Weekly Planning Form

Week of: April 4-8, 2016

Teacher: Maha Zwayen

Study Project/Investigation: Senses

Childrens Interest
Visuals, Smells, Textures and Tastes
Blocks

Dramatic Play

Toys/Games

Foam Blocks

Tea party, clothing materials, baby dolls

Sorting & matching senses, animals sounds

guessing, tossing bean bags, Puzzles, Bag
guessing game

Books/Writing

Discovery/Science

Sensory Blocks
Art
Finger paint, paint with salt, dye pasta,
nature collage, face portrait
Sand/Water
Beach small world
Soap foam bubbles

Calligraphy, shaving cream writing

Music/Movement
One two buckles my shoe, Old MacDonald,
Head shoulders knees and toes, The five
senses, The Rainbow song

Sensory bottles, working with clay, what

is this smell?
Nutrition
Planting Radish

Technology

Outdoor

Other

A stop action film

Digging in dirt

Puppet Show

CD player for music + Radio

Family/Community Involvement
Show and tell about sensory items which are brought from the childrens houses

Group Time
Songs, stories,
games, discussion,
discovery,
introductions,
opening, closing,
planning/recall

Stories

Small Group
Activities/Centers

Special Activities
Field trips, special
events, guest speaker

Monday
Morning Routine
One Two Buckles
My Shoe
Naming our senses
roles

My Senses Book

Tuesday
Morning Routine
Old MacDonald
What is this smell?

Words Are Not for

Hurting

Wednesday
Morning Routine
Head Shoulders
Knees and Toes
Show and tell items
presenting

Hands Are Not for

Hitting

Thursday
Morning Routine
The Five Senses
Tossing Bean Bags

Teeth Are Not for

Biting
Nature Collage
Shaving cream
writing

Friday
Morning Routine
The Rainbow Song
Bag Guessing Game

The Wide-Mouthed
Frog

Finger paint
Sorting and matching
senses

Paint with salt

Animals sound
guessing
Working with clay

Dye pasta
Calligraphy

Beach Small World

Sand table

Tea Party

Soap Foam Bubbles

Water table

See on page 3

See on page 3

See on page 3

See on page 3

See on page 3

Pull books for the

week

Show and tell days

reminders

Documenting
childrens
presentation for
show and tell items
by taking photos

Puppet shows
preparations

Watering Radish
plants reminder

Paint, various
pictures of body
parts, sand, shells,
sea animals, blue and
green glass gems

Liquids, Paint, salt,

clay, food toys, cups
and plates toys

uncolored dry pasta,

zippered bags,
americolor gel food
color,rubbing alcohol,
broad tip instrument,
brushes, water, soap,
food coloring, camera

Bean bags, bucket,

bags for nature walk,
shaving cream,
puppets, computer to
present the film

Bag, sensory items,

papers, markers,
bottles, small sensory
items, water, food
coloring, Radish
seeds, pots, soil,
water

A stop Action Film

by using the photos
from show and tell
day

Face portrait
Sensory bottles

Planting Radish

Standards
Notes
Reminders, changes,
observation,
individualization,
modifications
Prep To Do
Supplies, materials,
purchases, gathering
and organizing areas

Standards for the week:

Social and Emotional Standard- STRAND 1: SELF, Concept 1: Self-Awareness, the child demonstrates an awareness of his or her self,
Indicator c: Demonstrates knowledge of self-identity.
Approaches to Learning Standard- STRAND 1: INITIATIVE AND CURIOSITY, Concept 2: Curiosity,
the child demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities, Indicator a: Shows interest in learning
new things and trying new experiences.
Language and Literacy Standard- STRAND 1: LANGUAGE, Concept 2: Expressive Language and Communication Skills, the child uses
verbal and nonverbal communication for a variety of purposes to share observations, ideas, and experiences, problem-solve, reason, predict
and seek new information, Indicator c: Makes relevant responses to questions and comments from others.
Science Standard- STRAND 1: INQUIRY AND APPLICATION, Concept 1: Exploration, Observations, and Hypotheses, the child asks
questions and makes predictions while exploring and observing in the environment, Indicator c: Describes changes in objects, living things,
and the natural events in the environment.
Physical Development Standard- STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT, Concept 2: Fine Motor Development, the
child uses fingers, hands and wrists to manipulate tools and materials, Indicator a: Uses fingers, hands, and wrists to manipulate a variety of
tools and materials, (e.g., crayons, markers, chalk, sponges, paint brushes, scissors, pencils, silverware).
Arizona Early Learning Standards. (2013). Retrieved from Arizona Department of Education: http://www.azed.gov/earlychildhood/files/2011/11/arizona-earlylearning-standards-3rd-edition.pdf

Standards-Based Lesson Plan

Name: Maha Zwayen
Topic/Title: Tossing bean bags activity
Target Age Group: Three and four years olds.
Purpose/Objectives/Outcomes:
I chose to focus on expanding attention span skill for this lesson in order to teach children how to maintain focus on tasks and finish long
ones effectively. Children promote this skill from having experiences, interactions with others and by having their caregivers scaffolding to
finish tasks. Moreover, it is necessary for children to learn this skill because it will help them to recognize their abilities and achieve
academic success. This lesson will help to improve the childrens attention to roles and steps within tasks and increase their persistence to
finish the ones that take at least 5 to 10 minutes to be completed.
The students will be able to:
Paying attention to the instructions of an activity, following the instructions and recognizing everyones turn. In addition, the students will
be able to stay focused on tossing bean bags into a bucket for at least three times of trying without getting distracted, along with answering
questions about the roles and turn taking.
Assessment of student outcomes:
I will be observing the children during the activity to see the childrens ability to stay focused on performing the task of tossing bean bags
into the bucket. I will also be asking the children questions that are related to the activity such as its rules to ensure that they keep paying
attention and not get distracted by other stimulations around them. I will also take notes about the students responses to the task and fill out
tally sheets that are related to their responses to help me keep tracking on developing their attention span.

Curriculum Expectations/State or National Standards addressed:

Social/Emotional Standard-STRAND 1: SELF, Concept 3: Self-Regulation. The child manages the expression of feelings, thoughts,
impulses and behaviours; Indicator a. Understands and follows expectations in the learning environment.
Approaches to learning Standard-STRAND 2: ATTENTIVENESS AND PERSISTENCE, Concept 1: Attentiveness. The child demonstrates
the ability to focus on an activity with deliberate concentration despite distractions; Indicator a. Displays ability to hold attention when
engaged in an activity.
Physical Development, Health and Safety Standard-STRAND 1: PHYSICAL AND MOTOR DEVELOPMENT, Concept 2: Fine Motor
Development. The child uses fingers, hands and wrists to manipulate tools and materials; Indicator b. Uses eye-hand coordination to
perform simple tasks.
Arizona Early Learning Standards. (2013). Retrieved from Arizona Department of Education:
http://www.azed.gov/early-childhood/files/2011/11/arizona-earlylearning-standards-3rd-edition.pdf
Materials/Resources/Technology:
One empty big bucket, bean bags, tape to make a line on the floor.
Instructional Strategies, Accommodations, and Student activities:
First of all, the teacher will limit the number of children who do this activity to 3 or four children at a time to ensure that the small group of
children keeps concentrating on what is going on during the activity. Secondly, the teacher will explain the instructions and how to take
turns to the children, so they will not be confused through the activity. Thirdly, the teacher would be modelling how to toss the first bean
bag into the bucket by herself and then she would give turn to the first child in the group. Fourthly, the teacher will ask the children

questions about the activity and make comments to ensure that they keep being focused on the task that they are doing. Finally, after the
teacher would give each child at least three times of trying to toss the bean bags into the bucket, she would leave the materials in the center
for children to freely practice this activity with each others.
Self-Evaluation/Assessment:
I will ask myself, after this activity is done, these questions: What could I have done better? What are the strengths of this activity and what
are some weaknesses? How the children reacted to the task? Did they stay focused for a long time? What can I do next time to ensure that
they will not be distracted? Moreover, when I will be performing more activities that enhance the childrens attention, I will compare the
childrens responses with the tally sheets of this activity and I will see if I could really improve the childrens attention or I should start
activities from another type to help them out. Moreover, I will share these results with the other teacher in my classroom and take her
opinions about them.
Skills and student behaviors to be worked on next time:
After working on promoting the childs attention, I will be focusing on developing their memories because I believe that memory and
concentration are relating to each others. I will be implementing memory games like red-light-green-light, I-Spy or Simon Says in the
classroom. Moreover, I will be adding memory matching cards to the classroom, so they would help to develop both memory and
concentration. In addition, reviewing the rules every day and asking the children about them with giving the children helpers tasks would
regulate their thinking and teach them how to finish different tasks.