Week At A Glance Lesson Plan

Date: 4/18
Teacher(s): Willow
Statement of Intent for Learning: Getting to Know the Outdoors
Monday Tuesday Wednesday Thursday
Art Table Leaf Mosaic, with collection jar from outdoor walk
Mini Painting; Different pictures of the outdoors hung up, children recreate the
Easel
scenery
Blocks Mini outdoor camping scene; some cars and small animals
Books & Clips of nature sounds, weather sounds
Listening Station Books: Seasons and weather

Writing Write a story about when you went outside, what did you see?

Dramatic Play Camping Scene; Tent, campfire, rocks, logs

Quiet
Manipulatives
STEM Table Measuring Animals; Measure the height of the animal with link-n-learns

Science/Nature Nature Jar; What did we find outside?

Sensory Water; Rocks, moss, pinecones, fake fish, leaves, dirt

Light Table Are leaves transparent? Big and small leaves to see where light can come through
Computers/
Music
Outside Nature walk; Each child puts one thing in the “nature jar”

Inquiry
Explore the difference between the continents and their outdoors
Investigations
Large Groups

Snack
Teddy Grahams Fruit Pizza Sweet Potato Fries Veggie Pizza
 Activity Plan for:
Art Area Activity: Watercolor paintings
Reason Why I would like to expose the children to a new experience of using white crayons and then revealing the
Choosing This Activity picture by painting with watercolors
Intent, Provocation, &
The children will: explore what happens when watercolors paint over crayon
goal(s):
Materials/
White cardstock paper, watercolor paints, brushes, paint cups, white crayons
Resources:
White cardstock on table, watercolor paints with brushes, crayons will be used to color on
Detailed Set-Up:
paper, then watercolor over the crayon to reveal the drawing
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
No more than eight children at the table at a time
Evaluation Questions What do you think will happen when we paint over the crayon with the watercolors? Why do you
Assessment: think the picture is revealed when we paint over it?

Specific Skills:
Fine motor for holding crayon and painting, creativity
Teacher: Any
Other
Help student teacher remember to switch charts for group time. Also help with BATA at end of the day.
Responsibilities:

Easel Activity: Bob Ross Paining; Recreating the Outdoors

Reason Why I would like to expose the children to using different materials to paint. I would also like them to look at
Choosing This Activity different characteristics of outdoor scenery.
Intent, Provocation, & The children will learn how to paint with different materials
goal(s): -Pre-writing, pre-reading
Materials/
Paintbrushes, paint, different scenes hung up, paint cups, paint pallets, and paint coats
Resources:

White paper on the easels, 3 paint pallets with different colors, 3 big and small brushes, and 6
Detailed Set-Up:
scenery pictures hung up to choose from
Guided Instruction Co-Op Learning Independent Work Small Group
Methods: High-Energy Low-Energy
High-Maintenance Low-Maintenance
Guidance Limits:
No more than 3 children at the easel at a time
Evaluation Questions What color did you use mostly for your scenery? Did you mix any colors? If so, what did you
Assessment: mix and what did it make?
Specific Skills:
Fine motor, creativity, pre-writing
Teacher: Any
Other Help children place completed works on the drying rack and add new plain paper to the spot they were
Responsibilities: at.

Book List
Title Author
 Storybooks
This is Sadie Sara O’Leary
You Belong Here M.H. Clark

Factual Books

The Water Cycle Bobbie Kalman

Because of an Acorn Lola Shaefer
A Raindrops Journey Suzanne Buckingham

Rhyming Books/Alphabet Books

Boom Chicka Boom Bill Martin Jr.
Wordless or easy reader books
Where the Wild things Are Maurice Sendak

Multicultural Books (Age, Gender, Family, Culture, Ability,

etc.)
My Food, Your Food Lisa Bullard

Other Items
A Walk in the Forest Maria Dek
Multicultural Analysis for Integration of Diversity:

Plans for the week of 4/22/19

Lead Teacher Willow
Age of Children 3&4
Cultures represented in class
Differing abilities represented in class

Cultural and Anti-bias materials:

Books and Music

Families reflected in the environment:

Pictures of families displayed

Music from Children’s Backgrounds:

Different CDs of the cultural music

Literature that reflects the children and families in the class:

Multicultural books that include different races and ethnicities

Activities that reflect the children and families:

Paint a nature scene of where you are from

Group activities that have multicultural elements, anti-bias elements, or diversity elements:
Inclusion songs

Others:

Not well integrated Middle Well integrated

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

Lead Teacher:
Week of:
Classroom:

Center Name Changes Why: Rationale Children’s Evaluation of Change

& Activity Responses
 3 and 4 Morning Lab Spring 2019
Goals for the week of:
Lead Teacher:

Key Focus this week:

Additional class goals or areas for assessment:

Social: sensory table discussion

Emotional:

Mathematics: measuring

Communication and Language:

Reading and Literacy: reading our chosen books

Science and Inquiry: Nature understandings

Fine Motor: painting

Gross Motor: nature walk

Staff Goals:

Individual Child Goals: