Molly France Culture of Achievement Long Term Plan
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JoaquinMolly France Culture of Achievement Long Term Plan
Uploaded by
JoaquinMolly France Culture Of Achievement Long Term Plan
First 6 Weeks September
Culture Pieces
Unit 1: I am Special October
Unit 2: Families Everywhere November
Unit 3: All Kinds of Friends December
Unit 4: Helping Hands January
Unit 5: Transportatio n February/Mar ch
Unit 6: My 5 Senses March/April
Unit 7: At the Unit 8: Farm Changes April/May May/June
CULTURE IS COMPLET E
Introduction Curiosity to all II-AS6.3b carry out chores and responsibilities that contribute to the wellbeing and functioning of the group I-AS6.4 sit among other children during a group activity, remaining in own physical space IIAS4.1Identify and label emotions: happy, sad II-AS5.9 demonstrate observable listening behavior Confidence II-AS6.1 identify and follow classroom rules II-AS6.9 ignore How am I special? How are others special? I ask questions during learning time. I am an active listener. How are there families all over the world? Ask questions about differences in peoples families in community and in world. I ask questions during centers to learn more. We have lots of different people in our classroom, how are they all different? How can I get smarter? Who should I go to for extra help? I ask questions outside of classroom time to learn more. I ask my family to teach me more. I seek out learning opportunities. I purposely choose centers to learn more.
WE ARE INTERNALIZIN G/WE ARE PRACTICING
I am special, and I can do whatever I want in my life. I am the best at being me.
I know lots of families are different, but mine is still special.
I know where to go to learn more. I am able to get more help
I have longterm goals, and I will accomplish them because I work very hard
II-AS8.6 describe and evaluate ones own work, identify and correct errors,
-ask questions during classroom discussions -actively listens by BEAMing during learning time -asks questions outside of structured learning time (ex. during recess, centers) -approaches teacher/families with things the wish to learn more about -pursues learning opportunities by choosing centers which allow them to pursue answers to their questions. -states yearlong (ex. I want to learn to count to 100) and long term goals (ex. I want to learn to
Have the kids in small groups pick songs, make choreography, teach it to the other groups They come up with costume ideas and put it together Organize and plan what is needed to carry out a project or task, with adult assistance as needed.
Organize and plan what is needed to carry out a project or task, with adult assistance as needed. Write their cheer for DC-CAS pep rally
Core Knowledge Information: Big Idea: Social skills and the language to express feelings and emotions provide children with the tools they need to behave positively as they interact with others. These positive interactions contribute to a productive learning environment. Vocabulary: Excuse me Youre welcome Correct Remember Materials Hi Good-bye Effort Social skills persevere No, thank you Mrs. Responsibility Apologize Yes, please Sorry Tools Interrupt Good morning Hello Attention Error Mr. Ms. Concentration Follow directions Please Thank you Memorize Independently
Books: Chrysanthemum, Frederick, Its mine, Knuffle Bunny, Peters Chair, Swimmy 2 Goals: Establish a sense of Self and Personal Responsibility, Function and Work in a Group Setting Using Appropriate Social Skills
