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Learners will begin to retell, relate and sequence events and stories with increasing detail:

Choose  a cooking activity and make a sequence booklet of how to do it following first, second..

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place a basket full of puppets and a puppet stand. Watch what learners would do, record anecdotal notes and listen to their conversations. Afterward watch a puppet show “little cloud puppet story”.

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First thing in the morning, place an envelope on the white board. Ask the learners who do you think it is from? Open it and read. It is supposed to be from another class in our department who lost their puppets and need our help to make some new ones. The request given is to make puppets for their Animal/insect unit.

Start brainstorming what kind of puppets we need and what kind of materials we need to order.  In groups, learners will put a list of materials needed to start our puppet workshop the next day.

b-     Next day, place the loose parts and materials on tables, ask each group to refer back to their lists and choose what they want to construct their puppet/s.

c-     Following a rubric, learners should check their work, present it to their class, and then send it to the other class as a gift from KG3.

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Watch “The Story elements” video on You tube:

Give the learner a choice to either trace his/her hands and label it to make a “story element glove” to be used later with all the stories or use the the word document to make it on the laptops to be printed and used later.

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In the computer lab, learners will be using on-line tools to write and illustrate about their art; and Microsoft Word to create “word clouds.”

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Character/trait Matching Game: use the Gallery Walk strategy, place pictures of several familiar characters around the playground walls. In pairs, learners will pick a trait from the trait cards and match it to the character they think fits him/her.

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: Lien artistique théâtral/jeu de rôle 1-3a À partir des images du conte, les apprenants vont découvrir les étapes du récit.

1-3b Ensuite, diviser la classe en deux groupes, puis distribuer aux apprenants les fiches imagées qui représentent les étapes du récit pour qu’ils les répètent chacun à leur tour  en le mimant (début/milieu/fin)

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Read the story “ Quick as a Cricket” and ask learners to make connections to the story
What animal are you like? In what ways are you like them?

Music and movement link: Based on that story link it to the movement aspect. Ask the learners to complete three sentences.

§  I can move my _______.

§  I can move like a _______.

§  I can show that the music is _______.

It is a way to express what we hear through dance.  You can improvise and choreograph your  own dances later.

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“The Three Little Pigs” & Feelings: Distribute several musical instruments to the learners. Tell them that you will be reading the story of the “Three Little Pigs” and as you read, use the musical instruments to express the feelings of the three little pigs and the wolf. Listen to and record their interpretations and justifications.

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Lien artistique musical et de motricité globale 2-9 Les apprenants vont chanter, tout en gesticulant, la chanson « Savez-vous planter des choux?» pour exploiter davantage le nom des parties du corps

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Present the story “Believe me Goldilocks Rocks”  https://youtu.be/xbCxCyKqRF4

Ask the learners to describe Goldilocks from outside and inside. Explain that outside means how she looks like and inside means as traits. Make a chart with all the descriptions they might come up with and ask them to make a Character profile of her. Provide them with the needed template.

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Learners are asked to choose any fairytale of their choice and change the main character/ setting and ending of the story. They will present the story through illustrations different than the original version. There is a rubric for them to follow and reflect upon.

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Après l’exploitation du conte, les apprenants vont dessiner une étape du récit de leur choix

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Read the story “the Rainbow Fish” and then make a story path with no pictures just a simple text. As each learner moves on the path, he/she reads the text and picks the proper illustration for it to complete the story.

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Play sentence/ picture hunt game: Hide pictures around the room and give each learner a sentence to read and go hunt for the proper picture that matches the sentence.

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Design a character using loose parts, fabric, and other materials of their choice. Videotape each child as he/she describes his/her character during their presentation.

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learners will draw their addition stories on the journal after the teacher models it for the whole group, then each learner will narrate his story and then present it to their classmates.

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يبني كل متعلّم قصّته الخاصة من خلال تحديد عناصرها : ألشّخصيّات ، المكان ، العقدة والحل. ويرسمها على بطاقة خاصة ويقوم بعرضها أمام الأصدقاء

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– يختار  المتعلّم صورًا لمشاعر مختلفة حيث يختار واحدة منها ليمثّله امام  أصدقاءه (Guess what Strategy  )

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Marshmallow catapult/ how can the force you exert make the marshmallow reach the line? Measure how far your marshmallow reached.

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Learners make a race on ramps and measure how far did their car reach using non-standard units.

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Splat Painting with Pom Poms. Ask learners to go outside and on a butcher paper let them dip the pom pom and splat it on the paper from different heights (chair, stepladder, floor, while kneeling, standing….) ask them

What do they notice about the splats when done from different heights?

Why do you think the splat changes?

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To reinforce the concept of gravity, give learners the choice to choose between marble paint or gravity spoon paint. Teachers set the 2 different stations, learners experiment with the materials and choose from it.

Later they will fill a reflection sheet to evaluate the activity. And answer the questions.

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Ball Experiment: fill a box with all sorts of balls and balloons. Ask learners to pick any 2 balls and go outside. Explain to them that you are going to drop the balls and see which one hits the floor first. First, they will predict and then drop the balls.

Make a chart to represent their findings in any way they want and display them in class.

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On their Journal learners can draw /write what would have happened if gravity   Did not exist? What would happen around them? ( it can be funny & creative)

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Go outside and ask learners to take a ball and try to move it in different ways and on different surfaces and see how does it fall and why?  Ask them to jump and why we go

back down to the floor? Share their findings with the class and Fill a chart with their answers, to be used later after watching the video.

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Magnet hunt: go outside for a magnet hunt around the school campus. Explore which objects around the school are magnetic. Ask learners to take their own pictures of their findings and write about it on their Journals in class.

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On their Journal learners can draw /write what would have happened if gravity did not exist? What would happen around them?

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Read “Mickey’s Magnet”, What Makes a Magnet?”,” Magnet Max”

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Magnetic Paint: Place a paper on a metal tray and add any paint color of your choice and small metal objects from the classroom on the paper. Place a magnet underneath the tray and ask learners to move it and observe what happens on the paper.

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Buried Treasure – Learners will use their magnet wands to hunt for objects buried in sand that are attracted to magnets and classify them into the right category.

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Interactive writing – have learners fill in simple  text using picture cards of objects. Ex: Magnets attract paper clips (following the rules of writing). Activity may be done individually or as a class.

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Push and pull a variety of objects, such as balls, toy cars, pull toys, cans, tops, and boxes. Learners should push/pull these objects first with varying strengths, and then in a variety of directions. How can you move your body? On their own, learners will explore different ways their body moves

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Sorting Objects: in small groups, learners compare how their objects move (push/pull) and place them in hoops. Learners on their  own will be sorting balls of different sizes, weight, and materials.

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Wagon or cardboard box, stuffed farm animals or cut outs, play vegetables, And Everyone Shouted “PULL” book. Read the book of a farmer and his animals pushing and pulling a cart to get the vegetables to market. Encourage children to take the roles of the animals and farmer to act out the story.

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Learners will be given all kinds of objects with wheels (foam rollers, vehicles with different wheel sizes, pizza cutter, roller skates….) and on a large butcher paper they will dip the object in paint and move it on the paper

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يختار  المتعلّم صديقًا يتّفق معه على طريقة الإنتقال من مكان إلى آخر تحدّده المعلّمة داخل الصّف

ثمّ يتناقشون ويتبادلون الأفكار عن الطريقة المثلى الّتي تمّ تطبيقها ومدى نجاحها.

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يستعمل المتعلّم المواد والزّوايا  المختلفة  في الصّف لاكتشاف طريقة تقوية عضلات جسمه ثمّ مناقشة  صوابيّة اختياره مع الصّف .

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Learners to create an inclined plane that would roll the cylinder right to the end of the ribbon. Measure using nonstandard units how far did your cylinder go!

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Math Link:  Graphing: After reading the story “ houses and homes”

Ask leaners to take a clipboard with a graphing sheet on and go for a “what is your favorite house?” survey around the school campus. Collect data and discuss it in class.

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Literacy link: introduce the Poem “My House” read it together and ask guiding questions: What is your house made up of? How many rooms do you have in your house? What is your favorite room and why? If you were given the choice, which room would you add to your house and which room would you cancel? Teacher write their answers in the Journal next to their drawing

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Learners will be asked to imagine the rooms in the house and draw them on the floor.
Learners will then act out what the teacher is saying as they move in the house from one room to another. (SST Link) Homes

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follow the game Simon Says, learners will move the hula hoop and move in different positions following the teacher's instructions.

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يختار حروفًا تعلّمها ويركّب الكلمات البسيطة مستعينًا بالمكعّبات أو القطع البلاستيكيّة ثمّ يكتبها.

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Making a List: Come Over to My House By Dr. Seuss-  Display the story via PDF  and then ask learners to make collaboratively, as a whole class, a list of the houses the child visited around the world and mentioning the climate as well.( to be displayed on our documentation panel.

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Character Education Link: Read  The Big Orange Splot By Daniel Manus Pinkwater

To relate to (tolerance).

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Art Link: Make Funky Houses Mural: Each learner uses watercolors, paint brushes, crayons and  orange paint to design a dream house which expresses their individuality and collaboratively  make  a unique neighborhood .

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Math Link: How can I use 2D/3D shapes to make the furniture of my favorite room? Learners are given the chance to choose their favorite room and use 2D and 3D shapes to create the furniture needed.

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Literacy Link: Journal Entry:  Read the “Three Little Pigs”. Discuss the houses that we saw previously in the story “houses and homes around the world” and ask learners what kind of houses would you advice the two other brothers to build in order to be safe from the wolf?  Draw the houses in the Journal and narrate for the teacher what to write.  (Include the environment/ weather in your drawing.

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Homeroom: Math Link (counting/graphing) which is your favorite home in the story?

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Homeroom: Math Link (counting/graphing) which is your favorite home in the story?

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Science Link:  Little Pigs experiment: learners build three structures based on those of the pigs (use real straw, sticks and LEGO). Learners should test the sturdiness of the structures using a hair dryer and 25g weights. Assess how much learners relate between the material used and safety as well as sturdiness of the house.

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Fine motor skills Link:  eye-hand coordination while working on the projects and using different materials like boxes, masking tape, blocks….etc

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https://www.youtube.com/watch?v=H_CSlLIuVZs

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"I'VE GOT A HABITAT" by  MOTHER EARTH TOONS

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Science Link:

In groups, learners freely choose one of the habitats in the story and make a 3D model out of loose parts of their choice. Present their work to the classroom.

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Literacy Link: how to write a letter to a friend abroad. After going through letter elements. Learners are asked to freely choose any house they would like to go and visit from the story and write a letter to the boy/girl there, telling them that they would like to come over to visit their house and why they chose it.

(Learners who are still struggling with inventive spelling can use drawing and writing to deliver their ideas)

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Gross motor/literacy/math links: learners will go on a 3-D,2-D shape and walk on sight word maze to develop their gross motor skills.

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قراءة فرديّة حيث يقيّم المتعلّم نفسه ويلوّن الكلمات الّتي يستطيع قراءتها ثم ّ يتشارك الّتيجة مع صديق أو مع المعلّمة.

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يتعرّف المتعلّم على مختلف القرى اللّبنانيّى الّتي ينحدر منها المتعلّمون ويحدد موقعها على الخريطة اللّبنانبيّة.

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P.E Link

-        Learners will be asked to imagine the rooms in the house and draw them on the floor.

Learners will then act out what the teacher is saying as they move in the house from one room to

another.

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 ِArabic linked to math ( compare contrast ) 

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 ِArabic linked to math ( compare contrast ) 

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يراقب المتعلّم  خريطة للعالم ، خريطة البحر المتوسط وخريطة للبنان ويقارن بينها ثمّ يختار واحدة من الخرائط ليرسمها ويظهر موقع لبنان  عليها

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1-     يستمع المتعلّم إلى أنواع مختلفة من الموسيقى ويقوم بالرّسم اثناء الإستماع.

تعرض المعلّمة الصّور المرسومة ويتمّ النّقاش حول اختلاف الصّور وعلاقتها بنوع الموسيقى الّذي تمّ الاستماع اليه أثناء الرّسم

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Math Link: what shapes can you use to make a house? Place different shapes 2D and 3D shapes and observe how learners will use them. When done ask them what are these shapes (3D)? write down their answers on the board and then watch the Song “ these are the 3D shapes I know”. Compare their answers to the video

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تعلّم النّشيد الوطني واغاني وطنيّة

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على ورقتين كبيرتين منفصلتين يختار المتعلّمون كلمات تحوي حرفي " ر"  "ز" ويرسمونها ثمّ يتّم عرض البطاقتين و تقييم صحّة الخيارات من قبل المجموعة الباقية .

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Identifier les pieces de la maison
a partir d'un jeu
DVD la maison
Dessin
activite artistique
comptine: qui est dans le lit?

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  Arabic  Linked to math/ compare- contrast  

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  Arabic  Linked to math/ compare- contrast  

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نقاش حول محيط بيتي : يتبادل الأولاد الأفكار عن المنطقة المثاليّة والمريحة للعيش فيها، ثم يختار المنطقة المشابهة لمحيطه ويرسمها .

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يرسم  المتعلّم خريطة لبيته بأسلوبه ويختار ما يحيط به.

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يصمّم المتعلّم ويزيّن مبناه الخاص  معتمدًا خياله واهتماماته الشّخصيّة.

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يقرأ المتعلّم قراءة فرديّة وجماعيّة

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Savoir les formules d'acceuil
chanson bonjour au revoir
savoir se presenter
chanson :comment t'appelles tu?

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Bonjour au revoir madame

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Arabic linked to math (compare contrast)

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Arabic linked to math (compare contrast)

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يختار المتعلّم مجموعته ثمّ كل مجموعة تختار  لعبة من كيس الألعاب . يكتشفونها ويحاولون اكتشاف طريقة اللّعب والقوانين الّتي يجب اتّباعها.

يستعمل المتعلّمون لوحة KWHL  لطرح الأسئلة و المعارف الّتي تتعلّق بانواع الألعاب الّتي حصلوا عليها ومدى تشابهها واختلافها)

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من بعد اكتشاف الطّرق المختلفة للتّنقّل والمفدات المتعلّقة بها : يختار المتعلّم طريقة تنقّل يحرّك بها جسمه ليرسمها ويكتب الفعل المناسب لها.