LESSON # 1 Arthur Introduction (Demonstration Lesson ) DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text:

CLL5.4d Makes real-world connections between stories and real-life experiences. CLL8.4a- Demonstrates interests in different kinds of literature such as fiction books, non- fiction books, and poetry, on a range of topics.

Learning Objective(s) associated with content standards:

The child will acquire meaning from a variety of materials read to him/her.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Once children are sitting on the back carpet, sing “If You’re Happy and You Know It”. Go through two or three of the familiar verses with the children. Then ask for suggetions from the class and insert the phrases into the song. For example a child might suggest to “If you’re happy and you know it, turn around!”. Then the class would sing the song with the new phrase. Allow at least three to four children to give suggestions and act them out. Then to finish it off, the teacher sings “If you’re happy and you know it calm on down”. The teacher and the children sit down with this last phrase. Once the child have sat and calmed down then the teacher asks the children do they remember the morning message. If they do ask them if they do not repeat it for them. “ Today’s morning message was- Today we will learn about Jamie Lee Curtis.” Remind the class that she is the new author study unit. Next show the class a poster of facts about Jamie Lee Curtis which should also have one or two pictures of her. Read over a few of the facts and show the class a few of her different books. Ask the class for questions or statements about the books and the author- Jamie Lee Curtis. Lastly, transition the children to small group.

Instructional Resources and Materials: Picture of Jamie lee Curtis Poster with facts about Jamie Lee Curtis Handful of books written by Jamie Lee Curtis

Informal and Formal Assessments – include type(s) and what is assessed: Observational Notes- What questions and statements does the child have about the new author.

Key Vocabulary and Literacy Focus: Vocabulary: author study Literacy focus: Who is Jamie Lee Curtis?

LESSON # 2 Comparing Books by Jamie Lee Curtis (Broadening Lesson) DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: CLL5.4c- Discusses books or stories read aloud and can identify characters and settings in a story. CLL8.4a- Demonstrates interests in different kinds of literature such as fiction books, non- fiction books, and poetry, on a range of topics. CD-CP2.4c- Uses information gained about familiar objects and people and can apply to a new situation.

Learning Objective(s) associated with content standards: The child will acquire meaning from a variety of materials read to him/her. The child will demonstrate awareness of print concepts. The child will use prior knowledge to build new knowledge.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

During large group after, after many of the books written by Jamie Lee Curtis are read to the children, compare a few of her books that you have read. Encourage the children to look for similarities between the books. Show the class the covers and encourage children to eagerly shout the answers. As the children shout their answers, be sure to repeat them aloud identify what they mean. Ask children also about the differences in the books. Reinforce their observations by saying “You’re right. She does use silly characters a lot in her book.” Also ask children about their observations. For example, “Imani, you said that Jamie Lee Curtis has the number five written and drawn on the characters’ shirts and clothing. Why do you think she did that?” Another way to engage children is to ask questions using “book words” to teach concepts about print such and comparing ‘titles’ and ‘front & back covers’ and ‘setting’ of the book.

Instructional Resources and Materials: Several books by Jamie Lee Curtis

Informal and Formal Assessments – include type(s) and what is assessed: Anecdotal notes- What similarities and differences does the child observe in the books and what is their rationale.

Key Vocabulary and Literacy Focus: Similar and different Literacy focus: print concepts and developing interests in a variety of materials

LESSON # 3 A Good Deed, Indeed (Small Group) (Deepening Lesson) DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text:

CLL9.4a- Draws pictures and copies letters and/ or numbers to communicate CLL9.4c- Uses writing for a variety of purposes. CD-CR2.4a Uses materials to create original work for self-expression and to express individual creativity

Learning Objective(s) associated with content standards:

The child will make real life connections and express kind acts in the form of pictures and copying of words to become authors of their own books. The child will create and explore visual art forms to develop artistic expression.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Begin by looking at the illustrations in the book. Ask the class what they observe the children doing. Then ask if anyone has chores to do at home. What chores do they have in the classroom? What is the most difficult chore their moms and dads must do at home? Is it something they can help with? How? A chart can be created using these discussion questions as headings. Record responses on the charts. For example, Johnny feeds the dog; he picks up blocks in the classroom; when his dad mows the lawn, he helps by raking the cuttings. Ask the class to analyze the chart and discuss the similarities and differences in the responses. Then work together to create a Kind Acts Book. Students can put together three kind acts to do for someone (mom, dad, sister, etc.). These are written out in a book designed to be read for the class or someone special.

Instructional Resources and Materials:

I’m Gonna Like Me: Letting Off A Little Self-Esteem by Jamie Lee-Curtis Chart Paper Marker Three rectangular pieces of paper per child Crayons and markers

Informal and Formal Assessments – include type(s) and what is assessed:

Work sample – Is the child able to create illustrations and/or written words to represent kind acts.

Key Vocabulary and Literacy Focus: Vocabulary: Kind Act Literacy Focus: Children are making real life connections to create a book of their own

LESSON # 4 Balloon Friends DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: CLL9.4a- Draws pictures and copies letters and/ or numbers to communicate CLL9.4c- Uses writing for a variety of purposes. CD-CR2.4a Uses materials to create original work for self-expression and to express individual creativity

Learning Objective(s) associated with content standards: The child will make real life connections and express kind acts in the form of pictures and copying of words to create a visual representation of a real or imaginary friend. The child will create and explore visual art forms to develop artistic expression.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Read the “Where Do Balloons Go?” aloud to the class. Have students create a balloon pal—their own special balloon friends, possessing whatever human characteristics the children can dream up. Distribute paper cutouts of balloons to the children. Ask them to draw faces on their balloons. Then help them write out identification cards, naming their balloons and including special information about their balloon friends, such as favorite hobbies, age, favorite foods, favorite places to visit, etc. Have a meet-and- greet where students introduce their new friends. Display the balloon pals in the classroom.

Instructional Resources and Materials: “Where Do Balloons Go?” by Jamie Lee Curtis paper cutouts of balloons, markers or crayons, yarn, note cards, pencils

Informal and Formal Assessments – include type(s) and what is assessed: Work sample- Is the child able to express individual creativity and communicate verbally or in written form with adult guidance information about their balloon friend.

Key Vocabulary and Literacy Focus: Vocabulary: characteristic, hobby, Literary focus- drawing and describing through and language and writing

LESSON # 5 Dominoes DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: CLL9.4c- Uses writing for a variety of purposes. CD-MA2.4c- Practices combining, separating, and naming qunatities.

Learning Objective(s) associated with content standards: The child will manipulate, compare, and describe relationships using quantity and number.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Read to children Dominoes the book. Allow children to see pictures of the how the numbers are represented on a domino. Show children the pictures of how the two number are combined to make a total. After reading the book do an example with the children. Then pass out three sets of dominoes to each student and have them try it out on their own dry erase board. Assist children as they need help.

Instructional Resources and Materials: Dominoes book Dominoes manipulatives 4-5 Dry erase domino addition card 4-5 Dry erase markers Napkin for erasing

Informal and Formal Assessments – include type(s) and what is assessed:

Matrix- Is the child able to compare and describe the quantity represented on the domino and make simple addition sentences.

Key Vocabulary and Literacy Focus: addition

LESSON # 6 Swinging Between Emotions DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: SED2.4d- With adult guidance, distinguishes between positive and negative emotions and the conditions that evoke each. CLL5.4d- Makes real-world connections between stories and real-life experiences.

Learning Objective(s) associated with content standards:

The child will acquire meaning from a variety of materials read to him/her. The child will engage in self-expression.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Read the book “Today I Feel Silly” by Jamie Lee Curtis. After reading through the book use a drawn a picture of a swing with a small pocket glue on it. Create word cards of different emotions, such as happy, sad, silly, grumpy, etc. Have children make faces to go with each card, and then discuss with the children things and events that make them feel this way. When child gives an answer make sure to ask them why they feel this way. Then discuss the opposite of each emotion and write it on the back of the card, so when the card is flipped the opposite emotion is shown. Allow the children to come up an pick the cards out of the swing. Brainstorm with the class different ways to express happy, sad, etc. A list of synonyms can be written to correspond with the words and hung in the classroom as a vocabulary list.

Instructional Resources and Materials: “Today I Feel Silly” by Jamie Lee Curtis picture of a swing with a small pocket, different color markers

Informal and Formal Assessments – include type(s) and what is assessed: Observational notes- Is the child able to make real-world connections and is he/she able to identify different emotions and their opposites.

Key Vocabulary and Literacy Focus: Silly, hilarious, exhausted, joy, content, disappointed, worry, fear, scared

LESSON # 6 My Mood Looks Like (Demonstration Lesson) DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: CLL9.4a- Draws pictures and copies letters and/ or numbers to communicate CLL9.4c- Uses writing for a variety of purposes. CD-CR2.4a Uses materials to create original work for self-expression and to express individual creativity

Learning Objective(s) associated with content standards: The child will make real life connections and express kind acts in the form of pictures and copying of words to create a visual representation of a mood. The child will create and explore visual art forms to develop artistic expression.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

In a small group , from the book “Today I Feel Silly” read the passage “Today I am angry. You’d better stay clear. My face is all pinched and red ear to ear.” Ask students why they think the entire page is colored red. Ask them if red means angry. Discuss how colors often depict moods. Give different examples and then brainstorm others with children. For example, “You are totally relaxed and lying in a field of flowers. What color might mean relaxed if you are thinking about flowers?” Have each child choose a mood and illustrate various moods with colors. Create a class book for the reading library using each child’s mood illustration.

Instructional Resources and Materials:

Informal and Formal Assessments – include type(s) and what is assessed: Work sample

Key Vocabulary and Literacy Focus:

LESSON # 7 Celebrate Pre-K Family (Deepening Lesson) DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: CLL5.4d- Makes real-world connections between stories and real-life experiences. CLL9.4a- Draws pictures and copies letters and/ or numbers to communicate CLL9.4c- Uses writing for a variety of purposes. CD-CR2.4a Uses materials to create original work for self-expression and to express individual creativity

Learning Objective(s) associated with content standards: The child will acquire meaning from a variety of materials read to him/her. The child will engage in self-expression.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Launch a Celebrate Family unit by holding a class discussion about family. Explain that there are many different types of families beyond the “traditional” family. Some children live with grandparents, some children are adopted, like the child in the book, and some children live with foster families—but no matter what the situation, a family is about love. Describe the classroom as an extended family, where each student is a valued family member. Then ask students to complete the statement “We are a family because________________________.” On strips of paper. Students can share their responses with the class. Make a banner that says “We All Fit Together- We Are Family” for the bulletin board. Then have the children illustrate themselves on one of the puzzle pieces, and place the children’s responses as a border around the puzzle.

Instructional Resources and Materials: “This Is Me ” and “Tell Me Again” by Jamie Lee Curtis Strip of paper Puzzle piece cutouts

Informal and Formal Assessments – include type(s) and what is assessed:

Work sample

Key Vocabulary and Literacy Focus: Literacy focus: Why are we a family?;

LESSON # 8 That’s My Word DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text:

CLL5.4d- Makes real-world connections between stories and real-life experiences. CLL9.4a- Draws pictures and copies letters and/ or numbers to communicate CLL9.4c- Uses writing for a variety of purposes. CD-CR2.4a Uses materials to create original work for self-expression and to express individual creativity

Learning Objective(s) associated with content standards: The child will acquire meaning from a variety of materials read to him/her. The child will engage in self-expression. The child will recognize and use new vocabulary.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Before reading the book “Big Words for Little People” to your class, write each big word from the story on a sheet of paper. Pass out the papers so that each child is assigned a different word. Based on your students’ reading levels, you may have to help some children sound out their words. Tell students to listen carefully as you read and when they hear their word to raise their paper in the air so that everyone can see the word. Read the book a second time and ask students to pay close attention to both the story and the illustrations as they try to figure out the meanings of their words. Then have each child illustrate his or her word’s meaning on the same sheet of paper on which the word is written. Hang the words and accompanying illustrations around the classroom to show off your group’s new big words.

Instructional Resources and Materials: “Big Words for Little People” by Jamie Lee Curtis Vocabulary strips Markers

Informal and Formal Assessments – include type(s) and what is assessed: Observational notes and work sample

Key Vocabulary and Literacy Focus: Love, understand, explore, stupendous, extraordinary, spectacular

LESSON # 9 Act It Out (Broadening Lesson) DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: CLL5.4d- Makes real-world connections between stories and real-life experiences. CD-CR2.4a Uses materials to create original work for self-expression and to express individual creativity

Learning Objective(s) associated with content standards: The child will acquire meaning from a variety of materials read to him/her. The child will engage in self-expression.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

After reading the book “Its Hard to Be Five” with your group, open a discussion about what the children think is hard about being five years old. On chart paper or the board keep a list of their ideas. Then shift the discussion to focus on what someone could do in each of the difficult situations. For example, to build on scenarios from the book, you could ask: What could you do if a classmate cuts in line? What could you do if your little brother or sister won’t share? Ask for volunteers to role-play a scenario. At key points, stop the action and ask the audience for suggestions about what the actors could do or say. Invite other students to role-play other scenarios.

Instructional Resources and Materials: “Its Hard To BE Five” Dramatic play props

Informal and Formal Assessments – include type(s) and what is assessed:

Video – How does the child interpret the book read

Key Vocabulary and Literacy Focus: Control panel Literacy focus: Re-enacting of read aloud

LESSON # 10 Where do Balloons Go? DATE OF LESSON March 2017 CLASSROOM/AGE Pre- K

State-adopted Standard(s)- Include number and text: CD-SC1.4a- Uses senses to observe, classify, and learn about objects and environment. CD-SC4.4c- Describes materials by their physical properties and states of matter. CLL4.4b- Demonstrates use of expanded sentences and sentence structure to ask questions and/ or respond verbally.

Learning Objective(s) associated with content standards:

The child will use increasingly complex spoken language. The child will demonstrate scientific inquiry skills. The child will also demonstrate knowledge related to physical science.

Instructional Strategies and Learning Activities –(including what you will

be doing to support diverse children’s needs)

Show the class pictures of different environments (tundra, desert, mountains, oceans, rain forests, etc.) and discuss the characteristics of each. Then read prewritten clues about where in the world the balloon has gone. For example, “Boy, it is really cold here. My string is frozen stiff!” Ask the children to guess which environment the balloon is hiding in. As an extension children will use sensory bins to explore different characteristics of different environments. For example in one bin there will be sand and cactus plants for a dessert, and in another bin there will be cold water and ice to simulate a tundra or the artic. It is teacher’s choice dependent upon available materials when deciding what environments to simulate in the sensory bins. While children are exploring the sensory bins ask questions to each child about the bin they are engaged with.

Instructional Resources and Materials: Book “Where Do Balloons Go?” by Jamie Lee Curtis pictures of different environments (tundra, desert, mountains, oceans, rain forests, etc.) read prewritten clues about environments balloon cutouts sensory bins and materials needed to simulate environments

Informal and Formal Assessments – include type(s) and what is assessed: Anecdotal notes and photo- Are the children able to identify environments based of their characteristics and are they engaged in play at the sensory area?

Key Vocabulary and Literacy Focus: tundra, desert, mountains, oceans, rain forests

2024-2025 B-5 Learning Experience (Lesson Plan) Template