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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going to create a story together. We will take turns and add to the story.

The person holding Mr. Hummingbird will be the one who gets to speak.

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ARROW-MATCHING (CRITICAL THINKING)

OBJ:

SS will strengthen their visual discrimination, directional awareness, and attention to detail by completing a fun arrow-matching task.

ACT:

Each ss will receive a template with a colorful pattern of arrows in different directions and colors (e.g., red arrow pointing up, blue arrow pointing left). They will also receive an empty template and a set of loose arrows in various colors and directions.

Ss will have to closely observe the example template, then select the correct arrows based on color and direction, and place them in the matching positions on the empty template to recreate the pattern exactly.

Materials:

-Example template

-Empty templates (5)

-Arrows

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Objective:
Ss will apply knowledge of facial features and personal identity by designing a Play-Doh face that represents themselves, strengthening fine motor skills, self-awareness, and vocabulary related to body parts and emotions.

Description:
TCH will introduce the concept of self-identity and facial features by showing different facial expressions and body part vocabulary. Each student will receive a laminated Play-Doh face mat. Using Play-Doh, they will sculpt and place facial features (eyes, nose, mouth, hair, etc.) to build their likeness. TCH will guide students to talk about the features they chose and why those features are important to who they are.

Ss will then reflect by drawing their Play-Doh face in their journals and labeling parts (e.g., eyes, hair, nose) using phonetic spelling or correct spelling based on ability.

PQ:

“What do you notice about your face?”

“Can you show me how you made your eyes?”

“What makes your Play-Doh face special or unique?”

“How are your eyes/nose/mouth the same or different from your friend’s?”

Differentiation:

Emerging Learners:

Use simple Play-Doh colors and focus on just 3 features (eyes, nose, mouth)

Provide visual cards of body parts for reference

Support labeling with initial sound cues or adult scribing

Advanced Learners:

Add details like eyebrows, glasses, or accessories

Write a sentence describing their face or emotions (e.g., “I have brown eyes.”)

Discuss feelings and connect facial features to emotional expressions

Materials:

Laminated Play-Doh face mats

Assorted Play-Doh

Journals

Pencils and crayons

Optional: mirrors for students to observe their faces

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SS will connect uppercase and lowercase letters by drawing a line between each matching pair. The dots will be arranged in circular or scattered formations (similar to the image), and each letter will appear in both upper and lower case across the ring. SS will use a marker or pencil to draw lines that match corresponding letter pairs, supporting visual scanning, fine motor coordination, and letter recognition.

Skill:

Letter identification

Visual discrimination

Fine motor coordination

Materials:

Printed sheets with scattered uppercase and lowercase letters arranged in circles or clusters

Markers or colored pencils

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August Self-Portrait with Symmetry

Students will observe and analyze their own facial features to complete a half-face photograph with a symmetrical drawing, developing observation, symmetry, and fine motor skills.

Description:

Students will receive a photo of half of their own face. They will study the details and use symmetry to draw the missing half, completing their self-portrait on paper.

Differentiation (DIFF):

Emerging: Focus on drawing big, clear features (eyes, mouth) with teacher support.

Advanced: Add more detail, shading, or background elements to complete the portrait.

Skills Targeted:

Observation and attention to detail

Symmetry and spatial awareness

Fine motor skills and pencil control

Self-awareness and personal expression

Materials:

Printed half-face photos of students

Drawing paper

Pencils and erasers

Crayons or colored pencils (optional)

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Number Bonds Towers

Students will demonstrate understanding of number bonds by solving addition problems and building corresponding towers with manipulatives.

Description:

Students will pick number bond cards or problems, solve for the total, then build towers with connecting cubes or blocks to match each part of the bond and the total. This hands-on activity reinforces decomposition of numbers and addition.

Prompt Questions (PQ):

What two parts make this number?

How can you show that with your tower?

Can you check your tower to see if it matches the number bond?

Differentiation (DIFF):

Emerging: Use number bonds up to 5 with visual cues or color-coded cubes.

Advanced: Use number bonds up to 10 or 12 and write the matching equation on a recording template.

Skills Targeted:

Addition and number bonds understanding

Counting and one-to-one correspondence

Fine motor skills (building and stacking)

Problem-solving and representation

Materials:

Number bond cards or templates

Connecting cubes or stacking blocks

Recording template or math notebooks

Pencils and crayons (optional for recording)

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“Connect & Complete: Number Sequence Drawing”

Students will strengthen number recognition and sequencing skills by connecting numbered dots in order to complete a drawing, then use their creativity to finish and decorate it.

Description:

At this center, students will receive dot-to-dot templates with numbers in sequence (e.g., 1–10, 1–15, or 1–20). They will connect the dots in numerical order to reveal a hidden shape or image. Once the shape is revealed, they will complete the drawing by adding details and color using crayons or markers.

Prompt Questions (PQ):

What number comes next?

What do you see in your picture now that you’ve connected the dots?

How can you add details to make your picture even better?

Differentiation (DIFF):

Emerging: Work with number sequences 1–5 or 1–10, with teacher or peer support.

Advanced: Complete sequences up to 20 or 30, and add detailed backgrounds or label parts of their drawing.

Skills Targeted:

Number recognition and sequencing

Fine motor skills (pencil control)

Visual perception

Creativity and art expression

Materials:

Printed dot-to-dot templates (with varying difficulty)

Pencils

Erasers

Crayons or markers

Clipboards or hard surfaces for support if needed

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Number Words, HFW and CVC words:

Objective :
Identify and write CVC words, number words, and high-frequency words (HFW) using visual prompts and letter manipulation.

Description:
Students will search for pictures of CVC words, number words, and HFW. Using foam letters, they will spell each word and then record them on an A4 sheet, creating a complete list of their findings.

PQ:

What kind of words did you find the most?

How do the foam letters help you spell?

Why is it important to know these words?

DIFF:

Emerging: Use the word wall, HFW chart, and number words chart to copy and spell the words.

Advanced: Write the words independently without visual aids.

MATERIALES:

Pictures of CVC words, number words, and HFW

Foam letters (fomi)

Word wall, HFW chart, number words chart

A4 paper

Pencils

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Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Number Assessment 1-20

Rote counting up to 20

Use concrete material to create sets with given numbers of objects to 20

Use numbers to represent quantities to 20

Represent numbers (dice, tally, ten frame, cardinal, objects)

Ten Frame

Recognize and creates patterns

Compose and decompose numbers up to 10 into pairs in more than one way using manipulatives

Recognize number words (0-1)

Recognize number words (zero, one, two, three, four five six seven)

In practical activities and discussion, beginning to use the vocabulary involved in changing quantity

Classify objects by attributes

Classify objects and count the number of objects in each category

Uses positional words to describe creations

Include number words into writing pieces

Compare and order numbers

Mentally recognize quantity

Uses non-standard units of measurement to measure objects around them.

Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone.

Uses positional words to describe creations

Counting backwards from 10

Say the number that is one more or one less than a given number

Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Find the number (from 1 to 9), that makes 10 when added to the given number

Representation and model Mathematics (Problem Solving): Understand meaning of "How many"?

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# 1: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

#2: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

# 3: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Letter Assessment (assess all letters)

Links sounds to letters, naming and sounding the letters of the alphabet

Hears, says and writes the initial sound in words.

CHUNK:  H E F L I T U D P B A M N K V W    X Y (upper and lowercase)

Recognizes letter sounds

Recognizes letter names

Gives meaning to marks they make as they draw, write and paint.

Links sounds to letters, naming and sounding the letters of the alphabet

Writes own name and other things such as labels,captions

Manipulates phonemes/ identify and separate phonemes in words

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

build vocabulary by noticing new words, discussing word meaning on a visual structure, and collecting the words they encounter in books

Hears, says and writes the initial sound in words.

HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

Uses pictures to read simple sentences from left to right.

match one spoken word to one word in print, as defined by space

build vocabulary by noticing new words, discussing word meaning an visual structure, and collecting the words they encounter in books

Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING)

Word families (on/at/ay)

Rhyming words

Change beginning sound

We are all writers

When we are done we have just begun (labeling)

Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

Recognises rhythm in spoken words

Carrying on independently as writers

4. Writers call to mind what they want to say, then put that onto the page

5. Stretching out words to write them

6. Writing even hard-to-write ideas

Bend # 2

7. Turning pieces into books

8. Planning teaching books page by page

9. Asking and answering questions to add more

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WORD SEARCH

Students will recognize, locate, and read high-frequency and number words by finding them in a letter grid.

Description:

Students will receive a printed word search grid containing hidden high-frequency words (e.g., I, can, see, a, like, to, my, the, have, am, is, we) and number words (e.g., one, two, three, up to twelve). They will circle or highlight the words they find, reinforcing reading and spelling skills.

Prompt Questions (PQ):

Can you find this word in the grid?

What letter does it start with?

Can you read the word you found?

Differentiation (DIFF):

Emerging: Find and circle a smaller list of easier words with teacher or peer support.

Advanced: Find all words, then write a sentence using one or more words on the back of the page or in their journal.

Skills Targeted:

High-frequency word recognition

Number word recognition

Visual scanning and attention to detail

Reading fluency

Fine motor skills (circling, writing)

Materials:

Word search (sopa de letras) templates with target words

Pencils, crayons, or highlighters

Optional recording sheet or journals

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Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Posture

Pencil grip

Self portrait

Uses hands intentionally on daily basis activities to stimulate endurance

Uses hands to hold objects intentionally

uses correct pencil grip to draw/write

Uses pencil grasp to solve daily basis problems

Create shapes and letters using simple lines

Coordinates eye - hand with accuracy in cutting straight and curved lines.

Uses dominant hand for daily activities

Traces lines and letters following the correct directionality (Top to bottom, lef to right)

Uses spaces and respects limits accordingly to the task

Uses positional words to understand and complete tasks

Manipulates and differentiates sensorial stimuli

Explores different body parts to create body postures

Static balance for 10 sec

Alternates jumps using both feet

Identifies and applies appropriate postures according to the task

Participates in visual perception activities

Follows and coordinates visually movements

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“Express Yourself” Watercolor & Marker Art Studio

Students will explore self-expression by creating original works of art using watercolor and markers, while strengthening their fine motor skills through intentional brush and line control.

Description:

At this free art center, students are invited to create any image or design they like using watercolors and markers. They can choose to paint abstract shapes, patterns, people, animals, or scenes from their imagination. Once dry, they can outline or add detail with markers. This process enhances creativity and fine motor coordination.

Prompt Questions (PQ):

What are you choosing to paint? Why?

What kind of lines or patterns are you adding with markers?

How can you use both watercolor and marker to make your picture stand out?

Differentiation (DIFF):

Emerging: May use pre-drawn light pencil outlines or stencils to paint inside.

Advanced: Add layered details and storytelling elements, labeling or writing a sentence to describe their work.

Skills Targeted:

Fine motor development (brush and marker control)

Creativity and self-expression

Color recognition and mixing

Focus and independence

Materials:

Watercolor trays

Water cups and brushes

Washable markers

Watercolor or thick white paper

Paper towels or cloths for drying

Optional: stencils, sponges, scrap paper for ideas

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let's follow the HFW path to solve the maze!

Can you choose a HFW and tell me a sentence?

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going play with number 13.

Can you help me count to 13?

Let’s write the number:

What numbers make 13?

Let’s draw 13 dots.

Can we make a group of 10 and 3 more?

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going to work with number bonds.

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HFW: "we"

Students will identify, read, and use the high-frequency word "we" in shared and independent writing to describe themselves as a group.

Description:

Introduction: Students will hunt for the new HFW "we" hidden in the hallway. Once found, they will read it together and paste it on the HFW wall in the classroom.

Whole Group Activity: As a class, they will work in teams to create pages for a collaborative book titled "We Are the Hummingbirds", describing what they do together as a class. Pages might include sentences like “We read,” “We play,” “We share,” with drawings.

The final book will be bound or stapled and kept in the class library for students to revisit.

Prompt Questions (PQ):

When do we use the HFW "we"?

How many people are we talking about when we use the word "we"?

DIFFERENTIATION (DIFF):

Emerging: Draw and dictate a sentence using “we” with teacher help.

Advanced: Write multiple sentences using "we" in their journals (e.g., “We read books. We play outside.”).

Skills Targeted:

High-frequency word recognition ("we")

Sentence formation with HFW

Oral language development and group discussion

Collaboration and teamwork

Fine motor skills (drawing and writing)

MATERIALS:

HFW wall/chart

Paper for book pages

Pencils and crayons

Markers

Stapler or binding materials for the class book

Journals for independent writing

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Jan Richardson Sight Words | Level B | We | Jack Hartmann

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INTRO: Letter W

Students will engage with the letter “W” through a hands-on cooking experience, reinforcing letter-sound correspondence, vocabulary development, and early writing skills.

Description:
Students will learn about the letter "W" by participating in a cooking activity where they make waffles. The teacher will introduce the sound and shape of "W" and highlight W words during the process (e.g., waffle, whisk, warm).
After the cooking activity, students will draw the ingredients and cooking steps in their journals and write 1–2 sentences that include words with the letter "W."

Prompt Questions (PQ):

Why are we making waffles today?

What are other things that begin with the letter W?

How can we use the letter W in our writing?

Differentiation (DIFF):

Emerging: Draw the ingredients and write a simple sentence with support that includes the letter “W.”

Advanced: Write the steps to make waffles independently using sequential language.

Skills Targeted:

Letter recognition and sound correspondence (W)

Vocabulary building

Sequencing and procedural language

Fine motor skills (drawing and writing)

Listening and following directions

MATERIALS:

Ingredients and tools for making waffles (e.g., waffle mix, whisk, measuring cups, waffle iron, plates)

Journals

Pencils and crayons

Slides or visual aids with images and words starting with W (e.g., whale, window, worm)

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Learn The Letter W | Let's Learn About The Alphabet | Phonics Song for Kids | Jack Hartmann

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INTRO NUMBER 13

Students will identify, represent, and compose the number 13 using multiple representations and understand how to create number bonds for 13.

Description:
Students will search the classroom for giant pieces to build Numberblock 13 as a group, discovering the new number of the week.

Together, they will review different ways to represent 13 (numeral, word, fingers, tally, dice, ten frame, objects).

They will explore number bonds, learning which pairs of numbers add up to 13, and add these representations to the Number of the Week Wall.

Independent Activity: Students will use their sketchbooks to draw and represent the number 13 in different ways (ten frame, dice, tally marks, fingers, number word, numeral, objects, number bonds).

Prompt Questions (PQ):

What two numbers can make 13?

How do we put our mouth to say thirteen?

DIFFERENTIATION (DIFF):

Emerging: Draw and identify one or two representations of 13 with support.

Advanced: Add different number bonds that make 13 (e.g., 6+7, 5+8) and label them in their sketchbook.

Skills Targeted:

Counting and number recognition to 13

Understanding and creating number bonds

Multiple representations of a number

Oral language development (articulation of "thirteen")

Fine motor skills (drawing and writing)

MATERIALS:

Giant Numberblock pieces for 13

Number of the Week Wall/chart

Sketchbooks

Pencils and crayons

Markers for teacher modeling

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@Numberblocks- #BacktoSchool | Meet Numbers 11-15 | Learn to Count

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COUNTING 10 TO 0

Recall and practice the countdown sequence from 10 to 0 through a ball-throwing game.

DESCRIPTION:
Set up baskets, buckets, or hoops labeled 10 to 0 in a line (on the floor or table). Students take turns throwing a small ball, aiming for the basket with the correct number in the countdown. Start by aiming for number 10, then 9, and so on until they reach 0.

Do it as a group and say each number aloud before each throw.

PQ (Prompt Questions):

1. What number are we throwing to now?

2. What number comes before 6?

3. What happens when we reach 0?

DIFF:

Advanced: Throw in correct countdown order without visual cues and help peers.

Emerging: Use a number line or visual support and work with a buddy.

MATERIALES:

11 small soft balls

Baskets, buckets, or hoops labeled 10 to 0

Tape or paper to label each target

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The Counting Down from 20 Song | Counting Songs | Scratch Garden

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- Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and

plants and explain why some things occur, and talk about changes.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Predictions and observation

Manipulate objects and observes to make connections to previous knowledge

Use of senses to gather information about objects

Recognize own physical features (age appropriate)

Recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers

Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram)

Identify the common needs such as food, air, and water of familiar living things

Invents strategies to figure out answers to problems

Shows curiosity about living and nonliving things

-Shows respect for living things

Categorize objects into groups based on their qualities, similarities and differences

When unsuccessful at solving problems, experiments and adapts strategies

Early Learning Goal

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

-Remembers and talks about significant events in their own experience.

​​Recognize membership in family, neighborhood, school, and other groups.

-Explain why families and classrooms have rules (e.g., examples of rules and consequences).

-Identify school personnel to whom students can go for help or safety

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder).

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays).

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later.

-Identify common places in their community (landmarks)

- Describe surroundings

-Recognises and describes special times or events for family or friends.

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter.

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects

- Shows acceptance of persons from different cultures and ethnic groups

-Shows that he/she values others within the classroom/program, family, and community

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family

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FAIRNESS

Students will understand the concept of fairness by identifying fair vs. unfair situations using visual slides and guided discussion.

Activity Description:
- first the teacher reenacts a situation where tney are very unfair. (ex. game and givi points in an unfair way)

The teacher shows a short slide presentation with 6–8 illustrated situations. Each picture shows a real life classroom or playground moment, for example:

Two children sharing crayons

Only one child getting a cupcake

All children waiting their turn for the slide

One child being left out of a game

After each slide, ask: “Is this fair or unfair?” and let them talk about it.
Students will draw a picture of a moment when they were fair or when someone was fair to them.

Prompt Questions:

1. What does fairness look like in school?

2. Is fairness the same as everyone getting the same thing? Why or why not?

3. How can we help others feel that things are fair?

DIFF:

Emerging learners: Use simpler images and yes/no options instead of “fair/unfair” labels.

Advanced learners: Create their own “fair vs. unfair” example on a mini poster or journal page.

MATERIALES:

Slides

Sketchbook

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-Choose a book: (Suggested: Miss Wishy Washy or a poem)

This book can be read throughout the week in 3 or 4 short sessions

- Session # 1: Observe the front cover before reading the title and ask prompt questions:

What do you think this story will be about?

Make connections with content seen in class

-You can record the answers on a big chart paper or on a thinking web

-Read the text and become familiar with it, check predictions.

-Session # 2: Re-read the text and have ss read with you (use a pointer)

-Work on decoding a few words from the text (cover the word with a post it)

-Session # 3: Re-read the text and have ss read with you (use a pointer)

-Work on identifying HFW within the text.

Session # 4: Re-read the text and have ss read with you (use a pointer)

-Work on identifying punctuation marks within the text. (this can be done in 1 or two sessions)

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FRANCISCO MATEO

DOMENICA

ELISA

LEONARDO

BENJAMIN

FELIPE

VALERIE

VICTORIA

LUANA

LAIA

RAFAELLA

ANTONELLA

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Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and

feelings, and form positive relationships with adults and other children.

Caring

Respect

Responsibility

Fairness

Citizenship

Trustworthiness

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"Alan’s Big, Scary Teeth"

Students will analyze Alan’s behavior and emotions across the story and create a craft that reflects his journey of self-discovery.

Before Reading

Show the front cover: “What do you notice about Alan?”

Ask: “What do you think the story will be about? Why might his teeth be important?”

Create a Thinking Web labeled “Alan” and add words like scary, teeth, animal, jungle as students share ideas.

During Reading

Pause after Alan scares the animals: “How do you think they feel? Why?”

Pause again when Alan’s secret is revealed: “What do you think he will do now?”

Emphasize body language and expression in illustrations to help infer feelings (proud, embarrassed, nervous, happy).

After Reading

Return to the Thinking Web. Ask: “Has your opinion of Alan changed? Why?”

Chart “Before/After” about Alan:

Before: sneaky, scary, proud

After: honest, helpful, happy

Fun Craft: “Build a Big, Silly Smile”

Objective: Students will create their own “scary” or silly mouth and decorate it to reflect how Alan felt at first or feels at the end.

Materials Needed:

Paper plates or folded paper for mouths

White rectangles for teeth

Colored paper, googly eyes, markers

Optional: yarn, tissue paper, glue

Steps:

Fold a paper plate in half to create a mouth.

Glue on “teeth” (some big and scary, some funny or missing like Alan’s!).

Decorate a face around the mouth—use different eyes, eyebrows, accessories.

Choose: “Is your mouth SCARY or SILLY?” Write a short label:

“This is Alan when he wants to scare the animals!”

“This is Alan when he learns to be kind.”

Prompt Questions (PQ):

Why do you think Alan pretended to be scary?

How would you feel if you had a secret like Alan’s?

What helped Alan feel better at the end?

DIFF.

Emerging: Match emotion cards to Alan’s face at key moments. Use visuals or sentence starters like “Alan is ___ because ___.”

Advanced: Invite students to write or draw how Alan could help others without scaring them.

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PBL - Let's Build a City

Around Our Town: Google Maps Scavenger Hunt

Students will explore their town virtually using Google Maps to identify important community places and services, learning to recognize and name features of a city.

Description:

Instead of physically walking around, students will take a virtual tour of their town on Google Maps (Street View if available). They will search for and identify places such as restaurants, schools, medical services, and more.

They will fill in their scavenger hunt sheet by writing the names of places they find, and check off each item they locate.

Step-by-Step Instructions:

1. Introduction & Discussion (Whole Group):

Discuss: “What kinds of places do we find in our town or city?”

Show pictures of community places to activate background knowledge.

Review the scavenger hunt categories (restaurant, food store, school, etc.).

2. Demonstration:

Project Google Maps on the board.

Model searching for one category (for example: “restaurant near [school/city name]”).

Show how to “drop” into Street View to see the location.

Write the name of the place found on the template.

3. Guided Practice:

As a class, choose 2–3 other categories.

Search and record together.

4. Independent / Small Group Practice:

Students work in pairs or small groups on tablets or computers.

Each pair/group explores Google Maps to find remaining categories.

They write down the names of real places in their community that match.

5. Share & Discuss:

Bring everyone back to share findings.

Compare what different groups found.

Discuss: Why are these places important in our town?

Prompt Questions (PQ):

What places do we need in a city?

Why do people need these places?

What did you find on Google Maps?

Why is it important to know what’s in your community?

Differentiation (DIFF):

Emerging: Students focus on finding and naming a few main places (restaurant, school, store).

Advanced: Students write details (e.g., store names) and describe why that place is important.

Skills Targeted:

Digital literacy (using Google Maps)

Community awareness

Vocabulary development (naming community places)

Writing and recording information

Materials:

Google Maps access on tablets/computers

Scavenger hunt template (printed or digital)

Pencils/pens

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EMOTIONS!

Students will identify and discuss emotions, recognize how they feel emotions in their bodies, and express their current emotion creatively.

Description:

Discussion: Teacher will guide a whole-group talk about emotions—what they are, and how we can notice them in our bodies (e.g., butterflies in the tummy for nervousness, warm face for anger).

Slides Presentation: Teacher will show SLIDES with different emotions and examples of where they might be felt in the body to support understanding.

Activity: Students will create their own Color Monster representing how they feel today using crayons, markers, or collage materials. They will choose colors that match their emotions (e.g., blue for sadness, yellow for happiness) and design their monster accordingly.

Prompt Questions (PQ):

What is an emotion?

Where do you feel each emotion?

DIFFERENTIATION (DIFF):

Emerging: Color a pre-drawn monster template to show one emotion.

Advanced: Add labels or write a sentence describing their monster's emotion (e.g., “My monster is happy because I played with my friend.”).

Skills Targeted:

Emotional awareness and self-expression

Body-mind connection (noticing where emotions are felt)

Oral language and discussion

Fine motor skills (drawing, coloring, labeling)

Creative representation of feelings

MATERIALS:

Slides or images of emotions

Paper or pre-drawn monster templates

Crayons, markers, colored pencils

Optional collage materials (scrap paper, tissue, etc.)

Glue sticks and scissors (if using collage)

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Training Self-Love

What is self-love? What is compassion? What is kindness?

How does the heart work?

It pumps, contracts (systole: pushes blood out, tightens) and relaxes (diastole: fills with blood).

What happens if it only relaxes twice? It gets tired.

If I take time for myself:

I fill up, and then I can give to others from kindness and compassion.

Compassion:

The ability to feel another person’s suffering and feel the need to help them (unconditional love).

Shame comes from the ego:

Thinking “I am better” or “I am more important.”

Don't blame yourself but don't repeat it:

Recognize mistakes and give yourself a second chance.

Compassion and gratitude can be trained.

Activity:

Encourage students to hug themselves, practicing self-love and recognizing their own worth and kindness.

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CREATIVE

Options explotion:

list the obvious option

brainstorm

what have we learned?

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-Choose a book that will interest your ss (can be linked to a project. Better if book is big)

-Introduce the text and read the title

-Ask ss to look at the front cover

What can you see?

What do you think the story is going to be about?

(talk to your elbow partner then discuss as a whole class)

- Start reading and stop on “difficult” or new words. Ask ss what do you think they mean.

-Prepare 1 or 2 questions (use post it’s) stopping on the page and repeat the strategy of elbow partners.

Here you can intentionally show ss that the picture/image is cohesive to the text.

-When you get to the end of the story, check for understanding: ask questions like:

What happened in the story?

What was the Problem?

What was the solution?

Characters and setting

New vocabulary

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GONZALO

RAFI

MARIANA

CAYETANA

SALVATORE

ALESSANDRO

EZEQUIEL

LARISSA

JOAQUINA

FRANCO

VIOLETA

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Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function.

Tinkering and Design

Tinkering and Design

Manipulates and interacts with materials and their utilities (Tinker)

Repeats different actions to improve results

Creates with no instruction by tinkering with materials

Tinker with materials to solve problems

Follow the correct use of computers and apps

Shares and collaborates with peers through exchanging ideas and helping one another.

Ignites imagination by applying the maker cycle (imagine-play-make-share)

Makes things happen, watches for results, repeats and improves results

Design thinking: represents ideas through drawings and labeling

Shares thinking about future projects (Design Thinking).

Communicates and explains their creation with details, their use and names them

Observes environment, records detailed data, makes comparisons and uses the information to create

Manipulates objects that have no instruction and gives them a purpose

Manipulates riding toys with precision