Lesson Plan-Ayuko's 2AM Classroom
Weeks of 9/20 and 9/26
Ayuko Lead Teaching
Overview: The first couple of weeks we will focus on helping the children say goodbye to their families and adjusting them to the school environment. As the children explore and investigate the classroom, we hope they begin to think positively of the teachers and school. Slowly we will begin to learn the routines of the classroom and give children the support they need to make transitions through the morning. The play areas are arranged to promote these goals and encourage the development of positive relationships with classmates and teachers.
Materials: Wooden paint brushes, paper, and primary color paints
Rationale: To explore brush strokes and color mixing.
Skills: Fine motor control, observation, and hand-eye coordination.
Materials: Paper, markers, stickers, and scissors.
Rationale: To explore the properties of a variety of art materials.
Skills: Fine motor control and hand-eye coordination.
Materials: Playdough and a variety of molding tools.
Rationale: To produce an outlet for creative expression and promote social interaction.
Skills: Fine motor development (squeezing, poking, and pinching), observation, generating ideas, and sensory input.
Materials: Water, measuring cups, funnels, large and small jars.
Rationale: To encourage a practice of pouring and filling and develop the concept of empty and full, less and more, and in and out. To encourage social awareness as children notice what those across from them are doing with the same materials
Skills: Observation, math skills (volume and spatial relations), comparison, prediction, and fine motor.
Materials: Three noise sticks.
Rational: To promote experimentation with sound and how to produce sound. To challenge children's thinking while creating a satisfying trial and effect game with teachers and peers.
Skills: Physical coordination, observation, and sensory input.
Materials: Our Turtles, Tuck and Rainbow. Magnifying glasses.
Rationale: To observe the turtles in the terrarium using magnifying glasses. To begin discussing the idea of caring for these pets as a class: What care does it entail?
Skills: Observation, prediction, comparison, classification.
Materials: Natural materials such as seed pods, pine cones, and leaves, magnifying glasses.
Rationale: To observe and feel the texture of the natural materials that are found in the children's everyday lives. To become aware of the similarities and differences of the materials.
Skills: Observation, exploration, record, try out, and comparison.
Materials: Familiar household kitchen, baby items, multiethnic babies, various dress-up clothes, and dump trucks and cars.
Rationale: To support pretend play, symbolic play, foster social interaction and cooperative play.
Skills: Communication, cooperation, turn taking, role play, symbolic representation, and social skills.
Materials: Scarves, sheer sheets, pillow, and books.
Rationale: To promote social interaction, peek-a-boo games, and provide a room/cozy area to read and relax.
Skills: Social skills, turn taking, and communication.
Materials: Stuffed household pets: dogs and rabbits.
Rationale: To stimulate pretend play with familiar animals they know or have at home. To promote social interaction among the children and teachers.
Skills: Social skills, cooperation, communication, turn taking, and role play.
Math and Manipulatives
Materials: Shape sorters, seriation and color stackers, and puzzles.
Rationale: To promote fine motor development, shape and color differentiation, and hand-eye coordination for spatial awareness.
Skills: visual discrimination, turn taking, fine motor control.
Language and Literacy
Materials: Signs, questions, and related books posted in various curriculum areas and a variety of books on the book shelf.
Rationale: To support their development in language and literacy and emergent reading, such as the process of independently turning pages in a book and dictating a story from the pictures.
Skills: Listening, speaking, phonological awareness, vocabulary expansion.
Materials: Hollow, foam, and cardboard blocks.
Rationale: To support mathematical skills, social interaction, and collaborative building. To be incorporated into buildings or roads for the vehicles located nearby.
Skills: Communication, collaboration, large motor, expressive creation, mathematical and scientific concepts.
Materials: Indoors - Climbing equipments, stairs, slide, and Trampoline. Outside - Natural materials such as grass, plants, and trees, wooden house, picnic table, slide, and tools for digging and molding sand.
Rationale: To support basic skills such as jumping, climbing, balance, coordination, and upper and lower body development and promote social interaction and role play.
Skills: Perceptual Motor Skills (spatial, temporal, directional, and body awareness) and physical fitness (cardio vascular endurance, muscular strength and endurance, flexibility, and agility).
Materials: name songs, books, fingerplay.
Rationale: To begin a routine, familiarize the children with each other's names, and promote a beginning sense of group, community, and collaboration.
Skills: fine motor development, hand eye coordination, listening, speaking, patience, taking turns, communication, and social skills.
Music - Music will be apparent throughout the day to support transitions and encourage participation.
Rationale: to promote exploration of sound, volume, rhythm and social interaction.
Skills: turn taking, fine motor development, and mathematical concepts such as beats and patterns.
Tuesday 9/20 and Friday 9/23 - graham crackers, milk, and water.
Tuesday 9/27: TBD and Friday, 9/30: TBD