Week One:

Teacher: Ms. Rollins

Theme/Topic/Study: All about Me

Interest
Areas/Centers

Monday
IELDS: 11.A. ECb
Mathematic- develop
and use models to
represent their ideas,
observations, and
explanations through
approaches such as
drawing, building, or
modeling with clay
Social/emotional
development31.B.ECb engage in
cooperative group
play.

Goal: to teach awareness about self, families, and environment.

Tuesday
IELDS:
Social/emotional
development 31.C.ECa
begin to share materials
and experiences and
take turns.
The Arts - 26.B.ECa
Use creative arts as an
avenue for selfexpression.

Wednesday
IELDS:
Social/emotional
development31.B.ECb engage
in cooperative
group play.
26.B.ECa The
Arts- Use creative
arts as an avenue
for self-expression.

Thursday
IELDS:
Social/emotional
development31.B.ECb engage
in cooperative
group play.
26.B.ECa The
Arts- Use creative
arts as an avenue
for self-expression.

Friday
IELDS:
Social/emotional
development31.B.ECb engage
in cooperative
group play.
26.B.ECa The
Arts- Use creative
arts as an avenue
for self-expression.

Dramatic area: house

and kitchen play

Dramatic area:
house and kitchen
play

Dramatic area:
house and kitchen
play

Dramatic area:
house and kitchen
play

Materials: Stove,
sink refrigerator,
table and chairs.
Various of
community
costumes and dress
up clothes

Materials: Stove,
sink refrigerator,
table and chairs.
Various of
community
costumes and dress
up clothes

Materials: Stove,
sink refrigerator,
table and chairs.
Various of
community
costumes and dress
up clothes

Materials: scissors,
color paper, newspaper
and magazines

Art/writing:
Children will cut
out family
members and pets

Art/writing:
Children will draw
self portraits

Art/writing:
Tracing our names

Blocks: Block building

Materials: various

Materials: Stove, sink

refrigerator, table and
chairs. Various of
community costumes
Materials: Stove, sink and dress up clothes
refrigerator, table and
chairs. Various of
Art/writing center:
community costumes
Children will cut out or
and dress up clothes
draw their favorite toy
Dramatic area: house
and kitchen play

Art/writing center:
Children will draw
their families in their
personal journals

Materials: Letter
Materials: different stencils, writing
construction paper, paper and pencils

Materials: journals
and various of writing
tools

Material: different
shapes of wood blocks,
wood people, and wood
trucks.

Blocks: Block
building

Blocks: Block
building

Material: different
shapes of wood
blocks, wood people,
and wood trucks.
Large Group
Songs/Poems/
Literacy Skills
Activities

Activities: My Family
Materials: pictures of
children families

paints/brushes,
crayons, markers
and paper

Activities: Show and

tell
Materials: The children
favorite personal items.

Objectives: That the

children will be able
to identify, describe
and discuss their
family members.

Objectives: children
will discuss why a
particular item is their
favorite

IELDS: A.ECb
develop a basic
awareness of self as an
individual.
IELDS English
language learner
Home language
development 28.A.ECb Use home
language in family,

IELDS English
language learner
Home language
development 28.A.ECb Use home
language in family,
community, and early
childhood settings.
28.A.ECc develop an
awareness of the

Material: different
shapes of wood
blocks, wood
people, and wood
trucks
Literacy skills Song: ABC
Materials: The CD
of the ABC song,
and the ABC,
picture chart
Objectives: That
the children will
sing and identify
the alphabets as
well as associate
letter to sounds and
pictures.
IELDS English
language learner
Home language
development 28.A.ECb Use

crayons, color
pencils and markers

Blocks: Block
building

Blocks: Block
building

Material: different
shapes of wood
blocks, wood
people, and wood
trucks

Material: different
shapes of wood
blocks, wood
people, and wood
trucks
Song: Head
Shoulder Knees and
Toes
Materials: Head
Shoulder Knees and
Toes - CD
Objectives:
Children will
identify their
different body parts
IELDS 16.A.ECb
develop a basic
awareness of self as
an individual.
Physical and
health 19.A.ECa
engage in active
play using gross-

Activities: Name
recognition
Materials: name
tags of children
Objectives: the
children will
demonstrate
recognition and
self-awareness by
identifying their
names as well as
some of their
friends names.
IELDS 16.A.ECb
develop a basic
awareness of self as
an individual.
English language

community, and early

childhood settings
Vocabulary: Me,
brother, sister, mother
and father.

different contextual and

cultural features in the
early childhood and
community settings the
child participates in.
Vocabulary: Toy,
family blanket, book,
favorite

Procedure: The
children will stand up
one at a time, state and
discuss things about
Procedure: During
their themselves and
morning circle time the
family.
children will take turns
standing up and telling
Assessment: The
the class what & why
teacher will identify
about their favorite
and note which
items; toy, book, picture,
children are able to
etc.
identify members of
their families.
Assessment: The
teacher will complete a
Modification: For the list of the children that
children that are not
are able to recognize
able to recall and
and describe their
discuss things about
favorite personal items.
their families the
teacher will prompt
Modification: For the
the child by asking
Spanish only speaking
leading questions or
children the teacher will
allowing the advance
have the Spanish teacher
children to ask.
to interpret for the
English only children
and teacher. For the

home language in
family, community,
and early childhood
settings. 28.A.ECc
develop an
awareness of the
different contextual
and cultural
features in the early
childhood and
community settings
the child
participates in.
Vocabulary:
Alligator, baby,
caterpillar,
dinosaurs and
elephant
Procedure: The
teacher will play
the CD and point to
ABC chart as the
children sing along
sounding out the
letters and saying
what the picture is.
Assessment: The
teacher will make a
checklist indicating
how many children

and fine-motor
skills.
Vocabulary: Body,
eyes, nose, fingers
and toes

learner Home
language
development 28.A.ECb Use
home language in
family, community,
and early childhood
settings.

Procedure: The
teacher will play the
song as the children Vocabulary: name,
sing and touch their friend
body parts.
Procedure: Teacher
Assessment: The
will hold up a name
teacher will observe tag and ask, will
and take note of
this person stand
which children are
up? The children
able to identify their will stand and say
body parts and
their first and last
which children
name.
needs help in
learning their body Assessment: The
parts
teacher will make a
checklist of which
Modification: For
children can
the children that are identify and recall
having difficulties
their names and
identifying the
which ones needs
specific body parts, help to do so.
the teacher will play
the song and
Modification: For
demonstrate by
the children whos
touching the body
having difficulties

Read-Aloud

advance bi-lingual
children the teacher can
allow them to help
interpret as well.

are able to identify

the letters and
make out the sound
of the alphabets

parts as the song

states them. For the
advance children
the teacher will
partner them up
Modification: For with a child thats
the children that are having difficulties.
not able to
associate sounds to
pictures, when the
song is over, the
teacher will hold up
a picture and in a
clear voice say
what it is and what
letter it begins
with.

recognizing their
name the teacher
will hold up the
name tag and ask
who can tell me
who name is this?
For the advance
children after
recognizing their
name the teacher
will ask the child to
identify the letters
in their name.

Book: Families,
Families, Families!
By: Suzanna Lang &
Max Lang
Reading# 1

Book: When Sophie

Gets Angry-Really,
Really Angry by:
Molly Bang
Reading #1

Book: Stella
Brings the Family
by: Miriam B,
Schiffer
Reading# 1

Book: My Five
Senses by: Aiki
Reading 1

Materials: Book

Materials: The Book

Materials: The
book

Objectives: The
children will be able
to compare and
recognize that shared
love is found in all
combination of family
relationships.

Objectives: For the

children to define what a Objectives: That
family is and to recall
the children will be
who is in their family.
able to value family
and to recognize
IELDS: Social studies - that families comes
16.A.ECa Recall
in all different

Book: Eyes, Nose,

Fingers, and Toes
by: Judy Hindley
Reading #1

Materials: Book
Materials: The
Book
Objectives:
IELDS: Physical
and health
-23.A.ECa identify body parts
and their functions.
Vocabulary: Look,

Objectives: For
children to
distinguish between
their different body
parts.
IELDS: Physical
and healthy 23.A.ECa identify

IELDS: English
language learner
Home language
development 28.A.ECb Use home
language in family,
community, and early
childhood settings.
Vocabulary: cousins,
stepbrothers, stepsister
grandparents, great
grandkids and
Procedure: The
teacher will read the
book in a whole group
and will answer and
ask questions
afterwards about
extended family
members.
Assessment: During
question and answer
time, the teacher will
identify and notate
which children are
able to define and
discuss extended
family members.

information about the

immediate past.

shape, sizes and

shades
IELDS: Social
Vocabulary: Family
studies - 18.A.ECa
mother, father, sister and Recognize
brother.
similarities and
differences in
Procedure: The teacher people.
will read the book in a
whole group and will
Vocabulary: Papa,
answer and ask
dad, mother, uncle
questions afterwards.
and Aunt
Assessment: During
question and answer
time, the teacher makes
a list of the children that
cannot identify family
members.

Procedure: After
the teacher is done
reading the book,
she will ask the
children, who will
like to share and
talk about the
Modification: The
people, which
teacher will refer to
makes up their
children family pictures family. The
and ask leading
children will then
questions, for the
take turns standing
children that are not able and talking about
to freely discuss their
whos in their
family.
family.
Assessment:
During question
and answer time
the teacher will

body, arms, hand

and feet
Procedure: The
teacher will read the
story to the children
and point to and
recall what the
specific body part
can do.
Assessment: The
teacher will observe
and make note of
which children are
able to successfully,
recognize and
locate particular
body parts.
Modification: For
the children that are
not able to
recognize all of
their body parts the
teacher will
demonstrate by
pointing and
touching her parts
as she reads from
the book.

body parts and their

functions.
Vocabulary: See,
smell, taste, hear
and touch.
Procedure: As the
children sit on the
rug the teacher will
read the story and
ask the children to
identify the body
parts that was
stated.
Assessment: The
teacher will take
note of children that
can successfully
recall the five
senses and what
they are for.
Modification: For
the children that are
not able to identify
and recite the
purpose of each
senses the teacher
will touch the body
part and state the
reason for it.

Modification: The
teacher will prompt
and ask leading
questions to get the
children talking freely,
about extended family
members.

Small Groups

Group Activity #1
Family tree collage

make a list of the

children who are
able to recall and
discuss their family
members.
Modification: For
the children that are
Spanish speaking
only, I will have the
advance bi-lingual
students to help
interpret what they
are saying.
Group Activity #1 All
about me - My likes

Group Activity #1
Popsicle stick
houses

Group Activity#1 5 Group Activity #1

senses puzzle
Family drawings
Materials:
Materials:
Materials: scissors,
Materials:
Crayons, markers,
construction paper,
construction paper,
Materials: Color
laminated covered
color pencils and
pictures of family
newspaper, magazines,
Popsicle stick and
specific body
color paper
members and glue.
and self portrait
glue
pieces. (Head,
shoulder, knees and Objectives: For the
Objectives: The
Objectives: Children
Objectives: The
toes song)
children to recall
children will select
will demonstrate their
children will create
and create a picture
pictures of their family cutting skills, while
a house popsicle
Objectives: The
of their family.
members and create a enhancing their fine
picture frame.
children will recall
family tree
motor skills
When complete,
the order in which
IELDS: Social
they will place their the pieces go as
studies - 16.A.ECa
IELDS: Social
IELDS: Social studies - family picture in it. well as, identify the Recall information
studies - 18.A.ECa
18.A.ECa Recognize
order in which the
about the
Recognize similarities similarities and
IELDS: 26.B.ECa song recite them.
immediate past.
and differences in
differences in people.
The Arts- Use
18.A.ECa

people. English
learner - 28.A.ECc
develop an awareness
of the different
contextual and cultural
features in the early
childhood and
community settings
the child participates
in.
Vocabulary: picture,
family tree, family
Procedure: In small
groups of 4 to 5 the
children will cut out
hand-made tress, and
glue pictures of their
family members on it
making a family tree.
Assessment: The
teacher will notate
which children are
able to successfully
use scissors and glue
to make their project.
Modification: For
those children are not
able to use the scissors

Vocabulary:
Newspaper, magazines,
portrait, likes and
dislikes
Procedure: The teacher
will have 4 to 5 children
at the table, they will
glue a self-portrait in the
middle of a piece of
construction paper, cut
out and glue pictures of
their favorite things all
around their picture.
making a collage of
their favorite things.
Assessment: The
teacher will observe and
make a check list of
which children that are
able to hold a pair of
scissors properly
Modification: For the
children that has
difficulties cutting the
pictures out of the books
and newspaper, the
teacher will already
have some pre-cut
pictures already

creative arts as an
avenue for selfexpression.
Vocabulary: Love,
house, apartment,
family and picture
Procedure: The
teacher will take a
group of 4 to 5
student at a time,
she will then
explain and
demonstrate the
activity before
allowing them to
choose their choice
of color sticks and
glue them together,
making picture
frames, once its
completely dry the
teacher will put
their family
pictures in them.
Assessment: The
teacher will
observe and notate
which children
have difficulties
following

IELD Language
Arts- 5.C.ECa
participate in group
projects or units of
study designed to
learn about a topic
of interest.
5.C.ECb With
teacher assistance,
recall factual
information and
share that
information through
drawing, dictation,
or writing.
Vocabulary: head.
Shoulder, knees and
toes

Recognize
similarities and
differences in
people.
Vocabulary:
brother, sister and
baby
Procedure: The
teacher will take a
group of 4 to 5
student at a time,
allowing them to
free paint recalling
from their memory
members of their
family.

Assessment: The
teacher creates a list
Procedure: There
of the children that
will be full sheets of needs help with
the particular body
their fine motor
parts for the
skills
children to cut out
and there will be
Modification: For
pre-cut pieces
the children that are
available. Up to
having difficulties
four kids at a time
holding the writing
will sit at the table
tools properly the
and assemble the
teacher will model
pieces together like for the child on how
a puzzle in the order to use them

properly the teacher

will demonstrate and
encourage them to do
as she does, but will
also have pre-cut tress
available. For the
advance children the
teacher will encourage
them to cut their own
tree out of the
construction paper

available to choose
from.

directions
Modification: The
teacher will assist
the children by
putting glue in
bowls and giving
the children paint
brushes to apply
the glue.

they were recited in

the song.
Assessment: The
teacher will observe
and notate which
children are having
difficulties putting
them in the correct
order

correctly.
For the advance
children, there will
be mirrors available
for them to look in
and draw selfportraits.

Modification: The
teacher will have
pre-cut body parts
for the children that
have difficulties
cutting. For the
children the
advance children
will cut their own
parts out and then
can help assist a
friend in doing
theres .
Focus
Question (s)

Week Two:
Theme/Topic/Study: All About Me

Teacher: Ms. Rollins

Goal: To teach awareness about self, families, and their environment.

Interest
Areas/Centers

Monday
IELDS:
Social/emotional
development
31.C.ECa begin to
share materials and
experiences and take
turns.
The Arts - 26.B.ECa
Use creative arts as
an avenue for selfexpression.

Tuesday
IELDS: 11.A. ECb

Wednesday
IELDS:
Social/emotional
Mathematic- develop
development
and use models to
31.C.ECa begin to
represent their ideas,
share materials
observations, and
and experiences
explanations through
and take turns.
approaches such as
The Arts drawing, building, or
26.B.ECa Use
modeling with clay
creative arts as
Social/emotional
an avenue for
development-31.B.ECb self-expression.
engage in cooperative
Dramatic area: house group play.
and kitchen play
Dramatic area: house
Dramatic area:
and kitchen play
house and kitchen
Materials: Stove, sink
play
refrigerator, table and Materials: Stove, sink
chairs. Various of
refrigerator, table and
Materials: Stove,
community costumes
chairs. Various of
sink refrigerator,
and dress up clothes
community costumes
table and chairs.
and dress up clothes
Various of
Art/writing center:
community
Children will draw
Art/writing center:
costumes and
their families in their
Children will draw their dress up clothes
personal journals
families in their
personal journals
Art/writing
Materials: journals
center: Children
and various of writing Materials: journals and will draw their
tools
various of writing tools
families in their
Blocks: Block building personal journals
Blocks: Block

Thursday
IELDS:
11.A. ECb
Mathematicdevelop and use
models to represent
their ideas,
observations, and
explanations through
approaches such as
drawing, building, or
modeling with clay
Social/emotional
development31.B.ECb engage in
cooperative group
play.

Friday
IELDS:
Social/emotional
development
31.C.ECa begin to
share materials and
experiences and
take turns.
The Arts 26.B.ECa Use
creative arts as an
avenue for selfexpression.

Dramatic area:
house and kitchen
play

Materials: Stove,
sink refrigerator,
table and chairs.
Various of
community
costumes and dress
up clothes

Materials: Stove,
sink refrigerator,
table and chairs.
Various of
community
costumes and dress
up clothes

Dramatic area:
house and kitchen
play

Art/writing center:
Children will draw
their families in
their personal
journals

Art/writing center:
Children will draw
their families in their Materials: journals

building
Material: different
shapes of wood
blocks, wood people,
and wood trucks

Large Group
Songs/Poems/
Literacy Skills
Activities

Material: different
shapes of wood blocks,
wood people, and wood
trucks

Discussion on healthy
eating habits

Discussion on when and

how to care for our teeth

Materials: Food
pyramid

Materials: The teeth

model and tooth brush

Objectives: That the

children will
recognize the
difference between
healthy foods and nonhealthy foods.

Objectives: That the

children will recall and
demonstrate healthy
hygiene habits

IELDS: PHYSICAL
development and
Health - 23.B.ECa
identify examples of
healthy habits.
23.B.ECb identify

IELDS PHYSICAL
development and
Health - 23.B.ECa
identify examples of
healthy habits.
22.A.ECb demonstrate
personal care and
hygiene skills, with

Materials:
journals and
various of writing
tools

personal journals
Materials: journals
and various of
writing tools

Blocks: Block
building

Blocks: Block
building

Material:
different shapes of
wood blocks,
wood people, and
wood trucks

Material: different
shapes of wood
blocks, wood
people, and wood
trucks

Discussion about
the importance of
exercising

Literacy skills Song: ABC

Materials: My
body CD
Objectives: That
the children will
recognize the
importance of
exercising
IELDS Physical
development and
Health
22.A.ECa identify
simple practices
that promote

and various of
writing tools
Blocks: Block
building
Material: different
shapes of wood
blocks, wood
people, and wood
trucks

Recap/discussion of
our two weeks

Materials: The CD
of the ABC song,
Materials: The
and the ABC, picture children self-made
chart
books
Objectives: That the
children will sing
and identify the
alphabets as well as
associate letter to
sounds and pictures.

Objectives: The
children will be
able to recall the
importance of our
studies from the
past two weeks.

IELDS - English
language learner
Home language
development -

IELDS Social
studies - 16.A.ECa
Recall information
about the

healthy and no healthy

foods and explain the
effect of these foods
on the body.

adult reminders.
Vocabulary: Teeth,
gums, tooth paste and
tooth brush

Vocabulary: Fruits,
vegetables, sugar, milk Procedure: The teacher
and healthy
will have open
discussion with the
Procedure: In whole
children about good oral
group we will discuss hygiene habits. The
the different healthy
teacher will demonstrate
and non-healthy foods. how we should brush
We will discuss why
our teeth by using the
certain foods are good teeth and tooth brush
for you and why
model. The teacher will
others are not.
allow the children one at
a time to demonstrate.
Assessment: The
teacher will notate
Assessment: The
which children talks
teacher will make a list
about unhealthy eating of children that can
habits
recall and demonstrate
the tooth brushing.
Modification: The
teacher will have a
Modification: The
picture of the food
teacher will re-enact the
pyramid to show the
procedure for the
children that are not
student that are having
able to differentiate
difficulties and/or allow
between healthy foods the advance students to
and non.
do so.

healthy living and

prevent illness.
Physical and
health 19.A.ECa
engage in active
play using grossand fine-motor
skills.
Vocabulary:
Body,
Exercise, running
Procedure: The
teacher will play
the CD, and the
kids will
demonstrate as it
calls out which
exercise to do.
Assessment: The
teacher will make
a list of children
that needs more
motivation to do
the exercise.
Modification: The
teacher will replay
the CD as she
demonstrates to
the children and

28.A.ECb Use home

language in family,
community, and
early childhood
settings. 28.A.ECc
develop an
awareness of the
different contextual
and cultural features
in the early
childhood and
community settings
the child participates
in.
Vocabulary:
Family, gorilla,
hippopotamus,
insect, jet
Procedure: The
teacher will play the
CD as one of the
children point to
ABC chart and
everyone will sing
along sounding out
the letters and
saying what the
picture is.
Assessment: The
teacher will notate
for the second time

immediate past.
18.A.ECa
Recognize
similarities and
differences in
people.
Vocabulary: Me,
self, healthy,
exercise, favorite
Procedure: In a
whole group, the
teacher will ask
who will like to
share what we have
been learning about
all week. The
children will have
the opportunity to
talk about what they
remember.
Assessment: The
teacher will notate
which children was
able to recall the
events that
transpired the past
couple of weeks.
Modification: For
the children that
was having

how to do the
specific exercise.

indicating how many

children are able to
identify the letters
and make out the
sound of the
alphabets

difficulties recalling
important events the
teacher will do a recap of those events.

Modification: For
the children that are
not able to associate
sounds to pictures,
when the song is
over, the teacher will
hold; up a picture
and in a clear voice
say what it is and
what letter it begins
with.

Read-Aloud

Book: I like Me by:

Nancy Carison

Book: Smile by:

Starrung Sunny
Reading #1

Reading# 1

Book: Stella
Brings the Family
by: Miriam B,
Schiffer

Book: Eyes, Nose,

Fingers, and Toes
by: Judy Hindley
Reading #1

Book: Shades of
People by: Shelley
Rotner and Shelia
M. Kelly

Reading# 2

Materials: The
Book
Objectives:

Reading # 1

Materials: The book

Materials: The book
Objectives: The
children will identify
themselves as unique

Objectives: The
children will recognize
that there are various
emotions

IELDS: 28.A.ECb

IELDS: IELDS

Materials: Book
That the children
will be able to
value family and
to recognize that

Materials: The
book

IELDS: Physical
and health
Objectives: The
-23.A.ECa - identify children will be

Use home language in

family, community,
and early childhood
settings.
5.C.ECa participate in
group projects or units
of study designed to
learn about a topic of
interest.

16.A.ECb develop a
basic awareness of self
as an individual
IELDS: Physical and
health -23.A.ECa identify body parts and
their functions.

Vocabulary: Me, self

Procedure: The teacher

will read the book in a
whole group setting.

Procedure: The
teacher will read the
book during whole
group. The teacher
will lead the children
in and open discussion
about its ok to be
different and everyone
is special.
Assessment: The
teacher will notate
which children can
successfully define the
meaning that everyone
is different and thats
ok.
Modification: The
teacher will
demonstrate what she

Vocabulary: Smile, sad

Assessment: The
teacher will notate
which children are
starting to identify with
their emotions
Modification: For the
children that are having
a difficult time
understanding, the
teacher will go over an
emotion chart explain
the reason while they
may be feeling that way.

families comes in
all different shape,
sizes and shades
IELDS: Social
studies 18.A.ECa
Recognize
similarities and
differences in
people.

body parts and their

functions.
5.C.ECb With
teacher assistance,
recall factual
information and
share that
information through
drawing, dictation,
or writing.

able to identify
different shade of
people but still
realize that we are
all still the same.

IELDS: 5.C.ECb
With teacher
assistance, recall
factual information
and share that
Vocabulary: Look,
information through
Vocabulary: Papa, body, arms, hand
drawing, dictation,
mother
and feet
or writing.
Procedure: The
Procedure: The
18.A.ECa
teacher will show
teacher will show
Recognize
the book and ask
the book, read the
similarities and
who remember the title and ask the
differences in
story and ask who children who can tell people.
would like to share her something about
a memory. When
the book. After open Vocabulary:
the children are
discussion the
shades, different,
done she will read teacher will read the and same
the book.
book.
Procedure: the
Assessment:
Assessment: The
teacher will read the
During question
teacher will make a
book during whole
and answer time
list of the children
group, when the
the teacher will
who can
story is done the
make a list of
successfully identify class will have an
children who can
their body parts and open discussion
retell something
notate if the ones
about the book.
about the story.
that needed help was

means by being
different, by showing
examples from the
story and different
nationalities in the
classroom.

able to identify this

time.

Assessment: The
teacher will notate
which children can
Modification: Point successfully
to specific body and interpret that
clearly call them out. although people are
all different shades
we were all created
the same.
Modification: The
teacher will
demonstrate that all
people was created
the same but are
different shades by
doing a comparison
among students.

Small Groups

Group Activity #1
Paper plate apple craft

Group Activity #1
Tooth craft

Materials: paper
plates, scissors, paint,
and glue

Materials: tooth
template, scissors, glue

Objectives: The
children will create an
apple craft from a
paper plate, while
enhancing their fine
motor skills

Objectives: That the

children can recall what
a healthy teeth look
likes while enhancing
their fine motor skills.
IELDS: Physical
development and

Group Activity #1 Group Activity #1

Painted hand
Decorating hand and
prints
feet cut-outs
Materials: Paint,
construction paper
and paint brushes
Objectives: The
children will
create their unique
handprint.
IELDS: Physical

Materials: Various
writing tools and
pictures of hand and
feet
Objectives: That the
children can
demonstrate their
fine motor skills.

Group Activity #1
Defining family
members out of
play dough
Materials: Play
dough and people
cookie cutters
Objectives: That
the children will be
able to identify and
recall family
members

IELDS: Physical and

health 19.A.ECd Use
eye-hand coordination
to perform tasks.
Physical development
and Health 19.A.ECe
Use writing and
drawing tools with
some control.

Health
22.A.ECa identify
simple practices that
promote healthy living
and prevent illness.
22.A.ECb demonstrate
personal care and
hygiene skills, with
adult reminders.

Procedure: Cut leaf

shapes off of opposite
sides of the plate.
Paint the leaf shapes
green and set aside to
dry. Paint the edges
(top and bottom) of
the plate red. Paint or
draw seed shapes onto
the center of the plate.

Vocabulary: teeth,
brushing and tooth paste

Let all the pieces dry.

Glue the leaf shapes to
the top of the plate to
make your apple.

Assessment: The
teacher will notate
which children needs
help cutting out the
tooth as well as their
fine motor skills

Assessment: The
teacher will notate
which children can
successfully cut the
pieces out make the
craft

Procedure: The
children will cut out a
picture of a tooth and
using crayons or
markers will make it a
healthy or decayed
tooth.

Modification: The
teacher will partner up
and advance child with
another that needs help
cutting and the teacher

development and
Health 19.A.ECe
Use writing and
drawing tools with
some control.
The Arts 26.B.ECa Use
creative arts as
an avenue for
self-expression.

IELDS: Physical
and health
19.A.ECa engage in
active play using
gross- and finemotor skills.
Physical and health
19.A.ECd Use eyehand coordination to
perform tasks.

Vocabulary:
handprint, unique
and different

Vocabulary: hand,
and feet

Procedure: The
children will write
their name and age
on the paper. Paint
one of their hands
their choice of
color and place it
on a piece of
construction paper
creating a
handprint then
place on rack to
dry.
Assessment: The
teacher will notate
which children can
successfully write

Procedure: The
children will trace
their hands and feet.
They will then
decorate using the
various writing
tools.
Assessment: The
teacher will make a
list of the children
that can trace
successfully trace
their hand and feet
and notate the ones
who cant
Modification: The
teacher will assist

IELDS: physical
development and
Health 22.A.ECa
identify simple
practices that
promote healthy
living and prevent
illness. physical
development and
Health - 22.A.ECb
demonstrate
personal care and
hygiene skills, with
adult reminders.
Vocabulary:
family, love and
pets
Procedure: The
children will
discuss who all is in
their family. Using
cookie cutters, the
children will cut out
members of their
family.
Assessment: The
teacher will make a
list of the children
who are able to
define who are in

Modification: or the
teacher that are not
able to cut the teacher
will have pre-cut
pieces and/or have the
advance kids to help
cut for them

will assist as well.

their name and age

and make a list of
those who cannot.
Modification: The
teacher will assist
the children by
using the hand
over hand to help
those who are not
yet able to write
their name.

the children who are

not able successfully
trace by themselves

their family and can

associate them with
the specific cutter.
Modification: The
teacher will go
over and state the
difference between
girl and boy cookie
cutters.

Focus
Question (s)
Outdoor Experiences: Playground play
Family Partnership: Encourage parents to take their child to the grocery store and introduce them to a new fruit or vegetable.
Wow! Experiences: A walk through the neighborhood