Weeks At A Glance Lesson Plan

Date: April 4-14, 2022

Teacher(s): Evan Stahlke
Statement of Intent for Learning: We will continue to explore our investigation topics that were selected based on the
children’s interests and start looking towards a conclusion of these investigations.
Monday Tuesday Wednesday Thursday
Art Table We will explore painting by rolling marbles to create tracks and new pictures.

Easel At the art easel, we will paint using toothbrushes and different colored paints.

Blocks We will explore different planes and building in the block area.

Books & Our classroom will include a variety of books in the classroom library as well as a few selections
Listening Station for audio books.

Writing At the writing table, we will use wooden track letters to practice writing our letters with marbles.

Dramatic Play We will explore different tools and building aspects with a construction theme dramatic play area.

Quiet Our manipulative area includes new puzzles and games for the children to explore collaboratively
Manipulatives or independently.

STEM Table We will use the Gizmos set to explore gears and building.

Science/Nature In the science area, we will investigate how magnets work.

Sensory Tubs Pine chips and mini farm animals will be placed in the sensory bins for the children to investigate.

Light Table We will explore translucent light blocks that the children can build with at the light table.

Computers/ We will listen to “A Treasury of All-Time Children’s Favorites” CD during free choice play.
Music
Outside We will explore the playground for outside time.
The Crocodile and
If You’re Happy and
the Ostrich A tale Llama Llama Mad at
Large Groups You Know It—Jungle Goldilocks and the Three
From the Akamba of Mama by Anna
(dates) Edition by James Bears Storytelling
Kenya by Verna Dewdney
Warhola
Aarema
The Three Little There Was an Old Lady
Large Groups Dot the Fire Dog by Lulu the Shy Piglet
Gators by Helen Who Swallowed the Sea
(dates) Lisa Desimini by SoYun Jeong
Ketteman by Pam Adams
Wk 1 Chex Mix w/Fruit
Wk 1 Yogurt and Fruit Wk 1 Teddy Wk 1 Granola Bars
Juice
w/water Grahams w/ Milk w/ Milk
Snack (Wk 1 &2) Wk 2 Rice cakes Wk 2 Fruit and Wk 2 Trail Mix w/
Wk 2 Applescuse and
Cinnamon Grahmas w/
w/Milk Crackers w/ Water Milk
Water
Red Group- Science Red Group- Science Red Group- Science Red Group- Science
Small Group
Purple Group- All Purple Group- All Purple Group- All Purple Group- All About
Activities About Me About Me About Me Me
 Activity Plan for: April 4-14, 2022
Art Area Activity: Marble Painting
Reason Why
Children will have a new unique experience of painting pictures in an interesting way by rolling the
Choosing This
marble around a paper creating paint tracks.
Activity
Intent, Provocation, &
For children to explore and be creative with a unique painting material.
goal(s):
Materials/ Marbles (RR Cabinet 12 shelf 4), Paper (Classroom), Tempera Paints in Squeeze Bottles (Art Studio),
Resources: and Tubs (Teacher’s Space)
Set out a tub with paper taped to the bottom. There will be two dif f erent colors of paint added to the
Detailed Set-Up: paper f or the children to roll the marble through. Teachers will add more paint and paper when
materials are used.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit to 3 children.
Evaluation Questions
What pictures are the children creating? Do children show an interest in painting with unique materials?
Assessment:
Specif ic Skills: Creativity, Fine Motor
Teacher: Evan
Other
Help put af ternoon materials in cabinets to make room f or AM group.
Responsibilities:

Easel Activity: Painting with Toothbrushes

Reason Why
We have used dif f erent paints and dif f erent sized brushes; this material is a unique way to create
Choosing This
pictures f or the children.
Activity
Intent, Provocation, & For children to explore painting with a dif f erent material. Children will be able to create pictures with a
goal(s): dif f erent textured brush.
Materials/ Tempera Paints (RR), Toothbrushes (Paint Cart), Paper (Cabinet in Room), and Containers f or Paint
Resources: (Classroom Above Easel).

We will use two dif ferent paints and two toothbrushes to keep our paints separate. We will hang a piece
Detailed Set-Up:
of paper on the art easel and replace the paper as needed.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit One child and have him/her wear smocks and wash his/her hands when done
Evaluation Questions What pictures are the children making? What do children notice about how the toothbrush paints
Assessment: compared to a regular paint brush? Do the children enjoy working with this unique material?
Specif ic Skills: Fine Motor, Creativity
Teacher: Evan
Other
Sweep the f loor at the end of the day.
Responsibilities:
Block Area Activity: Exploring the block area with the addition of planes.
Reason Why
Children have shown an interest in the block area when there are cars present. The planes are another
Choosing This
mode of transportation that are presented f or the children to explore.
Activity
Intent, Provocation, &
For children to build dif f erent areas f or the planes and explore this area more.
goal(s):
Materials/
Plastic Planes (RR Cabinet 5 Shelf 2)
Resources:

The area will be staged with the planes set out and dif f erent blocks put together. Children will have the
Detailed Set-Up:
opportunity to create new structures and play with the dif f erent planes that are present.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2-3 children – f ocus on problem solving if sharing issues come up
Evaluation Questions Are the children working together? What are the children playing? Did the children request any other
Assessment: items that can be added to the area tomorrow?
Specif ic Skills: Cooperation, Creativity, Sharing, Math
Teacher: Evan
Other
Help disinf ect the classroom materials and tables.
Responsibilities:

Book Area
Activity: Some Favorite Children’s Books

Reason Why
I would like the children to enjoy reading either independently or cooperatively. This area includes
Choosing This
many books that children may gain f amiliarity with.
Activity
Intent, Provocation, & The children should: explore authors and illustrators, engage in books, and demonstrate how books
goal(s): work.

Materials/
Books f rom Book List (same as last lesson plan)
Resources:

Detailed Set-Up: Set out all of the books in the book area.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2-3 children
Evaluation Questions Are the children assisting when reading the books (such as turning the pages and making predictions;
Assessment: you may have to prompt this)? Which books do the children seem to f avor?
Specif ic Skills: Letter recognition, phonics, orientation of books (f ront to back and lef t to right), prediction
Teacher: Evan
Other
Plug in Ipads and cameras. Vacuum at the end of the day.
Responsibilities:
Writing Area Activity: Tracing Letters using Marble and Wooden Track Letters
Reason Why
Children showed an interest when our classroom used the marble and wooden numbers. The letters
Choosing This
and numbers f or this material are identical.
Activity
Intent, Provocation, & For children to be engaged with the literacy area in our classroom, along with becoming more f amiliar
goal(s): with f orming the letters of the alphabet.
Materials/
Wooden Track Letters (RR Cabinet 9 Shelf 4), Classroom Children’s Name
Resources:
The marbles and wooden letter tracks will be placed on the literacy table f or children to explore. We will
Detailed Set-Up: also place the children’s names out in this area f or children to practice writing their names and f orming
the letters using the marbles.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2 children
Are children increasing their abilities of writing and f orming the letters? Do the children show a similar
Evaluation Questions
interest in the letter tracks as they did with the number tracks? What letters are the children rolling the
Assessment:
marbles through? What letters are they identif ying and naming?
Specif ic Skills: Early Literacy, Fine Motor
Teacher: Evan
Other
Put Nametags Out and Pick them up at the end of the day. Help with disinf ecting classroom.
Responsibilities:

Dramatic Play Activity: Construction

I chose this activity because construction is a part of everyday lif e. Some of the children have f amilies
Reason Why that are building new homes and so learning about construction would be benef icial. The children enjoy
Choosing This building things with blocks, so showing them the tools that go into building buildings could really help
Activity them understand how things are built. It is also a great way f or them to increase their development in
creative thinking, as they can build whatever they wish with the materials.
Intent, Provocation, &
The children will dress up, investigate various tools, and build open ended creations.
goal(s):

Materials/
Tools (cupboard 4, Shelf 3, Room 121) and large blocks, wood, wood benches (Upstairs)
Resources:

The construction site will be set up with hard hats on hooks and shelves. There will be dress up clothes
on hooks in the classroom. The tools will be placed on the benches. The benches will be placed up
Detailed Set-Up:
against the wall and the wood, along with large block s, will be stacked on the sides in an engaging way.
The construction signs will be taped to the wall of the classroom.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2-3 children
Evaluation Questions What tools are used f or building? Are the children engaged in the materials? Are there materials that
Assessment: need to be added, or changed?
Specif ic Skills: Large motor, f ine motor, communication, creative thinking, cooperative play, and sharing
Teacher: Lilly Purintun
Other
Do dishes at end of the day, including art materials such as brushes and etc.
Responsibilities:

Quiet Manipulatives Activity: Puzzles and Manipulatives

Reason Why
I have chosen new puzzles and dif f erent manipulatives f or the children to explore. Along with these is
Choosing This
the inclusion of a f ew games f or the children.
Activity
Intent, Provocation, &
Children can work on puzzles independently or cooperatively and play games with their peers.
goal(s):
Geometrical Puzzle 2 (RR Brown Shelf , shelf 2), Alphabet Sequencing Puzzle (RR cabinet 9 shelf 2),
Melissa N Doug Block Puzzle (RR Cabinet 13, shelf 1), Mosaic Airplane Puzzle (RR cabinet 13, shelf
Materials/
3), Mosaic Car Puzzle (RR Cabinet 13, shelf 3), Mosaic Train Puzzle (RR Cabinet 13, Shelf 3), Party in
Resources:
the Kitchen Puzzle (RR Cabinet 13, shelf 2), Magnetic Builders (Maker’s space shelf 3), and Alphabots
(RR cabinet 9 Shelf 1)
Detailed Set-Up: We will set out the dif f erent manipulative items in this area f or the children to explore.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2-3 children and encourage problem solving when sharing issues arise
Evaluation Questions Are the children working independently or cooperatively? What puzzles are the children showing
Assessment: interest in? What are the children building?
Specif ic Skills: Fine Motor, Creativity, Construction, Sharing
Teacher: Evan
Other
Clear Drying Rack and help clean snack tables f or snack.
Responsibilities:

STEM Table Activity: Exploring Gear Movement with Gizmos

Reason Why
The concept of building and how gears work f it into STEM under the math category. This is a dif f erent
Choosing This
material f or children to build with and explore.
Activity
Intent, Provocation, &
Children will be able to build and spin the dif f erent gears in this set.
goal(s):

Materials/
Gizmos (Makers Space Shelf 1)
Resources:

The pieces of this material will be placed at our classroom’s STEM table f or the children to explore and
Detailed Set-Up:
play with.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2 children
Evaluation Questions What are children building with this set? Do children show an interest in how the gears move? What are
Assessment: children saying about the equipment?
Specif ic Skills: Math, Construction, Fine Motor
Teacher: Evan
Other
Mop at the end of the day.
Responsibilities:

Science/Nature Activity: Magnets

Reason Why
We have explored dif f erent materials in the science area including a magnetic marble run. This activity
Choosing This
is a f ollow up f or children to f urther explore how magnets attract and repel dif f erent objects.
Activity
Intent, Provocation, &
For children to gain more insight about magnetic f orces and what is attracted magnetically.
goal(s):
Magnets (RR Cabinet 12 Shelf 4), Horseshoe Magnets (Cabinet 12, Shelf 4), Math Sorting Buttons (RR
Materials/
Cupboard Shelf 3), Corks, Wooden Blocks, and Paper Clips (All in Maker’s Space), and a container
Resources:
(Teacher’s Space)
Horseshoe Magnets will be placed in the science area. There will be a container f illed with dif f erent
Detailed Set-Up: magnetic objects that attract to the horseshoe magnets, as well as nonmagnetic objects that will not
stick. Children will be able to explore which materials are magnetic.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2 children
Evaluation Questions Are children communicating which objects are magnetic? What do the children notice about the objects
Assessment: that are magnetic? Do children understand why the objects that aren’t magnetic aren’t attracted.
Specif ic Skills: Science and Inquiry
Teacher: Evan
Other
Check Mailboxes and put materials in child’s backpacks. Help with BATA BUS
Responsibilities:

Sensory Bins Activity: Pine Chips with Animals

Reason Why I chose pine chips f or our sensory bins because they have a dif f erent texture than previous items that
Choosing This have been used. Along with the pine chips, animals will be placed in the bins f or the children to play
Activity and manipulate.
Intent, Provocation, &
For children to gain a new sensory experience with this material.
goal(s):

Materials/ Mini Farm Animals (RR Cabinet 5 Shelf 5), and Pine Chips (LMR Cupboard 4 Shelf 2), and Round
Resources: Tubs (Teacher’s Space).

Pine chips and dif f erent mini f arm animals will be placed in two containers f or the children to explore
Detailed Set-Up:
and gain a sensory experience.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Keep the materials in their own sensory bins.
Evaluation Questions
Do children show an interest in the animals? What are children saying about the pine chips?
Assessment:
Specif ic Skills: Fine Motor, Exploration
Teacher: Evan
Other
Help clean snack tables when time f or snack. Also help with disinf ecting classroom materials.
Responsibilities:

Light Table Activity: Building and Exploring Dif f erent Light Blocks.
Reason Why
Children showed an interest in this area with the magnetic shape connectors when the light shined
Choosing This
through, and they could build in this area.
Activity
Intent, Provocation, & For children to examine how light shines through the blocks and explore making structures with this
goal(s): material.

Materials/
Translucent Light Blocks (Light Room Cube 5)
Resources:

The translucent light blocks will be placed on the light table f or the children to explore and play with.
Detailed Set-Up: There will be a small number of blocks placed to start, and children may grab more f rom the basket
near the light table as they want.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Limit 2 children at a time
What are they discussing at the light table? Are the children getting along well and playing together or
Evaluation Questions
independently? Ask “Tell me more about what you are building?” What happens when you put two
Assessment:
dif f erent colored blocks together?”
Specif ic Skills: Color recognition, exploration, communication, language, f ine motor skills
Teacher: Evan
Other
Wipe of f door handles, light switches, bathroom toilets and sink f aucets.
Responsibilities:

Computers/
Activity: A Treasury of All-Time Children’s Favorites
Music
Reason Why
Choosing This This CD is played f or the children during f ree choice play.
Activity
Intent, Provocation, &
Children will listen to music during f ree play.
goal(s):

Materials/
A Treasury of All-Time Children’s Favorites CD (RR Music Drawer #24)
Resources:

We will turn on the CD f or the children to listen to while engaging with dif f erent materials around the
Detailed Set-Up:
room.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Music should be played at an appropriate volume that is not distracting.
Evaluation Questions
Do the children enjoy the music being played? Are the children singing along with the CD?
Assessment:
Specif ic Skills: Music Appreciation
Teacher: Evan
Other Outside Clean-up –sweep sand of f sidewalks into sand area – and spray of f all classroom toys and
Responsibilities: store in designated house. Spray of f rope bell, music structure, slide and merry-go-round.

Outside Activity: Playground Exploration

Reason Why
Choosing This We will go outside to engage in play and strengthen large motor skills.
Activity
Intent, Provocation, & Children will explore the playground equipment along with the dif f erent natural aspects of the
goal(s): playground. They will engage in play that enhances large motor skills.
Materials/
Playground equipment, strider bikes, shovels, buckets, other outside materials upon request.
Resources:

Detailed Set-Up: Help children dress appropriately f or the weather conditions and allow them to explore outside.

Guided Instruction Co-Op Learning Independent Work Small Group

Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children are respectf ul of the equipment that is of f ered. Children are dressed appropriately.
Evaluation Questions What activities are the children engaging in? Are children using dif f erent materials that are of f ered to
Assessment: them? What aspects of nature are the children observing?
Specif ic Skills: Large Motor Development
Teacher: Evan
Other Saf ety Checklist and Rainy Day Set-up if needed – cover sand. Help put PM materials away in cabinets
Responsibilities: in preparation f or AM group.

Monday Group Time Activity: Welcome song, weather, more songs, and read If You’re Happy and You Know It—Jungle
Week 1 Edition by James Warhola.
Reason Why
Children in our classroom really enjoy the happy and you know it song that is sang during our group
Choosing This
literacy time. Reading this book will be a good activity f or the children to be interactive and f ollow along.
Activity
Intent, Provocation, &
Children complete the motions that the book proposes.
goal(s):

Materials/
If You’re Happy and You Know It—Jungle Edition by James Warhola.
Resources:
Detailed Set-Up, Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction, f ew more songs f rom the song-stick container. Then, I will read the book that is selected f or this day. I
& questions or will ask questions bef ore such as “what do you think this book will be about?”, and af ter some guided
comments to provoke questions “what was your f avorite action or move?” or “How was this book dif f erent f rom our song that
learning: we sing?”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions Are children f ollowing along with the book and moving with it? What are children saying about the
Assessment: characters? What actions do the children like doing?

Specif ic Skills: Following directions, listening, participating in a group activity

Tuesday Group Activity: Welcome song, weather, more songs, and read The Crocodile and the Ostrich a Tale from the
Time – Week 1 Akamba of Kenya retold by Verna Aardema.
Reason Why
This cultural book is a wonderf ul f olktale that has been culturally adapted. I would like to read this book
Choosing This
f or the theme of helping when no one else does.
Activity
Intent, Provocation, & For children to be engaged by this story by the dif f erent onomatopoeia and understand the theme of
goal(s): helping those in need.
Materials/
Large book The Crocodile and the Ostrich a Tale from the Akamba of Kenya retold by Verna Aardema.
Resources:
Detailed Set-Up, Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction, f ew more songs f rom the song-stick container. Then, I will read the book that is selected f or this day. I
& questions or will ask questions bef ore such as “what do you think this book will be about?”, and af ter some guided
comments to provoke questions “why did none of the animals help the crocodile?” or “What happened to the ostrich when he
learning: helped?”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions Do the children enjoy this story? How do the children answer the dif f erent questions ? Are children
Assessment: engaged during literacy group time?

Specif ic Skills: Following directions, listening, participating in a group activity

Wednesday Group
Activity: Welcome song, weather, more songs, and read Llama Llama Mad at Mama by Anna Dewdney
Time – Week 1
Reason Why
This book is a f ollow up with a recent literacy group time book “Llama Llama Misses Mama” and
Choosing This
identif ies emotions really well.
Activity

Intent, Provocation, &

I would like the children to identif y their emotions and relate to the story.
goal(s):

Materials/
Resources:
Llama Llama Mad at Mama by Anna Dewdney

Detailed Set-Up, Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction, f ew more songs f rom the song-stick container. Then, I will read the book that is selected f or this day. I
& questions or will ask questions bef ore such as “Do you remember the last Llama Llama book?” or “What do you
comments to provoke think will happen in this book?”, and af ter some guided questions “Why was Llama mad?” or “What
learning: changed Llama’s attitude?” f or comprehension.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions Do children show enjoyment of this story? Are children demonstrating good comp rehension of the
Assessment: story? Are children engaged and listening?

Specif ic Skills: Following directions, listening, participating in a group activity

Thursday Group
Activity: Welcome song, weather, more songs, and “Goldilocks and the Three Bears” Story Telling
Time – Week 1
Reason Why
The book was read to the children earlier in the semester, so I would like to do a storytelling to have the
Choosing This
children engage in this story.
Activity
Intent, Provocation, &
For children to understand the theme of how actions can hurt others.
goal(s):
Materials/
Goldilocks and the Three Bears story telling pieces (Might need to make own)
Resources:
Detailed Set-Up,
Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction,
f ew more songs f rom the song-stick container. Then, I will do the storytelling. I will ask questions bef ore
& questions or
such as “Do you remember when we read this book? and “what do you remember?”, and af ter some
comments to provoke
guided questions “How did the little bear f eel about all of her things being used or eaten?”
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions Do children enjoy the storytelling more? What do children recall f rom when we read the book? How are
Assessment: children answering the questions?

Specif ic Skills: Following directions, listening, participating in a group activity

Monday Group Time

Activity: Welcome song, weather, more songs, and read Dot the Fire Dog by Lisa Desimini
Week 2
Reason Why
This book includes community helpers, an important aspect f or our classroom. Our classroom had a
Choosing This
dramatic play of f iref ighters early in the semester and the children showed interest in this area.
Activity
Intent, Provocation, & I would like f or children to be engaged and actively speak about f iref ighters and dif f erent community
goal(s): helpers that they know.

Materials/
Dot the Fire Dog by Lisa Desimini
Resources:
Detailed Set-Up, Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction, f ew more songs f rom the song-stick container. Then, I will read the book selected f or this day. I will ask
& questions or questions bef ore such as “What do you see?” and “what do you think this book will be about?”, and
comments to provoke af ter some guided questions “How did the dog help the f iref ighters?” and “What other people help in our
learning: community?”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions What other community helpers do the children know? What are children saying about this book? Do the
Assessment: children show interest in community helpers?

Specif ic Skills: Following directions, listening, participating in a group activity

Tuesday Group
Activity: Welcome song, weather, more songs, and read The Three Little Gators by Helen Ketteman
Time – Week 2
Reason Why
This book is similar to “The Three Little Pigs,” a story that our classroom has covered, and children
Choosing This
have shown interest in.
Activity

Intent, Provocation, & For the children to connect this story to the three little p igs and recall inf ormation that they remember
goal(s): f rom the original story.
Materials/
The Three Little Gators by Helen Ketteman
Resources:
Detailed Set-Up,
Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction,
f ew more songs f rom the song-stick container. Then, I will read the book selected f or this day. I will ask
& questions or
questions bef ore such as “What do you think this book will be like?” and af ter some guided questions
comments to provoke
“What book is just like this one?” and “What’s dif f erent and what is the same?”
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions Do children understand the ref erence of the three little pigs? What do children notice is the same? Do
Assessment: children recall inf ormation f rom the three little pigs story?

Specif ic Skills: Following directions, listening, participating in a group activity

Wednesday Group
Activity: Welcome song, weather, more songs, and read Lulu the Shy Piglet by SoYun Jeong
Time – Week 2
Reason Why
Choosing This This book is great f or emotional development. I chose this book to show that being shy is okay.
Activity
Intent, Provocation, & I want children to see that it’s okay to be uncomf ortable and we should help others to see what they are
goal(s): good at.

Materials/
Lulu the Shy Piglet by SoYun Jeong
Resources:
Detailed Set-Up,
Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction,
f ew more songs f rom the song-stick container. Then, I will read the book selected f or this day. I will ask
& questions or
questions bef ore such as “What do you see on the f ront?” and af ter some guided questions “Why was
comments to provoke
Lulu so shy?”, “Who helped Lulu?” and “Did Lulu actually need the glasses?”
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions
Do children enjoy this story?
Assessment:

Specif ic Skills: Following directions, listening, participating in a group activity

Thursday Group Activity: Welcome song, weather, more songs, and read There Was an Old Lady who Swallowed the
Time – Week 2 Sea by Pam Adams
Reason Why
We have read over and had a storytelling of the original Old Lady who Swallowed a Fly book. This is a
Choosing This
parody f or the children to enjoy.
Activity

Intent, Provocation, &

I would like the children to make a connection and see that stories have many dif f erent versions.
goal(s):
Materials/
There Was an Old Lady who Swallowed the Sea by Pam Adams (Large Book)
Resources:
Detailed Set-Up,
Start with a welcome song and then go over the weather chart and day of the week. Af ter, I will pick a
Activity Introduction,
f ew more songs f rom the song-stick container. Then, I will read the book selected f or this day. I will ask
& questions or
questions bef ore such as “What was the last book that we read similar to this one?” and af ter some
comments to provoke
guided questions “What did the old lady swallow?”
learning:
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Children should sit in a spot and participate with the songs and weather, as well as listen to the story
Guidance Limits:
and actively answer questions.
Evaluation Questions Do children notice a connection between the original story and this one? Are children able to list what
Assessment: the old lady swallowed? Do children show an interest in this story?

Specif ic Skills: Literacy, prediction, recalling repetitive text.

Small Group
Activity 1 Activity: Exploring Weather, Activity with Wind Tunnel and Blow Painting
Red Group
Reason Why
This will be our next concept to cover. Weather. Af ter we have covered multiple concepts over this
Choosing This
investigation, our next chapter is an area that the children have showed interest.
Activity
Intent, Provocation, & For children to understand the ef f ects that wind has and discuss dif f erent “pressure systems” and why
goal(s): wind occurs.
Materials/ Wind Tunnel and Scarves (LMR), Straws (bring f rom home), Paper (Classroom), Trays (Teacher’s
Resources: space), Tempera Paints (RR)
We will start our lesson by discussing where wind comes f rom and the ef f ects that wind has and the
Detailed Set-Up, concepts of weather (high pressure and low pressure areas mixing). We will use the wind tunnel and
Activity Introduction, scarves to start our exploration. Children will put the sc arves at the bottom of the wind tunnel and watch
& questions or as the “wind” moves the scarf . Af ter, we will engage in our next activity of painting using our own wind
comments to provoke or blowing. Trays will be prepared bef ore class by taping paper to the bottom. We will add drops of
learning: paint to the paper. Then, we will use straws with holes throughout to blow the paint around and create
paintings. We will discuss how wind can have many ef f ect and reiterate how wind is f ormed.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children are actively listening and participating in group time as well as creating their own painting.

Evaluation Questions Do children show an interest in weather related activities? What are the children expressing when they
Assessment: are participating in the activities? Do children understand how wind can mov e objects?

Specif ic Skills: Science and Inquiry

Small Group
Activity 2 Activity: Tornado in a bottle
Red Group-Sydney
Reason Why
I chose this activity as another hands-on weather activity to discuss dif f erent types of weather and how
Choosing This
they happen.
Activity
Intent, Provocation, &
To engage with the activity and learn about what tornados are and how they are f ormed.
goal(s):
Materials/ 6 Empty Bottles with Lids- Fishback Center, Glitter- Art Studio, Dish Soap- Classroom, Funnel-
Resources: Classroom, Water- Classroom
We will start out by watching a short video of what a tornado is and what it looks like.
https://www.youtube.com/watch?v=-s3UwOq1P1E

Detailed Set-Up, First, use the f unnel to put glitter in an empty glass jar. Next, f ill the jar about ¾ f ull of water. Add a
Activity Introduction, squirt of dish soap. Put the lid back on the jar and made sure it is really tight. Turn the bottle upside
& questions or down and quickly move the bottle in a circular motion f or 10-15 seconds. Finally set the bottle down on
comments to provoke the table and observe the tornado that has f ormed. Each child will then make their own tornado.
learning:
The science behind it: Discuss when you spin the bottle in a circular motion it creates a water vortex
that looks like a tornado. The water spins around the center of the vortex because of centripetal f orce
(is any f orce that causes an object – in this case water – to move in a circular path.)
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: The children will participate in the activities.

Evaluation Questions Bef ore: What is a tornado? What do you think will happen when the bottle is spun in a circle?
Assessment: Af ter: Why do you think the glitter spun in a circle like that? How is that like a real tornado?

Specif ic Skills: Gross motor, critical thinking

Small Group
Activity 3 Activity: Weather Exploration, Rain Cloud Experiment with Shaving Cream
Red Group
Reason Why
We will continue to investigate weather during this week. Af ter discussing wind and extreme weather
Choosing This
such as a tornado, this activity will allow us to explore rain.
Activity

Intent, Provocation, &

For children to gain knowledge about how rain clouds f orm and where precipitation starts.
goal(s):
Materials/ Mason Jars (Kitchen), Shaving Cream (RR under tempera paints), water, bowls (kitchen), small
Resources: droppers (RR), and watercolors (Art Room)
We will start by f illing our bowls with water and adding dif f erent watercolors. Then, we will f ill our mason
Detailed Set-Up, jars half way with water and add shaving cream until it reaches near the top. We will allow the shaving
Activity Introduction, cream to settle on top of the water f or about f ive minutes. During these f ive minutes we will discuss how
& questions or rain clouds f orm. Then, we will add our mixed watercolors on top of the mixture in the mason jar and
comments to provoke observe as it transf ers through the shaving cream and into the water. Af ter, we will discuss how the
learning: clouds build up water droplets through evaporation and elaborate on how rain clouds f orm, then
precipitate.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children participate in small group f or the f ull amount of time.

Evaluation Questions Do children show a continued interest in weather activities? What do children know about rain? Do
Assessment: children understand this concept?

Specif ic Skills: Science and Inquiry

Small Group
Activity 4 Activity: Making Crystals and Mapping
Red Group
Reason Why
Af ter discussing the concepts of weather, this activity will involve predicting and observations over
Choosing This
multiple days.
Activity
Intent, Provocation, & For children to predict what will happen and see the changes that take place over time. (Scientif ic
goal(s): method of predicting and observation over time).

Materials/ Borax (RR), Mason Jars (Kitchen), Pipe Cleaners (Makers Space), Popsicle Sticks (RR cabinet across
Resources: f rom laundry), Water, and String (LMR).
We will start by mixing three cups of warm water with nine teaspoons of borax. Af ter the borax is
Detailed Set-Up, completely dissolved, we will start prepping our pipe cleaners f or this experiment. Children will f orm
Activity Introduction, their pipe cleaners how they would like. Af ter they f orm the pipe cleaners, we will tie them onto a
& questions or popsicle stick and place them in the jars making sure they aren’t touching any of the glass. Af ter
comments to provoke placing the crystals in the glass, children will be able to make predictions about how the crystals will
learning: look and how much they will grow over the weekend. Af ter our activity, we will discuss and map out
possible activities that the children would like to do as our investigation concludes.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children are participating in the group activity f or the f ull amount of time.

Evaluation Questions
What predictions are the children making? What new activities would the children like to complete?
Assessment:

Specif ic Skills: Science and Inquiry, prediction

Small Group
Activity 1 Activity: A look at the United States of America.
Purple Group
Reason Why
Choosing This I chose this activity because we have talked about our homes, towns, and state.
Activity
Intent, Provocation, & My goal is to have the children look at a map of the United States and find South Dakota as
goal(s): well as see how large our country is.
Materials/
Resources: 4 printed maps of the United States (Lexi), a globe (RR, Brown puzzle cabinet)
I will give the children each a map of our country and see if they can pick out where South
Detailed Set-Up, Dakota might be. Then, we will talk about how South Dakota is in the middle of the country.
Activity Introduction,
& questions or
Afterwards, I will direct them to look for where the oceans are and how we are not surrounded
comments to provoke by one. Then I will have the children look at the globe and search for the US and talk about
learning: other countries. I will ask questions like “Where is South Dakota? What other states have you
been in?”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: One child per picture.
Evaluation Questions
Assessment: Do the children understand where South Dakota is? Do they remember the name of our state?
Specif ic Skills: Social studies

Small Group
Activity 2 Activity: Designing our own neighborhood.
Purple Group

Reason Why
Choosing This I chose this activity because we have talked about our homes, towns, state, and country.
Activity
Intent, Provocation, &
goal(s): My goal is to have the children work together to build a neighborhood.
Materials/ Block area (classroom), community helpers (RR, c, s), wooden vehicles (RR, C, s), Me on a
Resources: Map book (classroom)
Detailed Set-Up, I will have the children gather at the block area in the classroom and explain that we will be
Activity Introduction, working together to build a neighborhood. If they need extra support, they can look at the Me
& questions or on a Map book. I will work with them to guide them. I will ask questions such as “Where
comments to provoke should our road go? Where should we have the post office? What else do you see around your
learning:
neighborhood?”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: The children are working together.
Evaluation Questions
Assessment: Do they understand what a neighborhood looks like? Are they working well together?
Specif ic Skills: Fine motor, cooperation, social/emotional

Small Group
Activity 3 Activity: Graphing our features
Purple Group
Reason Why
Choosing This I chose this activity to wrap up our investigation and compare our physical features.
Activity
Intent, Provocation, &
goal(s): My goal is to have the children compare and contrast their physical features on a graph.
Materials/ Paper (classroom), marker (classroom), glue (classroom) pictures of hair colors, skin colors,
Resources: boy, girl, tall/short, long/short hair, eye colors, favorite colors, ages
Detailed Set-Up, I will hang the graph on the art easel and have the children come up one by one to graph their
Activity Introduction,
& questions or
pictures like we did for the family graph. I will ask the children questions like “How many
comments to provoke people do we have that have short hair? How many girls and boys do we have in our group?
learning: How many people have black hair?”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: One child graphing at a time
Evaluation Questions
Assessment: Can the children understand and analyze the graph?
Specif ic Skills: Fine motor, self-reflection
Small Group
Activity 4 Activity: How do we feel today graph
Purple Group
Reason Why
Choosing This
I chose this activity to talk about how we are feeling today and what makes us feel different
Activity emotions.
Intent, Provocation, &
goal(s): My goal is to have the children lead the conversation about emotions.
Materials/
Resources: Paper (classroom), emotion pictures, happy, sad, mad, tired (printed), glue (classroom)
Detailed Set-Up, I will hang the graph on the art easel. We will first talk about our emotions for the day and why
Activity Introduction,
& questions or
we feel that way. Then, we will go through each emotion and talk about what makes us feel a
comments to provoke certain way. I will ask questions like “What makes you happy? What makes you mad? How
learning: did you feel before coming to school today?”
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: One child gluing at a time
Evaluation Questions
Assessment: How do the children understand their emotions?
Specif ic Skills: Fine motor, self-reflection, social/emotional

Rainy Day Activity: Popsicle Sticks with large motor actions

Reason Why
Choosing This This activity will encourage large motor activity f or a day that we are not able to go outside.
Activity
Intent, Provocation, &
Children will participate in dif f erent activities to enhance large motor skills.
goal(s):

Materials/
I will make popsicle sticks that include actions and draw them f rom a small container.
Resources:

We will gather in the open area of our classroom and spread out so we do not make contact with each
Detailed Set-Up: other. A teacher will pull a popsicle stick out with a large motor activity such as running in place or
jumping jacks to demonstrate f or the children. The children will f ollow the teacher in doing the activity.
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits: Children are participating in the dif f erent activities f or the f ull amount of time.

Evaluation Questions
Are the children able to complete the dif f erent exercises?
Assessment:

Specif ic Skills: Large Motor Development

Book List
 Title Author
Storybooks
Even More Parts Tedd Arnold
I Know an Old Lady Who Swallowed a Pie Alison Jackson
Dizzy Peter O’Donnell
I Need My Monster Amanda Noll
Princess Dreams Lori Froeb
The Mitten Jan Brett
The Snow Lambs Debi Gliori
My Father the Dog Elizabeth Bluemle
The Little Engine That Could Watty Piper
Skippyjon Jones Judy Schachner
Penguin Peye Marcus Pf ister
A Mud Pie f or Mother Scott Beck
I Spy Treasure Hunt Jean Marzollo
A Snowy Surprise Amy Hest
Winnie the Pooh and Tigger too Random House
Factual Books
My Visit To The Zoo Aliki
Machines Anne and Harlow Rockwell
This is Baseball Margaret Blackstone
Pulleys Anne Welsbacher
Dinosaurs Jay Johnson
Animal Feet Carolyn MacLuLich
What’s the Weather? With f un f laps to lif t and wheels to turn Jo Moon
Does A Kangaroo Have A Mother, Too? Eric Carle
A Star at the Bottom of the Sea Gayle Ridinger
What’s It Like to Be a Fish Wendy Pf ef f er
The Emperor’s Egg Martin Jenkins
Thinking About Ants Barbara Brenner
Rhyming Books/Alphabet Books
Into the A, B, Sea Deborah Lee Rose
Pigs in the Mud in the Middle of the Rud Lynn Plourde
Find Your ABC’s Richard Scarry
Harold’s ABC Crockett Johnson
Alphabatics Suse MacDonald
Ted in a red bed Phil Roxbee Cox
2 Is For Dancing Woodleigh Hubbard
Wordless or easy reader books
I’m not Ready Johnathan Allen
Papa Papa Jean Marzollo
Noisy Breakf ast Ellen Blonder
Circles Mary Elizabeth Salzmann
Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)
Huevos Verdes Con Jamon Dr. Seuss
In Daddy’s Arms I Am Tall Af rican Americans Celebrating Fathers Javaka Steptoe
Thinking Big Liz Garton Scanlon
Mama, Do You Love Me? Barbara M. Joosse
Now I’m Big Karen Katz
Sunrise, Sunset Sheldon Harnick
Ten Little Rabbits Virginia Grossman & Sylvia Long
Books f or Listening Station
The Bears and the Great Big Storm Paul Bright
Splat the Cat Rob Scotton
Dinosaurs Galore Giles Andreae
Other Items
Multicultural Analysis for Integration of Diversity:
Plans for the week of April 4 -April 14 2022
Lead Teacher Evan Stahlke
 Age of Children 3-4 Year Olds
Cultures represe nted in class Irish, Haitian, German, Italian, American, Hindu Ritual, Black
Differing abilities repr esented in classvarious levels of learning and speech developmen t

Lead Teacher: Evan Stahlke

Cultural
Week of:andAprilAnti-bias
4-14, 2022materials:
The classroom includes
Classroom: 3 & 4 PM Lab different pieces of literature both in the classroom literacy area, and stories that
will be told during group literacy time that have different cultures and ability levels present such as In
Daddy’s Arms, I am
Center Name Tall African Americans
Changes Celebrating Culture
Why: Rationale and Mama, Do You
Children’s Love Me? of Change
Evaluation
& Activity Responses
Families reflected in the environment:
There are pictures of the children’s families placed on a door with magnets at the children’s level, as well
as pictures in the front of the room. Along with the pictures, there are books that include family
reflections in the classroom literacy area.
Music from Children’s Backgro unds:
Our classroom music selected includes a selection of well-known children’s songs. There are also different
early childhood songs that will be sang during group literacy time.

Literature that reflects the children and families in the class:

There are pieces of literature in the classroom to reflect children and families are Circles by Mary
Elizabeth Salzman, I’m not Ready! by Jonathan Allen, My Visit To The Zoo by Aliki, Now I’m Big by Karen
Katz, and the class Friend, Friend, Who Do You See book.
Activities that reflect the children a nd families:
Activities will be provided to engage children’s developmental skills and interests. This information was
gathered in a paperwork and during home visits.

Group activities that have multicultural elements, anti-bias elements, or diversity ele ments:
There are several posters throughout the classroom that represent different cultures and interests.

Others:

Not well integrated Middle Well integrated

Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10

Weekly Ongoing Adjustments Form