Toddler Club Program...page 5. Model first. BUILD COMMUNITY: Discuss using helpful hands. Pass...

Friday

- Song: My pet Mosquito

- Finger Play: Flea Fly

- Instrument: Bells

- Movement Song: Dragonfly ribbon

dance

American Sign Language (ASL): farm, farmer, horse, foal, cow, calf, dairy, plow

Monday

Toddler Club Program

Date: June 4-8

Objective: This week students will be learning about farm animals- specifically horse and dairy cows.

Spanish Vocabulary: granja, granjero, caballo, potro, vaca, ternero,

lacteos, ararEnglish Vocabulary: farm, farmer, horse, foal, cow, calf, dairy, plow

Parents as Partners: # 41

Lesson Plans Theme: Theme 11 Farm Animals Week 1 Horses and Cows

UNITE: Using the CD and the farm

animal stick puppets sing, "Old

MacDonald Had a Farm." Encourage

them each to hold up an animal and

participate.

CALM: Explain to students that Old

MacDonald does tasks before his

day starts. Focus on washing your

face today. Model and encourage

participation.

CONNECT: Act out the rhyme on

page 5. Model first.

BUILD COMMUNITY: Discuss using

helpful hands. Pass around a toy

from friend to friend and focus on

kind words and gentle passes.

UNITE: Greet everyone by name and

sing, "The Old Gray Mare" using the

CD.


MacDonald does tasks before his day

starts. Focus on toe touches today.

Model and encourage participation.

CONNECT: Welcome Max and send

well wishes to absent friends.

BUILD COMMUNITY: Pass around the

safe keeper box and discuss our safe

community.

UNITE: Greet each student by name

and display the photos cards of the

cow and horse. Begin by explaining

that they will learn about horses and

cows.



day starts. Focus on brushing teeth

today. Model and encourage

participation.



BUILD COMMUNITY: Pass around

the safe keeper box and discuss our

safe community.

Spanish

9:00-9:30

Miss Andrea's lesson Miss Andrea's lesson Miss Andrea's lesson Miss Andrea's lessonMiss Andrea's lesson

UNITE: Using the CD and the farm

animal stick puppets sing, "Old

MacDonald Had a Farm." Encourage

them each to hold up an animal and

participate.



day starts. Focus on taking deep

breaths today. Model and encourage

participation.





safe community.

Thursday


and recite the poem, "Did You Feed

My Cow?" Encourage participation

and excitement throughout the

song.



day starts. Focus on pretending to

eat breakfast today. Model and

encourage participation.

CONNECT: Call students

individually to help you act out the

rhyme on page 5. Encourage

participation and patience.

BUILD COMMUNITY: Discuss why

helpful hands and so important and

how they make others feel.

Tuesday Wednesday

- Song: Mosquitoes

- Finger Play: walk, Buzzers

- Instrument: Sand Shakers

- Movement Song: There was and

old lady who swallowed a fly

LESSON

COMPONENTS

Starting the Day

10:00-10:15

Music and

Movement

8:30-9:00

- Song: Insect song

- Finger Play: Round and round

- Instrument: Rhythm Sticks

- Movement Song: Shoo fly action

song

- Song: Little Peter Rabbit

- Finger Play: Flea, Fly Flow

- Instrument: Castanets

- Movement Song: Something in my

boot.

- Song: Shoo fly

- Finger Play: Insect song

- Instrument: Multicultural

Instruments

- Movement Song: Mosquito March

Friday



- Instrument: Bells


dance

Monday ThursdayTuesday Wednesday

- Song: Mosquitoes





LESSON

COMPONENTS

Music and

Movement

8:30-9:00

- Song: Insect song




song





boot.

- Song: Shoo fly



Instruments


Display and read the, "Old

McDonald" story folder. Review the

animals and their sounds. Engage

students in the story.

Learning Centers

10:15-10:30

Using the kitchen items, find various

foods that are produced by cows.

Sing the song, " Chomp, Swish, Clip-

Clap." Discuss what horses do as

they eat and encourage them to

mimic.

Teach, "This Little Cow" poem to

students. Review the ASL for cow.

Model the song with each student as

noted on page 6.

Cognitive

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Present the photo activity cards # 59

(horse) and # 59 (cow). Teach the

ASL for farm, horse, and cow. Use

the back of the card for suggestions

and direction.

Teach the ASL for foal, horse, cow,

and calf. Using mommy and baby

animals, encourage students to

match them. Review the animals and

sounds.

Construction:

Teach the ASL for cow and horse.

Engage with students as they

pretend to build a fence out of

blocks for the animals.

Creativity Station:

Experiment painting with chalk by

dipping the chalk into water before

coloring on paper. See page 3.

Encourage the students to be

horses and gallop around outside

making horse sounds.

Display and read the, "Old

McDonald" story folder. Review the

animals and their sounds. Engage

students in the story.

Assist the students in completing

the laminated farm animal puzzles

for cow and horse. Discuss the

animals and sounds they make and

the role they play on a farm.

Encourage the students to be

horses and gallop around outside

making horse sounds.

Adapt the "horseshoe" game and

use the bean bags to attempt to

throw them into an empty bucket.

Take turns with the students giving

pony rides. Be aware of your

surroundings and do not lift the

students too high on your leg. See

page 7.

Teach the ASL for farm and farmer.

Read the book, Grandpa's Farm.

Define unknown vocabulary pre-

reading and stop at various times to

discuss and explain the story.

Library and Listening:

Using the magnetic pieces, sing

"Old MacDonald." Review the

animals and the animal sounds.

Read the story, " Maggie the

Farmyard Horse" on page 48. Go

over the word giddy-up and model

for students.

Creativity Station:

Experiment painting with chalk by

dipping the chalk into water before

coloring on paper. See page 3.

Present the mommy and baby

laminated horses. Review what a

baby horse is called, as well as the

ASL for horse and foal. Using a

peeper puppet, perform the chant

"Farm Animals" with them.

Adapt the "horseshoe" game by

using the bean bags to attempt to

throw them into an empty bucket.

Present the laminated purple cow, as

well as the photo activity card of the

cow. Discuss the similarities and

differences and recite the chant, "The

Purple Cow."

Take turns with the students giving

pony rides. Be aware of your

surroundings and do not lift the

students too high on your leg. See

page 7.

Language

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Pretend and Learn:

Teach the ASL for farmer and using

the play animals, pretend to feed

them. Encourage them to be

farmers.

Outdoor Play

10:30-11:00

3:30-4:00

Social Emotional

Development

Todd C: 4:00-4:30

Todd A/B: 3:00-

3:30

Present the mommy and baby

laminated horses. Review what a

baby horse is called, as well as the

ASL for horse and foal. Using a

peeper puppet, perform the chant

"Farm Animals" with them.

Sit in a circle and model/assist in the

game duck, duck, goose. Use the

vocabulary, moo, moo, neigh.

Friday



- Instrument: Bells


dance

Monday ThursdayTuesday Wednesday

- Song: Mosquitoes





LESSON

COMPONENTS

Music and

Movement

8:30-9:00

- Song: Insect song




song





boot.

- Song: Shoo fly



Instruments


Using the CD, play "William Tell

Overture." Give students blocks to

mimic horse galloping noises.

Encourage participation and

excitement.

Recite the poem, "Five Little

Ponies." Model and assist the

students as they use their fingers to

count down throughout the poem.

Using the CD, sing the song, "The

Farmer and the Dell." Encourage

them to pretend they are various farm

animals and they dance and sing.

Place masking tape on the floor and

have students pretend to gallop like

a horse following the line. Discuss

the different ways that horse move

and the language associated with it.

See page 9. Physical

Development

4:00-4:30

If applicable, use a bell to mimic the

bells that are sometimes around a

cows neck. Explain the purpose and

play a game in which you ring the

bell and they take turns tossing a

bean bag into a bucket. Model and

practice patience and listening

skills.

(B.1.a) Establishes secure

relationships with primary

caregivers.

(B.2.e) Begins to develop and

demonstrate a positive sense of self.

(B.3.f) Develops the inclination and

ability to respond appropriately to

others.

(B.1.a) Responds to and interacts

with others. Learning Goals



caregivers.





others.

(D.4.b) Uses imitation in pretend

play to express creativity and

imagination.



caregivers.





others.

(D.2.c) Applies knowledge to new

situations.



caregivers.





others.

(D.5.b) Develops an ability to be

creative and expressive through a

variety of activities, such as art.



caregivers.





others.

(C.2.d) Develops language skills in

structured language contexts, such

as through storytelling and

reenacting.

LESSON

COMPONENTS

Starting the Day

10:00-10:15

Thursday


review the new animals for the week

using the photo cards. Sing, "Old

Mcdonald Had a Farm" using the

CD.






CONNECT: Read the rhyme, "Hen

Friends." Assist with the actions for

each student.

BUILD COMMUNITY: Discuss why

helpful hands and so important and

how they make others feel.

Tuesday Wednesday

Miss Andrea's Lesson

UNITE: Greet every child by name

and using the CD sing, "Over in the

Barnyard." Encourage participation.





participation.

CONNECT: Model the rhyme, "Hen

Friends." Encourage them to mimic

your motions.


helpful hands. Pass around a toy

from friend to friend and focus on

kind words and gentle passes.


sing, "Little Red Hen" using the CD.







BUILD COMMUNITY: Pass around the

safe keeper box and discuss our safe

community.

Miss Andrea's Lesson

Using the Frog Street Sing-Along

Songs CD sing, "Little Red Hen."

Use various instruments to create

different sounds.


Songs CD sing, "The Farmer in the

Dell." Use the sound sticks to create

noises that mimic a cow bell.

UNITE: Greet every child by name

and using the CD sing, "Over in the

Barnyard." Encourage participation.





participation.





safe community.

Lesson Plans Theme: Theme 11 Week 2 Ducks and Chickens

Friday


display the duck and chicken photo

cards. Preview together and then

sing, "Old McDonald Had a Farm"

using the CD.





participation.





safe community.

Spanish

9:00:9:30

Miss Andrea's Lesson Miss Andrea's Lesson Miss Andrea's Lesson

Music and

Movement

8:30-9:00


Songs CD sing, "Old MacDonald

Had a Farm." Use ribbons to

encourage creative dancing

throughout.


Songs CD sing, "Five Little Ducks."

Use coffee cans to create beats as

you sing this songs.


Songs CD sing, "New Chicken

Dance." Use your body to follow the

motions throughout this song.

American Sign Language (ASL): duck, duckling, chicken, chick, rooster, hen, farmer, farm

Monday


Date: June 11- 15

Objective: Students will continue their study of farm animals focusing on ducks and chickens.

Spanish Vocabulary: pato, patito, pollo, pollo, gallo, gallina, granjero,

granjaEnglish Vocabulary: duck, duckling, chicken, chick, rooster, hen, farmer, farm


LESSON

COMPONENTSThursdayTuesday Wednesday




different sounds.





Friday

Music and

Movement

8:30-9:00





throughout.









Monday

Language

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Construction: Use blue paper to

represent a pond and encourage

students to build hen houses and

fences out of blocks or legos. Use

rubber ducks for the pond.

Outdoor Play

10:30-11:00

3:30-4:00

Social Emotional

Development

Todd C: 4:00-4:30

Todd A/B: 3:00-

3:30

Give each student a feather and

encourage them to place the feather

on the parts of their body that you

name. Encourage participation and

help as needed.

Using the orange duck prints, create

a pathway and encourage students

to follow them.

Cognitive

Development

Todd C: 3:00-3:30

Todd A/B: 4:00-

4:30

Present the photo activity cards # 60

(chicken) and # 61 (duck). Use the

back of the card to prompt learning

and discussion.

Using the CD, sing and act out, "The

Chicken Dance." Encourage them to

participate and mock the actions

that you do.

Sing the song, "If You're a Duck."

Encourage students to act like the

particular animal and make the

noises with you.

Model and assist in the game, "Duck,

Duck, Goose." See page 44.

Give each student a few feathers to

glue on a piece of paper. Assist with

the gluing and review colors and

facts about feathers as explained on

page 18.

Using play dough, encourage

students to roll it into egg shapes.

Review the shape oval.

Learning Centers

10:15-10:30

Read the story, Grandpa's Farm.

Stop throughout the story to explain

and discuss. Review the ASL for

chicken, duck, and farmer.

Using play dough, encourage

students to roll it into egg shapes.

Review the shape oval.

Using the orange duck prints, create

a pathway and encourage students

to follow them.

Blow bubbles for the students and

encourage them to waddle like

ducks as they try and catch the

bubbles.

Discuss the differences between

hens, roosters, and chickens. Show

them pictures of each as well as

review the ASL signs. Recite the

poem, "Little Chicks."

Read the large storybook, Little Red

Hen. Teach the ASL for hen. Stop

throughout for discussion.

Pretend and Learn: Review the ASL

for farmer and farm. Encourage

students to pretend to be farmers

using dress up clothes and animals.

Physical

Development

4:30-5:00

Sing the song, "Little Red Hen and

Her Lazy Friends." Tie it in with the

book from yesterday.

Sensory: Using the sensory table,

explore with rubber ducks. Teach

the ASL for duck and sing

coordinating songs while they learn.

Review colors as well.

Pick a student to do a feather race

with you. Place a feather for you and

one for them on the table and see

who can blow theirs the farthest.

Rotate to let each student have a

turn.

Sensory: Using the sensory table,

explore with rubber ducks. Teach

the ASL for duck and sing

coordinating songs while they learn.


Creativity Station: Assist students in

creating a baby chick face using

construction paper, feathers, etc.

Brainstorm on names for their

chicks.

Using two plastic eggs, hide a small

object in one of them. Encourage

each student to guess what egg the

object is in. Review the colors of the

eggs as well.

Sing the song, "If You're a Duck."

Encourage students to act like the

particular animal and make the

noises with you.

Blow bubbles for the students and

encourage them to waddle like

ducks as they try and catch the

bubbles.

Using the farm animal stick puppets,

retell farm stories or songs with

students.

Assemble the duck and chicken farm

animal puzzles together. Discuss the

role that chickens play on the farm.

Using the laminated mommy and

baby animals, focus on the horse,

cow, duck, and chicken. Assist

students in matching them, as well

as review the ASL.

Using the CD, sing "Five Little

Ducks." Display the book as well

and teach the ASL for duck and

ducking. Read the book together

stopping for discussion and

questions.

Assist students in blowing feathers

off of the table. Encourage them to

keep the feathers off the floor.


Read the story, Grandpa's Farm.

Stop throughout the story to explain

and discuss. Review the ASL for

chicken, duck, and farmer.

LESSON





different sounds.





Friday

Music and

Movement

8:30-9:00





throughout.









Monday

(B.4.f) Develops emerging skills in

caring and cooperation.

(B.4.b) Responds to and interacts

with others.

(B.3.b) Develops capacity to predict

routines and regular events that

make up the day or the session.

(C.2.e) Develops communication

skills for increasingly complex

purposes, such as negotiating,

predicting, reasoning, and guessing.

Learning Goals




with others.




(D.5.a) Develops skill and

confidence with processes of art,

such as drawing and collage.




with others.




(D.5.c) Develops confidence to sing

songs.




with others.




(D.4.b) Uses imitation in pretend play

to express creativity and imagination.




with others.




(A.2.c) Moves body to achieve a

goal.

Using the Start Smart Songs for 1's,

2's, and 3's CD sing, Higglety,

Piggety, Pop!" Use the ribbons to

dance to the beat.


Songs CD sing, " Old MacDonald

Had a Farm." Use various

instruments to dance to this song.

American Sign Language (ASL): pig, piglets, hog, goat, kid, farm, farmer

Monday


Date: June 18-22

Objective: Students will continue their study of farm animals, focusing on pigs and goats.

Spanish Vocabulary: cerdo, cerditos, puerco, chivo, cabrito, granja,

granjeroEnglish Vocabulary: pig, piglets, hog, goat, kid, farm, farmer


Lesson Plans Theme: Theme 11 Week 3 Pigs and Goats

Friday


and present the goat and pig

photos. Explain the new animals for

the week. Using the CD sing, "Old

McDonald Had a Farm."





participation.





safe community.

Spanish

9:00-9:30

Miss Andrea's lesson Miss Andrea's lesson Miss Andrea's lesson

Music and

Movement

8:30-9:00


Songs CD sing, " Three Little Pigs."

Encourage creativity with the sound

sticks.


Songs CD sing, " The Billy Goats

Gruff." Use the coffee cans to create

booming sounds as if you were a

goat.

Using the Frog Street Action Songs

CD sing, "The Farmer in the Dell."

Use the various instruments to assist

in the animal noises. Try to stay on

the beat of the music.


and review the animals for the week.

Use the CD and sing, "Old McDonald

Had a Farm."





participation.





safe community.


and review the animals for the week.

Use the CD and sing, "Mary Had a

Little Goat."









safe community.

Miss Andrea's lessonMiss Andrea's lesson

Thursday


review the animals for the week. Use

the CD and sing, "Higglety, Piggety

Pop!"






CONNECT: Sing the song, "Three

Pink Pigs" again. Focus on gentle

hands as arms are raised and

demonstrate gentle hugs.

BUILD COMMUNITY: Have a few

friends model how to use helpful

hands and pick toys up. Discuss

how it makes people feel and call

attention to helpful hands!

Tuesday Wednesday


review the animals for the week. Use

the CD and sing, "Higglety, Piggety

Pop!"





participation.

CONNECT: Sing and model the

song, "Three Pink Pigs." See page

25. Encourage students to do the

motions with you.

BUILD COMMUNITY: Review what

helpful hands look like. Model how

to help a friend.

LESSON

COMPONENTS

Starting the Day

10:00-10:15




dance to the beat.





Monday Friday

Music and

Movement

8:30-9:00




sticks.





goat.






ThursdayTuesday WednesdayLESSON

COMPONENTS

Read the storybook, The Three Little

Pigs. Stop throughout the story to

discuss unfamiliar words and

stimulate interest.

Place scrap paper made into "pig

tails" in an empty bucket. Dump it

on the floor and encourage students

to pick them all up an return to the

bin.

Using the water table, model and

assist in cleaning the farm animals.

Pretend they are getting a bath by a

farmer.

Assemble the pig and goat farm

animal puzzles. Review the animal

and sounds as well as you guide

them to complete the puzzle.

Assemble the pig and goat farm

animal puzzles. Review the animal

and sounds as well as you guide

them to complete the puzzle.

Have students color a paper plate

pink. Using various paper for snout,

ears, eyes, and tail, create a pig

paper plate. Attach a straw or

popsicle stick.


Review about pigs food and the

information on page 26 pre-reading.

Review the ASL for pig as well.

Use page 27 to teach various facts

about goats. Recite the Lullaby to

students, encouraging them to act it

out and pretend to sleep as well.


Review about pigs food and the

information on page 26 pre-reading.

Review the ASL for pig as well.

Gross Motor:

Use blocks or legos to create a

bridge. Have students pretend

smaller blocks are goats and make

trip-trapping noises up the bridge.

Model light taps.

Using the mommy and baby animal

cards, focus on the horse, duck,

chick, pig, and goat. Teach students

the mommy names and the baby

names for each. Use a peeper

puppet to perform the chant, " Farm

Animals."

Pretend and Learn:

Using the farm animals and dress up

clothes, encourage students to

pretend they are farmers tending to

the animals.

Construction:

Teach the ASL for pig and goat. Use

blocks or legos to create a fence for

the pigs and a meadow for the goats.

Using the photo activity cards of the

goat and horse, discuss the

similarities and differences between

them.

Learning

Centers

10:15-10:30

Read the storybook, The Three Little

Pigs. Stop throughout the story to

discuss unfamiliar words and

stimulate interest.

Using the laminated pig food,

discuss what pigs eat and don’t eat.

Use en empty bin to mimic a pig and

have students "feed" the pig the

appropriate food.

Encourage students to pretend they

are goats as they climb and play on

the playground equipment.

Using the water table, model and

assist in cleaning the farm animals.

Pretend they are getting a bath by a

farmer.

Using the photo activity cards of the

goat and horse, discuss the

similarities and differences between

them.

Read the storybook, The Three Billy

Goats Gruff. Stop throughout the

story to ask questions and discuss,

as well as review the ASL for goat.

Pretend and Learn:

Using the farm animals and dress up

clothes, encourage students to

pretend they are farmers tending to

the animals.

Physical

Development

4:30-5:00

Experiment with pink play dough.

Encourage students to make pig

snouts and use black paper circles

to represent nostrils.

Sing the song, "If You're a Pig."

Encourage participation and review

the sounds that animals make.

Using small pails filled with shredded

paper, invite students to pretend to

feed the goats hay, dropping it into a

box.

Sing the song, " This Little Piggy."

Take time with each student to act it

out with them on their fingers. Use

the photo card of the pig as a visual

and compare them to human feet.

Tape the goat picture to an empty

bin. Encourage students to rip

shreds of scrap paper and "feed" the

goat.

Language

Development

Todd C: 3:00-

3:30

Todd A/B: 4:00-

4:30

Creativity Station:

Using the pig template, have

students paint using sponges or

brushes. To make them appear

muddy, color pink first and then

paint brown over.

Outdoor Play

10:30-11:00

3:30-4:00

Social

Emotional

Development

Todd C: 4:00-

4:30

Todd A/B: 3:00-

3:30

Using the mommy and baby animal

cards, focus on the horse, duck,

chick, pig, and goat. Teach students

the mommy names and the baby

names for each. Use a peeper

puppet to perform the chant, " Farm

Animals."

Encourage students to pretend they

are goats as they climb and play on

the playground equipment.

Cognitive

Development

Todd C: 3:00-

3:30 Todd A/B:

4:00-4:30

Discuss the photo activity cards # 43

(piglets; wolf), # 45 (goats), and # 62

(pig). Teach the ASL and use the

back of the card to stimulate

discussion.




dance to the beat.





Monday Friday

Music and

Movement

8:30-9:00




sticks.





goat.






ThursdayTuesday WednesdayLESSON

COMPONENTS

(B.4.c) Recognizes and responds to

the feelings and emotions of others.

(B.3.c) Develops an increasing

awareness of the impact and

consequences of their actions.

(B.2.h) Develops a feeling of being

valued as an important individual

who belongs within the group

setting.

(C.1.a) Listens with interest to

language of others.

Learning Goals









setting.

(D.1.h) Matches items that go

together.









setting.

(A.2.a) Develops control of large

muscles for movement, navigation,

and balance.




awareness of the impact

andconsequences of their actions.




setting.

(A.3.c) Coordinates eye and hand

movement.









setting.

(D.4.b) Uses imitation in pretend

play to express creativity and

imagination.

LESSON

COMPONENTS

Creativity Station:

Use white paint to create a hand

print sheep. See page 31.

Starting the Day

10:15-10:30

Outdoor Play

10:30-11:00

3:30-4:00

Have the students pretend to be

little lost sheep. Have them hide

and you will look for them as if you

are Little Bo Peep.

Thursday

UNITE: Greet everyone by name

and using the CD, sing "Old

MacDonald Had a Farm." Use the

farm animal stick puppets to add

visual references.

CALM: Explain to students that

Old MacDonald does tasks before

his day starts. Focus on

pretending to eat breakfast today.

Model and encourage

participation.

CONNECT: Review the tricks that

dogs can do. Remind students

that they do tricks gently as well.

BUILD COMMUNITY: Review why

we should use gentle, helpful

hands and how it makes us feel.

Practice giving gentle high fives

and working together to clean up.



and you will look for them as if you

are Little Bo Peep.

Tuesday Wednesday

Learning

Centers

10:15-10:30

- Song: Farmer in the dell

- Finger Play: Old McDonald

- Instrument: Bells

- Movement Song: Ribbon dance

Teach the ASL for dog. Encourage

students to chase after balls that

you toss.



and you will look for them as if

you are Little Bo Peep.

Pretend and Learn:

Review the ASL for farmer.

Encourage students to pretend

they are farmers. Use play

clothing, animals, and farm.

Fine Motor:

Explore with play dough. Model

how to flatten it and use their fist

to imprint what a dog paw print

might look like.

- Song: If you’re a sheep

- Finger Play: My dog rags

- Instrument: Drums

- Movement Song: bean bag game

dance.

Fine Motor:

Explore with play dough. Model

how to flatten it and use their fist

to imprint what a dog paw print

might look like.

Construction:

Using blocks/legos and play

animals, encourage students to

make a dog and sheep house.

Miss Andrea's lesson Miss Andrea's lesson

Teach the ASL for dog. Encourage

students to chase after balls that

you toss.


and review the new animals for the

week using the photo cards. Using

the CD sing, "Bingo."

CALM: Explain to students that

Old MacDonald does tasks before

his day starts. Focus on taking

deep breaths today. Model and


CONNECT: Welcome Max and

send well wishes to absent

friends.


the safe keeper box and discuss

our safe community.


and review the new animals for the

week using the photo cards. Using

the CD sing, "Bingo."





participation.

CONNECT: Discuss that dogs can

do tricks. Practice shaking hands

(paws) today as dogs would do.


helpful hands. Practice gently

passing something to the friends

next to them. Use polite words.


and discuss the new animals for

the week. Using the CD, sing, "

Mary Had a Little Lamb." Discuss if

their pet followed them to school!



day starts. Focus on toe touches


participation.





our safe community.

UNITE: Greet each student by

name and using the photo cards of

pet and lamb, introduce the new

animals of the week- sheep and

dog. Sing, "Old MacDonald Had a

Farm." Use the farm animal stick

puppets if you wish.



day starts. Focus on brushing

teeth today. Model and encourage

participation.





our safe community.

Music and

Movement

8:30-9:00

- Song: BINGO

- Finger Play: Baa, Baa Black

Sheep


- Movement Song: Mary had a little

lamb

- Song: Old McDonald

- Finger Play: Little boy blue

- Instrument: Sand Blocks

- Movement Song: 5 Farm Dogs



- Instrument: Drums


dance.

Spanish

9:00-9:30

Miss Andrea's lesson Miss Andrea's lesson Miss Andrea's lesson

American Sign Language (ASL): farm, farmer, sheep, lamb, wool, dog, puppy

Monday


Date: June 25- June 29

Objective: Students will complete their study of farm animals. The focus this week will be about

sheeps and dogs.

Spanish Vocabulary: granja, granjero, oveja, cordero, lana, perro,

perritoEnglish Vocabulary: farm, farmer, sheep, lamb, wool, dog, puppy


Lesson Plans Theme: Theme 11 Week 4 Sheep and Dog

Friday

LESSON


- Song: Farmer in the dell

- Finger Play: Old McDonald

- Instrument: Bells

- Movement Song: Ribbon dance



- Instrument: Drums


dance.

Music and

Movement

8:30-9:00

- Song: BINGO

- Finger Play: Baa, Baa Black

Sheep


- Movement Song: Mary had a little

lamb

- Song: Old McDonald

- Finger Play: Little boy blue

- Instrument: Sand Blocks

- Movement Song: 5 Farm Dogs



- Instrument: Drums


dance.

Monday Friday

(B.3.a) Shows ability to cope with

stress.


with others.


demonstrate a positive sense of

self.

(A.3.a) Uses hands or feet to touch

objects or people.

Learning Goals


stress.


with others.



self.

(D.1.h) Matches items that go

together.


stress.


with others.



self.

(A.2.c) Moves body to achieve a

goal.


stress.


with others.



self.

(D.4.a) Uses objects in new ways or

in pretend play.


stress.


with others.



self.

(C.1.c) Increasingly understands

non-verbal messages and makes

non-verbal requests.

Language

Development

Todd C: 3:00-

3:30

Todd A/B: 4:00-

4:30

Social

Emotional

Development

Todd C: 4:00-

4:30

Todd A/B: 3:00-

3:30

Assist students in matching the

mommy and baby animals. Discuss

the adult names and baby names

of all the animals. Teach the ASL

for dog, sheep, puppy, and lamb.

Cognitive

Development

Todd C: 3:00-

3:30 Todd A/B:

4:00-4:30

Discuss the photo activity cards #

12 (pets) and # 63 (lamb; sheep)

Teach the ASL for dog and sheep.

Use the back of the card for

discussion suggestions.

Play a version of Simon Says but

say "The farmer says…" Use

simple commands such as touch

your nose and lay on your tummy.

Present the photo activity cards of

the pets, goats, pig, and lamb.

Discuss the similarities and

differences, as well as the various

animal sounds.

Model the song, "If You're a

Sheep." Encourage students to

participate and sing with you.

Discuss the sound that sheep and

dogs make.


Teach the ASL for sheep, as well

as reviewing all the other farm

ASL previously learned. Stop

throughout the story to ask

questions and discuss.

Using an empty buckets and a

beanbag, encourage students to

place the beanbag into the bucket.

Practice patience and turn taking.

Using the CD, teach students the

actions for the song, " My Dog

Rags." Discuss that farm dogs are

great workers because they obey.

Discuss who has dogs and home

and if they want one if they don’t

have one.

Read the story folder, "Old

MacDonald." Review the ASL for

farmer and focus on discussing

that women can be farmers too.

Use Francis Farmer as a visual

throughout the story.

Physical

Development

4:30-5:00

Using an empty buckets and a

beanbag, encourage students to

place the beanbag into the bucket.

Practice patience and turn taking.

Teach the ASL sign for wool.

Provide students a blanket to feel

when discussing wool items.

Use the whole photo of the sheep

in the farm animal puzzle and hide

it somewhere in the room.

Encourage students to pretend

they are sheep dogs looking for

the sheep.

Play a version of Simon Says but

say "The farmer says…" Use

simple commands such as touch

your nose and lay on your tummy.

Using a dog puppet to stimulate

interest, recite the Max listening

story on page 47. Encourage them

to act out the motions as written.

Sing together the nursery rhyme,

"Little Boy Blue." Discuss the

various jobs that the character

have in tending to the sheep.

Assist in assembling the sheep

and dog farm animal puzzles.

Discuss the various roles that they

play on a farm.

Teach students the poem, "Five

Farm Dogs." Model using your

fingers how to act it out. Review

the role that dogs have on a farm.

Using a dog puppet to stimulate

interest, recite the Max listening

story on page 47. Encourage them

to act out the motions as written.

Work together with students to

match the dog and bones. Review

colors and shapes and practice

counting skills as well.


Teach the ASL for sheep, as well

as reviewing all the other farm ASL

previously learned. Stop

throughout the story to ask

questions and discuss.

Toddler Club Program...page 5. Model first. BUILD COMMUNITY: Discuss using helpful hands. Pass...

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Transcript of Toddler Club Program...page 5. Model first. BUILD COMMUNITY: Discuss using helpful hands. Pass...