tyana Gottsleben
What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Art Area The toddlers will use different stamps  Washable stamp pads (blue, red, yellow,
using different colors of stamp pads to green)
fill up their paper. The toddlers can pick  Stamps
what kind of stamp they want to use  Paper
and with what color. The toddlers will  Smocks
use their fine motor skills while using  4 children limit-1 to 2 teachers in the area
the stamps.  Ask open ended questions about favorite
stamps and colors.

Skills and Learning Addressed

Fine motor skills, color recognition, materials exploration, science and inquiry

What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Reading This area of the classroom is often a  Familiar books about animals, babies,
Area place where teachers can take toddlers rhyming words, families, trucks, movement
to help them transition into the  Books will be the basket in the reading area
classroom. Keeping familiar books with  Read to children and allow for time to ask
animals and families in the book basket questions both about the book and that
is important. are open ended
 Allow time when reading for recognition
within the book
Skills and Learning Addressed
Literacy, print, picture recognition, book interactions, recognition of words and listening skills

What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Block This week we will have a set of large  Large toddler blocks from toddler room
Area toddler blocks to stack and build. There  Variety of cars
will also be cars for the children to  Classroom blocks
make roads and houses.  Ask open ended questions regarding the
materials and what the children see and
identify.
Skills and Learning Addressed
Fine Motor, large motor, social, communication and language
 What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Dramatic Play The children will explore with a  Cardboard Jeep
Area safari theme area. There will be  Stuffed animals/animal masks
a large cardboard jeep,  Vests
binoculars, vests, and African  Binoculars
animals.  Ask children what they see through the
binoculars and what kind of animals they
are playing with.
Skills and Learning Addressed
Cooperation, communication, role play, social etiquette, self-help skills

What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Light Table There will be colored gears on  Colored gears
the light table for the children  Ask open-ended questions about what
to fit together and spin. The colors the gears are and how the gears
children will build the gears on work with eachother.
the light table off one another
and see how the gears work
together.

Skills and Learning Addressed

Fine Motor, large motor, communication, exploration, color recognition

What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Sensory Table The sensory table will be filled  Fake snow
with fake snow, shells, clear  Scissor scoops
tubes, shovels, and scissor  Shovels
scoops. The children will use  Shells
their fine motor skills to  Clear tubes
manipulate the tools.  What does the fake snow feel like?
 Does it feel like real snow?
 How can you use the tools to move the
snow?
Skills and Learning Addressed
Fine motor skills, problem solving, communication, sharing, direction following
 What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Quiet Like the book area, this is an area that  Puzzles, matching shapes ball, connecting
Manipulative helps the toddlers’ transition or when games, calming bottles, Pound and play,
Area they want some of their own personal ball ramp.
space while in the classroom.
Skills and Learning Addressed
Fine Motor, communication, matching, recognition, self-regulation, social

What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Writing Table The children will use their fine motor  Easel
skills by drawing and tracing  Window markers/crayons
provided shapes on the easel using  Colored shapes from doors.
window crayons and markers. There  Ask open ended questions about what
will be cut out shapes on the easel shapes they are tracing and what colors
for the children to draw and trace. they are.
Skills and Learning Addressed
Fine Motor, writing, letter recognition, science & inquiry

What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Math Area The children will explore with  Weighing balance scale
balancing weights using different  Metal balls, Matchbox cars, sticks, shells,
objects a variety of sizes that weigh etc.
differently and using items around  What happens when you put three cars in
the room to see which items is one side and one in the other?
heavier.  What object weights the most?
Skills and Learning Addressed
Fine Motor, questioning, exploration, sensory
 What have we observed the children What can we do to help further the children’s
doing, thinking and learning? learning and support their thinking?
Group Time The toddlers have shown interest in  Sing familiar songs to help with transitions
all the different colors of leaves they (choo choo to wash hands)
are finding on the playground. We  Address the helpers for the day (snack,
will read books about fall and weather, song, clean up)
pumpkins. Each class has painted  Sing Song(s) from song cube
pumpkins and explored with them  Read books about leaves and pumpkins
at the science table. o M- Please, Mr. Panda
o T – Please, Mr. Panda
o W – Rumble in the Jungle
o TH – Rumble in the Jungle

Skills and Learning Addressed

Listening skills, literacy, music skills, cooperation, communication, social skills

What have we observed the What can we do to help further the children’s
children doing, thinking and learning and support their thinking?
learning?
Transition After This week during the transitions  Xylophones
Snack before and after snack we will  Sticks
have xylophones for the
children to make music on.
Skills and Learning Addressed
Music, listening, fine and large motor skills, cooperation

What have we observed the What can we do to help further the

children doing, thinking and children’s learning and support their
learning? thinking?
Outside/Gross Lately, outside time consisted of  Outside: The children will be
Motor Room the gross motor room. This week encouraged to ride in wagons. They will
we will hopefully be outside to be encouraged to run and jump outside
explore the playground and ride as well. We will bring Bear outside so
in wagons. The children have the children can take turns hiding him
been interested from the start in around the playground.
the pinecones, leave, etc. The
children will be able to inspect
the leaves changing colors.
Skills and Learning Addressed
Large Motor, fine motor, social, science and inquiry

Goals for the Week of:

 Key Focus this week:
Teachers will observe and interact with the children to further help the
children transition into the classroom. They will also engage the children in
inquiry based play by asking open ended questions. Teachers will encourage
children to work toward their social/emotional, cognitive, and fine/gross
motor goals.

Staff Goals:
 Teachers will continue to ease through transition times without
notification.
 Teachers will wash hands when entering the classroom, before and after
working/eating food, and when needed.
 Teachers collect final observations for portfolios.
 Teachers will collect baseline data for research project and start research.
 Teachers will further their investigations in their small groups.

Specific areas of development for assessment:

Teachers will assess and obtain observations for portfolios and research. Teachers
will monitor transitions as they continue their research project.

Mon/Wed Children’s Goals:

 Children should build relationships with peers
 To engage in associative and/or parallel play with peers.
 To communicate while engaging in pretend play
 To begin to ask why and how questions
 To chime in or repeat words when being read to
 To use 3-5-word sentences
 To share and take turns using materials when appropriate
 To use words to communicate their thoughts, t=ideas, feelings and
needs.
 To participate in group time by sing along to songs
 To count using 1:1 correspondence
 To investigate a variety of activities around the classroom during free
play

Tues/Thurs Children’s Goals:

  All children should explore the multiple areas of the room.
 Children should continue working on transition with teachers
 The children should try to sing along to the songs they know in large
group.
 The children should clean up after themselves after snack, by
throwing away garbage and putting their cups away.
 To engage in parallel play
 To share and take turns using materials when appropriate
 To use 1-3-word sentences
 To separate from parents with little to no crying
 To point and label pictures in a story by making sounds
 To manipulate writing utensils
 To match square object and circle objects to circle objects
 To use simple words or actions to describe and show what they want

Weekly Ongoing Adjustments Form:

Center Name Why: Rationale Changes Children’s Evaluation of

for the Change Made Responses Change

Provocation Open Ended Questions:

Art Table What animal is on the stamp you are What colors are you using?
using?
Dramatic Play What do you see through the binoculars? What animals do you see?
Math Table What happens when you put one car in Which object do you think is
one side and two cars in the other side? heavier?
Writing Table What colors are you using? What shapes are you tracing?
Light Table What different colors do you see? How do the gears work?
Block Area What can you build with the blocks? How can you build a track for the
cars?