Toddler Lesson Plan Part 2 CH

Teacher Taneesha Bales Part One Part Two X
Lead Teaching Date 11/3/16 Submission Date 10/17/2016 Revised Submission Date 10/31/2016
Toddler Activity Pre-Plan: Part Two
1. What concepts or skills are the toddlers exploring or practicing as they participate in your activities today and where will they explore
them? What TTD Chapter are you referencing? TTD Ch. 15: This week’ plan focuses on giving toddlers several opportunities to make
friends and practice emerging social skills. These activities support children’s skills in naming and identifying each other’s names,
participating in group activities and art, and sharing and taking turns with the toys. They will be able to participate in a group art activity
by sharing the butcher paper and art materials. Toddlers will be able to practice names and identifying their peers at the peek-a-boo
center. Toddlers will be able to practice sharing and parallel play the sensory and fine motor centers.
2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 2 Criteria D. I set expectations, and explain and follow through on expectations appropriately.
Section 3 Criteria D. I transition appropriately between activities.
Section 4 Criteria C. I use appropriate grammar and syntax.
3. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you anticipate them exploring and practicing
their goal as they participate in the activities you have planned. Remember to talk to your teaching team before you begin this, so
that you are not planning duplicate activities each week. 
Toddler’s Goal and/or other skills to IELG Outcome(s) Interests or Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal observations of activity will help the child support the child at the
observable, and Reference the domain, child that connect work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child to how you are development. What will they brief)
criteria/conditions) indicator planning for them be doing as they practice
today. their goal? (Be specific, yet
brief)
Addie Addie will engage in two IELG D2 G21 Age 16-38 I have observed Sensory: Addie will have the Teachers can support Addie
new play activities each Months CI Attempts new that Addie loves art opportunity to work on her by inviting her to play at the
toddler lab (one being a activities that require and messy play. goal of attempting a new play sensory table. Addie seems
gross motor activity). familiar and activity as she plays in the to stay at the art center for
unfamiliar physical sand and the water. Her the majority of lab, so
movement, with or without interest of art and messy play teachers can invite her to
adult assistance. will draw her to the sensory explore another activity.
table.
Carter Carter will take a turn with IELG D3 G28 Age 16 to 38 Carter enjoys Peek- Peek a Boo: Carter will have Teachers can support Carter
Page 1
brief)
a peer each lab. months C8: Takes turns a-Boo. the opportunity to wok on his by practicing core standards
during play with peers, goal at the peek-a-boo area of taking turns and using core
with considerable adult as he takes turns with his language and scripts to teach
assistance. peers while looking at the turn taking.
pictures and lifting up the
flaps.
Halle Halle will verbally identify IELG D4 G44 Age 16-38 I have observed Fine Motor: Halle will be able Teachers can support Halle as
and point to 10 new body months CI: 2 Points to, that Halle likes to to work on her goal of she plays with the tinker toys
parts by the end of the identifies, and describes play at the fine identifying body parts as she by helping her identify her
semester. self and others. motor center. uses her fingers and fine fingers, hands, and arms.
motor skills to play with the
tinker toys. As she plays with
the toys, teachers can assist
her in identifying her hands,
fingers, and arms that she
uses at the fine motor center.
Heidi Heidi will separate from IELG D3 G38 Age 16-38 Heidi is interested Art: Heidi can work on her Teachers can support Heidi
her parent/caregiver months CI 6: Shows anxiety in coloring. goal of separation as she by inviting her to the art
without crying each day over temporary learns to engage in activities center as soon as she walks
she comes to toddler lab. separations from parent or she enjoys such as the art in. Teachers can explain to
significant adults such as center. Heidi can use self- her that that activity involves
primary teacher, but calms soothing skills as she colors coloring and ask her if she
self. and plays with the shaving would like to try it. Teachers
cream. can use redirecting and
distracting techniques to help
her with separation.
Mark Markwill use words to IELG D5 G52 Age 16-38 I have observed Art: Mark will have the Teachers can support Mark
Page 2
brief)
identify objects two times Months CI 1 Increasingly Hunter’s interest in opportunity to work on his with his goal by naming
each toddler lab. uses words and phrases. messy play and goal at the art table as he objects and using parallel
sensory. identifies the names of the speech. Teachers can also ask
materials, colors of the opened ended questions like
shaving cream, and what it what does it feel like? Or
feels like. (red, cream, messy, what is this? To stimulate
smooth, paper etc.). speech.
Josh Josh will engage in one IELG D4 G46 Age 16 to 38 According to the Sensory: Josh will have the Teachers can support Josh by
sensory play experience months CI 2: Participates in paperwork, Josh opportunity to work on his inviting him to the sensory
each day in toddler lab. messy play activities such enjoys playing with goal of engaging in a sensory activity. They can explain to
as painting, water-play, and the rocks. play experience as he plays in him that there are rocks and
building sand structures, the water, sand, rocks, and water in it, which might draw
without undue stress. shells. him to the sensory table.
Ben Ben will use words to label IELG D5 G52 Age 6 to 18 I have observed Art: Ben will have the Teachers can support Ben
or request two times each months CI 9: Uses single Bens’ interest in opportunity to work on his with his goal by naming
day in lab. words to communicate. the art and sensory goal at the art table as he objects and using parallel
tables. identifies the names of the speech. Teachers can also ask
materials, colors of the opened ended questions like
Matt Matt will use words to IELG D5 G49 Age 16 to 38 According the Art: Matt will have the Teachers can support Matt
label or request two times months CI 5: Uses single paperwork, Matt opportunity to work on his with his goal by naming
each day in toddler lab. words, phrases, or short enjoys art. goal at the art table as he objects and using parallel
sentences to convey needs identifies the names of the speech. Teachers can also ask
and wants. materials, colors of the opened ended questions like
Page 3
brief)
Kaley Kaley will separate from ELG D3 G27 Age 16 to 38 According to the Art: Kaley can work on her Teachers can support Kaley
her parent/caregiver months CI 3: Feels paperwork, Kaley goal of separation as she by inviting her to the art
without crying each day comfortable when playing enjoys water. learns to engage in activities center as soon as she walks
she comes to toddler lab. away from primary she enjoys such as the art in. Teachers can explain to
caregiver, but cries out or center. Kaley can use self- her that that activity involves
seeks familiar adult when soothing skills as she colors coloring and ask her if she
injured or frustrated. and plays with the shaving would like to try it. Teachers
cream. can use redirecting and
distracting techniques to help
her with separation.
Lyn Lyn will pronounce words IELG D5 G52 Age 16 to 38 I have observed Peek-a-Boo: Lyn will have the Teachers can support Lyn in
with clarity three times months CI 10: Pronounces Lyn interest in the opportunity to work on her her goal by first labeling the
each toddler lab. words with increasing Peek-a-boo center. goal by articulating and using names of the pictures. They
articulation and clarity. clarity with her words as she can use open-ended
identifies names and objects questions to stimulate
in the peek-a-boo center. As responses from Lyn.
Lyn labels and identifies
objects, she can practice
pronunciation and clarity.
Pat Pat will use his words to IELG D3 G38 Age 16 to 38 I have observed Fine Motor: Pat will have the Teachers can support Pat as
resolve a conflict or months CI 3: Recognizes Pat’s interest in the opportunity to work on his they use core sharing and
express himself once per and expresses emotions fine motor center. goal of resolving conflicts as taking turns scripts. They can
lab. towards familiar persons, he shares the tinker toys and also ask Pat open-ended and
pets, or possessions with parallel plays with his peers. close-ended questions so
appropriate facial He can also practice that he can have the
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brief)
expressions, words, expressing his emotions as he opportunity to express him
gestures, signs, or other tells teachers what he wants emotions.
means. to do or how long he wants
to stay at the fine motor
center.
Ryan Ryan will use an IELG D5 G49 Age 16 to 38 I have observed Sensory: Ryan will have the Teachers can support Ryan
appropriate tone of voice months CI 3: Changes Ryan’s interest in opportunity to work on his by modeling appropriate
at least twice a day in lab. intonation and tone to the sensory table. tone of voice as he parallel tone of voice. They can also
convey meaning of words. plays with his peers. He will use reminders to let him
be able to mimic his peers as know to quiet his voice.
they play in the water. Ryan
can practice appropriate tone
with water because water
can be a loud and exciting
activity.
Toddler Activity Assignments & Set-up Plan
4. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person responsible for setting up the activity
center, the materials needed, the book associated with the center and any set-up or safety instructions.
Page 5
Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with (Title, author, Routine, and/or toddler(s)
Activity Set-up of (This is the skill (This is a detailed item name, the reference Adaptation planned for in
Title Center you want description of number you need, number, and Instructions this activity
(See Teaching children to what the activity the reference and location) (Be specific)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing the of the items)
activity outcome)
Part Two Lead: Taneesha That you will do Lead Teaching
your job as a lead. Checklist (turn in all
See Lead Teaching checklists at the end
Evaluation form. of your lead teaching
 day)
Helper 1 – Elizabeth That you will Snack Checklist
Support follow (turn in to lead
Teacher: instructions and teacher at the end of
do your job as the teaching day)
snack person 
Helper 2 - Mandy That you will Photographer
Photographer: follow Checklist (turn in to
instructions and lead teacher at the
do your job as the end of the teaching
photographer  day)
Art: Taneesha IELG D3 G30 The children will Shaving Cream Lets Discover Tape butcher Heidi,
Messy Ages 16-38 have the (RR1 art supplies Colors by Block paper down to Hunter, Levi,
Coloring Months CI 5: opportunity to 14), Powered paint Board Books the table. Be Lars, Lia
Occasionally share shaving (RR1 cabinet 6), (WR T B11). sure to cover all
shares some cream, colors, smocks (Classroom the way to the
objects, and space while cupboard), butcher end and fold
people, and they paint. paper (WR), tape under. Place 3
space with Children will be (Classroom different piles
peers; with able to explore cupboard). of shaving
adult art together as cream on the
assistance they share paper (spread
Page 6
materials and them out

color on one evenly).
piece of butcher Sprinkle the
paper. colors on the
different piles.
Place smocks
on the chairs.
Be sure that
children don’t
get shaving
cream in their
eyes. Watch for
children who
are done so as
to assist them
in washing their
hands.
Sensory: Mandy IELG D4 G42 The children will Sand (RR2 green The Bravest Place sensory Addie,
Sandy Age 16 to 38 be able to 137), 5-6 Ocean Fish by Matt mat under Kenyon,
Beaches Months CI3: explore sensory animals (RR2 green Buckingham table. Poor Rylan
Plays with, play by finding 129), (WR T B13). sand on one
explores, and and burying fish Water (sink in side and fill the
experiments in the sand. classroom), 4 other side with
with water, They will also be Smocks, 1 Sensory water. Bury fish
sand, and able to explore mat (classroom in the sand.
mud. different cabinet). Place book on
textures of sand sensory table.
by moving the Place smocks
sand in and out on the chairs.
of the water, Make sure to
experiencing roll children’s
moist, dry, and sleeves up.
wet sand. Monitor water
play closely. Be
Page 7
sure that sand

does not enter
eyes or mouth.
Fine motor: Elizabeth IELG D2 G18 The children will Half of the box of Monkey’s Place tinker Halleigh,
Tinkering Age 16 to 38 be able to tinker toys (RR2 Puzzle by Jean toys on the Paxton
Months CI12: develop fine orange 197). Coppendale table. Be sure
Completes motor skills by (WR. TC35). that all toys
simple insert fitting, poking, pass the chock
puzzles (uses and grasping the test tube. Also,
shape sorter tinker toys. As brush through
box or puts they connect toys to check
pegs into a the toys for any broken
peg board). together, they or sharp toys. If
will be so, remove
increasing their them. Place
hand-eye book on table.
coordination
during play.
Cause & Mandy IELG D3 G30 The children will Pictures and covers
Effect/Peek- Ages 16-38 have the (IWP), Tape Carter,
a-boo: Months CI 3: opportunity to (Classroom Lyndsi
Who are You? Uses names of practice learning Cupboard).
other children. name and
recognizing their
classmates as
they begin to
make friends
and learn
beginning social
skills. As
children learn
the names of
their classmates,
they will be able
Page 8
to interact and
play more with
each other.
Class Clean-up Taneesha IELG D3 G31 The children and Clean up song, CD Play the clean-up
(Lead Teacher Age 60 Months will clean up all of player or docking warning song 2
for the day is in through the toys and station, and toy bins. minutes before it
charge of this) Kindergarten activities with is time to clean
CI5: teacher support. up. Put the bins
Describes and They will place all down during this
follows the toys in the time so they will
classroom and correct bins, and be ready to go
group routines. stack the bins and when clean-up
all other props on starts. Model
the slide. (Do not clean up
place anything on procedures for
top of the toddlers and give
lockers). them choices of
items to clean
up.
Transition to Taneesha IELG D5 G48 The lead teacher Transition Activity Towards the end
Large Group Age 6 to 18 will start the (Song Lyrics) of clean up,
Activities Months CI8: transition activity Come find a spot to teachers will
(Lead Teacher Follow single- to help the sit, create a large
for the day is in step directions children gather to Spot to sit, group area with
charge of this) without the large group Spot to sit the shelves so
gestures area. Come find a spot to that children
sit, have a defined
The children will By your friends. space to
be guided in participate in the
singing our large group
“Come Find a activity.
Spot and Sit” Two teachers
song as they will grab the
gather at the sensory tunnel
dramatic play and will be in
area for large charge of
group. keeping it steady
Page 9
as the children
go through the
tunnel. I will
have one other
teacher model
how to go
through the
tunnel and then
have her wait at
the other end for
when the
toddlers come
out.
Large Group IELG D1 G3 The children 2 Cardboard My Five Senses by See detailed
Activity – Ages 16 to 38 will have the boxes, (IWP), 1 Aliki (WR, W25) activity
Months CI 8: opportunity to box of Christmas description at
(Please refer to Shows lights (IWP), 3 end of plan for
a detailed explore a
willingness to sensory tunnel Animal Furs specific
description of
the large group
try less in which they (RR2 128), 5 Felt instructions
activity in the familiar (RR1 9), 2 and script for
can crawl
box at the end environments Feathers (RR1 9) the lead
through a
of the plan). and Fabric, 1 Mirror, teacher to
situations, cardboard box (Beautiful Junk follow.
depending on tunnel and RR1 Shelf 2), 1
temperament. explore their Bubble Wrap
senses as they Sheet (Beautiful
look at lights Junk RR2 Shelf
and mirrors. 4), 4 Streamer
They can rolls (Beautiful
continue Junk RR2 Shelf
exploring 4)
touch as they
feel materials
that they are
unfamiliar
Page 10
with. These
materials will
be of different
textures of
materials on
the floor
which will give
them
experience in
a new
environment.
Transition to Taneesha IELG D5 G48 Children get ready Emergency backpack Help toddlers put
outdoor play – Age 6 to 18 to go outside by and rope (behind on coats and
(Lead Teacher Months CI8: putting on their door), check in/out backpacks and
for the day is in Follow single- coats and will sheet line up. Teachers
charge of this) step directions lining up on the will help the
without rope. Teachers children grasp
Small north gestures will help the the rope and sing
playground children grasp the while the
rope and sing children walk to
while the children the outside play
walk to the area.
outside play area.
1st Outdoor Elizabeth IELG D3 G28 Toddlers will have Rocking Boat (Gross Place rocking
Activity: CI1: Plays side- the opportunity Garage). boat on the flat
Rocking by-side with to play side by area of grass
another child. side as they play down by the
in the rocking slide. Be sure
boat together. that children do
Toddlers will also not fall out of the
have the rocking boat.
opportunity to
both share and
take turns in the
rocking boat.
Page 11
2nd Outdoor Taneesha IELG D3 G28 Toddlers will have Bag of Balls (Gross Place balls on
Activity: Roll it CI9: Gives and the opportunity Garage). grassy area. Be
takes back to practice rolling sure that children
objects during the balls and do not throw
throwing the balls balls at each
playful
back and forth other and that
interactions between each there is a safe
with peers, other. They will distance between
with be able to them as they
assistance. practice emerging play.
social skills and
making friends.
Inclement IELG D2 G20 Toddlers will be 1 Balance beams Place balance
Weather Gross Ages 16 to 36 able to practice a (gross garage), 1 beams,
Motor Indoor Months CI3: variety of gross Trampoline (gross trampoline, and
Activity: Attempts to motor skills by garage), tunnels tunnels in large
Walk With Me balance, and balancing, (gross garage). empty area of
has increasing crawling, and the carpet side of
success jumping as they the classroom.
balancing on walk across the Make sure a
low ledges and balance beam, teacher is at this
curbs. Combines crawl under the center at all
motor actions in tunnels, and jump times. Only allow
sustained play on the two children in
(e.g. playing on trampoline. the tunnel at one
small slides, time, having
climbing on them enter and
small structures, exit on specific
using wheel sides. Be sure
toys, carrying children jump
objects of only on the
varying sizes trampoline and
and shapes, not off of it.
throwing and
catching,
dancing, and
marching).
Page 12
Page 13
Large Group Activity Kenyon

Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Don’t forget to turn in the large group
activity materials with your plan.
Title:
IELG Outcome: IELG D1 G3 Ages 16 to 38 Months CI 8: Shows willingness to try less familiar environments and situations, depending on
temperament.
The skills this activity promotes: Participating in this group activity and discovering their senses as they explore an unfamiliar environment.
Activity Description: The children will have the opportunity to explore a sensory tunnel in which they can crawl through a cardboard box tunnel
and explore their senses as they look at lights and mirrors. They can continue exploring touch senses as they feel the different textures of
materials on the floor while they crawl through the tunnel.
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?): Hello boys and girls! Today we are going to crawl through a
very exciting sensory tunnel. Where we will use our eyes, ears, and hands when we go through. Where are our eyes? What do our eyes do? What about your
ears. What do we do with our hands? I need you all to line up at the orange tape and we will all get a chance to go through and see all the fun things inside.
Expectations for children (What will you say and do to show the children how to participate in the activity?): I want you all to crawl through the tunnel like
this (have one of the teachers crawl through the tunnel) and then you can see all of the fun things inside. Use your hands to feel all of the materials inside and
touch all of the colored things. You can look at the Christmas lights with your eyes and listen to the bells on your wrists with your ears. I will be waiting on the
other end so you can see me.
Handing out props (how will you hand out props): The children will have the opportunity to wear wristbands with bells on them, to add the sense of sound
to their sensory experience. I will hand out the bells as children approach the tunnel.
During the activity (What are you saying and doing during the activity for the children to model?): Teachers will encourage children to crawl through the
tunnel and will assure them that they are going to see them on the other side. If a child is especially nervous, a teacher can encourage them to just look inside
the tunnel. Boys and girls what did you see in the tunnel? What did you feel with your hands? Practice pointing and labeling objects in the sensory tunnel.
Closing Script (What will you say and do to end the activity and transition to the next thing?): Thank you for going through the tunnel boys and girls! Ask
them what kinds of things they saw or felt.) Boys and girls we now get to go play for a two more minutes, and then we will clean up to go outside. Thank you
for playing in the sensory tunnel with me!
Page 14
Collecting props (how will you collect the props?): The children will have the opportunity to wear wristbands with bells on them, to add the sense of sound
to their experience. As the children come through the tunnel a final time, they will place their wristbands in a bucket outside of the exit.
Page 15

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Teacher Taneesha Bales Part One Part Two X

Toddler Activity Pre-Plan: Part Two

Toddler Activity Assignments & Set-up Plan

materials and them out

sure that sand

Large Group Activity Kenyon

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