Teacher: Holly Mullan Week of: 3/4/19-3/8/19 (Dr.

Seuss)

WEEKLY PLANNING FORM

All Developmental Domains [Social/Emotional, Language and Literacy, Cognitive, Physical, and Creative] are woven into curriculum planning.
Make sure to briefly indicate how you will set up and/or teach the material.

Big ideas we are exploring this week: Rhyming words have the same ending sound. Patterns are made by the repetition of at
least 2 designs (colors, shapes, etc.).

Changes/additions to the materials and environment (indoors and outdoors) to support children’s learning:
Blocks Dramatic Play Math Manipulatives

Patterning with Legos- Dr. Seuss’ Bistro- Dr. Seuss Puzzles-

Children will be Plastic eggs will be filled with egg Dr. Seuss puzzles will be
encouraged to make their shaped felt. Children can choose to made and added to the
own patters using the make green eggs and ham math area
legos

Art Library/Writing Discovery/Science

Painting with Feet- Stacking the Cat’s Hats-
Long sheets of paper will be Dr. Seuss Books/ Plastic cups and pieces of paper will
laid out on the floor. Children Letter U Writing Page be added. Children will be
can paint the soles of their encouraged to experiment with
feet and make footprints stacking the cups in different ways to
across the paper see how high they can make it

Sand/Water/Sensory Music & Movement Outdoors

Red & White Rice Seuss-O (tune to B.I.N.G.O) Cat in the Hat
Red Pom Pom Balls Hokey Pokey Toss

Hop on Pop’s
Shapes

05/2008 HS Forms/Planning for Possibilities

Teacher: Holly Mullan Week of: 3/4/19-3/8/19 (Dr. Seuss)

Planned teacher guided experiences and studies (indoors and outdoors) to support children’s learning
Monday Tuesday Wednesday Thursday Friday
Group Time Story Time- Foot Book Story Time- 1 Fish, 2 Fish Story Time- Cat in the Story Time- Horton Story Time- Green Eggs
e.g. Hat Hears a Who and Ham
songs,
games, Whose Feet Are These? Fish Number Match- Fruit Hats- What Do You Hear?- Do You Like Green
discussion Game- Children will match the Children will pattern Children will play a Eggs?-
Story Game cards have animal numbered fish to the fish cut up strawberries and listening game. Different Children will help make
Time feet on one side, full with the same number of bananas on a toothpick items will be placed in a green eggs. After they are
e.g. book animal on the opposite dots to create the Cat’s hat container. The teacher will made, children may taste
titles, shake the container and them if they choose to.
side. Children will look at
puppets, children will try to guess After tasting, we will
the feet and try to guess what is in the container
props for re- which animal they belong
graph who does and
telling based on the sounds they doesn’t like them
to hear
stories
Small Group How Long Is My Foot?- Goldfish Sorting- Patterning – Truffula Tree Patterns- Scrambled Numbers-
(Include at least
Experiences
one group time
Children will trace their Children will use colored Children will create Children will make Children will use a
e.g. teacher foot on to the paper. goldfish crackers to sort patterns with blocks patterns by adding spatula to pick up the
per day)
guided projects After tracing their foot, onto colored mats. beads to truffula tree numbered egg and
and activities in they will use unifix cubes trunks (pipe cleaner place it on the plate
a variety of to measure how long with a pom pom on top) with the same number
curricular areas their foot is.
(Include at least
two – three Crazy Socks- Rhyming Fish Mats- Name Pattern Hats- Dandelion (pom pom) Green Eggs & Ham Tic
small group Children can decorate a Children will sort the fish Children will use strips Painting- Tac Toe-
activities per sock in any way that they to the correct fish bowl of paper to create a Children will use Children will play tic tac
day – it is ideal choose. A variety of based on which words pattern. Once they clothespins to pick up toe with paper green
to have small materials will be made rhyme have made their pom pom balls. They eggs and ham
group activities available. pattern, they will write will use these to paint.
offered as part one letter per strip to
of free choice create their name
time)

05/2008 HS Forms/Planning for Possibilities

 Special Special Visitor-
Activities Local Librarian
e.g. field
trips, special
events,
visitors
Observations: (What have you observed about the student’s interests, development and needs that lead you choose the “big ideas” for the week? Why are you
doing the particular activities that you have planned?)

Children have been very interested in rhyming words and patterning. I thought that using Dr. Seuss would be a good way to incorporate both of their interests
throughout the week.

Skills and Concepts: (What are your main goals for the week? Choose 3-5 from each developmental domain that will come up in more than one activity. Make sure
to include skills and concept connected to your “big idea.”)

Skills
 Health and Physical
Children will manipulate materials. Children will observe using their senses. Children will use large/fine motor skills.
 Social and Emotional
Children will listen to others. Children will solve problems. Children will demonstrate awareness of rules.
 Language Development and Communication
Children will recognize and identify rhyming words. Children will listen to books. Children will discuss with peers.
 Approaches to Learning
Children will experiment with materials. Children will act out scenes in dramatic play. Children will solve problems.
 Cognition and General Knowledge
Children will create patterns. Children will classify items. Children will recognize numbers.

Concepts
 Discussion with others can help solve problems.
 Rhyming words have the same ending sound.
 Books teach us new information.
 It may take multiple attempts to solve problems.
 Real life situations can be explored through pretend play.
 Patterns are made by repeating designs.
 Like items can be grouped together based on attributes.

05/2008 HS Forms/Planning for Possibilities

WMELS: (Identify the standards connected to your main goals for the week? Choose standards from a variety of developmental domains that will come up in more
than one activity. Make sure to include standard connected to your “big idea.”)

Health and Physical

B.EL.2 Exhibits eye-hand coordination, strength, control, and object manipulation
C.EL.1 Uses senses to take in, experience, integrate, and regulate responses to the environment

Social and Emotional

C.EL.2 Engages in social interaction and plays with others
C.EL.3 Demonstrates understanding of rules and social expectations
C.EL.4 Engages in social problem solving behavior and learns to resolve conflict
Language Development and Communication
A.EL.2 Listens and responds to communication with others
A.EL.3 Follows directions of increasing complexity
B.EL.2 Uses vocalizations and spoken language to communicate
C.EL.1 Develops ability to detect, manipulate, or analyze the auditory parts of spoken language
C.EL.2 Understands concept that the alphabet represents the sounds of spoken language and the letters of written language
C.EL.3 Shows appreciation of books and understands how print works

Approaches to Learning
A.EL.2 Engages in meaningful learning through attempting, repeating, experimenting, refining and elaborating on experiences and activities
A.EL.3 Exhibits persistence and flexibility
B.EL.1 Engages in imaginative play and inventive thinking through interactions with people, materials, and the environment
B.EL.2 Expresses self creatively through music, movement, and art

Cognition and General Knowledge

A.EL.1 Uses multi-sensory abilities to process information
A.EL.3 Applies problem solving skills
B.EL.1 Demonstrates understanding of numbers and counting
B.EL.3 Explores, recognizes, and describes shapes and spatial relationships
B.EL.4 Uses the attributes of objects for comparison and patterning
B.EL.5 Understands the concept of measurement
C.EL.1 Uses observation to gather information
C.EL.4 Forms explanations based on trial and error, observations, and explorations

05/2008 HS Forms/Planning for Possibilities