Teacher: Lacey Howard Week of: August 10-14, 2015 Topic: My School/My Friends Georgia’s Pre-K Program

Weekly Lesson Plan Template (LPT2013#1)

Time / Monday / Tuesday / Wednesday / Thursday / Friday
Large Group/
Opening Activity / Activity: Gather – “Come to the Circle”
Greeting – Greg & Steve “Good Morning”
Intro Daily Schedule/show clip on Circle Time
Message - teacher photos
S: APL5.4b, CLL8.4d / Activity: Gather/Greet - same song as Monday
Message/photo of cubbies
S: APL5.4b, CLL8.4d / Activity: Gather/Greet - same song as Monday
Message/2-3 job symbols/show job board and assign jobs
S: APL5.4b, CLL8.4d, SS2.4a / Activity: Gather/Greet/Jobs
Message/marker
S: APL5.4b, CLL8.4d, SS2.4a / Activity: Gather/Greet/Jobs
Message/cooking symbol
S: APL5.4b, CLL8.4d, SS2.4a
Book #1: Amelia Bedilia's First Day of School
ID things you might see at school
S: SS3.4b / Book #1: No, David
Intro topic of class rules
S: SS2.4a / Book #1: It's Mine
Continue focus on class rules
S: SS2.4a / Book #1: Stand Tall Molly Lou Melon/Feelings, being kind to others
S: SED5.4d / Book #1: Marvin Gets MAD! / Introduce “safe place”
Show STAR and DRAIN breathing techniques
S: SED2.4a, SED3.4b
Music with Movement: Greg & Steve "The Freeze" Follow directions to stop and start
S: CLL1.4b, PDM5.4a / Music with Movement: Raffi “Shake Your Sillies Out” shake, clap, jump to directions
S: CLL1.4b, PDM5.4a / Music with Movement: "Jump, Jump…STOP!" Follow verbal directions to jump, stomp, etc.
S: CLL1.4b, PDM5.4a / Music with Movement: The Wiggles “Shakey Shakey” Shake body parts
S: CLL1.4b, PDM5.4a / Music with Movement: Greg & Steve “Listen and Move” Follow music cues – walk, skip, hop
S: CLL1.4b, PDM5.4a

Small Group Time (see Small Group Template for detailed plans)

Book #2:First Day Jitters (Why was the teacher nervous? vocabulary - jitters)
S: SED5.4d / Book #2:Splat the Cat
(How did Splat feel? How do you know?)
S: CLL5.4c, SED 2.4d / Book #2:Will I Have a Friend? (Refer to Splat and Sylvester)
S: SED5.4d / Book #2:Don’t Spread Your Germs
S: CLL5.4c / Book #2:The STAR Book
(Where in our room can you go if you feel mad?)
S: SED2.4a, SED3.4b
Materials and/or activity choices for outdoor play: playground balls, outdoor book bags
Activity: The Wiggles “Get Ready to Wiggle”
Transition - "My Feet Are Starting to Wiggle"
S: SED3.4d / Activity: Parachute Express "Shakin' It"
Transition - "Shake it Up High”
S: SED3.4d / Activity: The Wiggles “Get Ready to Wiggle”
Transition - "My Feet Are Starting to Wiggle" (child ideas)
S: SED1.4b / Activity: Parachute Express "Shakin' It"
Transition - "Shake it Up High”
S: SED3.4d / Activity: The Wiggles "You Make Me Feel Like Dancing"
Transition - play song again - sit down, dance with hands
S: SED3.4d, CR1.4a
Large Group Literacy: Shared reading/Handwashing chart
Discuss other Healthy Habits; "What pictures could we draw?"
S: PDM1.4e, CLL8.4d / Large Group Literacy: Shared reading/No, David
S: CLL8.4b, CLL8.4c / Large Group Literacy: Retell Franklin Goes to School w/puppets
S: CR4.4a, CLL5.4b / Large Group Literacy: Review stories of Splat, Mouse and Franklin; Intro symbols for main character, setting
S: CLL5.4c / Large Group Literacy: Read class rules from chart/teacher points
S: CLL8.4b, CLL8.4c

Center Time (Clean-up )

Phonological Awareness:
"Hello and How Are You?"
call & response
S: CLL6.4a / Phonological Awareness:
“Scat Like That"
echo song
S: CLL6.4a / Phonological Awareness:
“A Ram Sam Sam"
using different voices
S: CLL6.4a / Phonological Awareness:
“A Ram Sam Sam" -
children choose "voices"
S: CLL6.4a / Phonological Awareness:
"Scat Like That" Greg and Steve echo song
S: CLL6.4a

Lunch Time

Book #3:The Kissing Hand
S: SED2.4a / Book #3:Franklin Goes to School
S: SS3.4b, CLL5.4d / Book #3:Marvin Gets Mad
S: SS3.4b / Book #3:Dinosaur Starts School
S: SS3.4b, CLL5.4d / Book #3:Re-read Dinosaur Starts School
S: SS3.4b, CLL5.4d

Rest time

Planning for Additional Instructional Activities (story times, music/movement, transitions, large group meetings, etc) This space is provided for optional use to document additional instructional activities planned throughout the week.
Activity: paper/crayons, listening center, books
Practice folding blankets
S: APL1.4b, APL3.4b, PDM1.4e / Activity: paper/crayons, listening center, books
Practice folding blankets
S: APL1.4b, APL3.4b, PDM1.4e / Activity: paper/crayons, listening center, books
Cutting practice (dish tubs with variety paper)
S: APL1.4b, APL3.4b, PDM6.4c / Activity: paper/crayons, listening center, books
Cutting practice (dish tubs with variety paper)
S: APL1.4b, APL3.4b, PDM6.4c / Activity: paper/crayons, listening center, books
Cooking Activity
Spread icing on graham crackers
S: APL1.4b, PDM2.4a

Snack and Pack

Closing Activity:
“Meet Ball”
Toss ball. Child says “I’m ____”
Class responds “Hi, ____”
Review – use microphone
“What did you do at school today?" (tune Mary…Lamb)
S: MA3.4d, SED1.4b / Closing Activity:
The Wiggles “You Make Me Feel Like Dancing”
Review – use microphone
“What did you do at school today?"
S: CR1.4a, MA3.4d / Closing Activity:
“Alice the Camel”
Place items from around room in socks – child feels and then tells what it is and where it belongs in room
S: SC1.4a, SS3.4b / Closing Activity:
Raffi “The More We Get Together” - use rhythm instruments
Look at message board - what was our mystery? What did we learn about markers?
S: CR3.4a, CLL2.4b / Closing Activity:
Class Rules Hot Potato
Pass potato to music – when stops, child tells a class rule
"What are you doing this weekend? Turn and tell a friend" (tune Jolly Good Fellow)
S: SED3.4a, SS2.4c

*Small Group Instruction: See small group lesson plan page for the current week.

*Documentation of plans for collection of assessment will be reflected on lesson plan or optional Planning for Assessment Template.

Small Group Template One Teacher: Lacey Howard Week of:August 10-14, 2015

Suggested use: at the beginning of the year with both adults leading a group activity to acclimate children to the environment and routine; or one teacher directed activity takes place while second teacher monitors others in independent activities (centers) or a large group activity (story time, literacy activity, science experiment, etc.)

**Refer to the FAQ for Planning Instruction and the FAQ for Small Groups for further explanation.

**Documentation of small group reading (book title with brief description of the follow-up activity) is required one time weekly but may be planned more often.

Group / Monday / Tuesday / Wednesday / Thursday / Friday
Teacher directed / Activity:
Demonstrate/practice bathroom procedures and routines
go over handwashing rebus chart; sing song
Students:
all boys
S:PDM1.4e / Activity:
Discuss/develop class rules
Dictation – language experience chart
Students:
S: CLL8.4b, SS2.4a / Activity:
Discuss/develop class rules
Dictation – language experience chart
Students:
S: CLL8.4b, SS2.4a / Activity:
Explore writing center materials and storage/clean-up; teach “the Pre-k click”
Collect writing samples, dictation
Students:
S: CLL9.4b / Activity:
Explore writing center materials and storage/clean-up; teach “the Pre-k click”
Collect writing samples, dictation
Students:
S: CLL9.4b
Teacher directed
x
Independent / Activity:
Demonstrate/practice bathroom procedures and routines
go over handwashing rebus chart; sing song
Students:
all girls
S:PDM1.4e / Activity:
Go over arrival/departure procedures – putting up book bags, what goes in my cubbie, packing up in the afternoon, bus numbers
Students:
S:APL1.4a, SED3.4a / Activity:
Go over arrival/departure procedures – putting up book bags, what goes in my cubbie, packing up in the afternoon, bus numbers
Students:
S: APL1.4a, SED3.4a / Activity:
Explore playdough
Add tools (cookie cutters, scissors) to center
show/practice clean-up
Students:
S: CR2.4a / Activity:
Explore playdough
Add tools (cookie cutters, scissors) to center
show/practice clean-up
Students:
S: CR2.4a
Planning for Individualization (use this space as needed)
Planning for individualization may be documented below or on the main page of the Lesson Plan Template
Student(s):
Activity/Skill:
Student(s):
Activity/Skill: / Student(s):
Activity/Skill:
Student(s):
Activity/Skill: / Student(s):
Activity/Skill:
Student(s):
Activity/Skill: / Student(s):
Activity/Skill:
Student(s):
Activity/Skill: / Student(s):
Activity/Skill:
Student(s):
Activity/Skill:

Planning for Assessment Template

Teacher: Lacey Howard August 10-14, 2015
  • Required documentation of plans for collecting assessment throughout the instructional day can be noted on the lesson plan template or by using the following format.
  • Spontaneous collection of documentation (such as photos, notes and collection of work samples) will occur throughout each day, therefore there will be no evidence of planning for many items collected.

Indicate specific activities below. Not all spaces are expected to be filled in weekly. This is an organizational tool to help with weekly planning and preparation for collecting assessment documentation. See sample online at

MATRIX / PHOTOS with descriptor / OBSERVATIONAL NOTES / WORK SAMPLES
Monday
Tuesday / responses to class rules discussion - small group
Wed. / responses to class rules discussion - small group
Thursday / small group - writing sample
Friday / small group - writing sample
Notes, comments & reminders
Many teachers find it helpful to document the functional component and the performance indicators on assessment documentation. This information helps to clearly define the area in which the information is most relevant.
PS = Personal and Social Development
LL = Language and Literacy / M = Mathematical Thinking
S = Scientific Thinking
SS = Social Studies / A = The Arts
PDH = Physical Development and Health