EASTERN MICHIGAN UNIVERSITY

Department of Teacher Education
ECE 303: IMPLEMENTING THE CURRICULUM
Activity Plan #2—Building Partnership
Your Name Julie Modson

Date of Activity:

3/9/2016

Practicum Teacher:
Ms. Jackie Room:
Blue Time/Day of Activity:
Wednesday 9-12
Children with allergies: Zahraa-Vegetarian (no pork, grape juice/jelly), Luna –
Lactose (can have very limited amounts of dairy, drinks soy milk), Arlo –
Vegetarian (will eat nuggets)
Name of the activity, a brief description, and age of children
intended: This activity is called Mini Pizzas. In this activity the children will
be making and assembling their own mini pizzas on English muffins.
Intended Age of Children: 3-5 years old
Source of your idea (Emergent Curriculum)
This is not an original idea. This idea comes from the book Creative
Resources for the Early Childhood Classroom (Herr, 2013). I modified this
activity from the book as they called them ‘Pizza Wheels’ as it was intended
for a wheel theme. I chose this activity because I noticed the children really
engaged when we made oatmeal cookies a few weeks back. Almost all of
the children wanted to participate and help make something. Additionally,
this past week the children had a sandwich shop out where they could
assemble their own sandwiches. Thought the children could use their
excitement and interest in helping cook and assembling sandwiches towards
making their own mini pizzas. With making pizzas it requires fine motor skills
and I thought that the physical development domain from the Early
Childhood Standards would work perfectly with this idea. Also, since we are
cooking and making the pizzas, I thought that the literacy domain involving
reading would apply as I am having the children read a recipe card to
assemble their pizza.
Domain of Development, Early Learning Expectation, Emerging
Indicator(s), Examples of What Children Experience, Examples of
What Teachers and Other Adults Do, Learning/Behavioral
Objective/Learner Outcome.
a. Domain of Development:
i. Social, Emotional & Physical Health & Development (SEP)
ii. Language and Early Literacy Development (LL)
b. Early Learning Expectation:
i. Fine Motor Development

1. Children experience growth in fine motor
development and use small muscles to improve a
variety of fine motor skills both in structured and
unstructured settings.
ii. Emergent Reading
1. Children begin to understand written language read
to them from a variety of meaningful materials, use
reading-like behaviors, and make progress towards
becoming conventional readers.
c. Emerging Indicator(s):
i. Fine Motor:
1. Develop and refine motor control and coordination,
eye-hand coordination, finger/thumb and whole-hand
strength coordination and endurance using a variety
of age-appropriate tools (e.g., scissors, pencils,
markers, crayons, blocks, putting together puzzles,
using a variety of technology).
2. Use fine motor skills they are learning in daily
activities (e.g., dressing themselves).
ii. Emergent Reading
1. In comprehension strategies:
a. Enlarge their vocabularies both with words
from conversation and instructional materials
and activities.
2. In print and alphabetic knowledge:
a. Show progress in identifying and associating
letters with their names and sounds.
3. In concepts about reading:
a. Understand print and book handling concepts
including directionality, title, etc.
b. Understand that printed materials have various
forms and functions (e.g., signs, labels, notes,
letters, types).
d. Examples of Children’s Experiences and Teaching Practices to
Support Learning Expectations—
i. Examples of What Children Experience:
1. Social, Emotional & Physical Health & Development
(SEP)
a. With modeling and support from peers and
teachers, time to learn and practice
prerequisite skills prior to engaging in the
activity for which those skills are required.
b. Opportunities to learn decision-making skills
and build self-confidence and self-control
through challenging activities; e.g., walking a
balance beam, climbing a net, hiking a trail,
navigating a creek bed.
2. Language and Early Literacy Development (LL)

a. Wide access to a variety of digital, print, and
recorded forms of books, used in balance and
as age appropriate; many books are readily
available in their individual classroom.
b. Playful opportunities to sing songs, rhymes,
participate in joint book reading and saying
chants that repeat, use alliteration or allow for
call and response; having engaging books read
aloud to them.
c. Opportunities to have rich conversation with
classmates about books they have heard read
or are reading.
d. Use of environmental print to draw
connections, build visual discrimination skill
and print awareness; e.g., through visits to
local shops or neighborhood walks to
emphasize print in the context of everyday life.
e. Books and literacy opportunities that make
connections across domains and that relate to
learning projects.
ii. Examples of What Teachers and Other Adults Do:
1. Social, Emotional & Physical Health & Development
(SEP)
a. Ensure that no child is ignored or mocked.
b. Respond with support when children need help
and encouragement.
c. Frequently incorporate other domains of
learning.
2. Language and Early Literacy Development (LL)
a. Build on the child’s interests to expand book
reading, vocabulary, word meanings, concepts
and content in non-fiction books and make
connections to the child’s world.
b. Use age appropriate fiction and non-fiction
books, signs/posters, and technology, to model
research and to enlarge and enrich vocabulary
for informal as well as content knowledge
terminology.
c. Build children’s sense of responsibility for
becoming a competent, independent reader;
e.g., explicitly teach strategies such as rereading, predicting, connecting text to personal
experience.
d. Use age appropriate fiction and non-fiction
books, signs/posters, technology, to model
research and to enlarge and enrich vocabulary
for informal as well as content knowledge
terminology.

e. Support a balanced literacy approach with
reading and writing across the curriculum;
increasingly select more complex texts in
keeping the students’ skills and experience
e. Learning/Behavioral Objective
i. Child will make a mini pizza using their fine motor skills
(spoon, tongs, pincher grasp)
ii. Child will read recipe card to know the steps of how to
make a pizza and how much of each ingredient to use.
Literacy Element: I will infuse/integrate literacy into my activity to
accomplish Viewing Images and Other Media Materials by reading a book
about pizza to the children and by having the children follow a recipe card to
make their pizzas.

Materials/ Resources/ Technology—
17 English muffin halves (2 6count bags)
1 medium jar of pizza sauce
1 package of pepperoni
1 package of veggie
pepperoni
1 large bag of mozzarella
cheese
2 large baking sheet
2 large piece of parchment
paper
4 small bowls

4 spoons
4 small tongs
2 Sharpie markers
0ven - 375°F 10 minutes
2 large recipe cards
The Little Red Hen Makes a
Pizza by Philemon Sturges
 Labels for items (Sauce,
Pepperoni, Mozzarella
Cheese, Veggie Pepperoni)
 Snack Mats (18)
 Cell phone



Procedures: Role of self and partner must be clear and aligned
with information on partnership planning form.

 Setting Up— Cleora will place the four bowls on the table and fill
with the first four ingredients (sauce, cheese, pepperoni, veggie
pepperoni). Each should be placed into their own labeled bowl. The
sauce and the cheese both get two spoons, while the pepperoni
bowls get two small tongs each. I will have baking sheet lined with
parchment paper and set onto the cart. Have sharpies ready for
child to write their name onto the parchment paper. Cleora and I will
separate the English muffins and place one at four of the seats at
the table onto a snack mat.
o Who: Blue Room children, Ms. Jackie, myself, and Cleora (215
student).
o When: March 8th during choice time
o Where: At large table by the sink
 Introduction—
o After reading The Little Red Hen Makes a Pizza, I will explain to
the children what they have a chance to make today – Mini
Pizzas. “Today at the large table by the sink, we will be making
mini pizzas. You will see that I will place this recipe card (show
card) at the table for you to follow to create your own mini pizza
today. Try to follow the directions on the recipe card when you
are making your pizza. Today we have (show each item) cheese,
sauce, pepperoni, and veggie pepperoni as our pizza toppings.
We will be using a half of an English muffin as our ‘dough’.” Ms.
Jackie will mention other choices available for the children at this
time. Ms. Jackie will ask children about one choice at a time and
release them by calling on them. If more than 4 children are
interested in making their own mini pizza, call on the first four
children and mention to the others that they may place their
name on the waiting list if they want to do the activity.
 Steps in the activity –
o Release children from group by asking about one choice at a
time.
o Children are to put on a smock, wash their hands and have a
seat at the table by an English muffin half.
o If more children want to do the activity than seats available, I will
write their name on the waiting list and they will be called next.
o Have children follow recipe card to create their pizza.
 Sauce, cheese, and pepperoni or veggie pepperoni if
they choose.
o When children are done making their pizza, children are to place
their pizza onto the parchment paper lined baking sheet.



o I will oversee the children writing their name on the parchment
paper by their pizza so that we’ll know whose pizza is who’s once
we bake it.
 There will be a check list for the children to complete
once they have finished.
 Will also help them recognize and spell their name.
o Children are to wash their hands at the sink once they have
handed their pizza to me.
o After washing their hands, children are to take off their smocks
and hang them on the wall hooks.
o Call over next child on the list who was interested in the activity.
o When a new child joins the table, they will begin the steps of the
activity, and so on.
o After a tray of pizzas have been completed, bake in kitchen oven
at 375 degrees for about 10 minutes or until cheese is melted.
o Cleora and I will take turns taking pictures of the children
involved in the activity.
o Once pizzas have been removed from the oven and have cooled,
call children over so that they may enjoy the mini pizza that they
made at a table.
Closure—
o Make a positive comment about the child’s pizza upon
completion. For example, “Oh Look! You made a smiley face!” or
“(Child’s name), that pizza looks delicious!”
o At the 15 minute warning towards the end of choice time, help
the children who are still working on their mini pizzas realize that
they need to finish making their pizzas if they want to eat them
before they go outside.
Cleaning up—
o If children are done with the activity and it’s the end of choice
time, I will dispose of ingredients and rinse out bowls and
utensils.
o Wipe the table down to remove all food remnants/sauce from
table.
o Make sure that the children’s pizza is in placed onto the baking
sheet with their name by it so that we will know who’s pizza is
who’s after baking.
o Complete the checklist for each child who attended that day
whether they didn’t choose the activity, completed the activity
independently by looking at the recipe card or completed the
activity but with help from an adult or peer.

Hints for Success:
If children don’t seem immediately interested, I will start creating my
own pizza or play with the ingredients on the table and make some
comments about it. “Oh wow! This is going to be the best pizza ever
because I get to make it! Do you want to make your own pizza too?”




“Wow! Look at different designs that I can make with my pepperoni! I
think I’m going to make a smiley face!” “I can’t wait to eat this pizza
after it bakes!” If some children stop what they are doing and are
focused on what I’m doing, invite them over. “Do you want to make
one?” “What design will you make on your pizza?”
It is not necessary to try out aspects of activity before implementing to
ensure that the activity works because the ingredients are store
bought and will just need to be baked until cheese is melted.
It is necessary to check in advance to make sure if my materials are
available. If the materials are not available, I may not be able to do
the activity planned. It is also necessary to communicate with other
adults (lead teachers) about my activity in advance so that they know
what to expect that day and will let me know what materials are
available for me to use.
Assessment/Evaluation of Children’s Learning:

What will
 How will
 How will
be
informatio
information
assessed
n be
be recorded
(standard
collected?
/objective
)
Child will
 Studying or
 Completion of
make a
examining
a checklist
mini pizza
child’s
(See
using their
actions
appendix)
fine motor
while

skills with
making
 Pictures
materials
their pizza
provided(s

poon,
tongs,
pincher
grasp)
Child will
read
recipe
card to
know the
steps of
how to
make a
pizza and
how much
of each

Observing
child’s
interaction
s with
recipe card
and actions
while
making
their pizza.


Completion of
a checklist
(See
appendix)
Pictures


When

Throughout.
Examinatio
n of child’s
interaction
with the
recipe card
as the basis
for
completing
the
checklist
(See
appendix)
Throughout.
Examinatio
n of child’s
interaction
with the
recipe card
as the basis
for
completing
the
checklist


ingredient
to use.



(See
appendix)

Adaptations/Differentiation of Your Activity: (clearly delineate
your responses)
a To make it more challenging for high achieving or gifted
children have more toppings and/or have them create a pizza
with a more complex design.
b To make it less difficult for low achieving children have them
follow a basic picture recipe card with just sauce and cheese.
Back-up or Contingency Plan: In place of making mini pizzas, the
children could paint/draw a picture of their favorite pizza with different
toppings. Children could even make their own pizza out of play-dough.
Children shouldn’t run out of time as they receive a five minute
warning prior to clean up time. If time is left, I would mention to the
class “Would anyone else like to come to the back table to make a mini
pizza?” If no one is interested and it is towards the end of center time, I
would clean up the area.










Sources/References:
Early Childhood Standards of Quality for Prekindergarten. (2005).
Retrieved from
https://www.michigan.gov/documents/mde/ECSQ_OK_Approved_42233
9_7.pdf
Eastern Michigan
Wednesdays

University

Children’s

Institute

Blue

Room:

Herr, J. (2013). Creative resources for the early childhood classroom.
Belmont, CA: Wadsworth Cengage Learning.
Sturges, P., & Walrod, A. (1999). The Little Red Hen makes a pizza. New
York: Dutton Children's Books.


Appendix:
Date:
__3/9/2016__
Lead Teacher: __Ms. Jackie__ Student Implementing Lesson: _Julie
Modson____ Classroom: _Blue___

 Child’
s
Name

 Arlo
 Arro
w
 Benj
ami
n
 Con
nor
 Cort
ez
 Em
ma
 Evan
 Jack

 Use
d
Fin
e
Mot
or
Skil
ls

 Use
d
Rec
ipe
Car
d

 Cho
se
Not
to
Cre
ate





 Notes

son
 Jasm
ine
 Jayd
a
 Kad
ence
 Kod
y
 Luna
 Mile
ah
 Olivi
ann
a
 Sam
uel
 Zahr
aa

 Child’
s
Name

 Arlo

 Arro
w
 Benj
ami
n
 Con
nor
 Cort
ez
 Em
ma
 Evan
 Jack
son
 Jasm
ine
 Jayd
a
 Kad
ence
 Kod
y











 Luna
 Mile
ah
 Olivi
ann
a
 Sam
uel
 Zahr
aa





Pizza
Sauce
Mozzarell
a Cheese
Pepperoni
Veggie
Pepperoni

Pizza
Sauce
 Mozzarell
a Cheese
 Pepperoni
 Veggie
Pepperoni

1.

2.

3.

Mini
Pizza
Recipe


 on




 on

with

with









Use
on

Put on

to put

 Write name

by


 Student’s Evaluation of Her/His Activity
Your Name Julie Modson
3/6/2016
Practicum Teacher:
Ms. Jackie

Date
Room:

of

Activity:
Blue

Name of the activity: Mini Pizzas
My objectives for the children were that they will make a mini pizza using their fine
motor skills with materials provided(spoon, tongs, pincher grasp) as well as will read
recipe card to know the steps of how to make a pizza and how much of each ingredient to
use. To ensure that the children who chose to do this activity achieved this, I had a check
list so that I could check for consistency. On this day, we had four children absent;
Connor, Cortez, Kadence, and Luna. Out of the thirteen children that were present, all
fifteen of them chose to partake in the activity. Every child was able to use fine motor
skills by using the tongs as well as reading the recipe card to know how to make their
pizza. I noticed that every child was excited and eager to complete this activity.
Based on the assessment data that I gathered, four children were absent and fourteen
children chose to make mini pizzas. All fourteen children who chose to complete the
activity achieved both objectives; child will make a mini pizza using their fine motor
skills with materials provided(spoon, tongs, pincher grasp) , child will read a recipe card
to know the steps of how to make a pizza and how much of each ingredient to use. All of
the children used the tongs and spoons without hesitation. Some did use the tongs to
place pepperoni onto their snack mat where they then proceeded to use their hands to
place the pepperoni onto their pizza; some of them were sticking together. By observing
all of the children by engaging in conversations with them, I was able to come to the
conclusion that every child who chose to complete this activity met both objectives.
Based on the assessment data that I gathered, I would extend this activity instructionally
by differentiating the lesson. For the children who need to have more of a challenge I
could have more toppings for them to have more choices. I would also create various
recipe cards where the children could make a more complex pizza; perhaps half
mushroom and half pepperoni. For a child who would need some more assistance within
the activity, I would simplify the recipe card and ingredients to just cheese and sauce.
Because of the data that I collected from this lesson I could use this lesson again in the
future but with more variation in the toppings. Every child was excited to create their
own pizza. They also loved that they were able to quite their own name on the parchment
paper which allowed them to have ownership.
From what I observed throughout the activity, there were a few things that were
unexpected. For example, when Arrow was done with his pizza and was writing his
name, he wrote his ‘w’ upside-down. He became quite upset about this and stated, “It’s
not right!” I asked him how could we fix this to make him not upset and he mentioned
that he wanted to write his name again. I started spelling out his name as he was writing
it and he did not like that and told me to stop saying that, which I did. Another item that
was unexpected was that we received a partial can of mushrooms from the chef in the
kitchen, as he knew we were making pizzas and these were left over. We graciously
accepted them and a few of the children actually placed them onto their pizza! (Samuel
and Arlo) We also had to wait to cook our pizzas as lunch needed to be cooked for the
children of the institute. This actually worked out to our advantage, as most of the


children did not like what was being served for lunch. Because of this, every child was
able to have their pizza with lunch and were able to eat.
If I was to do this lesson again, I would maybe include one or two other toppings to
create more of a variety for the children. Additionally, I would be more aware of timing
of the activity in regards to lunch, as we had to wait to cook our pizzas due to lunch. In
that regards, if that did occur again, I would just verbalize to the cook to keep our pizzas
in the warmer so that they may have them with lunch, have my partner more engaged in
the activity by having them help me create items for the activity.
From this activity, I learned a lot about myself as a teacher. I learned that because I was
incorporating literacy by having a recipe card, it made me re-think what I was going to
say to engage the children. By this, I had to put the question back to the child about
where we could see what would come next on a pizza rather than asking them what
comes next. I felt as though I had greater control of this activity more so that I did with
my first activity as I learned from it. I limited the number of children at the table to four
rather that the six that I had last time. As a teacher I noticed that I had pride in the
children’s work as I helped them achieve their goal of making a mini pizza, while
achieving my goal of using fine motor skills and literacy within the activity.
Overall, I learned from this experience that every child is different and has a set way of
doing things. By this I mean that some children just want sauce and cheese on their pizza
while others will layer sauce, cheese, pepperoni. Every child is similar but different and
unique in their own way. I also learned that when it comes to food, or at least pizza,
every child wants to partake in making one.
a This activity expanded on what the children already knew because they had been
following sandwich cards the week before on how to make a sandwich that
someone ordered. Also earlier in the week, Ms. Jackie put out the pizza prop box
so that the children could become more familiar with those items as well as
express their creativity. I knew from previous observation of Ms. Anne that the
children really liked to help make food when she was making oatmeal cookies
with the children.
b This activity helped the children grow by strengthening their fine motor skills as
well as improve and expand their literacy. This was achieved by having the
children use tongs, spoons, and a picture recipe card for them to follow. I also
labeled items on the table to familiarize them with the letters and words.
c There were two skills within this lesson that were developed; fine motor and
literacy. Many children looked to the recipe cards to see what the next step for
making their pizza was.
d This activity helped the children know more about their world as many probably
have had pizza in their home. This activity allowed them to experience and have
fun making a pizza.
e This lesson helped prepare the children to live more fully as it helped enforce
their ability to do things independently and to follow directions without adult
help.



EASTERN MICHIGAN UNIVERSITY
Department of Teacher Education
ECE 303: IMPLEMENTING THE CURRICULUM

PARTNERSHIP PLANNING FORM (Template for you to use and clearly delineate
your responses to all prompts)

Name: Julie Modson Student #:
E00825442 Status:
Date: 3/9/16

(If different, what first name do you use)?

C.I. Classroom:
Blue
Teacher(s)
Ms. Jackie & Ms. Ann
______


Day and time of practicum:
Wednesday 9-12

Name of Partner:
Cleora

His/her Phone #:
E-mail:
ctownse2@emich.edu

He/she is a: X
215 student;
303 student; 215
teacher:

I discussed my partner and plans with my Lead Teacher on:
2/10/16

(Date)

I discussed my plans with my partner on:
2/17/16 & 3/6/16

(Date)


During my activity my partner’s role will be:


Cleora’s role will be documenting whether the children used their fine motor skills with the tongs
and spoons provided and if they used the recipe card to create their pizza. She will also be taking
pictures of the children engaged in the activity.




During my activity, my role will be:



My role will be to support the children and to engage them in conversation about their pizza. I
will ask the children if they like any other toppings to go deeper with them as well as ask if they have
ever made pizza at home with their family. I will also be overseeing the children as they write their
name to their best ability. I will be using a simplified checklist for the children to have a visual of their
name as well as to ensure that we assess the children that participated in the activity.



EASTERN MICHIGAN UNIVERSITY
 Department of Teacher Education
ECE 303: IMPLEMENTING THE CURRICULUM



PARTNERSHIP EVALUATION FORM (Template for you to use and clearly
delineate your responses to all prompts)

Name: Julie Modson


(If different, what first name do you use)?


C.I. Classroom:

Student #:E00825442 Status: Full-Time __Date:

Blue

Day and time of practicum:

Teacher(s)

Ms. Jackie & Ms. Ann

Wednesday 9-12


Name of the activity: Mini Pizzas

Name of Partner:

Cleora


He/she is a:

215 student;

X

303 student;

215

teacher




How did your partner respond during the planning and carrying out of the activity, i.e., what did
he/she say and /or do?



Cleora was really attentive and kept asking if there was more that she could do. She sat at the
opposite end of the table with me to help engage children in conversations about making pizzas. Cleora
took many great photos of me engaging with the children as well as the children assembling their own
pizza too.


What did you learn about directing another adult and working in a partnership?



I learned that when directing another adult in a working partnership, that we are equals. Though
it was my activity, we both play an important role within the activity for the children. We both are there
to help support and engage the children who were participating within the activity. Also, both of us were
aware and conscious about which child(ren) we were not allowed to photograph. I did have to remind

Cleora about who we couldn’t photograph as I was the one who discussed with Ms. Jackie the children
who could and could not be photographed and/or name released.



If you were to do a partnership assignment again, what would you do differently?


I feel that this partnership assignment went really well. If I had to do this activity again, I would
incorporate more into the lesson for my partner to do so that we are truly equals within the activity. I
would have my partner help make some of the items that I had prepared to incorporate literacy.