Lesson Plan 3 TL Also 3a

Lead Teacher: Brynn Larsen Part One: X Part Two: X Lead Teaching Date: March 14, 2017
Submission Date: Feb. 27, 2017 Revised Submission Date (if needed): March 13, 2017 TD CH: 7
Toddler Activity Pre-Plan: Part One
What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day? 3e I manage all children’s
behavior in large group efficiently.
1. Briefly describe your planning for the twelve toddlers in your toddler lab in the chart below. Remember to talk to your lead teaching
partner so that you are not planning duplicate activities. 
Toddler’s Toddler goal IELG Outcome that Toddler’s current Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler that activity activity you have and any other
family goal. level or skills and connect to where center planned for the adaptations will
(Specific, Put the domain, how they relate or how you are where toddler reflects the teacher use to
observable, and goal, age range, to the activity planning for them you are his/her interests support the child
measurable with and child you are planning today planning and how the child at this activity (be
any criteria/ indicator, Ex. D2 for them today for the will work on their specific, yet brief)
conditions) G51 16-38 mo. CI2 child goal. (Be specific,
today yet brief)
James James will play IELG D3 G28 Ages Developmentally I have observed in Cause and James will be able Teachers will
alongside other 16-38 months CI2: James is able to lab that James likes Effect to practice using his model how to play
children at least Plays side-by-side use his pincer to play with balls pincer grasp to pick alongside other
twice during with another child. fingers to grasp and he likes things up Pom Poms and children and how
toddler lab each small objects. that are soft. place them through to talk to other
day. the colored tubes. children. We can
He will have the assist/encourage
opportunity to work James to hand
on his goal while he Pom Poms to other
places Pom Poms in students and say
the colored tubes his peer’s names.
alongside other
children.
Jason Jason will work IELG D5 G49 Ages 6 Jason is able to Jason is interested Sensory Jason will have the Teachers will
on sounds of to 18 months CI8: coordinate his in playing with opportunity to work encourage Jason to
words. He will be Uses single word hands and fingers sand. on his goal by saying learn how to say
speaking at least sentences. to fill containers the first sounds of words by labeling
Page 1
today yet brief)
10 words by the with sand and sand, truck, and everything for him.
end of toddler then dump it out. bucket while he’s If he points at
lab. filling and dumping something we will
the sand. He will be say what he is
able to label objects pointing at, and if
in the sensory table he signs we will say
as he picks them up what he is signing.
or points to them.
Emily Emily will be EDLG D5 G53 Age Developmentally On the child Gross Emily will have the Teachers can
able to say a 3-4 16-38 Months CI7: Emily is able to information table it Motor opportunity to work encourage Emily to
word sentence Increases phrases hold herself up states that Emily on her goal as she work on her goals
at least twice from two words to and swing her likes to swing. labels the objects by modeling good
during a toddler three and four legs. she wants or language skills and
lab class period. words. explains that she having her ask for
wants to go faster, what she wants.
slower, or get off of We can also
the swing. She will expand on her
be able to use her sentences and
core and leg engage in parallel
muscles to help her talk.
stay on the swing
and go backwards
and forwards.
Baylee Baylee will IELG D4 G39 Ages Developmentally I have observed in Cause and Baylee will have the Teachers will
recognize and 36-60 months CI2 Baylee is able to lab that Baylee Effect opportunity to work support Baylee by
identify numbers Uses numbers to use her pincer likes to place on her goal as she bringing her
3 and higher two represent quantity grasp to pick up colored balls down counts the Pom attention to the
Page 2
today yet brief)
times in lab and small Pom Poms tubes. Poms and amount of Pom
recognize the and place them in recognizes how Poms she has as
quantity of tubes. many she has in her she plays. We will
items. hand. ask her to count.
We will count the
number of Pom
Poms she has.
Mat Mat will share IELG D3 G28 Age Developmentally The child Gross Mat will have the We can support
with his 16-38 Months C18: Mat is able to information sheet Motor opportunity to Mat as we model
classmates 2 Gives and takes hold himself up states that Mat practice his goal by sharing with
times during the back objects during and swing his likes to swing. taking turns with his others. We can
Toddler Lab playful interactions legs. peers on the swings. encourage Mat to
class. with peers, with He will be able to take turns on the
assistance. use his core and leg swings by showing
muscles to help him him he will be able
stay on the swing to have another
and go backwards turn. We can also
and forwards direct his attention
elsewhere as he is
waiting for his
turn.
Patty Patty will IELG D3 G28 Ages Patty is able to I have noticed that Sensory Patty will have the Teachers will
interact with 16-38 months CI1: coordinate her Patty likes to play opportunity to work model how to play
other children at Plays side by side hands and fingers with sand. on her goal by alongside other
least twice each with other to fill containers playing side by side children and how
toddler lab. children. with sand and with other children to talk to other
then dump it out. at the sensory table children. We can
Page 3
today yet brief)
as they fill buckets assist/encourage

with sand and then Patty to hand sand
dump the sand out. toys to other
She will have the students and say
opportunity to her peer’s names.
communicate with
her peers verbally
and non-verbally as
she asks for
something that
another toddler has,
or by helping a peer
to fill a bucket.
Brooke Brooke will IELG D5 G49 Ages Brooke is able to I have observed in Art Brooke will be able Teachers can help
vocalize wants 16-38 months CI1: use her pincer lab that Brooke to work on her goal support Brooke in
and needs at Vocalizes wants grasp to pick up stickers. as she asks for more this activity by
least twice and needs. small objects, but stickers, stamps, or asking her what
during one she struggles crayons. She will she wants before
toddler lab class getting stickers have the we give it to her,
period. off of their sheets opportunity to build and we can model
independently. her pincer grasp and good language
coordination as she skills by asking her
take stickers off of for objects.
sheets.
Ebony Ebony will IELG D3 G28 Age Developmentally, I have observed Art Ebony will have the We can encourage
willingly give a 16-38 Months C18: Ebony is able to that Ebony likes to opportunity to work Ebony to work on
toy/object to Gives and takes use her pincer play with stickers on her goal by her goal by
Page 4
today yet brief)
another student back objects during grasp to pick up and crayons. taking turns taking encouraging her to
three times playful interactions small objects, but stickers off of the hand objects to
during toddler with peers, with she struggles page and using the her peers when it’s
lab. assistance. getting stickers stamp pad. She can their turn and by
off of their sheets strengthen her modeling how to
independently. pincer grasp and take turns.
coordination as she
takes stickers off of
the sheets.
Perry Perry will IELG D5 G49 Ages Developmentally I have observed Gross Perry will have the Teachers can
vocalize that he 16-38 months CI1: Perry is able to that Perry loves to Motor opportunity to work encourage Perry to
wants something Vocalizes wants hold himself up move his body, and on his goal as he work on his goal by
once or twice and needs. and swing his it says he loves to labels the objects he modeling good
during one legs. swing. wants or explains language skills and
toddler lab class that he wants to go having him ask for
period. faster, slower, or what he wants
get off of the swing. instead of just
He will be able to handing it to him.
use his core and leg
muscles to help him
stay on the swing
and go backwards
and forwards
Ellise Ellise will IELG D4 G57 Ages Developmentally I have observed in Cause and Ellise will have the We can help Ellise
recognize the 16-38 months CI2 Ellise is able to lab that Ellise likes Effect opportunity to work identify the letter
letter “P” at Uses symbols or use her pincer to place balls in on her goal by P by pointing it out
least once during pictures to grasp to pick up colored tubes. identifying the to her on the Pom
Page 5
today yet brief)
toddler lab each represent oral small Pom Poms letter P on the Pom Pom Drop sign. We
day. language. and place them in Pom Drop label. can tell her that it’s
tubes. the letter P. We
can ask her if she
knows any of the
letters on the sign.
Robert Robert will IELG D3 G28 Age Robert is able to I have observed Cause and Robert will have the We can support
initiate 16-38 Months C18: use his pincer that Robert likes to Effect opportunity to Robert by asking
interactions with Plays side by side grasp to pick up play with balls and practice his goal by him if he wants to
his peers at least with another child. small Pom Poms place them down handing Pom Poms play with the other
three times and place them in tubes. to his peers, playing children if we see
during toddler tubes. alongside his peers, him watching. We
lab. and asking a peer to can use self-talk to
give him some Pom show him how to
Poms. start playing with
others.
Becca Becca will be IELG D4 G47 Ages Developmentally, I have observed Art Becca will be able to Teachers can help
learning her 6-18 months CI4: Becca is able to that Becca likes to practice her goal at Becca practice her
colors by Responds to use her pincer play with stickers the sensory table by colors by naming
identifying the changing light, grasp to pick up and crayons. seeing the different the colors of
colors red, colors, patterns small objects, but colored stickers, objects for her,
yellow, blue and and textures. she struggles crayons, and and asking her
green at least getting stickers stamps, and by what color
two or three off of their sheets labeling the colors something is. They
times a day. independently. or pointing to the can also extend
correct color when her phrases to
it’s labeled for her. include colors, for
Page 6
today yet brief)
She will be able to example: Becca –

strengthen her “I have crayonr.”
pincer grasp and Teacher- “Yes you
coordination as she do have a red
takes stickers off of crayon.”
the sheet.
Toddler Activity Assignments & Set-up Plan
2. Lead Teacher – Brynn Larsen

Check-in/out Helper - Jamie
Booth Helper - Ari
3. Fill out the table below with the detailed set-up of your plan for the day. Each column needs to be filled out unless otherwise
indicated.
Page 7
Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or your This is a skill This is a detailed Be specific with reference Be specific Be specific planned
Title helpers. the children description of item name, the number, and with how with any for in this
See Teaching can practice what the activity number/amount location you want safety activity
Calendar for while at this is and how the you need, the this activity instructions
assigned activity children will be reference and set-up for set-up or
helpers explore, play and location of the during the
practice the item, and activity
activity outcome whether you will
provide (IWP)
any of the items
Art: Stamps Jamie IELG D2 G18 The toddlers will 3 letter stamps, Harold and the Tape white Make sure the Brooke,
and Stickers Age 16-38 have the 3 foam stamps, 3 Purple Crayon butcher children do Baylee,
months CI8: opportunity to stamp pads (RR1 by Crockett paper onto not place Ebony
Coordinate use their pincer Cabinet E Johnson (WR the long art stamps on
arms, hands, grasp to peel off Drawer 1), 3 J2) table so that themselves.
and fingers to stickers, stamp pages of stickers it’s covering Make sure all
accomplish paper, and color (RR1 O11), 4 the whole of the crayons
fine motor with crayons. large crayons table. Place are large
tasks. (RR1 O12) stickers, enough to pass
stamps, and the choke test.
crayons on Make sure
the table. nothing goes
Create a few in the toddlers
example mouths.
stickers,
stamps, and
drawings on
the paper.
Place the
book on the
table.
Gross Motor: Brynn IELG D2 G17 During the Gross 1 toddler swing On the Move by In the area Make sure the Mat, Perry,
Indoor Age 16 to 38 Motor Activity (Gross Garage) Miriam between the children don’t Emily
Swings Months CI3: children will have Stoppard (WR blocks and push the
Coordinate the opportunity TS20) slide place swings into
Page 8
provide (IWP)
any of the items
whole body to to use their whole the swing. anything. Place
make complex body to hold Make sure it tape around
movements themselves up on is far enough where the
for moving the swing, and away from swings are so
from place to swing their legs its that the
place. back and forth. surroundings children know
so that it not to walk in
doesn’t that area when
bump into the swings are
anything. being pushed.
Place the
book in-
between the
swings.
Sensory: Jamie IELG D1 G14 At the sensory Sand (RR2 G127), Trucks, Trucks, Place mat The sand and Jason,
Construction Age 16-38 table the toddlers 2 small shovels, Trucks by Peter under the toys must stay Becca,
Site Months CI3: will have the 1 sifter, 2 Sis (WR T2) sensory inside the Patty
Use sensory opportunity to buckets (RR2 table. Place sensory table.
motor play to explore the use of G120), 4 tractors the sand in
extend the use sand as they fill (RR2 B179), 3 the sensory
of materials in dump trucks and plastic people table so it’s
functional buckets with sand (RR2 B169), 2 about 2
ways. and then dump small houses inches deep.
` the sand out. (RR2 B182), Places
sensory mat (in houses,
classroom) people, and
Page 9
provide (IWP)
any of the items
trucks on
the outskirts
of the
sensory
table with
shovels,
sifter, and
buckets in
the middle.
Fill some of
the buckets
with sand.
Place the
book on the
table
Cause and Ari IELG D1 G8 At the cause and 1 long plastic Colors by Jane- Place the Children can’t Robert,
Effect: Pom Age 16-38 effect area the container Conteh Morgan board with put Pom Poms Ellise,
Pom Drop Months CI3: toddlers will have (Beautiful Junk), (WR TC15) colored in their Brooke
Explores cause the opportunity enough Pom tubes mouths. A
and effect with to explore how Poms to fill the against the teacher needs
people, when they drop a bottom of the wall by the to stay at this
objects, and Pom Pom through plastic container block area. area to make
settings. a colored tube it (RR1 O13), board Place the sure the
comes out the with colored plastic children don’t
other end. tubes (IWP) container choke on the
with the Pom Poms.
Page 10
provide (IWP)
any of the items
Pom Poms in
it under the
board. Place
the book on
the right
side of the
container.
Class Clean- Brynn IELG D3 G31 The children and Clean up song, Play the
up (Lead Age 60 Months will clean up all of CD player or clean-up
Teacher for through the toys and docking station, warning
the day is in Kindergarten activities with and toy bins. song 2
charge of CI5: Describes teacher support. minutes
this) and follows They will place all before it is
classroom and the toys in the time to clean
group correct bins, and up. Put the
routines. stack the bins and bins down
all other props on during this
the slide. (Do not time so they
place anything on will be ready
top of the to go when
lockers). clean-up
starts.
Model clean
up
procedures
for toddlers
Page 11
provide (IWP)
any of the items
and give
them
choices of
items to
clean up.
Transition to Brynn IELG D5 G48 The lead teacher Song Lyrics: Let’s Towards the
Large Group Age 6 to 18 will start the get together, end of clean
Activities Months CI8: transition activity yeah, yeah, up, teachers
(Lead Teacher Follow single- to help the yeah! We’ll be will create a
for the day is step directions children gather to havin’ twice the large group
in charge of without the large group fun Let’s get area with
this) gestures area. together yeah, the shelves
yeah. Let’s get so that
Children will be together, yeah, children
gathering yeah. have a
together for large defined
group. They will space to
be able to sing participate
along with the in the large
teachers if they group
like. activity.
Large Group Brynn 1. IELG D5 G34 1. The lead 1. Thump Thump 1. The lead 1. Watch that Robert,
Activity - On a tray we Age 16 to 38 teacher will get Thump: 2 teacher will the children Ebony,
1. Thump wil provide 3 Months CI7: out the words to tambourines, 1 have the are not hitting James,
Commented [CJ1]: This was done incorrectly. It should
Thump props from 3 Follows the activity. She bongo drum, 6 words ready each other Patty have all six large group activities. See example given in
Thump Rat a of the direction, will have the egg shakers, 4 to go. The with the Core.
Page 12
provide (IWP)
any of the items
Tat Tat activities for a moving from musical bells to shake, 2 support musical
2. Freeze child to select one step to instruments bells that go on teachers will instruments or
Dance from. I will two steps or ready and your wrist, 2 grab the putting them
3. Shake Your choose 1 three steps introduce the rhythm sticks, instruments in their
Sillie’s out toddler to within a activity and set and 2 pairs of for the mouths.
4. Old come up and routine. up an blocks that can children and 2. Make sure
Mcdonld Has select what 2. IELG D1 expectations. be hit together. help pass the children
a Farm activity we G16: This While she is (WR Cabinets them out have enough
5. Row, Row will do. After activity reading the 4&5) once the space between
Row Your that activity I supports the children will play 2. Scarves (WR children are them so they
Boat will choose child indicators their instruments Cabinet 4) gathered. don’t
6. Brown another child of singing and quietly at first, 3. Wrist Bells 2. Teachers accidentally hit
Bear Brown to come up moving to a and then slowly (Toddler Closet) will have each other.
Bear and select a song. IELG D5 get louder and 4. Animal scarves in 3. Make sure
second G54: Follows louder. The pictures and their the children
activity. We direction, teacher will make barn bucket pockets. have enough
will keep moving from sure to have all (Toddler Closet) After the space between
track of who one step to musical 5. Oars, carpet children are them so they
chooses so two steps or instruments stop squares, lion, gathered the don’t
every child three steps before changing monkey (Toddler support accidentally hit
has a turn. within a the sound level. Closet) teachers will each other.
routine. As the children 6. Brown Bear help pass 4. Make sure
3. IELG D4 G47 learn the story Brown Bear out the the children
Age 16 to 38 they can say it container scarves. don’t put the
Months CI2: along with the (Toddler Closet) 3. Teachers laminated
Imitates teacher. We will will have paper pieces in
Page 13
provide (IWP)
any of the items
others' go through the bells in their their mouths.
movements book one or two pockets. 5. Make sure
after times depending After the the children
participating in on the time and children are keep the
or watching how engaged the gathered the carpet squares
them perform children are. support on the ground
games, dances, 2. As the music to teachers will and they only
or songs. the Freeze Dance help pass use the oars
4. IELG D1 G16 is played the out the bells. for rowing.
Age 16 to 38 toddlers will have 4. Teachers 6. Keep
months the opportunity will have children sitting
CI9: Makes to practice paper down.
animal noises following the animals in
and seeks directions in the their
recognition of song as they pockets.
that sound dance with After the
from others. scarves and then children are
5. IELG D3 G31 practice gathered the
Age 16 to 38 “freezing” (not support
Months CI7: moving) when teachers will
Participates in they hear the help pass
loosely word “freeze” out the
structured and the music paper
group play and stops. When the animals.
activities, such music starts back 5. I will lay
as chasing up they will start out the
Page 14
provide (IWP)
any of the items
each other or dancing again carpet
singing and 3. The toddlers squares
moving to will have the before we
music opportunity to sing the
together. imitate the group song.
6. IELG D1 G4 toddler teacher’s After we
CI: Repeats movements gather I will
favored during and after pass out the
activities (e.g. participating in oars. I will
frequently the Shake Your have the
chooses the Sillies Out song. animals
same books, 4. The children behind my
sings a song or will be able to back.
repeats a verse sing the song 6. I will have
over and over, along with the the animals
fills a box and song “Old in my
turns it over MacDonald” as pocket. After
many times, well as the children
repeatedly familiarizing their are gathered
opens and toy animals to the I will begin
closes a sound of the telling the
drawer or animal. This story and
door). activity the pull the
children can also props out of
learn simple my pocket.
Spanish words by
Page 15
provide (IWP)
any of the items
saying the
animals in
Spanish with the
help of the
teacher.
5. The toddlers
will sit or stand in
canoes and go on
an adventure to
find various
animals while
singing Row, Row,
Row Your Boat.
6. Each child will
be asked to sit on
their pockets and
then will be asked
to help me tell a
story. The
children will be
learning the sign
language that
goes with each
animal and what
sound they make
and we will be
Page 16
provide (IWP)
any of the items
introducing
Spanish words as
well.
Transition to Brynn IELG D5 G48 Children get Emergency Help
outdoor play Age 6 to 18 ready to go backpack and toddlers put
– (Lead Months CI8: outside by putting rope (behind on coats and
Teacher for Follow single- on their coats and door), check backpacks
the day is in step directions will lining up on in/out sheet and line up.
charge of without the rope. (Please list any Teachers will
this) gestures Teachers will help other materials help the
Large south the children grasp your lab needs). children
playground the rope and sing Song Lyrics (Tune grasp the
while the children of Lets go Fly a rope and
Small north walk to the Kite): Let’s go sing while
playground outside play area. play outside, the children
Hold on to the walk to the
rope so tight! outside play
Oh, let’s go, play area.
outside.
Let’s go play
outside. Out
where the skies
are bright! Oh,
let’s go, play
outside.
Page 17
provide (IWP)
any of the items
1st Outdoor Cheryl IELG D1 G8 Children will have 2 watering cans, Place all the The sand and All children
Activity: Age 16-38 the opportunity 3 small rakes, 3 toys in the toys must stay
Sandbox months CI8: to explore cause small shovels, 2 sandbox. in the sand
Gardening Explore cause and effect as they tomato trellises, Have the box. No
and effect with fill and dump 1 small hose tomato throwing sand.
people, sand out of (small shed), 10 trellises
objects, and buckets, make various fruits standing up
settings. lines in the sand and vegetables a few feet
with rakes, dig with no holes in away from
holes, and cover them (RR2 Y234) each other.
fruits and Make sure
vegetables. all of the
vegetables
are visible,
but cover
some in
sand. Make
lines in the
dirt with the
rake.
2nd Outdoor Jamie IELG D2 G17 During the 1 pool (Gross Place pool in No throwing All children
Activity: Age 16 to 38 Outdoor Activity Garage), whole the middle the balls at
Having a Ball Months CI8: children will have bucket of balls of the grassy other children
Coordinates the opportunity (Toddler Closet), area by the unless they are
whole body to to increase their 6 other soft single slide. ready to catch
make complex whole body balls: 2 large Dump the the ball. Make
Page 18
provide (IWP)
any of the items
movements coordination by exercise balls, 4 whole sure all the
for moving throwing, kicking, medium sized bucket of balls are soft
from place to or rolling the balls balls (Gross balls into the
place. provided. Garage). pool. Place
other soft
balls around
pool.
Inclement Jamie IELG D4 G17 The toddlers will 12 large paper Place the Make sure the All children
Weather: Age 16-38 have the circles of various colored children do
Color Hop Months CI3: opportunity to colors (IWP), circle papers not run.
Coordinate use all of their Tape (Classroom in a large
whole body to muscles to hop or Cabinet) circle in the
make complex walk from one middle of
movements colored circle to the room.
for moving another. Tape down
from place to the circles so
place. they don’t
move when
jumped on.
Large Group Activity Name of

toddler(s)
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 planned for in
activity materials with your plan. this activity
Page 19
Title: Thump, Thump, Thump, Rat a Tat Tat All Toddlers
IELG Outcome: IELG D3 G31 Age 16 to 38 Months CI7: Participates in loosely structured play activities. IELG D5 G34 Age 16 to 38 Months CI7: Follows
single step direction, moving from one step to two steps or three steps within a routine. IELG D5 G38 Age 19 to 38 Months C1: Understands increasingly
complex statements and requests.
The skills this activity promotes: Participating in a group activity, fine motor skills as they use their musical instruments (bang drums or tambourines,
shake egg shakers, pound noise blocks, and use rhythm sticks), be able to follow directions, and receptive language.
Activity Description: The toddlers will have the opportunity to participate in a group activity as they listen to the story to know when to play their musical
instruments softer and then louder and then soft again.
Any adaptations for individual toddlers: Nothing yet
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 pretend
that we are in a band. A band is when a group of people get together and play a variety of instruments. Have examples of the instruments we will have
and show the students the pictures and tell them their names and how to use them.
Expectations for children (What will you say and do to show the children how to participate in the activity?): I want you to all stand and hold your
instruments quietly so that everyone can hear the story. When I start reading I want you to listen closely and I will tell you when to start playing your
instruments. We will then start playing our instruments very quietly so that everyone can hear the story. Then we will start to play a little bit louder and
louder until we are playing as loud as we can. Then we are going to start playing quieter and quieter. Every time you see me go like this (raise arms up and
bring them down quickly) I want you to stop playing so we can hear the story and know what to do next.
Handing out props (how will you hand out props): Teachers will give each toddler a musical instrument as they are sitting waiting for the story. The
support teacher will help pass out instruments.
During the activity (What are you saying and doing during the activity for the children to model?): During the song I will be reciting the words from
memory and acting out the words. I will be playing instruments along with the children. I will indicate when the children need to start playing and when to
get louder. I will encourage the children to participate in the activity. Words to the story:
Thump Thump Thump, Rat a Tat Tat
Let’s play our instruments quiet as mice (make gesture to stop playing)
Thump Thump Thump, Rat a Tat Tat
Let’s play a little louder so our instruments chirp like birds (make gesture to stop playing)
Thump Thump Thump Rat a Tat Tat
To be as loud as monkeys we have to play even louder (make gesture to stop playing)
Page 20
All together we can play as loud lions! (make gesture to stop playing)
Getting quieter let’s play like monkeys (make gesture to stop playing)
As soft as birds we play even quieter (make gesture to stop playing)
Let’s play our instruments quiet as mice. (make gesture to stop playing)
Closing Script (What will you say and do to end the activity and transition to the next thing?): We finished playing in the band! Thank you for playing
with me and helping create such wonderful music! Please come put your instruments and mouse ears in the box. Then say, “Now we are going to listen to
what Ms. Amber has planned for us!” or, “Now we are going to go back to play for ten more minutes.”
Collecting props (how will you collect the props?): “Now that we’re finished with the activity will you hold your instruments quietly and wait for a teacher
to come collect them?” The support teachers will go around and collect the instruments.
Page 21

Lesson Plan 3 TL Also 3a

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Lesson Plan 3 TL Also 3a

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Lead Teacher: Brynn Larsen Part One: X Part Two: X Lead Teaching Date: March 14, 2017

Toddler Activity Pre-Plan: Part One

as they fill buckets assist/encourage

She will be able to example: Becca –

Toddler Activity Assignments & Set-up Plan

2. Lead Teacher – Brynn Larsen

Large Group Activity Name of

Title: Thump, Thump, Thump, Rat a Tat Tat All Toddlers

Any adaptations for individual toddlers: Nothing yet

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