1 Week at A Glance Lesson Plan

Date: 11/09/2020 – 11/13/2020 Teacher(s): Agnes Owusu-Gyakari

Statement of Intent for Learning: Children will recognize and practice more of the alphabets.
Monday Tuesday Wednesday T

Art Table At the art table, we will paint seasonal trees with bundled Q-tips.

Easel At the easel, we explore chalk on a large card paper.

At the STEM table, children will string beads on a pipe cleaner using wooden beads
STEM Table

Science/Nature Children are going to explore heavier and lighter materials by weighing the things of nature.

Sensory Children will dig around letters in rice with magnetic wands to spell their names and different vocabularies.

Quiet
Children will work on puzzles, the alphabet, numbers, color recognition and shapes identification.
Manipulatives

Computers/
In the classroom, we will listen to a CD and sing songs together.
Music

Blocks At the block area, we will explore ramps and balls with slides and different sizes of balls.

Books &
Listening We will read books about active listening skills, alphabets, and numbers.
Station

Writing Children will identify and swat letter bees.

Dramatic Play In the dramatic play area, the children will explore a puppet show setting with different books.

Light Table At the light table, children will interlock shapes together.

Outside
During outside time, children will ride trikes and scooters, explore our class house, and write with chalk.
Playground

Inquiry
Teachers will dive deeper in investigations on children’s interests.
Investigations
Festival of Colors by Kabir Sehgal &
Large Groups ABC look at me
From Head to Toe by Eric Carle. Surishtha Sehgal Let
Week 1 book
(Movements) (Rainbow handprints) Da
Large Groups Learn about sunflower and show Isaac’s P
Yoga Musical Chairs.
Week 1 Sunflowers

Snack Week Apple Chex Mix Granola Bars

Milk Milk Milk F
 Activity Plan for: October 12th-October 22nd
1 Art Area - 1 Bundled q-tip painting
Reason Why
Choosing This Children will strengthen their fine motor with bundles of q-tips.
Activity
Intent, Provocation, &
Children will create their own trees by pressing unto paper to make the fall leaves.
goal(s):
Materials/
Print 12 tree branch, bundles of q-tip, rubber bands, paint colors for every season.
Resources:
Print out 12 tree trunk paper and place two on table. Bundle a handful of Q-tips together with a rubber
Detailed Set-Up:
band and dip into the paint and press onto paper.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 3 children limit
Evaluation Questions How many do you see? What happens when you mix red and orange? Name the characteristics on the
Assessment: tree.
Specific Skills: Fine motor, color recognition, vocabulary,
Teacher:
Other
Clean the room
Responsibilities:

1 Easel - 2 Activity: Stringing beads

Reason Why
Choosing This Students in will enhance fine motor skills to string beads.
Activity
Intent, Provocation, &
The children will push and pull beads in a ribbon.
goal(s):
Materials/
Pipe cleaners, wooden beads, paint container, tape.
Resources:
Detailed Set-Up: Tape pipe cleaners on easel. Place beads inside the paint container.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 2 student limits
Evaluation Questions
How many beads did you string? What are the colors?
Assessment:
Specific Skills: Fine motor, art/creativity, hand-eye coordination, pencil grasp, spatial awareness.
Teacher:
Other
Clean the room.
Responsibilities:
1 STEM Table - 3 Activity: Color, Count and Graph
Reason Why
Choosing This Children will learn counting and making patterns.
Activity
Intent, Provocation, &
Children will count and make dots of each count.
goal(s):
Materials/
Pecks (LR), pom pom (LR), paint dividers, (LR)
Resources:

Detailed Set-Up: Place worksheets of count, color and graph and do an example for child to understand.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 3 student limits
Evaluation Questions
How many snowflakes do you notice? Point to the mittens.
Assessment:
Specific Skills: Vocabulary, patterns, counting, fine motor, color recognition.
Teacher:
Other
Clean the room.
Responsibilities:

1 Science/Nature - 4 Activity: Weighing nature

Reason Why
Choosing This Children are going to gain understanding of heavier and lighter equipment.
Activity
Intent, Provocation,
Children will weigh materials and predict which is lightest.
& goal(s):
Materials/ Balance weights (C11, S3) washers for balance (C11. S3) Nature materials (Rocks, pinecones).
Resources: Weighing sale. (C10. S1)
Detailed Set-Up: Place each material in baskets and put weighing scale to allow children to predict and weigh.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 3 student limits
Evaluation
Questions Predict which would weigh more. Why did it weigh more than the other?
Assessment:
Specific Skills: Vocabulary, recording observations, fine motor, predication.

Teacher:
Other
Clean the room.
Responsibilities:
1 Sensory - 5 Activity: Rice and magnetic letters.
Reason Why
Choosing This Children will engage in meaningful ways to nurture motor skills.
Activity
Intent, Provocation, & Children will practice scissors and handling it better while touching and feeling the different texture of
goal(s): materials.
Materials/
Rice (), Magnetic letters (C9, S4) Magnetic Wand (C10, S4), Scoops (CR)
Resources:
Hand each student their sensory bin filled with materials. Dig letters of children’s names in their boxes
Detailed Set-Up:
and put the rest of the letters in a basket.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 3 student limits
Evaluation Questions
Dig out the letters in your name and spell it out.
Assessment:
Specific Skills: Social skills, alphabet knowledge, communication, fine motor.
Teacher:
Other
Clean the room.
Responsibilities:

1 Quiet
Activity: Puzzles.
Manipulatives - 6
Reason Why
Choosing This Puzzles are engaging ways for children to recognizes shapes, numbers, and colors.
Activity
Intent, Provocation, & The children will practice using their eye-hand coordination and compare similarities and differences on
goal(s): their own and/or with other students to stay on task in the quiet manipulatives area of the room.
Materials/
Counting, alphabets, multicultural, building dinosaurs. (RR)
Resources:
Gather a variety of puzzles to place on the quiet manipulatives shelf. Make every activity sound found
Detailed Set-Up:
to do and invite children to participate in the fun.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 2 student limits
Evaluation Questions
What sound does this letter make? What number is this?
Assessment:
Specific Skills: Eye-hand coordination, Mathematics, Social skills, Fine motor.
Teacher:
Other
Clean the room.
Responsibilities:
1 Computers/
Activity: Multicultural Music and alphabet CD’s
Music - 7
Reason Why
Choosing This Children will gain knowledge about different culture and alphabets knowledge.
Activity
Intent, Provocation, &
The children will listen to the CD while reading books and during free play.
goal(s):
Materials/
Alphabet songs (RR) Multicultural songs (RR)
Resources:
Detailed Set-Up: Play CD during drop-off/reading time in the morning and during free play before departure
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
What language can you recognize in the music?
Assessment:
Specific Skills: Creativity, brain power improvement,
Teacher:
Other
Clean the room.
Responsibilities:

2 Block Area - 8 Activity: Ramps and Balls

Reason Why
Choosing This Children are curious about everything so this activity will help them solve problems.
Activity
Intent, Provocation, &
The children will experiment on ramps and balls to observe the differences in sizes.
goal(s):
Materials/
Ramps and Balls equipment (RR, C12), Blocks (CR)
Resources:
Detailed Set-Up: Make an example of ramps and allow children to slide balls and explore.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 3 student limits
Evaluation Questions
Show me how to compare two different balls. What happens when you
Assessment:
Specific Skills: Sharing, taking turns, communication, fine motor.
Teacher:
Other
Clean the room
Responsibilities:
2 Book Area and
Activity: Multicultural books, Numbers and Alphabets.
Listening Station - 9
Reason Why
We are talking more about animals and bugs. Children will recognize a letter and animal that starts with
Choosing This
the letters.
Activity
Intent, Provocation, &
The children will read books about numbers, letters, and social studies skills.
goal(s):
Materials/
Diverse books with numbers, alphabets, social skills, animals. (LM)
Resources:
Books will be set out when the students enter the classroom in the morning, the music will play during
Detailed Set-Up:
that quiet reading time and during free play.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
Assessment: What animal starts with letter A,B,C,D,E,F and so on.
Specific Skills: Reading/literacy, communication, social, emotional
Teacher:
Other
Responsibilities: Clean the room.

2 Writing Area - 10 Activity: Swatting letter bees

Reason Why
Chalk is a unique tool different from other writing utensils. Children will dive more into letter recognition
Choosing This
by incorporating chalk.
Activity
Intent, Provocation, & The children will use pincer grasp on writing letters and words with chalk and erasing with spray bottle
goal(s): filled with water.
Materials/
Swat (CR), Print and laminated Bee number flashcards.
Resources:

Detailed Set-Up: Tape letters on the table and place swat by it.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 2 student limits
Evaluation Questions
What letter is this? Can you show me what letter your name starts with?
Assessment:
Specific Skills: Fine motor, writing/literacy, communication, pincer grip. Number recognition.
Teacher:
Other
Clean the room
Responsibilities:
2 Dramatic Play - 11 Activity: Puppet show
Reason Why
Choosing This The children enjoy laughing and playing charades so this activity will develop characters.
Activity
Intent, Provocation, &
The children will strengthen their personalities and create character with the puppet activities.
goal(s):
Materials/ Books: Brown Bear by Bill Martins, Go away green monster Ed Emberley. Ten little caterpillar by Bill
Resources: Martins.

Detailed Set-Up: Find books and print and laminate off characters.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 3 student limits
Evaluation Questions
Who is your favorite character and why?
Assessment:
Specific Skills: Social, language and communication, taking turns, concentration.
Teacher:
Other
Clean the room.
Responsibilities:

2 Light Table - 12 Activity: Interlocking blocks

Reason Why
Children need lots of opportunities to manipulate and learn with their hands and this activity will
Choosing This
enhance that.
Activity
Intent, Provocation, &
The children will interlock shapes together.
goal(s):
Materials/
Interlocking shapes. (LR)
Resources:
Detailed Set-Up: Set out a model.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: 2 student limits
Evaluation Questions
What color is that? How many is this? Count ten for me.
Assessment:
Specific Skills: Taking turn, color recognition, counting, adding, hand-eye coordination, fine motor.
Teacher:
Other
Clean the room
Responsibilities:
2 Monday Group
Activity: ABC look at me book.
Time
Reason Why
Children need more support on showing their emotions to teachers and their friends so this book will
Choosing This
open their eyes to different emotions while enhancing their alphabet knowledge.
Activity
Intent, Provocation,
children will make the faces when I mention each alphabet.
& goal(s):
Materials/
Book.
Resources:
Detailed Set-Up,
Activity
Introduction, &
Read book and ask questions about emotions.
questions or
comments to
provoke learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Six children
Evaluation
Questions What face is he making? What makes us sad, happy?
Assessment:
Specific Skills: Phonological awareness, emotional skills, communication.

2 Tuesday Group Read From Head to Toe by Eric Carle.

Time
Reason Why
Creative movement enhances children’s nervous system and helps them to think and concentrate
Choosing This
better so reading this book along with it’s movements can enhance brain activity.
Activity
Intent, Provocation, & Children will read and perform actions in the book.
goal(s):
Materials/
Book. (LM. CAR)
Resources:
Detailed Set-Up,
Activity Introduction,
& questions or Teacher will the book and pause to allow children to perform actions.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Six children
Evaluation Questions
What was your favorite movement and why?
Assessment:
Specific Skills: Social skills, faster brain activity, print awareness, listening skills.

Activity: Read Festival of Colors Book by Kabir Sehgal & Surishtha Sehgal and Rainbow Arc handprint.
2 Wednesday Group
Time
Reason Why
Choosing This Children to do a creative movement with this book and move to enhance their brain development.
Activity
Intent, Provocation, & Children will explore the paints on their hands and make an arc with the colors.
goal(s):
Materials/
Paint (Red, Orange, Yellow, Blue, Indigo and Violet), round plate, six art papers.
Resources:
Detailed Set-Up,
Activity Introduction,
Children will have their own paper and press their hand unto the paints and make arc rainbow.
& questions or
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Six children
Evaluation Questions
Show me how you bend your head. Show me how you stomp your feet.
Assessment:
Specific Skills: Creativity, social, emotional, color recognition, communication.

2 Thursday Group
Activity: Letter Town by Darren Farrell.
Time
Reason Why
Children need more practice with recognizing the letters and making letter sounds so reading this book
Choosing This
will help with phonics.
Activity
Intent, Provocation, & Children will enhance their alphabet knowledge while listening to this reading and interacting with the
goal(s): words.
Materials/
Book. (LM. FAR)
Resources:
Detailed Set-Up,
Activity Introduction,
I will introduce the alphabetic characters to the children and make them identify five characters with
& questions or
each letter character.
comments to provoke
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
Evaluation Questions
What characters do you see? Tell me five things you see with this letter?
Assessment:
Specific Skills: Emotional, social, literacy
 Book List
Title Author
Storybooks
The Foolish Tortoise Eric Carle
How do Dinosaurs Say Good Night Jane Yolen & Mark Teague
Ten little Caterpillars Bill Martin Jr.
Pouch! David Ezra Stein
Mrs. Wishy Washy’s Tub Joy Cowley
Little Seeds Charles Ghigna
Hey Diddle Diddle, Eve Bunting
The Spiffiest Giant in Town Axel Scheffrer
How Full is Your Bucket Tom Rath
Dazzle the Dinosaur Marcus Pfister
Please Write Back Jennifer E. Morris
Green Eggs and Ham Dr. Suess
Beetle Bop Denise Fleming
Who’s Looking at You? Stephane Frattini
We the Kids David Catrow
From Head to Toe Eric Carle
Clifford’s Big Book Of Stories Norman Bridewell
Look Inside Space Usborne
Little Owl Piers Harper
Factual Books
From Tadpole to Frog Kathleen Weidner Zoehfeld
We all Learn Rebecca Rissman
Why is the Sky Blue? Catherin Ripley
Birds Laura Dronzek
Are Trees Alive Debbie S. Miller
Building A House Bryon Barton
Rhyming Books/Alphabet Books
ABC Look at Me Roberta Grobel Intrater
Muddle and Match Kane Miller
My Five Senses Aliki
Letter Town Darren Farrell
The Book With No Pictures B.J. Novak
Be You Peter. H. Reynolds
Rain, Rain, Everywhere Christine Leeson and Gaby Hansen
Duck and Goose Tad Hills
Wordless or easy reader books
Little You Richard Van Camp
Sleeoy Me Marni McGee
Llama Llama Red Pajama Anna Dewdney
Ready Set Skip Jane O’Connor
ABC Look At Me Roberta Grobel Intrater
How Do You Feel Lizzy Rockwell
Love is Patient, Love is Kind Naoko Stoop
I need a hug Aaron Blabey
Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)
Many Nations Joesph Bruchac
Festival of Colors Kabir Sehgal & Surishtha Sehgal
A Kente Dress for Kenya Juwanda G. Ford
Hair Love Matthew A. Cherry
The Star Maiden Barbara Juster Esbensen & Helen K. Dav
Feast for 10 Cathryn Falwell
Amazing Grace Kary Hoffman and Caroline Binch
We all Learn Rebecca Rissman
Books for Listening Station
If You Give A Cat A Cupcake Laura Numeroff
Buzz, Said the Bee Wendy Cheyette Lewi
The Sand Castle Contest Michael Martchenko
Other Items

Check that books are age appropriate and that you have some books for each
section. Provide a variety of books (friendship, content areas, empathy, related
to investigations, etc.) Highlight the books you would like to keep for next week.
Plans for the week of: November 9th- 12th 2020
Lead Teacher: Agnes ___________________________
Age of Children 3 and 4-Year Old’s
Cultures represented in class American,
Differing abilities represented in class varieties and differing skills in
communication, social, emotional, math, literacy, science and motor.

Cultural and Anti-bias materials:

There are multi-cultural markers and paper available in the art area.

Families reflected in the environment:

The pictures of the family are displayed the bulletin board.

Music from Children’s Backgrounds:

We will listen to CD’s and other music from familiar movies, nursey rhymes, etc.

Literature that reflects the children and families in the class:

The classroom will have books that reflect the families in the classroom. This includes: Many Nation
Festival of Colors, A Kente Dress for Kenya, Hair Love, Miffy Goes Swimming, and Many Nations.

Activities that reflect the children and families:

There are family photos posted in the classroom. We will read books that incorporate family and
different cultures

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
Everyday emphasis and expectation of kindness and acceptance.

Others:

Not well integrated Middle Well integrated

Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 1
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 1
 Weekly Ongoing Adjustments Form

Lead Teacher: Agnes Owusu-Gyakari

Week of: October 12th – October 22rd.
Classroom: 3&4 AM (Class 1)

Center Name Changes Why: Rationale Children’s Evaluation of Change

& Activity Responses
Nisha’s 3 and 4 Morning Lab Fall 2020

Goals for the week of November 9-12, 2020

Lead Teacher: Agnes

Key Focus this week:

Students Children will recognize and practice more of the alphabets.

Additional class goals or areas for assessment:

Social: The children will build their communication skills by making eye-contact with each other
and using more than one sentences with each other.

Emotional: The children will show how they cope with anger and frustration.

Mathematics: The children will recognize number words and use their fingers to show counting.

Communication and Language: The children will elaborate on their conversations by using more
sentences in their language.

Reading and Literacy: The children will recognize letters and make some letter-sound matches.

Science and Inquiry: The children will make predictions and discover why some objects are
heavier than the other.

Fine Motor: The children will practice strengthening their pincer grasp

Large Motor: The children ride bikes and tricycles at a longer time frame.

Staff Goals:

Teachers will work together to instill children with intrinsic motivation to learn.

Teachers will continue to involve parents in their children’s education by posting pictures of
children’s development.

Teachers will be ready to manage the classroom when there is chaos by being ready to take
initiative when a child is misbehaving.

Individual Child Goals:

Isaac will strengthen his pincer grasp with holding a pipette, pecks, and pen.

All children will learn to communicate ways to solve problems peaceably.

Isaac will use verbal communication when he needs something from his peer.