Week At A Glance Lesson Plan
Date: September 20th- September 30th, 2021 Teacher(s): Kaylee Leppke and Alyssa Sailer
Statement of Intent for Learning: The children will become more familiar with the classroom, teachers, routines, and
continue to make friends with classmates.
Monday Tuesday Wednesday Thursday
The children will explore the texture of finger paint and expand creativity when creating
Art/Easel
pictures.
Wooden blocks, cars and the city map are set up for the children to manipulate, explore and build
Blocks
a story with.
Books There will be various books that are familiar and of interest to the children.
Writing Children will use the pre-writing motor skill stencils set to explore the creation of lines.
A grocery store scene will be set up in the dramatic play area to explore different roles that are
Dramatic Play
played in a store such as the cashier and the shopper.
Quiet The quiet manipulatives will encourage a variety of fine motor development, inquiry, and
Manipulatives mindfulness skills through the use of sensory bottles and sensory board exploration.
The children will utilize magnifying glasses to examine outdoor materials such as leaves,
Science
pinecones, rocks, and flowers.
Sensory Children will explore how water movers through various water toys.
Light Table Children will explore building and connecting with light up Lego Duplo blocks at the light table.
Thursday –
Wednesday –
Monday – Tuesday – There Was an Old
There Was an Old Lady
Friend, Friend book Friend, Friend book Lady interactive
interactive book
book
Large Groups
Thursday –
Monday – Tuesday – Wednesday –
“We Are the
Slide and Find Slide and Find “We Are the Dinosaurs”
Dinosaurs” song
Dinosaur book Dinosaur book song and actions
and actions
During transitions objects are offered for the children to help hold attention of tasks. The choices
Transitional for the week are listed below.
Choices Connector Link
Dinosaurs Dinosaurs Connector Link Blocks
Blocks
Outside/Large Children will explore the playground, buckets and shovels, and wagons. Children will
Motor practice large motor moves and sharing materials.
Music & During transitional times our CD player will play different sounds. During large group we will
Movement sing Wheels on the Bus and Baa Baa Black Sheep.
Animal crackers Wheat crackers Cereal bar Granola bar
milk water milk Milk
Snack
Applesauce Cereal bar Vanilla wafers Veggie dip
milk Fruit juice Milk Milk
Small Group During small groups, children will explore the classroom and participate in developmental
Activities activities to help teachers work on children’s goals.
Toddler Morning Classroom Lesson Plan
Mentor Teacher: Shannon Nesland
Week of: September 20th- September 30th, 2021 Head Teacher: Kaylee Leppke and Alyssa Sailer
Materials: What have we observed the children What can we do to help further the children’s
Art room doing, thinking and learning? learning and support their thinking?
Toddler
room
Art Area • The children are interested in art • Finger paint
and colors. Bringing fingerpaint • Big white paper
into the art area allows them to • Cups/ plates for paint
explore new art materials and • Aprons
experiment with colors. • dobbers
• “Tell me about your picture”
• “What can you do with this?”
• Wash hands afterwards
• Hang up aprons
Skills and Learning Addressed
Fine motor, creativity, early math- color recognition
Materials: What have we observed the children What can we do to help further the children’s
Toddler doing, thinking and learning? learning and support their thinking?
room
Reading • The children show an interest in • Books on bookshelf
Area books and like to turn the pages • Ask open ended questions relevant to the
themselves. Our reading area will book
have new thick-paged books as • Ask them to point out specific things in
well as books they have the book
previously enjoyed. • Have children identify the facial
expressions of the characters in the books
for emotional development.
Skills and Learning Addressed
Early literacy-picture/number/letter recognition, emotional development, fine motor- book
interactions (turning pages)
Materials: What have we observed the children What can we do to help further the children’s
Toddler doing, thinking and learning? learning and support their thinking?
room
Block Area • The children an interest in blocks • Large cars
and moving vehicles like tractors. • Wooden blocks
We will provide new large cars • People (second week)
on the map for them to move
around and wooden blocks for • “Where is the car going?”
them to explore. During the • “What sound does your car make?”
second week, we will add people • “What color is your car?”
to the cars to increase
engagement.
Skills and Learning Addressed
Fine motor, large motor, communication/language
Materials: What have we observed the children What can we do to help further the children’s
RR- cabinet doing, thinking and learning? learning and support their thinking?
1 shelf 1,
cabinet 2
shelf 6
Dramatic • The children like pretend play • Shopping cart
Play Area with food, so we will set up a • Cash register- paper dollar bills
store so they can play the roles • Various food items to shop for
of cashier, shopper, or grocery • “What are you buying at the store?”
store worker. • “How much does cost?”
Skills and Learning Addressed
Communication/language, social development, large motor
Materials: What have we observed the children What can we do to help further the children’s
Toddler doing, thinking and learning? learning and support their thinking?
room
Light room
cube 3
Light Table • The children are interested in • Light up lego duplo blocks
stacking large blocks. We will use • Light table
big blocks that are easy to stack • “can you see through it?”
and build upon. Legos may be a • “tell me about what your building?”
familiar material adding a new • “what color is your block?”
dimension of light increases
areas for exploration
Skills and Learning Addressed
Fine motor, communication/language, large motor
Materials: What have we observed the children What can we do to help further the children’s
RR- cabinet doing, thinking and learning? learning and support their thinking?
12 floor
Toddler
room
Sensory • The children enjoy the water and • Water
Table washing their hands. We will • Cups
enhance their interest through • Water play tools
new materials that can be used • Sensory boats
in the water table. • “How does it feel?”
• “what does this do?”
• “What are you doing?”
Skills and Learning Addressed
Science and inquiry, find motor, social and emotional development- sharing,
communication/language
Materials: What have we observed the children What can we do to help further the children’s
Toddler doing, thinking and learning? learning and support their thinking?
room
Quiet • The children enjoyed the sensory • Sensory bottles and boards
Manipulative bottles, so we will leave those • Large piece floor puzzles
Area out for them to explore as well • “what do you see in the bottle/on the
as add sensory boards to explore board?”
texture. Children are also • “What colors/shapes do you see?”
interested in the peg puzzles so • “What happens when you flip the bottle?”
we will incorporate new peg • “How does it feel?”
puzzles and also large beads for
further exploration.
Skills and Learning Addressed
Fine motor, communication/language, early math-color/shape recognition, mindfulness
Materials: What have we observed the children What can we do to help further the children’s
RR- cabinet doing, thinking and learning? learning and support their thinking?
9, shelf 3
Writing • Children show in interest in using • Prewriting motor skill set
Table different writing materials to • Paper
scribble on paper. Through the • Markers
use of pre-writing motor skill set, • Crayons
they can explore how to create • Explain kinds of lines- straight, curvy, etc
different kinds of lines. • “Show me how you trace on the stencil”
Skills and Learning Addressed
Fine motor, early literacy-prewriting skills
Materials: What have we observed the children What can we do to help further the children’s
Outside doing, thinking and learning? learning and support their thinking?
shed/houses
Outside • Children are interest in riding in • Buckets/shovels
the wagon. Some children have • Wagon
shown interest in pushing/pulling • “Can you help me fill this bucket with
the wagons as well. The children sand?”
also enjoyed the sand box in the • “What does the sand feel like?”
sensory table, adding buckets, • “This bucket of sand is heavy; can you
shovels, and truck to the sandbox help me dump it out?”
outside should continue • “Show me how to pull the wagon”
exploration.
Skills and Learning Addressed
Large motor, communication language, emotional and emotional development-sharing, taking turns
Materials: What have we observed the children What can we do to help further the children’s
Outside doing, thinking and learning? learning and support their thinking?
Toddler
room
Science • The children are interested in • Basket of leaves, pinecones, milkweed,
Area magnifying glasses. We will rocks
enhance their interest by adding • “What do you see?”
leaves, rocks, pinecones, and • “How does it feel?”
other materials for them to • “What color is it?”
examine through the magnifying
glasses.
Skills and Learning Addressed
Science and inquiry, communication/language, fine motor
Materials: What have we observed the children What can we do to help further the children’s
Toddler doing, thinking and learning? learning and support their thinking?
Room
Group Time • The children enjoy short stories • Friend friend book
and seeing themselves and their • There was an old lady interactive story
friends in “Friend, Friend” book. • “what animal did she swallow? Why did
We will add more movement to she do that?”
our group time to help focus and • Dinosaur book
keep the wiggles out. • “What does a dinosaur sound like?
• “what does a dinosaur look like?”
• “How does a dinosaur move?”
Skills and Learning Addressed
Large motor, early literacy, listening skills, communication/language
Materials: What have we observed the children What can we do to help further the children’s
RR doing, thinking and learning? learning and support their thinking?
Transitional • The children have an interest in • Medium dinosaurs
Choices animals. We will provide a new • Connector/link blocks
type of animal for them to • “What does your dinosaur say?”
explore. • “What is your dinosaur doing?”
Skills and Learning Addressed
Fine motor, dramatic play
Weekly Ongoing Adjustments Form
Lead Teacher(s): Kaylee Leppke and Alyssa Sailer
Week of: September 20th – September 30th
Toddler Classroom
Center & Changes Why: Rationale Children’s Evaluation of change
Activity Responses
Art Area Adding small Students can explore the finger
paint paints in a new way. Some
Finger
brushes to students were hesitant to touch
Painting
the art area. the paints, so this allows them
to participate in the center.
Block Area Addition of This can allow for children to
little people look at the area in a different
Little Cars
into the way, with more of a social or
block area. dramatic play element. The
little people could drive the
cars, or the blocks are their
home. It also adds a
multicultural aspect by having
different kinds of little people.
Dramatic Addition of The children expressed interest
Play one in having the babies ride in the
shopping shopping carts, therefore we
Grocery
cart and two added babies to help them with
Store
babies. their exploration of the area.
Adding an additional cart will
allow for more than one child to
have a cart.
Book List – you need at least 4 books in each category
Title Author
Storybooks
Clifford Plays Fair Normal Birdwell
Time for School, Mouse! Laura Numeroff
Hello Freight Train Majorie Blain Parker
If You’re Happy and You Know It Pamela Conn
I Love My Daddy Because… Laurel Porter-Gaylord
I Love My Mommy Because… Laurel Porter-Gaylord
Factual Books
Shapes Children’s Press
Brainy Baby- Animals Edith Reynolds
Head, Shoulders, Knees, and Toes… Annie Kubler
Slide and Find Dinosaurs Scholastic
What Would Happen If…? Klutz Press
Rhyming Books/Alphabet Books
A is for Apple Allied Publishing Group
ABC Look At Me Roberta Grobel Inntrater
Ten Chirpy Chicks Debbie Tarbett
Oh My Oh My Oh My Dinosaurs Sandra Boynton
The Eye Book Dr. Suess
Wordless or easy reader books
Baby Colors Sally Kilroy
A Baby and Blue book- Faces Jenny Miglis
Cars Francesca Allen
Wild Animals Francesca Allen
Little Critter Colors Mereer Mayer
Multicultural Books (Age, Gender, Family, Culture, Ability, etc.)
Dora’s Book of Words Phoebe Beinstein
Vamos a salir! (Let’s Go!) Scholastic
Babies on the Move Susan Canizares & Daniel Moreton
Abuela Aurthur Dorros
Animals- Animales Eric Carle
Other Items
Check that books are age appropriate and that you have some books for each section. Provide a variety of books
(friendship, content areas, empathy, related to investigations, etc.) Highlight the books you would like to keep for next
week.
Goals for the Week of:
Key Focus this week:
Teachers will continue to build relationships with students in order to create a
comfortable learning environment. This will allow us to have smoother transitions
and understand more about the children’s likes and dislikes. By knowing what the
children are interested in, we can better support their learning by incorporating
those things into the classroom.
Staff Goals:
• Teachers will continue working on children’s developmental checklists.
• Teachers will create a short list of student interests that could be possible
topics for small group investigations.
• Teachers will plan small group activities based on what skills we haven’t yet
observed from the children.
Specific areas of development for assessment:
Teachers will observe children to help obtain information to finish their developmental
checklists.
Mon/Wed Children’s Goals:
• The children will engage in more social interactions with their peers.
• The children will find new ways to engage with the materials.
Tues/Thurs Children’s Goals:
• The children will become more comfortable with their teachers and the
class routine.
• The children will explore new areas in the room.
Multicultural Analysis for Integration of Diversity:
Plans for the week of: 09/20-09/30
Lead Teacher Kaylee Leppke and Alyssa Sailer
Age of Children 15 Month – 3 years
Cultures represented in class American, German, Dutch, Greek, Ghana, Native
American, Hispanic, Cuban, Norwegian, Spanish, Jewish, Nigerian, Congolese,
Sierra Leone
Differing abilities represented in class varying levels of abilities __
Cultural and Anti-bias materials:
Pictures around the classroom represent our families and different cultures. We have labeled
some materials in the classroom that are in different languages.
Families reflected in the environment:
There are family pictures located on the family wall. We also use Seesaw, email and phone
calls for communication. We will be using multicultural food in our dramatic play grocery
store.
Music from Children’s Backgrounds:
We have a variety of different music that we listen to throughout the day that includes a variety
of cultures and languages.
Literature that reflects the children and families in the class:
Books that represent children from all different cultures will be set out in the book/quiet
manipulation areas.
Activities that reflect the children and families:
We will use multicultural people in the block area. There will also be multicultural foods set out
in our dramatic play grocery store for children to explore.
Group activities that have multicultural elements, anti-bias elements, or diversity elements:
The student teachers in our classroom support and respect each child’s background. We
embrace that all children come from a different culture and are open and welcome new
traditions to participate in. Each child has a choice in which activity they wish to participate in.
Others: You need to rate yourself then Shannon will rate you.
Not well integrated Middle Well integrated
Self-rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Mentor Teacher Rating of Implementation:
Rating for anti-bias: 1 2 3 4 5 6 7 8 9 10
Try to get formatting close to how it is currently – book list on one-page, multicultural sheet on one
page, week at a glance on one page. Also make sure you change all the red font to black font.
