Overview
This 4-week in-term plan is designed for 4-year-old preschoolers centered on the picture book "Super Duper You" by Sophy Henn. Each week focuses on simple, repeated learning goals: self-awareness, feelings, celebrating differences, and growth mindset. Use short read-alouds (5–10 minutes) and brief activities (10–20 minutes) spread across the day. Keep everything playful and flexible.
Materials (keep a simple tub)
- Copy of "Super Duper You" by Sophy Henn
- Paper, crayons, washable markers, child-safe scissors, glue sticks
- Stickers, colorful pom-poms, craft feathers, googly eyes
- Blocks, sorting bowls, playdough, sensory bin filler (rice/beans/sand)
- Simple musical instruments (shakers, tambourine), soft ball
- Mirror (child-safe), name cards, picture cards for feelings
Weekly Goals
- Week 1 – Who Am I?: Name, body parts, things I like
- Week 2 – My Feelings: Recognize and name emotions
- Week 3 – We Are All Different: Celebrate differences and similarities
- Week 4 – I Can Try!: Growth mindset, trying new things and praise
Daily Routine (use each day)
- Short welcome song and name time (3–5 min)
- Read-aloud from the book (5–10 min) with 2–3 focused questions
- One hands-on activity (10–20 min)
- Movement break (5 min)
- Closing – share one thing: ‘‘I like… / I feel… / I tried…’’ (2–3 min)
Week 1 — Who Am I? (Identity and body awareness)
Focus: Names, body parts, preferences.
- Read-aloud prompt: Notice the characters, ask: "Who is this? What do they like?"
- Day 1: Name crown craft — children write or trace their name and decorate a crown; show in mirror.
- Day 2: Body tracing on large paper: trace child, let them color eyes, hair, clothes; label simple parts (arm, leg, head).
- Day 3: Favorite things sorting: bring/choose pictures of favorite foods/toys and sort into "I like" and "I don’t like" bowls; talk about differences.
- Day 4: Mirror game — make faces (happy, surprised) and match feelings to faces; take turns mimicking.
- Day 5: Show-and-tell: each child shares one thing they like and says their name; teacher models full sentence.
Simple assessment: Can the child say their name? Point to major body parts?
Week 2 — My Feelings
Focus: Recognize, label, and begin to manage emotions.
- Read-aloud prompt: Ask: "How is this character feeling? What made them feel that way?"
- Day 1: Feelings picture cards — match faces to feelings words (happy, sad, mad, scared).
- Day 2: Calm-down jar craft (glitter jar) and practice watching it to breathe slowly.
- Day 3: Role-play with puppets — act out simple scenarios (lost toy, new friend) and name feelings.
- Day 4: Emotion painting: paint with colors that show different feelings; talk about choices.
- Day 5: Feeling check-in circle: use a feelings wheel or cards for each child to pick how they feel today and say why (short answers encouraged).
Assessment: Does the child label at least 2 feelings? Can they use the calm-down jar or breathing when guided?
Week 3 — We Are All Different
Focus: Respect, similarities and differences, kindness.
- Read-aloud prompt: Ask: "How are the characters similar or different? What makes them special?"
- Day 1: All-about-me collage: provide magazines/pictures (or drawings) to create a page of things that make each child special.
- Day 2: Skin-tone mixing activity using paints to make a range of colors; celebrate the variety.
- Day 3: Friend match game: match cards showing hobbies/interests (e.g., swings, painting) to find classmates with similar interests.
- Day 4: Pair-and-share: children pair up, find one thing they share and one thing different, then share with the group.
- Day 5: Kindness stones: paint stones with kind words (share, help, kind) and create a kindness jar for classroom use.
Assessment: Can a child name a similarity and a difference with a peer? Do they demonstrate respectful behavior in group time?
Week 4 — I Can Try! (Growth mindset)
Focus: Trying new things, praising effort, simple resilience.
- Read-aloud prompt: Ask: "What did the character try? Did they give up? What happened when they kept trying?"
- Day 1: 'Try' sticker chart: small chart for each child; celebrate each small attempt (tying shoes, trying a new food, drawing).
- Day 2: Obstacle course: simple physical challenges; encourage words like "I can try" and cheer effort, not only success.
- Day 3: Mistake-making art: scribble drawings turned into pictures; model that mistakes can become ideas.
- Day 4: Story retell with gestures: children retell parts of the book using props — praise attempts and participation.
- Day 5: Celebration circle: each child says one thing they tried this month and teacher gives a specific praise ("You kept trying to cut with scissors — great steady hands!").
Assessment: Does the child respond to encouragement? Name one thing they tried?
Adaptations & Tips for 4-year-olds
- Keep activities short and sensory-rich. Transitions should be signaled by a song or bell.
- Use lots of praising language focused on effort: "You kept trying," "You were kind," "You noticed a difference."
- Offer choices (two art colors, two movement options) to increase engagement and autonomy.
- Repeat favorite activities or stories across days—repetition builds confidence and language.
Home Connections (for families)
- Read a page or two of the book each night and ask one question: "How would you feel?"
- Encourage children to show a family member their crown or collage and say one thing about themselves.
- Practice a simple breathing exercise together (smell the flower, blow out the candle) when upset.
Wrap-up and Progress Notes
At the end of the 4 weeks, collect one sample from each child (self-collage, feelings drawing, or 'I tried' chart) and note: name recognition, ability to label feelings, participation in group, and willingness to try new activities. Use these notes to plan the next term's goals.
Enjoy exploring identity, feelings, kindness and trying with your 4-year-olds — keep the tone joyful and celebratory just like "Super Duper You"!