PART # 1:

Draw the recipe all together on the whiteboard / JOURNALS

PART # 2:

-Follow the steps to make the rolls

-Enjoy

PQ:

• What ingredients do we need to make sushi rolls?

• What do you think we should do first?

• What tools will we use?

• Can you draw each ingredient? What shape and color are they?

• What steps do we need to follow, in order?

• How do you think the sushi roll will look at the end?

• What do you think it will taste like?

Materials:

• Bread

• Nutella

• Manjar

• Wooden Rollers

• Plastic knives

• Plates

*FIREFLY POST

-Review Expectations

PART # 1: ss will draw their predictions on their journals

PART # 2: Experimentation

Part # 3: Interactive writing to check on predictions

METACOGNITION: CURIOUS - see, think, wonder

PQ^:

• What do you see?

• What do you think?

• What makes you wonder?

• What do you think will happen if we poke the pencils through the bag?

• Will the water spill or stay inside?

• How many pencils do you think the bag can hold before it leaks?

• Do you think the bag will break?

• What shape do you think the holes will make?

• Can you draw what you think it will look like?

Materials:

• Ziplock bags

• Sharpened pencils

• Water

*FIREFLY POST

-Review ExpectationS

• MM: Hello Hummingbirds, let's play a game of run and touch!

  Competition: run and touch (letters/numbers/pictures of ss on board)

PQ:

• What can you make with the sand today?

• How does the sand feel when you press or cut it?

• What happens when you use different tools?

Materials:

• Kinetic sand

• Plastic tools (rollers, knives, scoops)

• Molds (shapes, animals, geometric)

• Natural objects (stones, shells, sticks)

PQ:

• What colors would you like to use and why?

• How can you move the colors to make a new design?

Materials:

• cardboard

• art materials

PQ:

• What do you see in the mirror? Can you draw it

• What colors do you see?

• What body parts do you see?

PQ:

• Can you find the first letter of your name? What does it look like?

• What letter comes next in your name?

• How do the letters look when you press them into the dough?

DIFF:

• Advanced: ss who are able will write different words or only initial letters

• Emerging: ss who need the extra help will have their name printed for visual aid

Materials:

• Play Doh

• Alphabet Stamps

*FIREFLY POST

Review expectations

Just Dance / Kids bop

waka waka

• MM: Hello Hummingbirds, what did you do over the weekend?

• Daily affirmations

Students will engage in a group discussion to suggest and agree on classroom rules, then work in teams to illustrate one selected rule per group to be displayed, promoting collaboration, responsibility, and shared understanding of classroom expectations.

METACOGNITION: CURIOUS - see, think, wonder

PQ:

• What do you see?

• What do you think?

• What makes you wonder?

• What do we need to feel happy and safe in our classroom?

• How should we treat our friends and teachers?

• What can we do to take care of our classroom and materials?

• What should we do if someone feels sad or left out?

• How can we be good listeners?

• What helps us learn and have fun at school?

DIFF: ss who are able will write the rules

Materials:

• Chart paper

• Pencils, crayons, markers

• Tape or clips to display work

*FIREFLY POST

Description:

Students will draw a picture of their mom inside a paper heart using pencils and black markers as a Mother's Day present.

PQ:

• What makes your mom special?

• How can you show that in your drawing?

• What details can you add to make it look like your mom?

DIFF:

• Emerging: Draw a basic figure with support and label it.

• Advanced: Add specific details and write a short message independently.

MATERIALES:

• Paper hearts

• Pencils

• Black markers

Review expectations

This or that!

• MM: Hello Hummingbirds, Lets review the class agreements! Do you remember them?

Exit ticket: Lets review the letters! small assessment? (Slides) 

(H E F    L I T U )

-Review expectations

-The floor is Lava

• mm: Hello Hummingbirds, what do you remember about our class bird?

• What is something kind that you can tell a friend?

PQ:

• What do you see around the classroom?

• Where do you think we might find a [pencil/book/crayon]?

• How can we work together to find the items?

• Who found something first? Can you help your teammates now?

• What item are you most excited to find?

• What color is the object you just found?

• How many objects do you have so far?

Materials:

• Object lists (one per group)

• Clipboards

• Sketchbooks

• Pencils and crayons

PQ:

• What spaces do we have in our classroom?

• Where do we sit during circle time? Where do we keep our backpacks?

• What do we do when we arrive at school?

• Where do we go to read, play, or do art?

• What do we do when it's time to clean up?

• What is your favorite part of our daily routine? Why?

• What space do you like visiting the most?

Materials:

• White paper

• Pencils

• Crayons or markers

*FIREFLY POST

METACOGNITION: CURIOUS - see, think, wonder

PQ:

• What do you see?

• What do you think?

• What makes you wonder?

• Which object is heavier? How can you tell?

• What happens when you add another object to this side?

• Can you find two objects that weigh about the same?

Materials

• Balance scales

• Classroom objects (blocks, pencils, erasers, small toys)

• Sorting trays or bins

Students will follow step-by-step instructions to draw a specific object or character, using listening skills, spatial awareness, and fine motor control to create a complete drawing from guided prompts.

PQ:

• What do you think we’ll draw today?

• Have you ever drawn something like this before?

• What shapes or lines do you think we’ll use?

• What colors might we need?

Materials:

• White paper

• Pencils

• Erasers

• Crayons or markers

• 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

#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 

CHUNK:  H E F (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 

• 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 

• Posture 

• Pencil grip 

• Self portrait 

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 

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

• Caring

• Tinkering and Design  

Students will listen to a read aloud about the first day of school and then draw their favorite part of their first day of school.

PQ:

• What do you think the first day of school will be like?

• How do you feel on your first day of school — excited, nervous, happy?

• What do you think might happen in the story?

Materials:

• Read aloud book about the first day of school

• White paper

• Pencils

• Crayons or markers

METACOGNITION: CURIOUS - see, think, wonder

PQ:

• What do you see?

• What do you think?

• What makes you wonder?

PQ:

• What do you see in the picture?

• Do you recognize any characters or places?

• What movie do you think it might be?

• What clues in the picture helped you guess?

• Does it remind you of a movie you’ve seen at home or in the theater?

Materials:

• Canva Slides

Students will engage in a mindfulness session focused on heartfulness and then create a craft with their mom, expressing messages of gratitude.

Description:

Students will participate in a mindfulness session centered on heartfulness, reflecting on things they are thankful for about their mom. Afterward, they will work together with their mom to create a meaningful craft, including heartfelt messages of appreciation.

-Intro (5')

-Brief Description: What is mindfulness? (1')

-Session Description & Explanation of activity: heartfulness (5')

-Practice (5')

-Activity: Heart (10')

-Closure: What is your takeaway from this session?

PQ:

1. What does being thankful mean to you?

2. What are some things you appreciate about your mom?

3. How can you show your love and gratitude through your craft?

DIFF:

• Emerging: Share simple ideas about what they are thankful for and create the craft with guidance.

• Advanced: Write multiple thoughtful messages and independently add creative details to their craft.

MATERIALES:

• Craft paper

• Markers/crayons

• Glue

• Scissors

• Decorative materials (stickers, ribbons, etc.)

Students will write and creatively decorate their name to develop fine motor skills and personal identity, and display their work as part of the classroom community documentation. (self portrait)

PQ:

• How do you feel when you see your name on the wall?

• What do you want others to know about your name?

• Was it fun to decorate your name? What did you enjoy the most?

DIFF: 

• Emerging Writers: Provide name tracing sheets with their name in dotted lines.

• Developing Writers: Allow students to copy their name from a name card.

• Independent Writers: Encourage them to write their name without assistance and add additional elements like middle or last names if ready.

MATERIALS:

• Sentence strips

• color pencils

• What do you see?

• What do you think?

• What makes you wonder?