OWL / Building Blocks Combined Curriculum Planning Guide March 3-7, 2008

OWL / Building Blocks Combined Curriculum Planning Guide March 3-7, 2008

Building Blocks, Week 21; OWL Unit 4, Week 2, Days 1- 5

March 3 / March 4 / March 5 / March 6 / March 7
10 minutes / GreetinG: Alternate greeting of your own for two weeks with sharing for this week and next
10 minutes Introduction to Center Time(See OWL TG Unit 4 p. 50 for full information on ‘Morning Meeting’)
Include all OWLCenters described on chart below and Building Blocks Hands On Math Centers: X-Ray Vision 1 (BB TG P. 326), Compare Capacities (BB TG p 327), What’s the Missing Step (BB TG P. 328-9).
On All Mornings: Show some selected objects from each center and briefly demonstrate activities to help children make a first choice of center. For example: introduce selected vocabulary books from the Book Area, show blocks from the Blocks area, and props from Dramatic Play to inspire play. Use the suggested vocabulary for Centers as you demonstrate activities in a manner that clarifies their meaning for children. For more information about OWL Centers, see the Notes to Teachers (OWL TG U4 p. 85). Some daily suggestions follow:
Monday: Demonstrate pouring colored water through a funnel with tubing attached, so children can see colored water going into a bottle. Talk about the colors they see. Make a connection to Dog, the character in Dog’s Colorful Day, and show the “Dog” paper at the easel, explaining that children can make spots on Dog with paint. Show children how to mix paints on a palette to make colors like green, pink, and orange. Tuesday: Demonstrate straw painting by inserting the lower end of a straw into paint, covering the top end with your finger, removing your finger to allow the paint to drip onto the paper, and finally using a straw to blow the paint around on the paper. Repeat with a different color. Talk about how colors blend together to make new colors when you do this.
Wednesday: Remind the children that it is the last day for Laundromat Play both in the housekeeping area and in the block area.
Friday: Show how to brush glue onto pictures and apply to poster board for Paper Collage Posters. Talk about color groupings of fruits, vegetables, and flowers. Demonstrate drawing pictures with colored pencils or filling blank books with splotches of color from the pencils, and labeling them by their color names.
Planning Notes for Introduction to Center Time
Objectives:
Modifications:
Individualization:
1 hour Center Time(OWL TG U4 pp.50-52, BB TG pp 326-329)
Monday / Tuesday / Wednesday / Thursday / Friday
Sand/Water / Bottles, Funnels, and Clear Tubing with Tinted Water* / Continue* / Continue* / Continue* / Continue*
Book Area / Exploring Books / Continue / Continue / Continue / Continue
Art Table / Clay Dough Coloring* / Painting with Straws* / Continue* / Continue* / Paper Collage Posters of Fruits, Vegetables and Flowers*
Easel / Painting Dog’s Colorful Spots* / Continue* / Continue* / Continue* / Mixing Paint and Saving our New Colors*
Block Area / Laundromat Play* / Continue* / Continue* / Kapla Blocks and Small Colored Blocks / Continue
Math / X-Ray Vision 1, Compare Capacities / What’s the Missing Step, then continue / Continue / Continue / Continue
Puzzles/
Manipulatives / Kapla Blocks and Small Colored Blocks / Continue / Continue / Basic Puzzles and Manipulatives / Continue
Dramatic Play / Sorting Clothes for Laundromat / Continue / Continue / Basic House Play / Continue
WritingCenter / Basic supplies / Continue / Continue / Continue / Drawing and Labeling Pictures with Colored Pencils
* Activity is directly related to the OWL unit topic and/or to core storybook events.
Materials for Center Time Note: there should be two separate centers for BB math and OWL Puzzles and Manipulatives
Sand/Water / Small bowls or containers, funnels, 1 foot clear plastic tubing to fit funnel, shampoo and hand lotion bottles, smocks
Book Area / (Friday) Add Max’s Dragon Shirt, Dog’s Colorful Day, Rabbits and Raindrops, and Tale of Peter Rabbit
Art Table / (Clay Dough Coloring) cream of tartar clay dough, food coloring, paper plates for drying dough, airtight plastic container
Art Table / (Painting with Straws) small dishes, markers, medicine cups for holding paint, tempera paint, white paper, smocks, straws 1/ch, masking tape
Art Table / (Paper Collage Posters) glue, glue brushes, magazine pictures of fruits, vegetables, flowers, large white poster board
Easel / White construction paper, tempera paint: red, yellow, blue, black, white; paint brushes; palettes (washable trays); scissors; smocks
Block Area / Basic unit blocks, Kapla blocks and small colored blocks
Block Area / (Laundromat Play) large cardboard boxes for washer, dryer; small chairs; laundry detergent, fabric softener bottles; magazines; play coins; table for folding laundry
Math / (X-Ray Vision 1) counting cards 1-10 (BB TRG p 113)
Math / (Compare Capacities) eight containers of various widths and heights and a material such as sand, water or rice to enable children to compare capacities
Math / (What’s the Missing Step) connecting cubes
Dramatic Play / (Sorting Clothes for the Laundromat) 2 drawstring laundry bags, 2 small laundry baskets
Writing / (Drawing and Labeling Pictures) colored pencils, sheets of white paper to make blank books of 4-6 pages
Planning Notes for Center Time
Objectives:
Modifications:
Individualization:
20 minutes Story Time Start combining a second book with the core book by the third reading
Max’s Dragon Shirt
(fourth reading)
OWL TG U4 p 59
or Lunch* / The Lion and the Little Red Bird
(first reading)
OWL TG U4 pp 63-66 / The Lion and the Little Red Bird
(second reading)
OWL TG U4 pp 70-73 / Dog’s Colorful Day
(third reading),
OWL TG U4 p 77
second story can revisit a past favorite or Red Rubber Ball* / Dog’s Colorful Day
(fourth reading)
OWL TG U4 p 81.
Second story can revisit a past favorite or Mouse Paint
Planning notes for Story Time
Objectives:
Modifications:
Individualization:
20 minutes OWL Small Groups (OWL TG U4 pp. 53-57)
Monday / Tuesday / Wednesday / Thursday / Friday
Small Group Read Aloud / Expository text / Not offered / Not offered / Not offered / Theme related
Science / Will Colored Paper Fade / Frosting Cookies / Frosting Cookies / Frosting Cookies and checking paper from paper fading experiment / Mixing Food Coloring on Paper Towels and checking paper from paper fading experiment
Games / Alphabet Memory / Not offered / Not offered / Not offered / Not offered
Writing / Not offered / Dog’s New Spots Labels and Stories / Dog’s New Spots Labels and Stories / Dog’s New Spots Labels and Stories / Not offered
Math / Not offered / How Many Different Ice Cream Cones? / How Many Different Ice Cream Cones? / How Many Different Ice Cream Cones? / Not offered
Book Browsing / Not offered / Not offered / Not offered / Not offered / Exploring Books
Materials for OWL Small Groups
Small Group Read Aloud / Content Strand: World of color, Fruits & vegetables. Share some non-fiction books such as Fruits and Vegetables and We Love Fruit
Science / (Will Colored Paper Fade?) calendar, 4 dark colors of construction paper, glue, markers, printed labels: 1 week in light, 1 week in dark, scissors, stapler, tag board, tag board pockets, trays
Science / (Frosting Cookies) craft sticks, small dishes, food coloring, frosting, sugar cookies, waxed paper
Science / (Mixing Food Coloring) small dishes, eyedroppers (plastic), food coloring, newspaper, white drawing paper, white paper towels (3/ch), pens, smocks, trays
Games / (Alphabet Memory - TBM) 2 sets of Alphabet Memory Cards
Writing / Markers, writing paper, pencils, colored pencils
Math / construction paper circles: pink, brown, green; glue sticks; markers; white paper
Book Browsing / Add Max’s Dragon Shirt, Dog’s Colorful Day, Rabbits and Raindrops, Tale of Peter Rabbit*
Planning notes for OWL Small Groups
Objectives:
Modifications:
Individualization:
20 minutes OWL Songs, Word Play and Letters (SWPL) and Building Blocks Whole Group
Refer to Clipboard Directions for OWL SWPL and BB Whole Group for March 3-7, 2008
Materials for OWL Songs, Word Play and Letters (SWPL) and Building Blocks Whole Group
What’s the Missing Step / Connecting cubes
Number Snapshots / Counters, plate, dark cloth
What’s This Step / Connecting cubes
Down By the Bay / Flannel board and flannel pieces
If You Have a Matching Letter / Set of upper and lowercase letters
SWPL Source Materials / OWL SWPL CD, OWL TG U4 pp157-158 for song lyrics, OWL Big Book of Poetry
Boom! Bang! / Tag board strips with verses
Five Green and Speckled Frogs / Flannel board and flannel pieces including a white pool
Alphabet Memory Pocket Chart / Alphabet memory pocket chart, two lowercase alphabet sets
BINGO / Dog’s Colorful Day, VICKY written on a card, flannel board flannel letters: V, I, C, K, Y, M, S, T
I’m Thinking of__ Clue Game / Dog’s Colorful Day

Planning Notes for Songs, Word Play and Letters and Building Blocks Whole Group

Objectives:
Modifications:
Individualization:

20 minutes Building Blocks Work Time (Small Groups, Computers, Hands on Math Centers)

Small group / Hands-On Math Centersto be done over the course of the week / Optional math choice activities
Activities without page reference are teacher designed
What’s the Missing Step?
(BB TG p 328-9)
Length Riddles (BB TG p 329) / Block Area
Computers (BB TG pp 326, 329)
Counting Jar (BB TG p 275) / Guessing Bag (BB TG p 211)
X-Ray Vision 1 (BB TG P. 326)
Compare Capacities (BB TG P. 327)
What’s the Missing Step (BB TG P. 328-9)
Dog’s Colorful Day (writing center)
Materials for Building Blocks Work Time
What’s the Missing Step / Connecting cubes
Length Riddles / Connecting cubes and items for riddles e.g. brush, pencil, crayon, book, block, scissors
Block Area / (Monday, Tuesday, Wednesday) blocks are in Puzzles and Manipulatives area
Counting Jar / Counting jar and 15 number cards
Guessing Bag / Guessing bag and comb
X-Ray Vision 1 / counting cards 1-10 (BB TRG p 113)
Compare Capacities / eight containers of various widths and heights and a material such as sand, water or rice to enable children to compare capacities
Dog’s Colorful Day / students take their dog and tally the spots, then tell a fried the math story (could be which dot comes first, second, third, last)
Planning Notes for Building Blocks Work Time
Objectives:
Modifications:
Individualization:
20 minutes Let’s Find Out about It/Let’s Talk About It (LFOAI/LTAI)
LTAI: social and emotional skills development
LFOAI: builds background knowledge through nonfiction books and firsthand exposure to objects and process
Monday / Tuesday / Wednesday / Thursday / Friday
LFOAI
Tinting and Flavoring Frosting
OWL TG U4 p 62 / LFOAI
Paints or Dyes from Berries and Other Fruits
OWL TG U4 p 69 / LTAI
Social Skills Development:
Helping Others
OWL TG U4 p 76 / LFOAI
Washable and Permanent Colors
OWL TG U4 p 80 / LTAI
Understanding Feelings: Adults’ Reactions to Dirty Clothes
OWL TG U4 p 84
Use Second Steps, Open Circle or other social emotional curriculum if desired
Materials for LFOAI/LTAI
Tinting and Flavoring Frosting: Max’s Dragon Shirt, bottles of food coloring, bottles of food flavoring (lemon, vanilla), craft sticks, small bowls
Paints or Dyes From Berries or Other Fruits: The Lion and the Little Red Bird, bowl, raspberries, blueberries, beets, white paper, paintbrush, white string or yarn
Washable and Permanent Colors: Dog’s Colorful Day, The Lion and the Little Red Bird, washable and permanent markers with box if possible, two swatches of light fabric, two clear bowls

Planning Notes for LFOAI/LTAI

Objectives:
Modifications:
Individualization:

Designed for the Boston Public Schools 2007-2008 school year by Etta Rosen. Compiled/adapted by Mary Mazzotta, Tavia Mead, Meg Gailey, Marina Boni and Mayra Cuevas.

Based on OWL component grids provided by Schickedanz and Dickinson, OWL, June 2005; adapted by Hanson Initiative for Language & Literacy (HILL). Page 1 of 8