Lesson Plan

Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8
Lead Teaching Date: 5/24/19 TA Submission Date: 5/6/19 Faculty Submission Date: 5/13/19 Revised Submission Date: 5/20/19
Toddler Activity Assignments & Set-up Plan

Lead Teacher – Courtney
Kitchen Toy Cleaner – Shain
Tech Helper – Shain
Fill out the table with the detailed set-up of your plan for the day.
Activity Set-up Activity Activity Materials Needed Book Set-up Safety Name(s)
Area Person Outcome/IELG Description List the (a) item List the Instructions Instructions of
& Can be Identify a skill Give a detailed name; (b) number/ (a) title, (Be specific, (Be specific, toddler(s)
Activity found in all children description of amount you need; (b) yet brief) yet brief) planned
Title teaching can practice what the activity (c) the reference & author, for in the
calendar while at this is and how all of location of the item; (c) activity
activity the children will and, (c) if you will reference
explore, play, provide any of the number,
and practice the items (IWP) and (d)
activity outcome location
Art: Shain IELG D4 G44 Pictures of the Dot art paints (RR1, My Best Tape butcher Watch to All
Pictures of Age 16 to 38 children and C20); Crayons Friend by paper to the make sure Children
Us! Months teachers will be (Classroom Patricia art table so children do
CI1: Begins to printed. Each supplies); 3 pieces Hubbell that it covers not place
recognize and photo will also of cardstock for (WR, T the whole crayons or dot
associate have their copies of each M9) table. Place painters in
different names. They will child’s and the dot paints their mouths.
environments, be available for teacher’s printed and crayons Be proactive
activities, and children to look photos (IWP) on top of the and positive
routines with at, color, or butcher paper when
different paint on with on the table. encouraging
people crayons and/or Put one of the children to
needed to dot painters. each of the keep the
develop Having pictures children’s and materials at
awareness of of the children teachers' the art table
Page 1
group at this activity pictures on (to not walk
membership. will provide the table. around the
them with Leave extra room holding
opportunities to copies of the painting
develop a self- pictures on materials).
concept by the counter
practicing out of reach of
identifying children. Hand
themselves in more to
their own children/
photos. teachers as
necessary
throughout
lab.
Place book on
the shelf
where the
classroom art
supplies are
kept.
Sensory: Shain IELG D1 G1 The children will 10 mini Bilibos A Water will be Place blue C
Age 16 to 38 have the (Classroom cabinet Goldfish poured into non-slip mat L
Months opportunity to to the left of the Doesn't the sensory underneath Z
Page 2
The Process CI2: Shows explore water in file folders, IWP); 5 Bark by table the sensory
of Exploring interest in new ways with ocean animals of Joe (approximately table. Offer
Water new activities “mini bilibos” as set-up person’s Messerli ¼ of the way water smocks,
and others’ they fill up and choice (RR2 G 123); (WR, T filled). Place roll up
activities. pour out the 10 little plastic M7) bilibos and sleeves.
water with people (RR2 B 175); ocean animals Teachers will
them. They will water smocks; blue in the water. model how to
have the chance non-slip mat Place the little keep the
to engage with people on the water and
their peers in edges of the materials
this activity as sensory table inside the
they watch each for the sensory table
other and play children to by verbally
with or determine expressing
alongside each how to use their
other. them as they enjoyment of
engage in the the sensory
activity. table as they
play with the
children.
Fine Motor: Courtney IELG D2 G18 Children will 4 plunker cans Popcorn Place the Teachers will W
Plunker Cans Age 16 to 38 have the (Classroom cabinet Popping plunker cans model exactly
Months opportunity to to the left of the by Mike on the fine how the
Page 3
CI9: practice file folders, IWP); 8 Muir motor area materials
Completes completing hot wheel/ smaller (WR, T table. Put a should be
simple insert simple insert sized metal cars M10) few of each of used. They will
puzzles (uses puzzles as they (RR2, B 176); 5 the materials explain to the
shape sorter pick up and push wooden balls (RR1 on the table children in
box, puts pegs the items into W 42), all pieces of for the kind and
into peg the “plunker the fruit – only the children to positive ways
board, etc.). cans” (coffee fruit since strings experiment how to use
cans with a will not be used with and drop the materials.
variety of (RR1 W47); 8 large into the Teachers will
different slits on pom-poms (RR1 Art plunker can. also supervise
the lid to push Supplies 17); 7 Put the to make sure
items through). beads – just the remainder of the children
beads since the the materials are not
strings will not be on the shelves putting the
used (RR2 O 203) in an materials in
appealing way. their mouths.
Cause & Shain IELG D1 G8 The children will Pull Along Train and I Can, Put the Make sure M
Effect: Age 16 to 38 have the Bus (RR2 B 171); 2 Can You? materials in children do O
Pushing and Months opportunity to home-made push by the center of not throw the
Pulling CI6: Likes practice or pull toys Marjorie the room. Lay items or hit
push and pull demonstrating (Classroom cabinet Pitzer them out in a their peers
Page 4
toys, and toys awareness of to the left of the (WR, T way that with them. If
with wheels cause and effect file folders, IWP); 2 P6) seems children begin
that they can relationships as push pop toys (GG, appealing and swinging any
move. they explore and on the floor right inviting to you of the items,
play with the near the wall) and would be the teachers
homemade for the will intervene
and/or store- children. Move and explain
bought push or the furniture why it is not
pull toys. around if safe to do so
necessary or if in the
you feel it classroom.
would provide They will do
a better so in kind and
environment respectful
for the ways to
activity. support the
children’s use
of their
autonomy.
Class Clean-up Courtney IELG D3 G31 The teachers Clean-up Warning None Play clean-up Watch to All
(Lead Teacher Age 60 and children will song on kindle warning song ensure Children
for the day is Months clean up the “Mah Na Mah Na” 2 minutes children are
in charge of through toys and activity by #1 Muppets prior to clean- not running
this) Kindergarten materials. Songs for Kids up. Put toy around, and
Page 5
CI5: Describes Toddlers will bins on the do not fall or
and follows have the Clean-up Song floor during trip. Help
classroom and opportunity to song on kindle the song to ensure all toys
group practice placing “Clean Up Song” by prepare. are cleaned
routines. the materials The Singing Walrus Model clean- up before
and toys of the up practices starting next
classroom in Docking station for the activity.
their and toy bins children.
corresponding (all items are Communicate
bins. Teachers located in the a variety of
will scaffold classroom) appropriate
their learning of choices they
typical clean-up can choose
procedures and from to be
routines by involved in the
using clean-up
encouraging process (e.g.
phrases such as, “Boys and
“look, we girls, can we
worked together put all of the
to put the toys red toys in the
away – we are a bucket?”).
great team” or “I
see a blue car
Page 6
over there,
where do you
think we should
put that?” Upon
completion of
clean-up
teachers will
stack the bins
and all other
props on the
slide while
keeping in mind
that the top of
children’s
lockers must
remain clear of
clutter/activity
materials.
Transition to Courtney IELG D5 G48 The lead teacher Large Group Song None Have a large All
Large Group Age 6 to 18 will start the Tune to “If You’re defined space, Children
Activities: Months CI8: transition Happy and You with seats,
(Lead Teacher Follow single- activity to help Know It!” pillows, and
for the day is step the children other
directions distractions
Page 7
in charge of without gather to the If you’re ready for are put away.
this) gestures large group area. large group, let’s Make sure
find Courtney. children do
If you’re ready for not run
large group, let’s towards the
find Courtney. area, and do
If you’re ready for not trip. Make
large group, sure the
If you’re ready for carpet is flat,
large group, so no one
If you’re ready for trips.
large group,
Let’s find Courtney.
Large Group Courtney IELG D1 G16: As Miss 15 fabric shoe Pete the See detailed See detailed C
Activity: This activity Courtney reads cover pairs (IWP) Cat: I activity activity C
I Love My supports the and sings along Love My description at description at
Shoes! child to the Pete the White end of plan for end of plan
indicators of Cat book, the Shoes by specific for specific
expressing toddlers will Eric instructions instructions
emotion and have the Litwin and script for and script for
experiences opportunity to (IWP) the lead the lead
Page 8
through practice verbally teacher to teacher to
movement, repeating words follow. follow.
music, and through singing
singing. along as well as
have the
opportunity to
try identifying
the colors of
shoes being
worn in
connection with
the color of
shoes on each of
the pages of the
book. When the
music starts
back up, they
will start dancing
again. The
rhythms and
enthusiasm of
this book will
provide the
children with the
Page 9
opportunity to
engage in visual
and performing
arts by singing,
dancing, looking
at, and listening
to this children’s
book.
Transition to Courtney IELG D5 G48 Children get Transition to Help toddlers All
outdoor play: Age 6 to 18 ready to go Outdoor Play Song put on coats Children
(Lead Teacher Months CI8: outside by Tune to “Ring or jackets (if
for the day is Follow single- putting on their Around the Rosie” necessary)
in charge of step coats and will We are going and backpacks
this) directions line up on the outside, and line up.
without rope. Teachers We are going Teachers will
gestures will help the outside, help the
LARGE SOUTH children grasp Grab the rope, children grasp
PLAYGROUND the rope and Hold on tight, the rope and
sing while the Because we are sing while the
children walk to going outside. children walk
the outside play Emergency to the outside
area. backpack and rope play area.
(behind door),
check in/out sheet
Page 10
Page 11
1st Outdoor Courtney IELG D4 G42 The children will Ice blocks (Freezer, None Set up on a flat Supervise to All
Activity: Age 16 to 38 have the IWP); sensory table stable area on prevent Children
Ice and Months opportunity to (GG, Floor); 3 scrub the grass, children from
Nature CI3: Enjoys practice brushes (RR1, C22); preferably in a putting the ice
playing with, understanding warm and cold shaded area so blocks, leaves,
exploring, and and describing water (sink), 4 the children flowers, or
experimenting simple spray bottles (RR1, can explore other nature-
with water, observable O78); 4 towels without the based items in
sand, and characteristics of (Kitchen) sun affecting their mouths.
mud. objects and the time spent Ensure
events as they at the activity. materials are
play, explore, not thrown at
and experiment anyone. Roll
with ice blocks up sleeves.
(flowers & Have towels
leaves frozen in available next
water) in the to the table to
sensory table. A dry off with.
few spray
bottles will
contain cold
water, and a few
will contain
warm water.
Children will
have the
opportunity to
practice
observing,
describing, and
predicting the
world around
them as they
spray different
Page 12
temperatures of
water onto ice
blocks. Scrub
brushes will be
available to
experiment
with. The
children will be
able to observe
how the
temperatures of
water and scrub
brushes affect
the ice, leaves,
and flowers as
they participate
in this activity.
Page 13
2nd Outdoor Shain IELG D2 G20 The children will 10 Helmets, 5 Little None Place cars and A teacher S;
Activity: CI3: Engages have the Tike Cars, 5 Trikes tricycles should be in All
Pedaling and in opportunity to (all materials listed somewhere this area to Children
Riding unstructured practice above are in the near the path ensure that
physical sustaining their large outdoor they can ride children are
activities strength for shed); red stop sign them on. Place not getting
(playing on increased (IWP, toddler closet the helmets into drastic
slides, swings, periods of time by our classroom on each of the disagreements
or tricycles; as they ride or sign); green sign cars and trikes. as they are
climbing and pedal tricycles or (IWP, toddler closet taking turns
running the other car by our classroom and ride along
games, riding toys. sign) the paths of
dancing, and the
marching). playground.
Ensure
children have
helmets on
prior to riding
tricycles.
Inclement Courtney IELG D2 G17 Bilibo balance 1 White & 4 Orange None Get Bilibo Ensure All
Weather Age 16 to 38 seats will be on Bilibo balance seats balance seats children are Children
Gross Motor Months soft mats for (IWP, toddler closet from the not laying on
Indoor CI8: Bends children to by our classroom toddler closet. the soft mats
Activity: over easily at practice Bring the flat when other
Page 14
Balancing and the waist coordinating sign), 2 flat soft soft mats to children are
Moving without intentional and mats (GG, Shelf 3) the classroom. playing with
falling. complex Place them on and exploring
(This can stay movements with the floor the balance
the same on their whole where there is seats. Stay
your plan bodies. Children plenty of nearby and in
until you use will have the space for and eyesight of
it) chance to around them. the children to
practice bending Place Bilibos ensure they
over without on the soft are safe
falling as they mats at the (watch for
lean down to sit appropriate kicking,
in, and stand up time (when we throwing, and
to get out of the do this pushing of
balance seats. activity). materials or
They can also be peers). Be
placed upside prepared to
down and used mediate when
as stepping- necessary. If
stones. The children use
children will them as
have the stepping-
opportunity to stones, be
practice close by and
Page 15
balancing on ready to catch
one foot for them if their
brief moments safety is at
of time as they risk. The soft
step from one to mats will
the other, if they absorb little
so choose to use falls and it is
them in this good for
manner. This children to get
versatile toy back up on
provides each their own
child an when
opportunity to possible. If a
experiment with child moves
gross motor the Bilibo to
movement in an unsafe area
individualized encourage
and ways them to bring
appropriate to it back to the
their individual mat since
skill levels. using it in an
area where
other
activities are
Page 16
going on could
cause them to
injure
themselves or
those around
them. For
example, “The
tile is slippery
and hard. If
you fall, you
could hurt
your body. Do
you want to
bring this back
to the mat or
do you want
me to help
you move this
back to the
mat?”
Page 17
Large Group Activity
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: I Love My White Shoes!
IELG Outcome: IELG D1 G16: This activity supports the child indicators of expressing emotion and experiences through movement, music, and singing.
The skills this activity promotes: This large group activity helps children practice expressing emotions and feelings through active engagement in music and
singing. It promotes children’s development of communication skills; fosters their appreciation of creative arts and expression; teaches about the
properties of water (that it can wash things); reinforces understanding of colors; and supports an increasing understanding of rhymes.
An adaptation for individual toddlers: Not applicable as of right now
Activity Description: As Miss Courtney reads and sings along to the Pete the Cat book, the toddlers will have the opportunity to practice verbally repeating
words through singing along as well as have the opportunity to try identifying the colors of shoes being worn in connection with the color of shoes on each
of the pages of the book. When the music starts back up, they will start dancing again. The rhythms and enthusiasm of this book will provide the children
with the opportunity to engage in visual and performing arts by singing, dancing, looking at, and listening to a children’s books that has characteristics that
support and encourage singing, dancing, looking, and listening!
Introduction Script (what will you say and do to get their attention and introduce the activity?): “Boys and girls, we are going to read and sing along to a book
about Pete the Cat and his white shoes today! Do any of you know the story about Pete? (allow time for responses) Well, his story is a fun one to hear.
Pete is a very happy cat who steps in a lot of puddles and piles of strawberries, blueberries, mud, and water! His shoes become a lot of different colors and
he has a very special song to tell us all about it.
Expectations for children (what will you say and do to show the children how to participate in the activity?): “Now, we are going to read and sing along to his
song about his shoes! When you see the color of your shoes in the book, you can stand up and dance along!”
Handing out props (how will you hand out props): Have support teachers help put the shoe covers on the toddlers, and then themselves. Teachers will
allow them to choose which colors they would like to put on from the options they are holding. Explain to toddlers that shoes are different colors, but they
are all very fun to wear, so it is okay if we have a different color than we want.
Page 18
During the activity (what are you saying and doing during the activity for the children to model?): As I am reading the book and singing the words to the
music, I will encourage the children to look to see the color of shoes they are wearing. Each time after the book introduces the new color of the shoes, I
will pause to ask the children and teachers who is wearing that specific colored pair of shoes.
Closing Script (what will you say and do to end the activity and transition to the next thing?): “Now that we heard all about Pete and his white shoes,
everyone: take your shoes off and put them back in the bin. We are putting them in here so we can use them next time we read about Pete the Cat and his
white shoes!” Then, I will say, “Now we are going to line up to go outside and play!”
Collecting props (how will you collect the props?) “Now that we heard all about Pete and his white shoes, everyone: take your shoes off and put them back
in the bin. We are putting them in here so we can use them next time we read about Pete the Cat and his white shoes!”
Page 19
References
Hochstrasser, A. (2017). Moluk-Bilibo. Retrieved February 10, 2019, from http://moluk.com/bilibo.php
This reference introduces the Bilibo: an open-ended toy that encourages exploration and fosters children’s optimal development in
multiple domains. I own five large Bilibos which I have used these in my work in a toddler classroom outside of BYU-Idaho. I own ten mini
Bilibos.
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Lead Teacher: Courtney Part One: Part Two: X TTD Chapter: 8

Toddler Activity Assignments & Set-up Plan

Large Group Activity

Title: I Love My White Shoes!

An adaptation for individual toddlers: Not applicable as of right now

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