The First Six Weeks of Plans by vymIR8ke

VIEWS: 232 PAGES: 25

									               Teacher: Sample                     Week of: #1                      Topic: My School/My Friends                 Georgia’s Pre-K Program 2011-2012
                                                                                                                              Weekly Lesson Plan Template (LPT2012#1)
     Time                       Monday                             Tuesday                              Wednesday                           Thursday                        Friday
Large Group/        Activity: Gather – “Come to the     Activity: Gather/Greet - same       Activity: Gather/Greet - same       Activity: Gather/Greet/Jobs     Activity: Gather/Greet/Jobs
Opening Activity    Circle”                            song as Monday                       song as Monday                      Message/marker with             Message/cooking symbol
                    Greeting – Greg & Steve “Good      Message/photo of cubbies with        Message/2-3 job                     question mark
                    Morning”                           question mark                        symbols/show job board and                                          CS: SE 4d, LD 5d, SS1b
                    Intro Daily Schedule/show clip                                          assign jobs                         CS: SE 4d, LD 5d, SS1b,
                    on Circle Time                     CS: SE 4d, LD 5d
                    Message - teacher photos                                                CS SE 4d, LD 5d, SS1b

                    CS: SE 4d, LD 5d, 5m
                    Book #1: Mouse’s First Day         Book #1: No, David                   Book #1: It's Mine                  Book #1: Stand Tall Molly Lou   Book #1: When Sophie Gets
                    ID things you might see at         Intro topic of class rules           continue focus on class rules       Melon/Feelings, being kind to   Angry / Introduce “safe place”
                    school                                                                                                      others                          Show STAR and DRAIN
                                                       CS: SE 3a                            CS: SE 4b                                                           breathing techniques
                    CS: SS 3a                                                                                                   CS: SE 4c
                                                                                                                                                                CS: SE 3e
                    Music with Movement: Greg &        Music with Movement : Raffi          Music with Movement: "Jump,         Music with Movement: The        Music with Movement: Greg &
                    Steve "The Freeze" Follow          “Shake Your Sillies Out” shake,      Jump…STOP!" follow verbal           Wiggles “Shakey Shakey”         Steve “Listen and Move”
                    directions to stop and start       clap, jump to directions             directions to jump, stomp, etc.     shake parts of body             Follow music cues – walk, skip,
                                                                                                                                                                hop
                    CS: LD 1c, HPD 1b                  CS: LD 1a, HPD 1b
                                                                                            CS: LD 1a, HPD 1b                   CS: LD 1a, HPD 1b               CS: LD 1c, HPD 1b
                    Book #2: First Day Jitters (Why    Book #2: Splat the Cat               Book #2: Will I Have a Friend?      Book #2: The Napping House      Book #2: Mean Soup
                    was the teacher nervous?           (How did Splat feel? How do          (refer to Splat and Sylvester)                                      (Where in our room can you
                    vocabulary = jitters)              you know?)                                                               CS: LD 1d                       go if you feel mad?)
                                                                                            CS: SE 4c
                                                         CS: LD 1d                                                                                              CS: SE 3e
                    CS: SE 4c
Materials and/or activity choices for outdoor play: playground balls, outdoor book bags
                    Activity: The Wiggles "Let's       Activity: Parachute Express          Activity: The Wiggles "Let's        Activity: Parachute Express     Activity: The Wiggles "You
                    Wiggle"                            "Shakin' It"                         Wiggle"                             "Shakin' It"                    Make Me Feel Like Dancing"
                    Transition - "My Feet Are          Transition - Shake it Up High        Transition - "My Feet Are           Transition - Shake it Up High   Transition - play song again -
                    Starting to Wiggle"                                                     Starting to Wiggle" (child ideas)                                   sit down, dance with hands
                                                       CS: SE 3d                                                                CS: SE 3d
                    CS: SE 3d                                                               CS: SE 1d                                                           CS: SE 3d, CD 2c

                    Large Group Literacy: Shared       Large Group Literacy: Shared         Large Group Literacy: retell        Large Group Literacy: review    Large Group Literacy: read
                    reading/Handwashing chart          reading/No, David                    Franklin Goes to School             stories of Splat, Mouse and     class rules from chart/teacher
                    Discuss other Healthy Habits;                                           w/puppets                           Franklin; Intro symbols for     points
                    "What pictures could we draw?"     CS: LD 5e, LD 5k                                                         main character, setting
                                                                                            CS: CD 3b, LD 5f                                                    CS: LD 5k, LD 5e
                    CS: HPD 3a, LD 5d                                                                                           CS: LD 1g, LD 1h
Phonological Awareness:             Phonological Awareness:                Phonological Awareness:              Phonological Awareness:        Phonological Awareness:
"Hello and How Are You?"            Scat Like That                         A Ram Sam Sam                        A Ram Sam Sam -                Rhyme Time
call & response                     echo song                              using different voices               children choose "voices"       Humpty Dumpty, Jack and Jill
                                                                                                                                               recite rhymes, pat knees to
CS: LD 2a                           CS: LD 2a                              CS: LD 2a                            CS: LD 2a                      rhythm

                                                                                                                                               CS: LD 2b
Book #3: Off to School Baby         Book #3: Franklin Goes to School       Book #3: The Kissing Hand            Book #3: Dinosaur Starts       Book #3: Boomer Goes to
Duck                                                                                                            School                         School
                                    CS: SS 3a, LD 5j                       CS: SE 3e
CS: SS 3a                                                                                                       CS: SS 3a, LD 5j               CS: SS 3a, LD 5j
Activity: Legos, paper/crayons,     Activity: Legos, paper/crayons,        Activity: Legos, paper/crayons,      Activity: Legos,               Activity: Legos, paper/crayons,
listening center, books             listening center, books                listening center, books              paper/crayons, listening       listening center, books
Practice folding blankets           Practice folding blankets              Cutting practice (dish tubs with     center, books                  Cooking Activity
                                                                           variety paper)                       Cutting practice (dish tubs    Spread icing on graham
CS: SE 2c, SE 2d, HPD 3a            CS: SE 2c, SE 2d, HPD 3a                                                    with variety paper)            crackers

                                                                           CS: SE 2c, SE 2d, HPD2c                                             CS: SE 2d, HPD 3b
                                                                                                                CS: SE 2c, SE 2d, HPD2c
Closing Activity:                   Closing Activity:                      Closing Activity:                    Closing Activity:              Closing Activity:
“Meet Ball”                         The Wiggles “You Make Me Feel          “Alice the Camel”                    Raffi “The More We Get         Class Rules Hot Potato
Toss ball. Child says “I’m ____”    Like Dancing”                                                               Together” - use rhythm         Pass potato to music – when
Class responds “Hi, ____”                                                  Place items from around room         instruments                    stops, child tells a class rule
                                    Review – use microphone                in socks – child feels and then
Review – use microphone             “What did you do at school             tells what it is and where it        Look at message board - what   "What are you doing this
“What did you do at school          today?                                 goes in room                         was our mystery? What did      weekend? Turn and tell a
today? (tune Mary…Lamb)                                                                                         we learn about markers?        friend" (tune Mary…Lamb)

CS: MD 5a, SE 1a                    CS: CD 2c, MD 5a                       CS: SD 1b, SS 3a                     CS: CD 2b, LD 3a               CS: SE 3a, SS 1d

                                   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):                     Student(s):                  Student(s):                      Student(s):                                      Student(s):
Activity/Skill:                 Activity/Skill:              Activity/Skill:                 Activity/Skill:                                   Activity/Skill:

Student(s):                        Student(s):                         Student(s):                            Student(s):                      Student(s):
Activity/Skill:                    Activity/Skill:                     Activity/Skill:                        Activity/Skill:                  Activity/Skill:
Small Group Template One                     Teacher: Sample                                             Week of: #1
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              Activity:                Activity:                   Activity:                   Activity:                 Activity:
directed             demonstrate/practice     Discuss/develop class rules Discuss/develop class rules Explore writing center    Explore writing center
                   bathroom procedures and      Dictation – language                Dictation – language              materials and storage/clean-      materials and storage/clean-
                   routines                     experience chart                    experience chart                  up; teach “the Pre-k click”       up; teach “the Pre-k click”
                   go over hand washing rebus                                                                         Collect writing samples,          Collect writing samples,
                   chart; sing song                                                                                   dictation                         dictation
                   Students:                    Students:                           Students:
                   all boys                     names or initials for 1/2 class     names or initials for 1/2 class                                     Students:
                                                                                                                      Students:                         names or initials for 1/2 class
                   CS: HPD 3a                   CS: LD 5e, SE 3a                    CS: LD 5e, SE 3a                  names or initials for 1/2 class
                                                                                                                                                        CS: LD 6a
                                                                                                                      CS: LD 6a
Teacher            Activity:                     Activity:                          Activity:                         Activity:                         Activity:
directed           demonstrate/practice         Go over arrival/departure           Go over arrival/departure         Explore playdough                 Explore playdough
x                  bathroom procedures and      procedures – putting up book        procedures – putting up book      Add tools (cookie cutters,        Add tools (cookie cutters,
                   routines                     bags, what goes in my               bags, what goes in my cubbie,     scissors) to center               scissors) to center
                   go over hand washing rebus   cubbie, packing up in the           packing up in the afternoon,      show/practice clean-up            show/practice clean-up
Independent        chart; sing song             afternoon, bus numbers              bus numbers
                                                                                                                      Students:                         Students:
                   Students:                    Students:                           Students:                         names or initials for 1/2 class   names or initials for 1/2 class
                   all girls                    names or initials for 1/2 class     names or initials for 1/2 class
                                                                                                                      CS: SE 3c, CD1a                   CS: SE 3c, CD 1a
                   CS: HPD 3a                   CS: SE 2d, 3b                       CS: SE 2d, 3b

                                           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):                     Student(s):                  Student(s):                      Student(s):                                  Student(s):
              Activity/Skill:                 Activity/Skill:              Activity/Skill:                 Activity/Skill:                               Activity/Skill:

              Student(s):                   Student(s):                           Student(s):                         Student(s):                        Student(s):
              Activity/Skill:               Activity/Skill:                       Activity/Skill:                     Activity/Skill:                    Activity/Skill:
Planning for Assessment Template                                                                            Teacher:   SAMPLE - Week #1
 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 www.decal.ga.gov.

                     MATRIX                   PHOTOS with descriptor               OBSERVATIONAL NOTES                          WORK SAMPLES
 Monday




                                           blocks - center time               responses to class rules discussion -
 Tuesday




                                                                              small group



            playground / using equipment   blocks - center time               responses to class rules discussion -
 Wed.




            gross motor                                                       small group


            playground / using equipment   dramatic play - center time                                                 small group - writing sample
 Thursday




            gross motor



            playground / using equipment   dramatic play - center time                                                 small group - writing sample
 Friday




            gross motor



Collected assessment documentation must be coded with the student’s name, date and assessment                          Notes, comments & reminders
domain.
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              M = Mathematical Thinking             A = The Arts
Development                           S = Scientific Thinking               PDH = Physical Development
LL = Language and Literacy            SS = Social Studies                        and Health
  Teacher: Sample                          Week of: #2                     Topic: My School/My Friends                       Georgia’s Pre-K Program 2011-2012

                                                                                                                         Weekly Lesson Plan Template (LPT2012#1)
     Time                       Monday                           Tuesday                        Wednesday                            Thursday                           Friday
Large Group/        Activity: Gather – “Come to the    Activity: Gather/Greet/Jobs     Activity: Gather/Greet/Jobs       Activity: Gather/Greet/Jobs        Activity: Gather/Greet/Jobs
Opening Activity    Circle” Greeting –Greg & Steve    Message/photo of boy and girl    Message/symbol for school         Message/heart (add to              Message/cooking symbol
                    “Friends” / Job chart             introduce attendance chart       (learn about our school today)    attendance chart - intro absent
                    Message - photo of small group    with children's photos                                             child ritual)                      CS: SE 4d, LD 5d
                    management board                                                   CS: SE 4d, LD5d
                                                      CS: LD 5d, SE 3d                                                   CS: SE 4c, LD 5c
                    CS: SE 4d, LD 5d
                    Book #1: Mouse’s First Day        Book #1: I Like Me               Book #1: Chicka Chicka Boom       Book #1: Splat the Cat             Book #1: A Splendid Friend
                    re-read; relate to experiences    What do you like about           Boom                                                                 Indeed (friends like to do
                    last week                         yourself?                                                          CS: LD 1b, LD5b                    different things)
                                                                                       CS: LD 5a
                    CS: LD 5j, MD 5a                  CS: SE 1b                                                                                             CS: SS2a
                    Music with Movement: The          Music with Movement : Greg &     Music with Movement: "Many        Music with Movement: Greg &        Music with Movement: Dr.Jean
                    Wiggles "Shakey Shakey"           Steve "The World is Rainbow"     Friends" (tune - Father           Steve "Popcorn" (use sheet or      - "Mother Gooney Bird"
                                                      (intro scarves or streamers)     Abraham") move arms, legs         blanket and balled-up paper        coordinate movements of
                    CS: CD 2c, HPD 1b                                                  together                          popcorn)                           arms, feet, etc.
                                                      CS: CD 2a, HPD 1b
                                                                                       CS: CD 2c, HPD 1b                 CS: SE 4d, HPD 1b                  CS: CD 2c, HPD 1b
                    Book #2: Chrysanthemum            Book #2: Rainbow Fish            Book #2: Amy is a Friend (class   Book #2: selection from Frog       Book #2: The Rain Came Down
                    (names)                           (sharing)                        book) learning friend's names     and Toad Are Friends               (feeling mad)

                                                        CS: SE 4b, SE 4c               CS: SE 1b, LD 5e                  CS: SE 1b                          CS: SE 3e
                    CS: SE 1a, SE 1b
Materials and/or activity choices for outdoor play: parachute, book bags
                    Activity: Parachute Express       Activity: Greg & Steve "Listen   Activity: The Wiggles "Dr.        Activity: Parachute Express "All   Activity: Learning Station "Get
                    "From Your Seat"                  and Move"                        Knickerbocker"                    Around the Kitchen" "              Funky"
                                                      "Hands Up, Hands Down"           "Clap, Clap, Clap, STOP"          Clap, Clap, Clap, STOP"            Simon Says "Touch Your
                    CS: HPD 1b, LD 1c                 fingerplay                       fingerplay                        fingerplay                         Shoulders"

                                                      CS: LD 1c, HPD 2c                CS: LD 1a, HPD 2c                                                    CS: CD 2c, HPD 2c
                                                                                                                         CS: LD 1c, HPD 2c
                    Large Group Literacy: sing        Large Group Literacy: sing       Large Group Literacy: review      Large Group Literacy: The Little   Large Group Literacy:
                    "There Was A Kid" tune-BINGO      "There Was A Kid" tune-BINGO     class rules - use chart - child   Engine That Could - show title,    Chrysanthemum - discuss main
                    (6 children)                      (6 children)                     points as class reads             author, illustrator                character, setting (star, world
                                                                                                                                                            symbols) Introduce problem
                    CS: LD 5e                         CS: LD5e                         CS: LD 3a, LD 5d, LD 5e           CS: LD 5b                          symbol (mag. glass)

                                                                                                                                                            CS: LD 1h, LD 1g
              Phonological Awareness:             Phonological Awareness:            Phonological Awareness:            Phonological Awareness:           Phonological Awareness:
              Alligator Pie (use different        Alligator Pie (use different       A Boom Chicka Boom (use            Who Has The Penny?                Rhyme Time: Humpty Dumpty,
              voices)                             voices)                            different voices)                                                    Jack and Jill
                                                                                                                        CS: LD 2a                         say and pat rhythm; act out
              CS: LD 2a                           CS: LD 2a                          CS: Ld 2a
                                                                                                                                                          CS: LD 2b
              Book #3 Peter's Chair               Book #3: Little Blue, Little       Book #3: Tucker's Best School      Book #3: child choice - child     Book #3: Don't Let The Pigeon
                                                  Yellow                             Day                                chooses book to read              Drive the Bus (feelings)
              CS: LD1d
                                                  CS: SE 4b                          CS: SS 3a                          CS: LD 1d                         CS: SE 4c, LD 1e
              Activity: selected centers open     Activity: selected centers open    Activity: selected centers open    Activity: selected centers open   Activity: selected centers open

              postcard to parents - 4x6           postcard to parents - 4x6          invite school worker(s) to visit   postcard to parents - 4x6         Cooking - follow recipe to
              photos of children, glue on         photos of children, glue on        class and talk with children       photos of children, glue on       make trail mix (cereal, pretzels,
              paper, add child's writing/         paper, add child's writing/        informally about their jobs        paper, add child's writing/       etc.)
              dictation to opposite side          dictation to opposite side         (take photo for book)              dictation to opposite side
                                                                                                                                                          CS: LD 5d, HPD 3b
              CS: LD 3a, LD 6a                    color mixing - blue, yellow        CS: SS 1b                          color mixing - blue, yellow
                                                  paint                                                                 paint

                                                  CS: LD 6a, CD 1a                                                      CS: LD 6a, CD 1a
              Closing Activity:                   Closing Activity:                  Closing Activity:                  Closing Activity:                 Closing Activity:
              Review – use microphone             "Simon Says" review                refer back to message board -      Bean Bag Toss Review              show classroom items on tray -
              “What did you do at school          "Higgledy Piggledy" (6 children)   "Who did we meet from our          "Higgledy Piggledy (6 children)   remove one "What's missing?"
              today?                              "Goodbye Friends"                  school today?"                     "Goodbye Friends"                 Higgledy Piggledy (5 children)
              "Higgledy Piggledy" (5 children)                                       "Goodbye Friends"                                                    "Goodbye Friends"
              "Goodbye Friends"                                                                                         CS: MD 5a, SE 4d
                                                  CS: Md 5a, SE 4d                   CS: LD 3c                                                            CS: SD 1b, SE4d
              CS: MD 5a, SE 4d

                                 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.
    Time                      Monday                             Tuesday                          Wednesday                           Thursday                              Friday
                 Activity:                            Activity:                           Activity:                          Activity:                       Activity:
                 CS:                                  CS:                                 CS:                                CS:                             CS:

*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: Sample                                             Week of: #2
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).
**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              Activity:                 Activity:                Activity:                     Activity:                 Activity:
directed             BEFORE SG TIME -explain   BEFORE SG TIME -explain  Read Cookie's Week            Read Cookie's Week        Examine pebbles
                   management board                  management board                 Discuss main character,          Discuss main character,          w/magnifying glass / provide
                   AT SCHOOL collage - school        AT SCHOOL collage - school       setting - use symbols            setting - use symbols            containers for sorting
                   catalogs, photos of children,     catalogs, photos of children,                                     Students:
                   paper, glue sticks                paper, glue sticks               Students:                        names or intials for 1/2 class   Students: names or initials
                   write children's comments         write children's comments        names or intials for 1/2 class                                    for ~1/3 class
                   Students:                         Students:                                                         CS: LD 1h, LD 5d
                   names or initials for 1/2 class   names or intials for 1/2 class   CS: LD 1h, LD 5d                                                  CS: SD 1b, SD 1d
                   CS: SS 3b                         CS: SS 3b
Teacher            Activity:                         Activity:                        Activity:                        Activity:                        Activity:
directed           Tour block center/discuss         Tour block center/discuss        Tour dramatic play center /      Tour dramatic play center /      Friend BINGO (informal
x                  rules, clean-up                   rules, clean-up                  discuss rules, clean-up          discuss rules, clean-up          discussion about being
                                                                                      Students:                        Students:                        friends)
Independent        Students:                         Students:                        names or intials for 1/2 class   names or intials for 1/2 class   Students:
x                  names or intials for 1/2 class    names or intials for 1/2 class                                                                     names or intials for 1/3 class
                                                                                      CS: SE 3b, SE 3c                 CS: SE 3b, SE 3c
                                                                                                                                                        CS: SE 1b, SE 4d,
                   CS: SE 3b, SE 3c                  CS: SE 3b, SE 3c

                                                                                                                                                        Activity: Explore playdough
                                                                                                                                                        Students:
                                                                                                                                                        names or intials for 1/3 class

                                                                                                                                                        CS: CD 1a, CD 1b



                                               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):                       Student(s):                  Student(s):                      Student(s):                                Student(s):
              Activity/Skill:                   Activity/Skill:              Activity/Skill:                 Activity/Skill:                             Activity/Skill:
Planning for Assessment Template                                                                                    Teacher:   SAMPLE - Week #2
 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 www.decal.ga.gov.
                      MATRIX                        PHOTOS with descriptor                   OBSERVATIONAL NOTES                        WORK SAMPLES
                                                 during centers - sensory tubs,                                                At School collage - small group
 Monday




                                                 science materials


                                                 during centers - sensory tubs,                                                At School collage - small group
 Tuesday




                                                 science materials                                                             color mixing - other instructional
                                                                                                                               activities

            reading along with Amy is a Friend   school visitor - other instructional   during centers - focus on making
 Wed.




            (class book)                         activities                             choices, intitating play


            following directions in a song or                                           during centers - focus on making       color mixing - other instructional
 Thursday




            chant - large group                                                         choices, intitating play               activities



            following directions in a song or                                           Phonological Awareness - Rhyme Time
 Friday




            chant - large group



Collected assessment documentation must be coded with the student’s name, date and assessment                                  Notes, comments & reminders
domain.
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              M = Mathematical Thinking             A = The Arts
Development                           S = Scientific Thinking               PDH = Physical Development
LL = Language and Literacy            SS = Social Studies                        and Health
  Teacher: Sample                              Week of: #3              Topic: My School/My Friends                            Georgia’s Pre-K Program 2011-2012

                                                                                                                              Weekly Lesson Plan Template (LPT2012#1)
     Time                       Monday                                Tuesday                         Wednesday                            Thursday                        Friday
Large Group/        Activity: Gather/Greet                Activity: Gather/Greet/Jobs        Activity: Gather/Greet/Jobs       Activity: Gather/Greet/Jobs     Activity: Gather/Greet/Jobs
Opening Activity    Greg & Steve "The World is a         Message - picture of rhythm         Message - paper plate             Message - school symbol         Message - cooking symbol
                    Rainbow" (all week)                  instrument/question mark
                    Jobs - add 2 more                                                        CS: SE 4d, CD 2b, LD 5d           CS: SE 4d, CD 2b, LD 5d         CS: SE 4d, CD 2b, LD 5d
                    Message - bottle cap/question        CS: SE 4d, CD 2b, LD 5d

                    CS: SE 4d, CD 2b, LD 5d
                    Book #1: Friends (what do            Book #1: How to Lose All Your       Book #1: Mortimer (emphasize      Book #1: We Are Best Friends    Book #1: Silly Sally
                    friends do together? What do         Friends                             sounds)
                    you do with your friend?)                                                                                  CS: LD 1d, SE 1b, SE 1d         CS: LD 5k, LD 2b
                                                         CS: SE 4b                           CS: LD 1d, LD 2a
                    CS: SE 1b
                    Music with Movement: Greg &          Music with Movement :               Music with Movement: paper        Music with Movement: Dr.        Music with Movement: "Here
                    Steve "On the Move" (variety of      Learning Station "Get Funky"        plate dance                       Jean "Tooty Ta"                 We Go Zudeo" (traditional
                    dances)                              (dance moves following                                                body movements in sequence      partner song)
                                                         directions)                         CS: HPD 1a, CD 2c
                    CS: HPD 1b, CD 2c                                                                                          CS: HPD 1b, CD 2c               CS: HPD 1b, SE 2b
                                                         CS: HPD 1b, CD 2c
                    Book #2: Brown Bear Brown            Book #2: If You're Happy and        Book #2: May I Bring a Friend?    Book #2: Wodney Wat (being      Book #2: Don't Let The Pigeon
                    Bear                                 You Know It: Jungle Edition                                           accepted)                       Drive the Bus (feelings)
                                                                                             CS: SE 3e, SE 4c
                    CS: LD 5k, LD 5m                      CS: LD 5k                                                            CS: SE 4b, SE 4c                CS: SE 3e, LD 1e
Materials and/or activity choices for outdoor play: balls and tubes, clipboards/magnifying glasses
                    Activity: earning Station "Body      Activity: Greg & Steve "Animal      Activity: The Wiggles "Let's      Activity: Tooty Ta (no CD)      Activity: Parachute Express
                    Boogie" (move, stretch parts of      Action" (jump, gallop,stretch)      Wiggle" fingerplay - "Arms Are    fingerplay - "Hands Up, Down,   "On Your Seat"
                    body)                                song - "If You're Happy…"           Starting to Wiggle"               All Around"
                    fingerplay - "Oon Guy, Moon                                                                                                                CS: LD 1c
                    Guy"                                 CS: HPD 1b, CD 2b                   CS: CD 2c, HPD 1b                 CS: HPD 1b, CD 2c
                    CS: HPD 1b HPD 2c
                    Large Group Literacy: act out        Large Group Literacy: act out       Large Group Literacy: act out     Large Group Literacy: shared    Large Group Literacy: shared
                    Brown Bear w/headbands               Brown Bear w/headbands              Brown Bear w/headbands            reading Who Do You See? -       reading - chart "How to Keep a
                                                                                                                               class book                      Friend"
                    CS: LD 5f,LD 4a                      CS: LD 5f, LD 4a                    CS: LD 5f, LD 4a
                                                                                                                               CS: LD 5k, SE 1b                CS: LD 5k, SE 4b
                    Phonological Awareness:              Phonological Awareness:             Phonological Awareness:           Phonological Awareness:         Phonological Awareness:
                    "Who has the bottle cap?             Use 3 instruments with different    "Down by the Bay" (show           Re-read Mortimer / stop to      Rhyme Time - Peter Pumpkin
                                                         sounds- teacher plays/children      pictures of rhyming pairs)        let children fill in sounds     Eater, Little Jack Horner -
                    CS: LD 2a                            join in if they have a match                                                                          recite, pat rhythm
                                                                                             CS: LD 2b                         CS: LD 2a
                                                         CS: LD 2a,                                                                                            CS: LD 2b
Book #3: Who Sank the Boat?           Book #3: paper doll storytelling        Book #3 Duck in a Truck (listen       Book #3: child choice            Book #3: Jump Frog Jump
(these friends rode together in a     (cut out chain of friends as            for how Duck's friends helped)
boat - what do you do with your       teacher tells story)                                                          CS: LD 1d                        CS: LD 5k
friends?)                                                                     CS: LD 1d, LD 1f
                                      CS: SE 4d
CS: SS 2a, SE 1d
Activity: selected centers, table     Activity: selected centers, table       Activity: selected centers, table     Activity: selected centers,      Activity: selected centers,
activities                            activities                              activities                            table activities                 table activities
writing center - name cards of                                                Chart - How to Keep a Friend          School worker visits - talks     Cooking - follow recipe chart
some animal book characters -         Friendly Faces - collage                Friendly Faces - collage              informally with children         to make Lemonade or
Splat, Franklin, etc                  Chart - How to Keep a Friend                                                  about their role at school       Gatorade (vocabulary - "ade"
animal stickers                                                               CS: LD 6d, CD 1b                      (take photo)                     means drink

                                      CS: LD 6d, CD 1b                                                              CS: SS 1c, SE 2d                 CS: LD 5d, MD 5e, HPD 3b
CS: LD 6a, LD 6b
Closing Activity: Row Your Boat       Closing Activity: "Tingalayo"           Closing Activity: Music Circle        Closing Activity: Jump Jim Joe   Closing Activity: Ella Jenkins
(partner activity)                    Parachute Express                       (use rhythm instruments,              (traditional partner song)       "Play Your Instruments" (use
Fingerplay - "Five Little Pre-K       "1,2,3,4" - (1/2 class)                 variety of instrumental music)        Fingerplay - "Five Friends"      rhythm instruments)
Friends"                                                                      Sing "Rules" - read class rules                                        "1,2,3,4" - 1/2 class
"What did you do at school            CS: CD 2c, SE 1c                        with pointer
today?" review w/microphone                                                                                         CS: HPD 2c, CD 2c                CS: CD 2c, SE 1c
                                                                              CS: LD 5k, CD 2b

CS: MD 5a, HPD 2c, SE 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):                     Student(s):                  Student(s):                      Student(s):                                            Student(s):
Activity/Skill:                 Activity/Skill:              Activity/Skill:                 Activity/Skill:                                         Activity/Skill:

Student(s):                         Student(s):                           Student(s):                             Student(s):                        Student(s):
Activity/Skill:                     Activity/Skill:                       Activity/Skill:                         Activity/Skill:                    Activity/Skill:
Small Group Template Two                             Teacher:   Sample                                                             Week of: #3
Suggested use: one teacher directed activity while second teacher monitors two independent groups; or two teacher directed activities with one independent group. This form may
support children as they mature toward independence yet still need teacher guidance and support to remain on task.
**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           Activity:                         Activity:                     Activity:                        Activity:                        Activity:
    directed          Examine pebbles                  Examine pebbles                Examine bottle cap collection/   Examine bottle cap collection/   Examine bottle cap collection/
                      w/magnifying glass / provide     w/magnifying glass / provide   discuss attributes / sort &      discuss attributes / sort &      discuss attributes / sort &
                      containers for sorting           containers for sorting         classify                         classify                         classify

                      Students: names or initials      Students: names or initials    Students: names or initials      Students: names or initials      Students: names or initials
                      for ~1/3 class                   for ~1/3 class                 for ~1/3 class                   for ~1/3 class                   for ~1/3 class

                      CS: SD 1b, SD 1d                 CS: SD 1b, SD 1d               CS: MD 3b                        CS: MD 3b                        CS: MD 3b
    Teacher           Activity:                        Activity:                      Activity:                        Activity:                        Activity:
    directed          Friend BINGO (informal           Friend BINGO (informal         Re-read Splat the Cat; ask       Re-read Splat the Cat; ask       Re-read Splat the Cat; ask
         x            discussion about being           discussion about being         "thinking" questions             "thinking" questions             "thinking" questions
                      friends)                         friends)
                                                                                      Students: names or initials      Students: names or initials      Students: names or initials
  Independent         Students: names or initials      Students: names or initials    for ~1/3 class                   for ~1/3 class                   for ~1/3 class
                      for ~1/3 class                   for ~1/3 class
                                                                                      CS: LD 1b                        CS: LD 1b                        CS: Ld 1b
                      CS: SE 1b, SE 4d                 CS: SE 1b, SE 4d

  Independent         Activity:                        Activity:                      Activity:                        Activity:                        Activity:
                      Explore playdough                Explore playdough              Write letters to friends (name   Write letters to friends (name   Write letters to friends (name
                                                                                      cards, envelopes, stamps)        cards, envelopes, stamps)        cards, envelopes, stamps)
                      Students: names or initials      Students: names or initials
                      for ~1/3 class                   for ~1/3 class                 Students: names or initials      Students: names or initials      Students: names or initials
                                                                                      for ~1/3 class                   for ~1/3 class                   for ~1/3 class
                      CS: CD 1a, CD 1b                 CS: CD 1a, CD 1b
                                                                                      CS: LD 6a, LD 6c                 CS: LD 6a, LD 6c                 CS: LD 6a, LD 6c


                                                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):                     Student(s):                  Student(s):                      Student(s):                               Student(s):
                 Activity/Skill:                 Activity/Skill:              Activity/Skill:                 Activity/Skill:                            Activity/Skill:
Planning for Assessment Template                                                                                 Teacher:   SAMPLE - Week #3
 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 www.decal.ga.gov.

                     MATRIX                    PHOTOS with descriptor                   OBSERVATIONAL NOTES                          WORK SAMPLES
            music/movement - interactions   using math materials - puzzles, etc.   examine pebbles w/magnifying glass /
 Monday




                                            during centers                         provide containers for sorting


            music/movement - interactions   using math materials - puzzles, etc.   examine pebbles w/magnifying glass /
 Tuesday




                                            during centers                         provide containers for sorting
                                                                                   LEC - afternoon activities
                                                                                   "How to Keep a Friend"--

            bottle cap exploration          music circle - closing activity        small group - Splat the Cat; ask         writing/drawing/painting during
 Wed.




            (small group)                                                          questions about 1-2 pages                centers, afternoon activities
            music/movement - interactions

            bottle cap exploration                                                 small group - Splat the Cat; ask         writing/drawing/painting during
 Thursday




            (small group)music/movement -                                          questions about 1-2 pages                centers, afternoon activities
            interactions


            bottle cap exploration                                                 small group - Splat the Cat; ask         writing/drawing/painting during
 Friday




            (small group)music/movement -                                          questions about 1-2 pages                centers, afternoon activities
            interactions


Collected assessment documentation must be coded with the student’s name, date and assessment                               Notes, comments & reminders
domain.
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.
      Changes to the Environment Form (Template Two)                                      Teacher SAMPLE
      The rotation of learning center materials helps maintain student interest. Enough changes should be made to clearly reflect the current topic of study. Refer to the IQ Guide for
      Environment for examples and further clarification of appropriate material choices.
                                   Current Topic of Study: SHOES                                  Beginning Date for Topic of Study: WEEK #4
Reading Area                                 Writing Area                                       Science Area                         Math Area
Materials to promote literacy development:       word cards - sneaker, boot, flip flop, etc.    Materials to promote literacy development:         Materials to promote literacy development:
shoe laces / alphabet beads                      shoe stencils
                                                 pre-made books with shoe covers
Topic related books added to reading area:                                                      Sensory table material (includes tools to use      Real/found: pairs of shoes and socks to sort and
Who Wears Shoes? New Shoes for Silvia;                                                          with sensory material such as scoops, funnels,     match
Alligator Shoes; Whose Shoes? Cinderella;                                                       cups):
Elves and the Shoemaker; Pete the Cat: Rockin'
My School Shoes; Birdie's Big Girl Shoes;
Shoes, Shoes, Shoes



Art Area                                         Listening Area                                 Dramatic Play Area                                 Block Area
Materials to promote literacy                    Books with corresponding tape/CD:              Materials to promote literacy development:         Materials to promote literacy development:
development:                                                                                    pcitures/labels of differen types of shoes

magazines, catalogs with shoe pictures for                                                      Dramatic play setting and props:                   Real/found:
collages; old shoes to paint for printing                                                       (when setting changes): shoes in boxes, home-
                                                                                                made device for measuring shoe size, cash
                                                                                                register & play money = Shoe Store

                                                                                                Prop box/additional play theme:




Changes to the environment based on the interests of students (complete as needed):
Literacy                                 Dramatic Play                    Math                            Science                          Block                           Art




Changes to the environment based on the developmental needs of students (complete as needed):
Literacy                                 Dramatic Play                    Math                            Science                          Block                           Art
  Teacher: Sample                             Week of: #4                    Topic: SHOES                                          Georgia’s Pre-K Program 2011-2012

                                                                                                                                   Weekly Lesson Plan Template (LPT2012#1)
     Time                       Monday                                Tuesday                          Wednesday                                Thursday                           Friday
Large Group/        Activity: Gather/Greet - Greg &        Activity:                          Activity:                             Activity:                          Activity:
Opening Activity    Steve "Rise & Shine"                  Gather/Greet/Jobs/Attendance        Gather/Greet/Jobs/Attendance          Gather/Greet/Jobs/Attendance       Gather/Greet/Jobs/Attendance
                    Jobs/Attendance                       Message - picture of red shoes      Message - symbol for parade           Message - school symbol            Message - cooking symbol
                    Message - photo of shoe               inside a symbol of a book                                                 (visitor)
                                                                                              CS: SS 1b,LD 5d                                                          CS: SS 1b,LD 5d
                    CS: SS 1b,LD 5d                       CS: SS 1b,LD 5d                                                           CS: SS 1b,LD 5d
                    Book #1: Who Wears Shoes?             Book #1: New Shoes for Silvia       Book #1: Mrs. Grindy's Shoes          Book #1: The Gingerbread Man       Book #1: Caps for Sale
                    big book - introduce topic
                                                          CS: SS 1d                           CS: SS 1d                             CS: LD 1d, LD 5k                   CS: LD 1d, LD 5k
                    CS: SS 1c
                    Music with Movement: Hokey            Music with Movement : Hap           Music with Movement: Cha              Music with Movement:               Music with Movement: "Move
                    Pokey                                 Palmer "This is a Story About       Cha Slide                             Learning Station "Tony             and Freeze" Learning Station
                                                          Sammy"                                                                    Chestnut"
                    CS: CD 2c, HPD 1b                                                         CS: CD 2c, HPD 1b                                                        CS: CD 2c, HPD 1b
                                                          CS: CD 2c, HPD 1b                                                         CS: CD 2b, HPD 1a
                    Book #2: Silly Sally (pause to fill   Book #2: Red Shoes                  Book #2: Alligator Shoes (Do          Book #2: Frog and Toad; the        Book #2: Whose Shoes?
                    in rhymes)                            (storytelling- relate to Silvia's   alligators really wear shoes?         Lost Button (friends, helping)     different jobs
                                                          Shoes)                              Do you think this story is real or
                    CS: LD 2b                                                                 pretend? Why?)                        CS: SE 4c                          CS: SS 1c
                                                          CS: LD 1d
                                                                                              CS: LD 1e
Materials and/or activity choices for outdoor play: Bubbles, scoops & measuring cups
                    Activity: Great Big Man               Activity: "Uncle Jesse" (use        Activity: Billy Has His Jumping       Activity: Wiggles "Let's Wiggle"   Activity: Greg & Steve "Listen
                    fingerplay - "Where is                shoe descriptions)                  Shoes - circle game                   fingerplay - "My Feet Are          and Move"
                    Thumbkin?"                                                                fingerplay - "Clap, Clap, Clap        Starting to Wiggle"                Quiet Feet (Hickory Dickory)
                    CS: CD 2b, HPD 2c                     CS: CD 2b, LD 1a                    and STOP"
                                                                                                                                    CS: CD 2b, HPD 2c                  CS: LD 1a, LD 2a
                                                                                              CS: SE 4d, HPD 2c
                    Large Group Literacy: re-read         Large Group Literacy: "Who Do       Large Group Literacy: "Who            Large Group Literacy: act out      Large Group Literacy: act out
                    "Who Wears Shoes" - highlight         You See?" class book shared         Wears Shoes?" - show me               Cinderella                         Cinderella
                    text for children to read             reading                             something you know
                                                                                                                                    CS: LD 4d, LD 5f                   CS: LD 4d,LD 5f
                    CS: LD 5k                             CS: LD 5k                           CS: LD5e, LD 5g
                    Phonological Awareness:               Phonological Awareness:             Phonological Awareness:               Phonological Awareness:            Phonological Awareness:
                    "Who has the red shoe?" - call        "Who has the red shoe?" - call      "I Say Cat, You Say Mat" - use        "I Say Cat, You Say Mat" - use     Rhyme Time - recite and pat
                    and response                          and response                        pictures                              pictures                           Little Jack Horner, Diddle
                                                                                                                                                                       Diddle Dumpling
                    CS: Ld 2d                             CS: LD 2d                           CS: LD 2b                             CS: LD 2b
                                                                                                                                                                       CS: LD 2b
                    Book #3: The Foot Book                Book #3: Pete the Cat: Rockin'      Book #3: Cinderella                   Book #3: child's choice            Book #3: I Went Walking
                                                          My School Shoes
                    CS: LD 2b                                                                 CS: LD 1d                             CS: LD 1d                          CS: LD 5j
                                                          CS: SS 1d
Activity: table activities, writing    Activity: table activities, writing    Activity: table activities, writing   Activity: table activities, writing   Activity: table activities, writing
center                                 center                                 center                                center                                center

shoe collage - cut and glue            shoe collage - cut and glue            shoe collage - cut and glue           Meet school worker, talk              Cooking - cracker stackers
shoes from magazines,                  shoes from magazines,                  shoes from magazines,                 informally (take photos)
catalogs/dictation                     catalogs/dictation                     catalogs/dictation                                                          CS: SD 1b, HPD 3b
                                                                                                                    CS: SS 1c
CS: LD 6a, HPD 2c                      CS: LD 6a, HPD 2c                      CS: LD 6a, HPD 2c
Closing Activity: "Row Your            Closing Activity: scarf dancing        Closing Activity:                     Closing Activity:                     Closing Activity:
Boat" with partners, then with         Refer back to message board            Parade (march music)                  Musical Hoops                         Music Circle(Greg & Steve
3 children (problem solving)           "What did we learn about red           "Amy, Amy how are you? Who            Simon Says review (SS "If you         "Listen and Move instrumental
"Tell Us What You Did Today"           shoes? Who had red shoes?"             is sitting next to you?" - review     played in blocks today, stand         only)
(tune - Mary…Lamb)-                                                           names                                 up," etc.                             "What Will You do This
microphone                             CS: CD 2c, LD 1b                                                                                                   Weekend…Turn and tell a
                                                                                                                                                          friend."
CS: HPD 1a, MD 5a                                                             CS: HPD 1b, SE 1b                     CS: HPD 1b, MD 5a

                                                                                                                                                          CS: MD 5a, LD 4b

                                      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):                     Student(s):                  Student(s):                      Student(s):                                                 Student(s):
Activity/Skill:                 Activity/Skill:              Activity/Skill:                 Activity/Skill:                                              Activity/Skill:

Student(s):                           Student(s):                            Student(s):                            Student(s):                           Student(s):
Activity/Skill:                       Activity/Skill:                        Activity/Skill:                        Activity/Skill:                       Activity/Skill:
Small Group Template Two                               Teacher:   Sample                                                               Week of: #4
Suggested use: one teacher directed activity while second teacher monitors two independent groups; or two teacher directed activities with one independent group. This form may
support children as they mature toward independence yet still need teacher guidance and support to remain on task.
**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           Activity:                           Activity:                       Activity:                        Activity:                         Activity:
    directed          Level 1 sorting with attribute     Level 2 sorting with attribute   Level 2 sorting with attribute   Level 1 sorting- model,           Rhyming BINGO (if teacher-
                      buttons                            buttons - ask to re-sort         buttons - ask to re-sort         practice                          made add in shoe words)
                                                                                                                           use new materials (cubes,
                      Students: Group 1: ~1/3            Students: Group 2: ~1/3          Students: Group 3: ~1/3          pattern tiles) for transference   Students: Group 1 - names
                      class - those not sorting or       class - those who can sort by    class - those who can sort by                                      or initials of ~1/3 class
                      sorting with help (see matrix      one attribute (matrix)           one attribute (matrix)           Students: Group 1: same as
                      from last week)                                                                                      Tuesday                           CS: LD 2b
                                                         CS: MD 3b, MD 3c                 CS: MD 3b, MD 3c
                      CS: MD 3a, MD 3b                                                                                     CS: MD3a, MD 3b

    Teacher           Activity:                          Activity:                        Activity:                        Activity:                         Activity:
    directed          demo materials for shoe            demo materials for shoe          demo materials for shoe          Read Shoes by Eliz. Winthrop      Create/read zip bag books
         x            store; discuss use, clean-up       store; discuss use, clean-up     store; discuss use, clean-up     - re-read and pause to fill in    "Can you use some counting
                                                                                                                           rhyming words                     words?"
                      Students: Group 1                  Students: Group 2                Students: Group 3
  Independent                                                                                                              Students: Groups 2 and 3          Students: Group 2 - names
                      CS: SE 3b, SE 3c, SS 1c            CS: SE 3b, SE 3c, SS 1c          CS: SE 3b, SE 3c, SS 1c                                            or initials of ~1/3 class
                                                                                                                           CS: LD 2b, LD 5k
                                                                                                                                                             CS: MD 1c, MD 1g
  Independent         Activity:                          Activity:                        Activity:                        Activity:                         Activity:
                      writing center - work on Shoe      writing center - work on Shoe    writing center - work on Shoe    none                              use collage materials
                      Book (provide word cards,          Book (provide word cards,        Book (provide word cards,
                      stencils, shoe-shaped books)       stencils, shoe-shaped books)     stencils, shoe-shaped books)     Students:                         Students: Group 3 - names
                                                                                                                                                             or intitials of ~1/3 class
                      Students: Group 3                  Students: Group 3                Students: Group 1                CS:
                                                                                                                                                             CS: CD 1b, HPD 2a
                      CS: LD 6a, LD 6b, LD 6c            CS: LD 6a, LD 6b, LD 6c          CS: LD 6a, LD 6b, LD 6c
Planning for Assessment Template                                                                           Teacher:   SAMPLE - Week #4
 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 www.decal.ga.gov.
                       MATRIX                      PHOTOS with descriptor          OBSERVATIONAL NOTES                       WORK SAMPLES
            routines - self help skills                                       bottle cap sorting - small group
 Monday




            routines - self help skills                                       bottle cap sorting - small group
 Tuesday




            playground - throwing, catching                                   bottle cap sorting - small group
 Wed.




            balls


            playground - throwing, catching     LGL - acting out Cinderella
 Thursday




            balls



            playground - throwing, catching     LGL - acting out Cinderella   small group - rhyming BINGO, zip bag
 Friday




            balls                                                             books (counting)



Collected assessment documentation must be coded with the student’s name, date and assessment                         Notes, comments & reminders
domain.
PS = Personal and Social                      M = Mathematical Thinking       A = The Arts
Development                                   S = Scientific Thinking         PDH = Physical Development
LL = Language and Literacy                    SS = Social Studies                  and Health
  Teacher: Sample                           Week of: #5                   Topic: SHOES                                          Georgia’s Pre-K Program 2011-2012

                                                                                                                         Weekly Lesson Plan Template (LPT2012#1)
     Time                      Monday                              Tuesday                        Wednesday                          Thursday                         Friday
Large Group/        Activity: Gather/Greeting poem      Activity: Gather/Greet/          Activity: Gather/Greet/         Activity: Gather/Greet/          Activity: Gather/Greet/
Opening Activity    "Friends" by Jill Eggleston        Jobs/Attendance                   Jobs/Attendance                 Jobs/Attendance                  Jobs/Attendance
                    /jobs/attendance                   Message - berry basket (What      Message -picture of class       Message - school visitor         first child takes mascot home
                    Message - picture of something     could we use this for?) - label   mascot w/question mark          symbol / label :visitor"         Message - cooking symbol /
                    from shoe store, one-word          "basket"                                                                                           label "cook"
                    label                                                                CS: SE 2a, LD 5d, SS1b          CS: SS 1c, SS 1b, LD 5d
                                                       CS: SE 2a, LD 5d, SS1b                                                                             CS: LD 5d, SS1b
                    CS: LD 5d, SS 1b
                    Book #1: Birdie's Big Girl Shoes   Book #1: Pete the Cat: I Love     Book #1: Rex (about taking      Book #1: Whose Shoes? Anna       Book #1: traditional story -
                    (Have you ever seen your baby      My White Shoes" (what color       home class pet) Introduce       Hines (read to emphasize         Elves and the Shoemaker
                    shoes? What makes shoes "big       are your shoes?)                  class mascot - will go home     interesting vocabulary)
                    girl" shoes?)                                                        each weekend)                                                    CS: LD1d
                                                       CS: LD 5j, SD 3b                                                  CS: LD 3b
                    CS: LD 1b, LD 5j                                                     CS: SS 3a
                    Music with Movement: "Here's       Music with Movement : "Billy's    Music with Movement: the        Music with Movement: Greg &      Music with Movement: Jump
                    One Foot…Brand New Shoe"           Shoes are Red and White."         Wiggles "Mr. Knickerbocker"     Steve "Beanbag Boogie" (with     Jim Joe (partner dance)
                    (stand, turn, dance)               (jump, stomp, dance)              (move various parts of body)    beanbags)
                                                                                                                                                          CS: CD 2b, HPD 1b
                    CS: CD 2b, HPD 1b                  CS: CD 2b, HPD 1b                 CS: CD 2b, HPD 1b               CS: CD 2b, HPD 1a
                    Book #2: Chicka Chicka Boom        Book #2: class book- Amy is a     Book #2: Mean Soup              Book #2: My Friends (Taro        Book #2: Shoes Shoes Shoes
                    Boom (with CD)                     Friend of Mine                                                    Gomi)
                                                                                         CS: SE 3e                                                        CS: SS 1c, SS 2a
                    CS: LD 5g, LD 2b                    CS: LD 5d, LD 5k                                                 CS: SE 1b
Materials and/or activity choices for outdoor play: hula hoops, clipboards and markers
                    Activity: "Get Funky" Learning     Activity: The Wiggles "You        Activity: Greg & Steve "Body    Activity: Greg & Steve "Animal   Activity: Tooty -Ta
                    Station                            Make Me Feel Like Dancing"        Rock"                           Action"                          (last verses in whisper voice;
                    "Oon Guy Moon Guy"                 fingerplay - Itsy Bitsy Spider    fingerplay - "Hands Up, Hands   fingerplay - "Five Little        "…tongues out, turn around, sit
                                                       (ran up spout, danced up          down, Hands All Around"         Monkeys"                         down"
                    CS: HPD 1b, LD 2a                  spout, etc)
                                                                                         CS: HPD 1b, CD 2c                                                CS: HPD 1b, CD 2b
                                                       CS: CD 2c, HPD 2c                                                 CS: HPD 1b, HPD 2c
                    Large Group Literacy: Mrs.         Large Group Literacy: Mrs.        Large Group Literacy: Monster   Large Group Literacy: act out    Large Group Literacy: act out
                    Grindy's Shoes (show me            Grindy's Shoes - discuss main     Sandwich - Joy Cowley (note     "Red Shoes"                      "Red Shoes"
                    something you know - children      character, setting, problem       author - same as Mrs. Grindy)
                    point out words, letters, etc)     intro symbol for feelings                                         CS: LD 5f, SE 4d                 CS: LD 5f, SE 4d
                                                       (heart)                           CS: LD 1h
                    CS: LD 5d, LD 5g
                                                       CS: LD 1h
Phonological Awareness:                Phonological Awareness:                Phonological Awareness:               Phonological Awareness:               Phonological Awareness:
Scat Like That (call and               sing "Down on Grandpa's                retell Mortimer - children make       Silly Sally                           Rhyme Time
response)                              Farm" make animal noises;              sounds ("whap, whap, whap!")                                                act out Little Jack Horner,
                                       other things on farm?                                                        CS: LD 2a                             Diddle Diddle Dumpling
CS: LD 2a                                                                     CS: LD 2a                                                                   (substitute children's names -
                                       CS: LD 2a                                                                                                          Little Jada Horner)

                                                                                                                                                          CS: LD 2b
Book #3: If You Give a Mouse a         Book #3: child choice                  Book #3: Ira Sleeps Over              Book #3: The Grouchy Ladybug          Book #3: Corduroy
Cookie
                                       CS: LD 1d                              CS: SS 1d, SS 2a                      CS: SS 3e                             CS: SS 3e
CS: LD 1d, LD 1b
Activity: table activities, writing    Activity: table activities, writing    Activity: table activities, writing   Activity: table activities, writing   Activity: cooking - Yogurt and
center                                 center                                 center                                center                                Granola cups
shoe lace painting                     shoe lace painting                     shoe lace painting
                                                                                                                    School worker visits informally       CS: MD 5e, LD 5d, HPD 3b
CS: CD 1a, SE 2d                       CS: CD 1a, SE 2d                       CS: CD 1a,SE 2d                       - take photos for book

                                                                                                                    CS: SE 2d, SS 1c
Closing Activity: "Here's One          Closing Activity: "Shakey              Closing Activity: Here We Go          Closing Activity: Hap Palmer          Closing Activity: Greg & Steve
Foot"                                  Shakey" Parachute Express              Zudeo - partner dance                 "This is a Story about Sammy"         "Listen and Move"
Simon Says review                      Show berry basket - Who used           Bean bag Review                       Who came to visit us today?           "What will you do this
                                       this today? What did you                                                     What do they do? Show photos          weekend?"
CS: SS 1d, MD 5a                       make?                                                                        from previous school visitors
                                                                              CS: MD 5a, HPD 1b                                                           CS: MD 5a, HPD 1b

                                       CS: HPD 1b, MD 5a                                                            CS: MD 5a, SS 1c

                                      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):                        Student(s):                  Student(s):                      Student(s):                                              Student(s):
Activity/Skill:                    Activity/Skill:              Activity/Skill:                 Activity/Skill:                                           Activity/Skill:

Student(s):                           Student(s):                            Student(s):                            Student(s):                           Student(s):
Activity/Skill:                       Activity/Skill:                        Activity/Skill:                        Activity/Skill:                       Activity/Skill:
Small Group Template Two                            Teacher:     Sample                                                             Week of: #5
Suggested use: one teacher directed activity while second teacher monitors two independent groups; or two teacher directed activities with one independent group. This form may
support children as they mature toward independence yet still need teacher guidance and support to remain on task.
**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           Activity:                         Activity:                        Activity:                        Activity:                        Activity:
    directed          Rhyming BINGO (if teacher-       Rhyming BINGO (if teacher-        counting 1:1 (8 Little Donuts)   Group B.counting game            Group C: counting game
                      made add in shoe words)          made add in shoe words)                                            w/Sassafras or other puppet      w/Sassafras or other puppet
                                                                                         Students: Group A: names
                      Students: Group 1 - names        Students: Group 2 - names         or initials ~1/3 class - those   Students: names/initials         Students: names/initials
                      or initials of ~1/3 class        or initials of ~1/3 of class      unable to use rational           ~1/3 class - those who can       ~1/3 class - those who can
                                                                                         counting                         use 1:1 to count sets            use 1:1 to count sets
                      CS: LD 2b                        CS: LD 2b
                                                                                         CS: MD 1b                        CS: MD 1c                        CS: MD 1c
    Teacher           Activity:                        Activity:                         Activity:                        Activity:                        Activity:
    directed          Create/read zip bag books        Create/read zip bag books         Group B: introduce new art       Group C:introduce new art        Group A: introduce new art
         x            "Can you use some counting       "Can you use some counting        material and/or technique- ex.   material and/or technique- ex.   material and/or technique- ex.
                      words?"                          words?"                           water colors and crayons -       water colors and crayons -       water colors and crayons -
                                                       Students: Group 3 - names         discuss storage in art center    discuss storage in art center    discuss storage in art center
                      Students: Group 2 - names        or initials of ~1/3 class
  Independent
                      or initials of ~1/3 class                                          Students: ~ 1/3 class            Students: ~1/3 class             Students: ~1/3 class
                                                       CS: MD 1c, MD 1g
                      CS: MD 1c, MD 1g                                                   CS: CD 1a, SE 3c                 CS: CD 1a, SE 3c                 CS: CD 1a, SE 3c
  Independent         Activity:                        Activity:                         Activity:                        Activity:                        Activity:
                      use collage materials            use collage materials             Group C: explore shoe store      Group A: explore shoe store      Group B: explore shoe store
                                                                                         materials                        materials                        materials
                      Students: Group 3 - names        Students: Group 1 - names         read shoe books                  read shoe books                  read shoe books
                      or intitials of ~1/3 class       or intitials of ~1/3 class
                                                                                         Students: ~ 1/3 class            Students: ~ 1/3 class            Students: ~ 1/3 class
                      CS: CD 1b, HPD 2a                CS: CD 1b, HPD 2a
                                                                                         CS: LD 5a, SS 1c                 CS: LD 5a, SS 1c                 CS: LD 5a, SS 1c

                                                   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):                     Student(s):                  Student(s):                      Student(s):                                  Student(s):
                 Activity/Skill:                 Activity/Skill:              Activity/Skill:                 Activity/Skill:                               Activity/Skill:

                 Student(s):                       Student(s):                        Student(s):                         Student(s):                       Student(s):
Planning for Assessment Template                                                                             Teacher:     SAMPLE - Week #5
 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 www.decal.ga.gov.
                     MATRIX                       PHOTOS with descriptor              OBSERVATIONAL NOTES                          WORK SAMPLES
            PA Time (Scat Like That) repeats                                      Story #1 Birdie's Big Girl Shoes        small group - using collage materials
 Monday




            sounds, matches pitch                                                 respoding to questions
            "Get Funky" - responds to verbal                                      small group - rhyming BINGO, zip bag
            directions                                                            books (counting)
            PA TIme ("Down on Grandpa's                                           small group - rhyming BINGO, zip bag    small group - using collage materials
 Tuesday




            Farm") makes animal noises                                            books (counting)



            PA Time (Mortimer) - makes                                                                                    mixed media (watercolor and crayons)
 Wed.




            sounds - "whap, whap, whap!"
            "Body Rock" - responds to verbal
            directions
                                               LGL - acts out story "Red Shoes"                                           mixed media (watercolor and crayons)
 Thursday




                                               LGL - acts out story "Red Shoes"   Jump Jim Joe (M/M) focus on choosing,   mixed media (watercolor and crayons)
 Friday




                                               Cooking activity - Yogurt Cups     cooperating with partner



Collected assessment documentation must be coded with the student’s name, date and assessment                             Notes, comments & reminders
domain.
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              M = Mathematical Thinking            A = The Arts
Development                           S = Scientific Thinking              PDH = Physical Development
LL = Language and Literacy            SS = Social Studies                       and Health
                     Teacher: Sample                          Week of: #6 Topic:         Your Choice                                   Georgia’s Pre-K Program 2011-2012
                                                                                                                            Weekly Lesson Plan Template (LPT2012#1)
     Time                      Monday                            Tuesday                            Wednesday                          Thursday                           Friday
Large Group/        Activity: Gather/Greet (display    Activity: Gather/Greet (display    Activity: Gather/Greet (display   Activity: Gather/Greet (display   Activity: Gather/Greet (display
Opening Activity    songs on chart - child chooses)   songs on chart - child chooses)    songs on chart - child chooses)    songs on chart - child chooses)   songs on chart - child chooses)
                    Jobs/Attendance                   Jobs/Attendance                    Jobs/Attendance                    Jobs/Attendance                   Jobs/Attendance
                    Message: symbol for class         Message: choose symbol to          Message: choose symbol to          Message: school visitor symbol    Pick child to take home mascot
                    mascot - child shares weekend     represent something                represent something                                                  Message: cooking symbol
                    experiences                       happening today                    happening today                    CS:

                    CS:                               CS:                                CS:
                    Book #1:                          Book #1:                           Book #1:                           Book #1:                          Book #1:

                    CS:                               CS:                                CS:                                CS:                               CS:
                    Music with Movement:              Music with Movement:               Music with Movement:               Music with Movement:              Music with Movement:
                    recorded music -CD                live music /sing or chant          recorded music -CD                 live music /sing or chant         recorded music -CD
                                                      (EX Hokey Pokey)                                                      (EX Tooty Ta)

                    CS:                                                                  CS:                                                                  CS:
                                                      CS:                                                                   CS:
                    Book #2:                          Book #2:                           Book #2:                           Book #2:                          Book #2:

                    CS:                               CS:                                CS:                                CS:                               CS:
Materials and/or activity choices for outdoor play:
                    Activity: movement song then      Activity: movement song then       Activity: movement song then       Activity: movement song then      Activity: movement song then
                    fingerplay to calm and focus      fingerplay to calm and focus       fingerplay to calm and focus       fingerplay to calm and focus      fingerplay to calm and focus


                    CS:                               CS:                                CS:                                CS:                               CS:
                    Large Group Literacy: read        Large Group Literacy: same         Large Group Literacy: act out a    Large Group Literacy: class       Large Group Literacy: discuss
                    book, discuss author, title,      book as yesterday or new           story or book (EX Three Pigs)      book or chart / shared reading    book read previously using
                    illustrator, other concepts       book/ shared reading (EX Jump                                         (EX “Our Class Rules”)            symbols for main character,
                    about print                       Frog Jump)                                                                                              setting, problem, feelings
                                                                                         CS:
                                                                                                                            CS:
                    CS:                               CS:                                                                                                     CS:
              Phonological Awareness:              Phonological Awareness:              Phonological Awareness:              Phonological Awareness:           Phonological Awareness:
              Call and response song (EX           Song or story w/sound effects        Song or chant with rhyming (EX       Play “Who Has the ___?”           Rhyme Time
              “Scat Like That”)                    (EX “I Couldn’t Sleep Last           “Down By the Bay”)                   Use object related to topic       recite and pat rhythm
                                                   Night”)                                                                                                     Hickory Dickory Dock
                                                                                                                                                               Hey Diddle Diddle

              CS:                                  CS:                                  CS:                                  CS:                               CS: LD 2b
              Book #3:                             Book #3:                             Book #3:                             Book #3: child choice             Book #3:

              CS:                                  CS:                                  CS:                                  CS:                               CS:
              Activity: table activities, topic-   Activity: table activities, topic-   Activity: table activities, topic-   Activity: School worker visits    Activity: cooking activity (EX
              related art activity                 related art activity                 related art activity                 informally - take photos for      mac and cheese)
                                                                                                                             book
                                                                                                                                                               CS:
              CS:                                  CS:                                  CS:                                  CS:
              Closing Activity: music or           Closing Activity: music or           Closing Activity: music or           Closing Activity: music or        Closing Activity: music or
              movement activity                    movement activity                    movement activity                    movement activity                 movement activity
              Connecting activity (review day      Connecting activity (review day      Connecting activity (review day      Connecting activity (review day   Connecting activity (review day
              OR show object and talk about        OR show object and talk about        OR show object and talk about        OR show object and talk about     OR show object and talk about
              something that happened              something that happened              something that happened              something that happened           something that happened

              Daily News (one child dictates       Daily News (one child dictates       Daily News (one child dictates       Daily News (one child dictates    Daily News (one child dictates
              sentence – teacher writes)           sentence – teacher writes)           sentence – teacher writes)           sentence – teacher writes)        sentence – teacher writes)

              CS:                                  CS:                                  CS:                                  CS:                               CS:

*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 Two                            Teacher:   Sample                                                         Week of: #6
Suggested use: one teacher directed activity while second teacher monitors two independent groups; or two teacher directed activities with one independent group. This form may
support children as they mature toward independence yet still need teacher guidance and support to remain on task.
**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           Activity: beginning level       Activity: Intermediate         Activity: Intermediate         Activity: science              Activity: science
    directed          rhyming activity (EX “I say     level rhyming activity         level rhyming activity         exploration or experiment      exploration or experiment
                      cat, You say___”)               (EX matching pictures or       (EX matching pictures or
                                                      objects that rhyme             objects that rhyme
                                                                                                                    Students:                      Students:
                      Students:
                                                      Students:                      Students:                      CS:                            CS:
                      CS:
                                                      CS:                            CS:
    Teacher           Activity: use math              Activity: use math             Activity: use math             Activity: read book,           Activity read book,
    directed          manipulatives; encourage        manipulatives; encourage       manipulatives; encourage       sequence story with            sequence story with
         x            children to copy, extend or     children to copy, extend or    children to copy, extend or    flannel board or other         flannel board or other
                      create patterns                 create patterns                create patterns                pictures                       pictures

  Independent
                      Students:                       Students:                                                     Students:                      Students:
                                                                                     Students:
                      CS:                             CS:                                                           CS:                            CS:
                                                                                     CS:
  Independent         Activity: using materials       Activity: using materials      Activity: using materials in Activity: using topic-           Activity using topic-
                      in classroom (EX. art           in classroom (EX. art          classroom (EX. art             related materials (EX.         related materials (EX.
                      materials or puzzles,           materials or puzzles,          materials or puzzles,          word cards, stencils,          word cards, stencils,
                      Legos)                          Legos)                         Legos)                         books)                         books)


                      Students:                       Students:                      Students:                      Students:                      Students:

                      CS:                             CS:                            CS:                            CS:                            CS:

                                                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):                       Student(s):                  Student(s):                      Student(s):                         Student(s):
                 Activity/Skill:                   Activity/Skill:              Activity/Skill:                 Activity/Skill:                      Activity/Skill:
Planning for Assessment Template                                                                                Teacher:   SAMPLE Week #6
 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 www.decal.ga.gov.
                     MATRIX                         PHOTOS with descriptor               OBSERVATIONAL NOTES                        WORK SAMPLES
            design a matrix to use all week      child sharing weekend with class   small group - pattern exploration      page in weekend journal (photocopy)
 Monday




            during center time and/or outside    mascot
            time; focus on skills you have not
            observed
                                                                                    during shared reading - Large group
 Tuesday




                                                                                    literacy
                                                                                    small group - pattern exploration

                                                                                    small group - pattern exploration
 Wed.




                                                                                    during shared reading - Large group    recording science observations
 Thursday




                                                                                    literacy



                                                 sentence on chart - Daily news     child dictating Daily news sentence    recording science observations
 Friday




Collected assessment documentation must be coded with the student’s name, date and assessment                              Notes, comments & reminders
domain.
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              M = Mathematical Thinking             A = The Arts
Development                           S = Scientific Thinking               PDH = Physical Development
LL = Language and Literacy            SS = Social Studies                        and Health

								
To top