Unit Lesson Plan

Monday
Content Area:

Standard
(Learner Outcomes):

K.1
Students understand that
being a good citizen involves
acting in certain ways:

Social Studies/
History

Visual and
Performing Arts

1.1 Follow rules, such

as sharing and taking
turns, and know the
consequences of
breaking them.

4.0 - AESTHETIC VALUING

Responding to, Analyzing, and
Making Judgments About
Works of Music:
4.1- Create movements
that correspond to
specific music

1.17 - Clap in time to a simple,

rhythmic beat.

Physical
Education

3.2 - Participate three to four

days each week in moderate to
vigorous physical activities that
increase breathing and heart
rate.

Instructional Activities:
During this activity the students will be
in charge of coming up with their
classroom rules for the year (with the
teacher's guidance of course). The
teacher will write them down on a
poster board that will be displayed on
the wall for the entire school year. If
students misbehave or disobey the
classroom rules they will have set
consequences to choose from. The
students will create their own
consequences as well. Guide the
students to come up with their own
ideas on what consequences will set.
For example: classroom cleaner for 15
minutes, or community service which
entails the students to walk around the
room picking misplaces items and
returning them to their designated
homes, etc.
Transition from carpet time with a fun
get your wiggles out activity! A freestyle
dancing game. Each song should be a
different type of music so the children
can move to different types of rhythms
and tunes. (slow, fast, country folk, etc.)
Each time the music stops the students
must freeze, and wait for the next song.

The students will participate in a child

directed physical activity with their
peers outside on the playground. The
students will have free play for 35
minutes in the morning and 35 minutes
in the afternoon to run around, play a
game, ride a bike, etc. After students
finished their free play they will hear a
rhythmic clap pattern by the teacher.
The students will be taught that
throughout the year when they hear the
teacher clapping in a pattern, that they
are to run straight over to the teacher
and echo the clapping pattern. This will
signify clean up time, and the students
will be excused to go back on the
playground to clean up all of the
physical fitness toys.

Tuesday
Content Area:

Social Studies/
History

Standard
(Learner Outcomes):

K.5 Students put events in

temporal order using a calendar,
placing days,
weeks, and months in proper
order.

Instructional Activities:
Learn about the days of the week and
the months of the year. Show the
students the names of each, and have
large visual tools for students to see on
the walls, as well as to handle in the
writing area. By having pre0made
cards available in the writing center, the
students can begin to start spelling the
days of the week and the months of the
year on their own.
Teach the students the songs "There are 7
days in the week" and "The 12 Month Song".
Have the students repeat after you sing a line
for them to start learning the words. Have
large visuals of the words up on the board for
students to follow along with.

Visual and
Performing Arts

Physical
Education

2.0 - CREATIVE EXPRESSION

Creating, Performing, and
Participating in Music:
2.2 - Sing ageappropriate songs from
memory

2.5 Identify the locomotor skills of walk,

jog, run, hop, jump, slide, and gallop.

There Are 7 Days in The Week

There are 7 days
There are 7 days
There are 7 days in the week
Sunday, Monday
Tuesday, Wednesday
Thursday, Friday,
And Saturday
The 12 Month Song
(Tune: Twinkle, Twinkle, Little Star)
January is the first
February's heart might burst
March right on til April's here
May and June you're halfway there
Lots of swimming in July
Don't let August pass you by
September sees the start of school
October can be very cool
Then November comes our way
In December we can say
One whole year has come and gone, now we
know the 12 months song!

Play a "Red Light, Green Light" type of

game outside in a grassy area, where
the child is in charge of identifying what
type of movement the students have to
do. Choose the best listener to be the
first leader, and then the next leaders
will be determined by the winner of the
race. Students will yell out a type of
movement (walk, jog, run, hop, jump,
slide, gallop. skip, etc.). Then the
students will play "Red Light, Green
Light" for an outside fun in the sun
game.

Wednesday
Content Area:

Social Studies/
History

Visual and
Performing Arts

Physical
Education

Standard
(Learner Outcomes):

Instructional Activities:

K.4
Students compare and
contrast the locations of people,
places, and environments and
describe their characteristics.
1. Determine the relative locations
of objects using the terms near/far,
left/right, and
behind/in front.

During the morning circle, students will

learn about relative locations. The
teacher will have a set of cards that
show different pictures on them.
Students will have to decide where the
dog is. Is the dog behind the table? Is
the dog in front of the table? Teach the
students about opposites, and quiz
them orally on different types of relative
locations using terms like: near/far,
left/right, and
behind/in front, on top/on bottom. Have
two students at a time show their
understanding by having them stand up
and giving them a command. "Julie
stand beside Mikey." Let every student
have a chance to participate.

1.3 - Understand and respond to

a wide range of opposites (e.g.,
high/low, forward/back
ward, wiggle/freeze).

1.7 Balance while walking

forward and sideways on a
narrow, elevated surface

Thursday

Play a fun game where the students

have to do the opposite of what the
teacher says. It is a "Simon Says" type
of game. Where if the student(s) do not
do the opposite they are out and have
to sit down until the next round. This
activity will be done before a transition
time to recess.

Have students walk on balance beam

while giving them instructions with
using terminology from earlier in the
day including behind and beside.
"Jaimee, please walk beside the
balance beam." "Joey please walk on
top on the balance beam." This activity
will take place outside on a grassy area
to ensure safety is maintained.

Content Area:

Social Studies/
History

Visual and
Performing Arts

Physical
Education

Standard
(Learner Outcomes):

K.2 - Students recognize

national and state symbols and
icons such as the national and
state flags, the bald eagle, and
the Statue of Liberty

2.2
Demonstrate beginning skill in
the use of tools and processes, such
as the use of scissors,
glue, and paper in creating a threedimensional construction.

3.1 Participate in physical activities that

are enjoyable and challenging

Friday

Instructional Activities:
The students will read a book titled Red,
White, and Blue - The Story of the American
Flag, by John Herman and Illustrated by Robin
Roraback. Invite the students over to the circle
time area, and tell them "Today we are going to
talk about the United States of America's Flag!
Does anyone know what this is?" Be sure to write
down their responses on a white board and/or
poster board for student to see their responses
"Teachers may need to speak more slowly and
enunciate more clearly while encouraging the
ESL student's classmates to do so as well" (Eby,
Herrell, & Jordan, 2011, p. 133).
Now is the time to complete the K-W-L chart
of what the students already know about the flag
and what they want to learn about the flag. Call
on the students one at a time to add to the chart.
Once the first two columns of the chart are
complete, let the student know we are going to
read a book all about the USA's flag today. Bring
up key points from the book, including the
relevance of the red, white, and blue, as well as
why there are 50 stars and 13 stripes. Re-read
the story to the students without any interruptions
this time.
Show the students a large picture of the United
States of America flag. Tell them they are going
to have the opportunity to make their very own
flag's today out of paper. Inform the students that
they will be given 3 different colors of paper: red,
white, and blue. They will cut out strips of paper
to glue onto a large piece of paper in order to
create their very own United State's flag. After the
students glue everything on the paper, tell them
to draw 50 stars on their flag's with the white
crayon provided to them. For student who are
found to be struggling with the fine motor skills of
cutting, provide them with pre-cut strips of paper
and have them glue the strips on the paper in the
correct order. Do not single a child out who is
having difficulty.

Every Thursday of the year, the

students get to pick one team sport
they would like to play. For example:
kickball, soccer, , 4-square, or tether
ball. Make this a fun Thursday event
every single week to let the student
look forward to playing a group sport
game. The student of the week gets to
pick the game that will be played.

Content Area:

Social Studies/
History

Visual and
Performing Arts

Physical
Education

Standard
(Learner Outcomes):

K.3
Students match simple
descriptions of work that people
do and the names
of related jobs at the school, in
the local community, and from
historical ac
counts.

2.4
Paint pictures expressing
ideas about family and neighborhood.

1.1 Travel within a large group, without

bumping into others or falling, while
using locomotors skills.

Instructional Activities:
Have a group discussion about
community helpers around our
neighborhood. Try to direct the
conversation towards firefighters as
there is a field trip today. Let the
students brain storm different ideas of
what all of the jobs entail with being a
firefighter. Ask students to recall
information from yesterday. We learned
about the USA flag. Can you think of a
place where we see USA flags? Do you
know that one of the jobs of a firefighter
is to put up the USA flag every
morning, and take it down every night?
Let the students have as much time as
they would like to ask questions
regarding community helpers specially
firefighters.
Let the students use their own creativity
to paint a picture of a fire station that
they might find in our community.
Display their beautiful works of art up
on a classroom wall for all visitors and
parents to see.
Then as a class, have the students
each paint a piece of a large poster
board of a fire house to bring to the fire
station on our field trip as a thank you.

The students will all participate in a

walking field trip to the fire station 2
blacks away from the school. Remind
the students to be polite and to use
their best listening ears possible! And
HAVE FUN!!

Fire Station Painting Rubric

Student Name:

CATEGORY
Color
Choices

Time/Effort

Creativity

Drawing

________________________________________

Choice and
application of
color shows an
advanced
knowledge of
color
relationships.
Color choice
enhances the
idea being
expressed.
Class time was
used wisely.
Much time and
effort went into
the planning and
design of the
mask. It is clear
the student
worked at home
as well as at
school.
Student has
taken the
technique being
studied and
applied it in a way
that is totally
his/her own. The
student\'s
personality/voice
comes through.

Choice and
application of
color shows
knowledge of
color
relationships.
Colors are
appropriate for
the idea being
expressed.

Choice and
application of
color shows
knowledge of
color
relationships.
Colors are,
however, NOT
appropriate for
the idea being
expressed.
Class time was
not always used
wisely, but
student did do
some additional
work at home.

Student needs
to work on
learning color
relationships
and using that
knowledge in
his/her work.

Student has
copied some
painting from the
source material.
There is little
evidence of
creativity, but the
student has done
the assignment.

Student has
not made
much attempt
to meet the
requirements
of the
assignment.

Drawing has few

details. It is
primarily
representational
with very little
use of pattern,
shading or
texture. Student
needs to improve
control.

The drawing
lacks almost all
detail OR it is
unclear what
the drawing is
intended to be.
Student needs
to work on
control.

Drawing is
expressive and
detailed. Shapes,
patterns, shading
and/or texture are
used to add
interest to the
painting. Student
has great control
and is able to
experiment a
little.

Class time was

used wisely.
Student could
have put in
more time and
effort at home.

Student has
taken the
technique
being studied
and has used
source material
as a starting
place. The
student\'s
personality
comes through
in parts of the
painting.
Drawing is
expressive and
somewhat
detailed. Little
use has been
made of
pattern,
shading, or
texture.
Student has
basics, but had
not \"branched\
" out.

Class time was

not used wisely
and the
student put in
no additional
effort.

Score