AM Class with Freddie the Frog!

L
A
R
G
E

G
R
O
U
P

Monday

Tuesday

Obj. 7a, b
and 19aTrace and
write name
on white
board or
paper for
portfolio
Descriptio
n:
Modification
s-small
crayons,
golf pencils,
hand-overhand
assistance,
sandpaper,
slant
binder,
putty to
strengthen
hands Note
s:

Group Meeting,

-Hello Song,
Pledge,
Weather,
Schedule for
the Day,
Discussion on
Study
Notes:

Objectives
/
Dimension
s:7a , 7b ,
19a
Children: A
ll
Group
Meeting, Hello Song,
Pledge,
Weather,
Schedule
for the Day,
Discussion
on Study
Notes:
Objectives

Wednesday

Obj. 18c
Retells story of
"Jump, Frog,
Jump!"
Description:
Students will
be in the roles
of the
characters
while they
Objectives /
retell the story
Dimensions: 8 of "Jump, Frog,
a , 8b , 9d ,
Jump!"
10a , 11a , 11d
, 12a , 12b ,
Modifications:
18a , 18c
preferential
Children: All
seating,
Obj. 18cpractice, peer
Retells story of models, wait
"Jump, Frog,
time, praise,
Jump!"
Visual
Description:
Accommodatio
Students will
n for
use their words H.V.(Black
to retell the
paper) Notes:
story of "Jump,
Frog, Jump!"
Objectives /
Dimensions:1
Modifications:p 8c
referential
Children: All
seating,
Obj. 7a, b and
pictures,
19a-Trace and
practice, peer
write name on
models, wait
white board or
time, praise,
paper for
Visual
portfolio
Accommodatio Description:
n for
ModificationsH.V.(Black
small crayons,
paper) Notes: golf pencils,
hand-overObjectives /
hand
Dimensions:1 assistance,
8c
sandpaper,

Thursday

Friday

Group

Meeting, Hello Song,

Pledge,
Weather,
Schedule
for the Day,
Discussion
on Study
Notes:

Group
Meeting,
-Hello
Song,
Pledge,
Weather
,
Schedul
e for the
Day,
Discussi
on on
Study
Notes:

Objectives
/
Dimension
s:8b , 9a ,
11a
Children: A
ll
Obj. 18aStudents
will enact
and retell
"Jump,

Frog,
Jump!"
using their
words and
materials
Descriptio
n:
Modification
sPreferential
seating,
praise, wait
time, for
H.V.-black
paper to
show her
picture and
make it
closer to
her so she
can see

Objecti
ves /
Dimensi
ons:8b ,
9a , 11a
Childre
n: All
Integrat
ed
Speech
with Ms.
Kate
Notes:
Objecti
ves /
Dimensi
ons:8a ,
8b , 9d ,
9b , 9c ,
9a , 10a
, 10b
Childre
n: All
Obj.
21aSpatial
Relation
ships

/
Dimension

s:1b , 8b ,
9a , 11a ,
11d , 12a ,
12b
Children: A
ll
Obj. 17bIntro to
"Jump,
Frog,
Jump!" +
Book
Concepts
Descriptio
n:
Students
will use
their words
to express
book
concepts
for "Jump,
Frog,
Jump!" This
is the first
time we will
be reading
the book.
Modification
s: Frog
pictures
with words
under
pictures,
preferential
seating,
practice,
peer
models,
wait time,
praise,
Visual
Accommod

Children: All
Obj. 7a, b and
19a-Trace and
write name on
white board or
paper for
portfolio
Description:
Modificationssmall crayons,
golf pencils,
hand-overhand
assistance,
sandpaper,
slant binder,
putty to
strengthen
hands Notes:

slant binder,
putty to
strengthen
hands Notes:

it, Notes:

Review
Descrip
Objectives tion:
/
Modifica
Dimension tionsObjectives /
s:18a
preferen
Dimensions:7 Children: A tial
a , 7b , 19a
ll
seating,
Children: All Integrated
pictures
Group
OT with Ms. of body
Meeting, -Hello Cyndi
parts,
Song, Pledge, Notes:
praise,
Weather,
wait
Schedule for
Objectives timeNot
the Day,
/
es:
Discussion on Dimension
Study
s:7a , 7b
Objecti
Notes:
Children: A ves /
ll
Dimensi
Objectives /
ons:21a
Objectives /
Dimensions:1
Dimensions: 7 b , 8b , 9d , 9a
Childre
a , 7b , 19a
, 11a , 11d ,
n: All
Children: All
12a , 12b
Children: All

ation for
H.V.(Black
paper) Note
s:
Objectives
/
Dimension
s:17b
Children: A
ll
S
M
A
L
L

G
R
O
U
P

Work on
AM and PM
IEP goals
Notes:

Work on AM
and PM IEP
goals
Notes:

Work on AM
and PM IEP
Goals
Notes:

Work on
AM and PM
IEP Goals
Notes:

Objectives
/
Dimension
s:None
Children: N
one

Obj. 9aLanguage
samples,
Notes:

Objectives /
Dimensions:N
one
Children: Non
e
20c- Connects
numerals with
their quantities
with Frog
Feeder game
Notes:

Objectives /
Dimensions:N
one
Children: Non
e
20c- Connects
numerals with
their quantities
with Frog
Feeder game
Notes:

Objectives
/
Dimension
s:None
Children: N
one
16a- Frog
Letter
Recognition

Objectives
/
Dimension
s:9a
Children: A
ll

16a- Frog
Letter
Recognition
Notes:
Objectives
/
Dimension
s:None
Children: N
one

Objectives /
Dimensions:2
0c
Children: All
16a- Frog

Letter
Recognition
Notes:
Objectives /
Dimensions:1
6a
Children: All
Obj. 9a
Language
samples,

Work on
AM and
PM IEP
Goals
Notes:

Objecti
ves /
Dimensi
ons:No
ne
Childre
n: None
20cConnect
Notes:
s
numeral
Objectives /
Objectives s with
Dimensions:2 /
their
0c
Dimension quantitie
Children: All
s:16a
s with
16a- Frog
Children: A Frog
Letter
ll
Feeder
Recognition Obj. 18cgame
Notes:
Retells
Notes:
stories of
Objectives /
"Jump,
Objecti
Dimensions:1 Frog,
ves /
6a
Jump!"
Dimensi
Children: All
Notes:
ons:20c
Obj. 9aLanguage
Objectives Childre
samples,
/
n: All

Obj. 17bbook
concepts
Notes:

Notes:

Dimension
s:18c
Objectives /
Objectives /
Children: A
Dimensions: 9 Dimensions:9 ll
a
a
Objectives Children: All
Children: All
/
Obj. 18c Obj. 18cDimension Retells stories Retells stories
s:None
of "Jump, Frog, of "Jump, Frog,
Children: N Jump!"
Jump!"
one
Notes:
Notes:
Objectives /
Dimensions:1
8c
Children: All

Notes:

Objectives /
Dimensions:1
8c
Children: All

16aFrog
Letter
Recogni
tion
Notes:
Objecti
ves /
Dimensi
ons:16a
Childre
n: All
Obj. 9aLanguag
e
samples
,
Notes:
Objecti
ves /
Dimensi
ons:9a
Childre
n: All
Obj.
18cRetells
stories
of
"Jump,
Frog,
Jump!"
Notes:
Objecti
ves /
Dimensi
ons:18c
Childre
n: All

Lesson Plans:
Some key lessons used during unit:
1. Title or Topic of the Lesson and Grade Level:
Preschool: Story Retelling: "Jump, Frog, Jump!"
2. Lesson Essential Question (s):
What happened to the frog in the story?
What animal came before or after another?
3. Standards:
New Jersey Department of Education Preschool Standard: RL.PK.3
With prompting and support, identify characters, settings, and major
events in a familiar story
4. Learning Objectives and Assessments:
Objective
Students will be able to
describe what happened to
the frog in the story Jump,
Frog, Jump!

Students will be able to

identify the characters that
tried to capture the frog in
the story.

Assessment
The students will verbally name the actions
that took place in the story with assistance of
character cards.
Teacher will ask students throughout the
lesson to describe what is happening in
book.
The teacher will ask students to point to or
choice the character that was introduced next
in the story. They will use their words to
details details from the story.

5. Materials:

Jump, Frog, Jump! book

Easel

Character Cards
6. Pre-lesson assignments and/or prior knowledge:
Prior to this lesson, the students have been introduced to many
facts about frogs. They have been studying frogs for the past week. We
read the book yesterday and briefly spoke about the characters and
setting.

7. Lesson Beginning:
Student will transition from cutting at tables to sitting in circle. The
Teacher will briefly go over the classroom rules. The teacher will then
ask the students, Do any of my froggy friends remember what book we
read yesterday? They will answer: Jump, Frog, Jump!. The teacher
will briefly go over that today we are reading the story going into details
and talking about characters.
The easel will be in front with the teacher ready for the characters to be
hung up.
8. Instructional Plan:
The teacher will read Jump, Frog, Jump!. Once the teacher
gets to a character they will informal assess by asking a
children what the character is. For the lower level students, I
will show the picture of two characters and give a choice. I
will do this for all the characters of the book. I will be asking
informal assessment questions throughout the entire read
aloud.
After the story is finished we will review the story as a class.
We will use the easel characters and talk about what
characters came first and so on.
Differentiation:

For student H.V.: preferential sitting, black paper used behind

any objects for focus.
For Lower Level: They will be given a choice with pictures.
For Higher Level: They will be asked high level questions and
be asked to start without the picture clues.

9. Closure:
At the end of the lesson, the teacher will discuss an overview of the lesson.
The teacher will tell the students that during choice time there will be an
opportunity to do this activity one on one with me. The students will do a
movement break and transition to the next activity.

1. Title or Topic of the Lesson and Grade Level:

Preschool: frogs Patterning
2. Lesson Essential Question (s):
What is a pattern?
3. Standards:
New Jersey Department of Education Preschool Standard: 3.2.6
Make Patterns from the Environment.
4. Learning Objectives and Assessments:
Objective
Students will be able to
demonstrate a AB or
ABC pattern using frogs.

Assessment
The students will verbally name the
pattern that they place in the circle with
assistance of frogs.
Teacher will ask students throughout the
lesson to name the bugs that can be used
to pattern.

5. Materials:
Ipad for frog Hunt Song
Frog Jar
Different color of frogs
6. Pre-lesson assignments and/or prior knowledge:
Prior to this lesson, the students have been introduced to many
frog facts. We completed a KWL chart Monday talking about frogs.

7. Lesson Beginning:
Student will transition from playing with toys at tables to sitting in
circle. The Teacher will briefly go over the classroom rules. The teacher
will then ask the students, Who remembers what we are studying this
week? They will answer: Frogs!.

8. Instructional Plan:

The teacher will sing the frog hunt song with the students,
using the Ipad to show pictures of different pictures of frogs.
They will be asking informal assessment questions throughout
the song. Once the teacher is finished the song, they will
bring out the frog jar and jars of the selected color frogs.
The teacher will ask the students, "Who can remember what a
pattern is?" They will see what the students answer with. If
the students answer with a color pattern, the teacher can make
a student come to the front that has a patterned shirt on. The
students will visual see the concept of the pattern and the
teacher can transition to the bug patterning. The teacher can
say, "Yes class pattern are all around us! Today will are going
to make patterns with different frogs."
The students will be able to first copy the pattern done by
teacher. The students will be able to pick from the frog jar and
choose what color frog will start the pattern.
Then the students will choose a frog from the frog jar to start
the pattern. This time a student will extend the pattern.
After a couple student choose a bug from the jar and
extend the pattern, Students will have a turn to make their
own patterns. This will give a chance for the higher level
students to show what they know. They will have the freedom
to make any pattern they wish.

Differentiation:
For Lower Level: They will be asked questions with choices
and be able to copy/point.

For Higher Level: They will be asked to make their own

patterns.

9. Closure:
At the end of the lesson, the teacher will discuss an overview of the lesson.
The teacher will tell the students that during choice time there will be an
opportunity to do this activity one on one with me. The students will do a
movement break and transition to the next activity.

1. Title or Topic of the Lesson and Grade Level:

Preschool: Spatial Relationships
2. Lesson Essential Question (s):
Is the frog is over, under, or next to the lily pad?
3. Standards:
New Jersey Department of Education Preschool Standard: 2.4.3 Use
objects and props to develop spatial and coordination skills
4. Learning Objectives and Assessments:
Objective
Students will be able to demonstrate their
understanding of spatial awareness with a
frog.

Assessment
The students will verbally name
spatial concept where the frog
is.

5. Materials:
Lily Pads and Frogs

Pond Mat

Scooters

6. Pre-lesson assignments and/or prior knowledge:

Prior to this lesson, the students have been introduced to many
frog facts and have done a small group activity about spatial concepts.
7. Lesson Beginning:
In small groups, students will hop like frogs into the hallway. The
Teacher will briefly go over the classroom rules and rules of riding the
scooters. The teacher will then ask the students, Who remembers where
some frogs live? They will answer: the pond!
8. Instructional Plan:

The teacher will go over the activity and demonstrate how to go

on scooter and get a frog. The teacher will show the student how
to go to a lily pad and then state where the frog is. If the frog is
under, next to. On top etc. The teacher will tell the students
once they tell where their frog id located they can go back to their
spot.
Differentiation:

For Lower Level: They will be given a choice of spatial

concept.
For Higher Level: They will be asked to name the number on
the lily pad that the frog was near.

9. Closure:
At the end of the lesson, the teacher will discuss an overview of the lesson.
The teacher will allow students to ask any questions they have. They will
line up and hop back into the classroom.

1. Title or Topic of the Lesson and Grade Level:

Preschool: Story Reenactment: "Jump, Frog, Jump!"
2. Lesson Essential Question (s):
What happened to the frog in the story?
3. Standards:
New Jersey Department of Education Preschool Standard: RL.PK.3
With prompting and support, identify characters, settings, and major
events in a familiar story
4. Learning Objectives and Assessments:
Objective
Students will be able to describe
what happened to the frog in the
story Jump, Frog, Jump!

Assessment
The students will verbally name the
actions that took place in the story with
assistance of character cards.
Teacher will ask students throughout the
lesson to describe what is happening in
book.
Students will be able to answer
The students will answer the questions on
questions about characters in the the worksheet correctly. They will use
book.
their words explain their answers.
The students will be able to point to the
correct answer when given prompt or
choice.
5. Materials:
Jump, Frog, Jump! book

Table Easel

Character Cards

Worksheet
6. Pre-lesson assignments and/or prior knowledge:
Prior to this lesson, the students have been introduced to many
facts about frogs. They have been studying frogs for the past week. We
read the book and retold the story as a class.

7. Lesson Beginning:
Student will be in small groups rotating around the classroom. The
Teacher will briefly go over the classroom rules. The teacher will then
ask the students, Do any of my froggy friends remember what book we
have been taking a close look into? They will answer: Jump, Frog,
Jump! The teacher will briefly go over that today we are going to tell
the story going into details and talking about characters. The teacher will
explain to the students that they will get a chance to be the characters.
The students will be given frog hats.
8. Instructional Plan:
The teacher will read Jump, Frog, Jump! with guidance
from the students. The students should be familiar with the
characters and even lines in the book. Throughout the activity,
the teacher will informal assess by asking a children who the
character is. For the lower level students, I will show the
picture of two characters and give a choice. I will do this for
all the characters of the book. I will be asking informal
assessment questions throughout the entire read aloud.
While reading the story, the students will be able to act out
the repeated line jump, frog, jump! The students have a
choice to even wear frog hats while acting out the book. The
students will be given turns placing characters cards on the
easel during the read aloud.
After reading and sequencing the story, students will be given
a worksheet. The worksheet will be done as a group. The
teacher will go around table and ask a student to help find the
answer. If a student is having trouble you can reference back
to book or give choices.
Differentiation:
For student H.V.: preferential sitting, black paper used behind
any objects for focus.
For Lower Level: They will be given a choice with pictures.

For Higher Level: They will be asked high level questions and
be asked to start without the picture clues.

9. Closure:
At the end of the lesson, the teacher will collect frog hats and have students
transition to next group.

1. Title or Topic of the Lesson and Grade Level:

Preschool: Frog Treasure Hunt
2. Lesson Essential Question (s):
Which frog is big, middle, and small?
3. Standards:
New Jersey Department of Education Preschool Standard: 5.2.1
Observe, manipulate, sort, and describe objects and materials
4. Learning Objectives and Assessments:
Objective
Students will be able to identify
frogs that are big, medium, and
small.

Assessment
The students will place different sized
frogs on the correct lily pad that represents
the same size.
Student will be able to point to big or small
while given a choice or prompt.

5. Materials:
Small, Medium, and Large Frogs

Small, Medium, and Large Lily Pads

6. Pre-lesson assignments and/or prior knowledge:

Prior to this lesson, the students have been introduced to many
facts about frogs. They have been studying frogs for the past week.
7. Lesson Beginning:
Student will transition from playing with putty at tables to small groups
that will rotate around classroom and hallway. The Teacher will briefly
go over the classroom rules. The teacher will have small, medium, and
large frogs hidden through the classroom like a treasure hunt. There will
be three lily pads at circle that represent small, medium, and large. The
teacher will model how to get one frog at a time and place on the correct
lily pad. The teacher will have the aids walk around with students that
need assistance.

8. Instructional Plan:
While students are placing the frogs on the lily pad the
teacher will informal assess by asking a children what size
they have. For the lower level students, I will point to two of
the lily pads and give a choice.
After all the frogs are returned, the students will come back
together into circle. The teacher will assess student by asking
specific students what pile of frogs is small, medium, or large.
Differentiation:
For student H.V.: preferential sitting, black paper used behind
any objects for focus. Aid will walk with H.V. to help find
frogs.

For Lower Level: They will be given a choice of different lily

pads.

9. Closure:
At the end of the lesson, the teacher will discuss an overview of the lesson.
The students will do a movement break and transition to the next activity.

Higher level students making the frog life cycle out of putty. They were
making tadpoles. They wanted to show Freddie.

Students wearing their frog headbands.

Discussing frog facts!

Students in block center making a home for all the frogs and their
friends.

Story sequencing on her own.

Word Wall for Jump, Frog, Jump!

Student showing Freddie the picture he painted of him.

Me and a student investigating Freddie.