Taylor Smith 2nd Activity Plan Part 2 Revised

Lead Teacher: Taylor Part One: Part Two: X Lead Teaching Date: 3/9/18
Submission Date: 2/19/18 Faculty Submission Date: 2/26/18 Revised Submission Date: 3/5/18 TTD Chapter: 4
Toddler Activity Pre-Plan:
1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 1. Criteria d. Consistently leads the routines of the class independently and confidently and always keeps routine on schedule.
Section 1. Criteria a. Consistently creates an inviting, accessible, safe, and positive environment that promotes independence in exploration, skill
development, and child-directed play.
Section 3. Criteria b. Always introduces activities, sets expectations for involvement, models how to participate, and hands out and collects props
confidently and appropriately.
Section 2. Criteria d. Consistently uses a variety of strategies to support every toddler in their skill development and language acquisition.
I would like you to observe how I lead the class and stay on schedule by keeping the routine. Am I leading with confidence and providing transition
prompts? I would like you to observe how I maintain a positive and safe environment for the children that allow them to explore and engage in child
directed play. Am I allowing them to move around the room independently or am I helping them too much? I would like you to observe how I introduce
the activities, and model how to participate, so that the children can effectively engage in the activities given to them. Do the children seem to understand
the activity from my example? Am I explaining the directions to my activity well enough? I would like you to observe how I interact and encourage children
to expand their language skills while they engage in the activities given to them.
Page 1
2. 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 Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
XXXXXX XXXXXX will be IELG D5 G52 Age Developmentally, I have observed Sensory XXXXXX will have Teachers can
able to use 16 to 38 Months XXXXXX has the that XXXXXX enjoys the opportunity to encourage XXXXXX
pronouns (he, CI9: Uses personal ability to use his playing in water. work on his goal as to work on his goal
she, her, and pronouns. words to He will have the he interacts with by modeling the
him) correctly communicate his opportunity to do the other children in correct way to use
four times wants and needs. this as he scoops the sensory area. He pronouns such as
during lab. He will have the up ocean animals will be able to use “She caught an
opportunity to use with the nets in pronouns correctly animal”, and “He is
this skill as he asks the soapy water. by saying, “He is using a blue boat”
the other children using that toy” and and teachers will
for objects he may “She is playing with also encourage
want to use and the boat”. him to ask for toys
play with in the by saying “Can I
sensory activity. have that toy”.
Page 2
goal)
XXXXXX XXXXXX will be IELG D5 G51 Age XXXXXX is I have observed Art XXXXXX will have Teachers can
able to identify 36 to 60 Months developmentally that XXXXXX likes the opportunity to encourage XXXXXX
the primary CI6: Begins to able to make cars and coloring. work on his goal as to work on his goal
colors (red, blue identify shapes and vertical and He will have the he identifies colors by asking him
and yellow) colors. horizontal strokes opportunity to do of cars or markers close-ended
correctly 3 times with a pencil or this as he colors that he is coloring questions such as
during play crayon. He will with the cars by with such as “What color did
activities and have the driving them “yellow” or “blue”. you just color
routines of the opportunity to around on the with?” and helping
class. utilize this skill as butcher paper. him name the
he drives the cars colors he is using.
around to color
on the butcher
paper with
markers.
Page 3
goal)
XXXXXX XXXXXX will be IELG D5 G49 Age XXXXXX has the I have observed Sensory XXXXXX will have Teachers can
able to use 16 to 38 Months developmental that XXXXXX likes the opportunity to encourage XXXXXX
words clearly to CI6: Uses phrases ability to use his many kinds of work on his goal as to use full
form 3-4 word or short sentences. words to animals. He will he works beside sentences to
sentences three communicate have the others to pick up convey his wants
times during a wants and needs. opportunity to animals with the and needs by
lab day when He will have the scoop up many nets. He will have saying, “How do
communicating opportunity to different kinds of the opportunity to you ask XXXXXX for
with teachers use this skill as he ocean animals in interact with the the net?” Teachers
and peers. asks the other the soapy water other children by may also
children for with the nets asking them encourage XXXXXX
objects he may provided in the questions such as to communicate
want to use and sensory area. “What are you with his peers by
play with at the picking up?” and speaking clear
sensory activity. “Can I have a net?” enough for them
and playing beside to understand him
them. and modeling that
for him if needed.
Page 4
goal)
XXXXXX XXXXXX will IELG D3 G38 Age Developmentally, XXXXXX’s interests Sensory XXXXXX will have Teachers can
engage in 36 to 60 months XXXXXX begins to on her paperwork the opportunity to encourage XXXXXX
problem solving CI3: Calms self share toys with include playing work on her goal as to problem solve
situations with after having strong other children. with water. She she engages in by modeling how
support two emotions, with She will have the will have the problem solving to to scoop up
times each day guidance (goes to opportunity to opportunity to do pick up ocean animals with the
during lab. quiet area or use this skill as this as she scoops animals with the net nets and
requests favorite she shares the up ocean animals without dropping encourage/help
book to be read nets and boats with the nets in them and that her to catch
when upset). with other the soapy water. aren’t too heavy for animals that will fit
toddlers playing her to lift. She will inside the net and
near her. also work alongside are not too heavy
her peers and will for her to lift.
have the
opportunity to voice
her frustrations and
ask for a toy back
from a toddler or
ask the teacher for
help.
Page 5
goal)
XXXXXX XXXXXX will be IELG D5 G52 Age XXXXXX is I have observed Cause and XXXXXX will have XXXXXX can work
able to clearly 16 to 38 Months developmentally that XXXXXX likes Effect the opportunity to on his goal as we
speak 2-3 word CI8: Starts to use able to to discover things speak in 2-3 word encourage him to
sentences at short sentences. understand most for himself. He will sentences as ask questions and
least once a sentences. He will have the teachers ask him model how to ask
week in lab. have the opportunity to do questions while questions in
opportunity to this as he sees the playing with him, complete
use this skill as effects he has on such as “What did sentences such as
the teachers the touchboards you draw?” which “What is that?”
communicate and pin prints by he may respond and “What is he
with him and ask touching them. with “my house” or doing?” and
him what “a big dog”. encouraging him to
activities or toys answer questions
he would like to by modeling how
play with. to answer by
answering some of
our own questions
by saying “that’s a
dog” and “making
handprints”.
Page 6
goal)
XXXXXX XXXXXX will be IELG D5 G53 Age Developmentally, I have observed Cause and XXXXXX will have XXXXXX can work
able to say 16 to 38 Months XXXXXX is able to that XXXXXX likes Effect the opportunity to on his goal as we
simple words CI1: Uses words understand most to discover things say simple words encourage him to
like “cat” or and phrases. sentences. He will for himself. He will such as “hand” or name simple body
“dog” at least have the have the “colors” as he talks parts he sees on
once a week. opportunity to opportunity to do about the effects his the touchboards
use this skill as this as he sees the touch has on the such as a “hand” or
the teachers effects he has on touchboards and “finger” and use
communicate the touchboards pin prints. simple words to
with him and ask and pin prints by communicate with
him what touching them. his peers, such as
activities or toys “I want” or “Me
he would like to play” and modeling
play with. words/language
through play.
Page 7
goal)
XXXXXX XXXXXX will be IELG D5 G49 Age XXXXXX is I have observed Art XXXXXX will have XXXXXX will work
able to 16 to 38 Months developmentally that XXXXXX likes the opportunity to on her goal as we
pronounce and CI2: Changes able to make to color and draw. practice encourage her to
form words into intonation in tone vertical and She will have the pronouncing and form the words we
sentences with to convey meaning horizontal strokes opportunity to use forming words into say and repeat for
teacher twice a of words. with a pencil or this skill as she sentences such as her and encourage
day. crayon. She will drives the cars “cars” or “coloring” her to put her
have the around to make as the teachers ask words together
opportunity to lines with the open-ended into phrases as she
utilize this skill as markers. questions about talks about her art
she drives the what XXXXXX is with a teacher.
cars around to drawing.
color on the
butcher paper
with markers.
Page 8
goal)
XXXXXX XXXXXX will be IELG D3 G28 Age 6 Developmentally, I have observed Fine XXXXXX will have Teachers will
able to share to 18 Months CI8: XXXXXX is able to that XXXXXX likes Motor the opportunity to model how to
and understand Hands toys to use words to to play with dolls. work on her goal as share toys by
the concept of other children. communicate Potato Heads with she shares the giving one of the
sharing and wants and needs. body parts will be potato heads and pieces to a child
practice with She will have the provided in the body parts provided that asked for it
fellow peers and opportunity to fine motor area. when playing with and encourage
teacher once use this skill as the other children XXXXXX to hand
daily. she asks for and by giving them to body part pieces to
shares pieces with her peers when her peers as they
other children at asked for and asking put them together,
the fine motor for parts in return. while showing her
table. there are enough
materials for
everyone to have
some and
encouraging
XXXXXX to ask for
toys before taking
them by modeling
how to ask such as
“XXXXXX, may I
have the blue
shoes please?”
Page 9
goal)
XXXXXX XXXXXX will be IELG D3 G34 Age Developmentally, I have observed Cause and XXXXXX will have Teachers can
able to play with 16 to 38 months XXXXXX is able to that XXXXXX likes Effect the opportunity to encourage XXXXXX
toys and/or CI1: Begins to make toys work. to discover things work on his goal by to work on his goal
other kids within separate from He will have the for himself. He will playing with the by asking him to
2 minutes of primary caregiver opportunity to use have the touchboards and join other children
being dropped in familiar this skill as he opportunity to do pin prints with other at the activities
off at lab each settings outside pushes on the this as he sees the children within two provided such as
day. the home touchboards and effects he has on minutes of being saying “Would you
environment (not pin prints to see the touchboards dropped off as he is like to touch the
always easily). the effects. and pin prints by in the cause and touchboards to
touching them. effect area. He will make them change
also have the color?” and
opportunity to encouraging him to
engage in the other make friends by
activities provided introducing him to
such as sensory as other children
he plays with his playing in activities
sister and peers in and asking him if
the water with he’d like to join
boats and nets. them so that it will
be easier for him
to enter into
toddler lab.
Page 10
goal)
XXXXXX XXXXXX will be IELG D5 G52 Age Developmentally, I have observed Art XXXXXX will have Teachers can
able to use 2 16 to 38 Months XXXXXX has the that XXXXXX likes the opportunity to encourage XXXXXX
word sentences CI8: Starts to use ability to make cars and trucks. He work on his goal as to work on his goal
to express what short sentences. vertical and will have the he drives the by asking yes or no
he wants 3 times horizontal strokes opportunity to play marker cars around questions such as
a day (including with a pencil or with cars as he with other toddlers “Do you like
yes or no crayon. He will drives them by answering simple coloring?” or “Are
clearly). have the around to make questions such as you driving the
opportunity to marks on the “What are you car?” and
utilize this skill as paper. drawing?” which he encouraging him to
he drives the cars may answer with answer his peers
around to color “my house” or “big who may also ask
on the butcher car”. questions such as
paper with “Do you want to
markers. color with me?”
which he may
answer with a
“yes” or “no”
clearly.
Page 11
goal)
XXXXXX XXXXXX will be IELG D5 G50 Age Developmentally, I have observed Fine XXXXXX will have Teachers can
able to use 16 to 38 Months XXXXXX is able to that XXXXXX likes Motor the opportunity to encourage XXXXXX
words to label a CI3: Vocalizes recognize names to play with work on her goal as to work on her
request 3 times wants and needs. of body parts. She figurines and dress she asks for toys or goal by asking
a day. will have the up. XXXXXX will body parts from her close-ended
opportunity to have the peers and answers questions such as
vocalize her opportunity to play simple questions “What body part is
wants and needs with and “dress such as “Do you this?” or “Do you
as she asks for up” the potato want the hat?” want this piece?”
specific body heads as she takes which she may and encourage her
parts/potato head apart and puts answer with “yes” to name simple
pieces provided in together the pieces or “no”. body parts she
the fine motor provided. may see when
area. using the pieces
such as “ear” or
“nose”.
Page 12
Toddler Activity Assignments & Set-up Plan
3. Lead Teacher – Taylor

Kitchen Toy Cleaner - XXXXXX
Tech Helper - XXXXXX
4. 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.
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 with Be specific planned
Title helpers. the children description of item name, the number, and how you want with any for in this
See Teaching can practice what the activity number/amount location this activity set- safety activity
Calendar for while at this is and how the you need, the up instructions
assigned activity children will be reference and for set-up
helpers explore, play location of the or during
and practice the item, and the activity
activity outcome whether you will
provide (IWP)
any of the items
Art: XXXXXX IELG D2 G18 The children will 6 Markers (RR1 What Do Tape white Watch to XXXXXX
Marker Cars Age 16 to 38 have the Orange Cabinet Artists Use?: butcher paper to make sure XXXXXX
Months CI3: opportunity to 4), 6 toy cars (RR2 By Susan the art table and the children XXXXXX
Begins to explore making Blue 166), 15 Canizares tape markers to do not
imitate marks marks with Crayons (RR1 (WR P C17) the back of the 6 place
(scribbled lines, markers taped to Orange Cabinet cars. Tape the crayons or
a circle). cars on paper 4), Tape (Toddler butcher paper markers in
attached to the Classroom), and brown paper their
art easel and Butcher Paper on the easel mouths or
taped to the (Toddler ready to use. throw the
table. Classroom) Place the materials.
crayons in the Teachers
easel. will have to
model how
to color
with the
cars by
Page 13
provide (IWP)
any of the items
driving
them on
the butcher
paper.
Teachers
will
supervise.
Sensory: Taylor IELG D1 G14 The children will Water (In Toddler The Little Fish Put a couple Teachers XXXXXX
Deep Sea Age 16 to 38 have the Classroom), Soap That Got pumps of soap in will have to XXXXXX
Fishing Months CI3: opportunity to (Toddler Away: By the sensory model how XXXXXX
Uses simple explore the Classroom), 10 Bernadine table. Water will to keep the
tools (scoops, soapy water as Ocean Animals Cook (WR then be poured water
funnels, they use the nets (RR2 Green 123), C15) into the sensory inside the
shovels, to scoop up 5 Small Boats table (2-3 inches sensory
buckets). ocean animals (RR2 Green 122), deep) and there table and
and play with 3 Small-Holed will be ocean how to
boats in the Fish Nets (RR2 animals and wipe up the
water. Green 121), Blue boats placed in water if
Mat (Laundry the water. Place some does
Mat), 2 Toddler the nets in the get on the
Smocks (Toddler water as well. floor. Be
Classroom), 2 Put blue mat watchful of
Towels (Laundry under table, children
Room) have towels who like to
available for splash the
spills, smocks for water so
Page 14
provide (IWP)
any of the items
the children set that they
out in case they do not get
want to wear it in
them. someone’s
eyes. Place
book near
the sensory
table. No
items that
fit in the
choke tube
will be
placed in
the area.
Teachers
will
supervise.
Teachers
will roll up
sleeves at
the area.
Offer
smocks to
children.
Fine Motor: XXXXXX IELG D2 G19 The children will 3 Mr. Potato Two Eyes, A Place the potato Watch to XXXXXX
Potato Heads Age 16 to 38 have the Head and Friends Nose, and a heads on the make sure XXXXXX
Page 15
provide (IWP)
any of the items
Months CI4: opportunity to (RR2 Orange 205) Mouth: By table in the fine children do
Exhibits eye- work on their Roberta motor area. not place
hand eye-hand Grobel Place a few of any
coordination. coordination and Intrater (WR the body parts in materials in
pincer grasp as P I1) the potato heads their
they take apart and leave the mouths or
and put together rest on the table throw any
the potato heads so they may use materials.
with the pieces their own No items
provided. creativity. that fit in
the choke
tube will be
placed in
the area.
Teachers
will
supervise.
Cause & Effect Taylor IELG D1 G8 Age Toddlers will 2 Color Changing The Wonder Place the touch Teachers XXXXXX
Or Peek-a-boo: 16 to 38 have the Touch Boards of Hands: By boards and pin will have to XXXXXX
Touch Months CI2: opportunity to (RR1 Purple 80), Edith Baer prints on the model XXXXXX
Exploration Experiments explore the 2 Pin Prints (RR1 (WR, B3) stage in the touching
with the effect effect their own Purple 84) cause and effect the touch
of own actions actions can have area evenly boards and
on objects and on objects they spaced out from pin prints
people. interact with as each other. to show the
they place their effect their
Page 16
provide (IWP)
any of the items
hands on the hands can
touchboards and have on
pin prints and them.
watch them Model how
change. to share
and take
turns
depending
on how
many
children
enter the
area.
Watch that
children do
not throw
or hit with
materials.
No items
that fit in
the choke
tube will be
placed in
the area.
Teachers
will
Page 17
provide (IWP)
any of the items
supervise.
Class Clean-up Taylor IELG D3 G31 The children and Clean up song, CD Play the clean-up Make sure All
(Lead Teacher Age 60 Months will clean up all player or docking warning song 2 toddlers do toddlers
for the day is through of the toys and station, and toy minutes before it not fight
in charge of Kindergarten activities with bins. is time to clean over any
this) CI5: teacher support. up. Put the bins toys while
Describes and They will place down during this cleaning up
follows all the toys in the time so they will and that
classroom and correct bins, and be ready to go each
group routines. stack the bins when clean-up toddler has
and all other starts. Model the
props on the clean up opportunity
slide. (Do not procedures for to put toys
place anything toddlers and give away.
on top of the them choices of
lockers). items to clean
up.
Transition to Taylor IELG D5 G48 The lead teacher Lyrics to Time for Towards the end Make sure All
Large Group Age 6 to 18 will start the Large Group (To of clean up, the toddlers
Activities Months CI8: transition the tune of “Oh teachers will toddlers do
(Lead Teacher Follow single- activity to help My Darling create a large not fight
for the day is step directions the children Clementine”): group area with over any
in charge of without gather to the “Time for large the shelves so chairs and
this) gestures large group area. group, time for that children that they
large group, Oh, have a defined each have a
The children will it’s time for Large space to defined
Page 18
provide (IWP)
any of the items
be participating Group participate in the space that
while I read the As we gather large group is arms-
story by covering altogether and activity. length
their eyes and we sit beside our away from
uncovering them friends!” The children will other
to discover new be coming over toddlers
animals on each to participate in enough to
page and stating large group by move their
what animals grabbing a chair arms
they see. and sitting in a around.
half-circle
around the lead
teacher as they
wait for further
instructions and
materials.
Large Group Taylor IELG D3 G31 The children will Brown Bear, Brown Bear, The book and Make sure All
Activity – Age 16 to 38 have the Brown Bear, Brown Bear, box will be kept the children toddlers
Brown Bear, Months CI7: opportunity to What Do You What Do You on the counter do not put
Brown Bear, Participates in participate in a See?: By Eric See?: By Eric until large group the bear
What Do You loosely group activity as Carle (WR, B Carle (WR, B and then paws in
See? structured they use words C11), 24 Brown C11) brought to the their
and phrases to Bear Small Paws large group area mouths.
group play etc.
identify animals, (Toddler Closet- for large group.
and answer Large Group), 12 See
questions such Brown Bear Large detailed
Page 19
provide (IWP)
any of the items
as “What animal Paws (Toddler activity
do you see?” Closet- Large description
and “What color Group) at end of
is the horse?” plan for
specific
instructions
and script
for the lead
teacher to
follow.
Transition to Taylor IELG D5 G48 Children get Emergency Help toddlers Have a All
outdoor play – Age 6 to 18 ready to go backpack and put on coats and teacher toddlers
(Lead Teacher Months CI8: outside by rope (behind backpacks and standing at
for the day is Follow single- putting on their door), check line up. both ends
in charge of step directions coats and will in/out sheet Teachers will holding the
this) without lining up on the Lyrics to Friend help the children rope. Make
Please bold gestures rope. Teachers Song (To the tune grasp the rope sure the
one: will help the of “We’re and sing while children do
Large south children grasp following the the children walk no push
playground the rope and Leader” from to the outside each other
sing while the Peter Pan): We’re play area. and stand
Small north children walk to following our in a line
playground the outside play friends, our holding on
area. friends, our to the rope.
friends.
We’re following
Page 20
provide (IWP)
any of the items
our friends to go
and play
outside.”
1st Outdoor XXXXXX IELG D3 G28 Toddlers will Wooden Rocking Set the blue mat Teachers All
Activity: Age 16 to 38 have the Boat (Gross on the sidewalk may have toddlers
Gone Fishing Months CI3: opportunity to Garage), Blue across from the to model
Initiates social rock in the Mat (On Top of sandbox leading how to
interaction with rocking boat as Shelves in to the garage. catch fish
peers. they initiate Laundry Room), 3 Set the rocking with the
interactions with Fishing Poles boat on top and fishing
their peers and (Toddler Closet), place the fishing poles. Have
take turns while 5 Magnetic Fish poles in the a teacher
catching fish on (Toddler Closet) boat. Place the stand
their fishing laminated fish to nearby to
poles. the sides of the make sure
boat on the blue all
mat. materials
stay on the
mat and
that
children are
safe while
they share
the rocking
boat. Make
sure
Page 21
provide (IWP)
any of the items
children do
not use the
fishing
poles as
weapons or
throw any
of the
materials.
2nd Outdoor XXXXXX IELG D2 G17 The toddlers will Balance Beam Place the Have a All
Activity: Age 16 to 38 have the (GG Under balance beam on teacher toddlers
Balancing Act Months CI7: opportunity to Shelves 10 & 12) the flat surface standing by
Balances on work on their of the grass watching
one foot briefly. balancing skills across the the children
as they take walkway from and helping
small steps the fort and them
across the sandbox. across
balance beam in when
a straight line. appropriate
or needed.
Have them
take turns
by standing
in a line
behind the
balance
beam
Page 22
provide (IWP)
any of the items
towards the
garage
door. Make
sure
children do
not fall off
or push
each other.
Inclement XXXXXX IELG D2 G17 The toddlers will Soccer goal and 4 Place the goal Teachers All
Weather Gross Age 16 to 38 have the hover balls against the left will have to toddlers
Motor Indoor Months CI5: opportunity to (Toddler Closet) wall next to the model
Activity: Kicks a ball, but kick the balls lockers and place kicking the
Soccer Practice with little towards the goal a piece of tape 3 balls into
control of while improving feet back for the the
direction or their gross toddlers to form net/goal.
speed. motor skills. a line behind to Make sure
take turns children do
kicking the balls not push
into the goal. each other
and that
they leave
the balls on
the ground
and do not
throw
them.
Page 23
provide (IWP)
any of the items
Children
will also
need to
stand
behind the
tape line
and take
turns.
Page 24
Large Group Activity Name of

Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Don’t forget to turn in the toddler(s)
large group activity materials with your plan. planned
for in this
Title: Brown Bear, Brown Bear, What Do You See? activity
IELG Outcome: IELG D5 G48: Shows understanding of words by appropriate gesture and listening to a story being read. IELG D5 G52: All toddlers
Increasingly uses words and phrases.
The skills this activity promotes: Receptive language skills and following one to two-step directions with gestures.
Activity Description: As the lead teacher reads them the story, toddlers will have the opportunity to listen to a story about a bear finding
different animals and they will have the opportunity to follow directions by discovering them as well as they cover and uncover their eyes
with their bear paws.
Adaptations for individual toddlers: XXXXXX has almost no vision in her left eye and stigmatism in her right eye so sometimes her depth
perception is off. Teachers will encourage XXXXXX to sit towards the front in Large Group so she may more clearly see the book that is being
read.
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?): “Boys and girls, we are going to practice
listening and following directions as we read Brown Bear, Brown Bear, What Do You See?. Let’s practice listening right now. I want everyone
to listen with their ears as I tell you to cover your eyes with both hands and sit very still. Boys and girls, now let’s try it with our bear paws.
Everybody look at XXXXXX and she will hand you two paws to put over your hands. (Have XXXXXX handing out paws to children.)
Expectations for children (What will you say and do to show the children how to participate in the activity?): “Now we are going to practice
covering our eyes with our bear paws. Remember we’re going to cover our eyes but when I finish saying “what do you see?” we’re going to
uncover our eyes and find out what animal we will see next! Now let’s practice. Brown bear, brown bear, what do you see? Now uncover your
eyes!” Practice this with children 1-2 times “I think we are ready for our story now.” (Then read the book.) I will model when to cover and
uncover our eyes as I read the book by placing a paw over one of my eyes. The other teachers in the classroom will be there as well to model
this.
Handing out props (how will you hand out props): Have the other lead hand each toddler two bear paws. Explain to the toddlers that all bear
paws are almost the same and so we don’t need to worry about which paws we get.
During the activity (What are you saying and doing during the activity for the children to model?): While reading the book, I will cover one
of my eyes with a bear paw as I read “brown bear, brown bear what do you see?” and emphasize the word see and gasp so the toddlers may
Page 25
imitate my actions and cover their eyes with their paws and know to uncover them when I gasp, but no one will be forced to participate.
Closing Script (What will you say and do to end the activity and transition to the next thing?): “Now that our book is at the end, everyone
put your paws in one hand and raise them high so that I can come around and collect the paws. When I have your paws, you can sit down.
(State what the next transition is).” Then say, “Boys and girls, we are now going to listen to what Ms. XXXXXX has planned for us!” or “Now we
are going to put our carpet squares back and continue playing at all the activities we have.”
Collecting props (how will you collect the props?): “Now that our book is at the end, everyone put your paws in one hand and raise them
high so that I can come around and collect the paws. When I have your paws, you can sit down.”
Page 26

Taylor Smith 2nd Activity Plan Part 2 Revised

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Taylor Smith 2nd Activity Plan Part 2 Revised

Uploaded by

Copyright:

Available Formats

Lead Teacher: Taylor Part One: Part Two: X Lead Teaching Date: 3/9/18

Toddler Activity Pre-Plan:

Toddler Activity Assignments & Set-up Plan

3. Lead Teacher – Taylor

Large Group Activity Name of

You might also like