BYU-Idaho Preschool Lesson Plan

Lesson Plan #2
Lab 3
Teamwork

Date: Monday, Oct 7, 2019

Supervisor: Lindee Phillips
Lead Teacher: Lindee Phillips 1st lesson

Preassessment and Findings:

Many of the children know that preschool is a time when they are with teachers and many other children close to their age. Many of them
understand that it is a time in which they can play together with friends. One of the purposes of preschool is to help children make friends and
learn how to play cooperatively in groups. Preschool is a time when children are learning how to recognize social cues and how to
communicate and play with friends. Some of the children do not yet understand that when they work and play with others, activities can be
even more fun than when they play on their own. The children may also not understand that by communicating with their peers, play time can
be more fun because they are playing with each other towards a shared goal. Some of the children may think that group time is not fun due
to the fact that they have to follow certain rules. Today, the children will begin to understand that group time can be one of the most fun times
because we are all working together to do the same thing. To help the children learn this concept, throughout the entire day, they will
experience working in groups and having fun at the same time. During gathering time, we will work together to make a peanut butter and jelly
sandwich and we will also do a parachute activity, trying to keep balls inside the parachute. Some of the children, including L, A, and W were
observed smiling and laughing as they participated in a group parachute activity. This activity is great practice working as a group and is a
perfect demonstration that group time can be some of the most fun times. During small focus, the children will work in their groups to move
the car through the cardboard maze. For dramatic play, the children will pretend to be firefighters as they work together to put out fires
throughout the room.
A few of the children in our lab, including H and L, have previously had a difficult time wanting to participate in group times. H has been
observed wandering the classroom during gathering time and refusing to join the rest of the class. L has been observed running to the book
corner to get away from group time and also being very resistant to come back to the group. The activities planned for today will get them
more excited to participate as a group. Some of our children have goals to work on their socialization and communication skills. These children
include D, C, L, M, F, A, and J. Through the activities that are planned for today, these children will be able to work on these skills as they
participate in a team and communicate with each other.

Children Receiving Specific Focus Today:

1. A (Outdoor 2)
2. B (Dramatic Play)
3. C (Dramatic Play)
4. S (Art)
5. V (Art)
Ideas to be Emphasized and Overall Goals:
1. We can work together, as a team, to make preschool more fun.
2. Today the activities will have a focus on communication to help the children learn how to cooperate with each other better.

Research about Topic:

Teamwork is when a group of people collaborate and work together towards a common goal or objective (Wikipedia contributors,
2019). A team or group can consist of any number of people with two or more. There are many different effectiveness models that can help
teams succeed and get to know members better. Some models focus on how a team is structured, some on how communication happens, and
other models focus more on the talent that individuals bring to the plate (Valdellon, 2016). Within a group, there can be a variety of different
skill sets, perspectives, backgrounds, etc. Many of the most effective teams consist of members who have these different characteristics and
use them to their advantage in reaching the teams goal(s). There are several other key points that are vital to making teamwork effective.
Some key points include having a clear purpose or goal, tolerating and respecting differences amongst team members, learning to trust team
members, and ensuring that all team members have the chance to communicate their thoughts. One of the most important points amongst
these is communication. Teams can be positively or negatively affected depending on how communication occurs within a team. This can be
especially true within groups of children because they are just beginning to learn how to communicate. One of the first and more important
skills children will learn in school is how to work in groups. Preschool is a great time to start teaching and emphasizing teamwork since it a
such an important skill that they will use throughout their school and career (The Importance of Teaching Young Children Teamwork, 2016).
Teaching children teamwork sets the foundation for them to establish skills in problem-solving, cooperation, listening, creativity, and self-
esteem (The Importance of Teamwork for Preschoolers, 2018). Through teamwork, children will also learn how to communicate effectively with
their peers and become familiar with verbal and nonverbal cues.

The Importance of Teaching Young Children Teamwork. (2016). Retrieved from http://www.thelearninglodgeinramsey.com/Blog/entryid/8/the-
importance-of-teaching-young-children-teamwork
The Importance of Teamwork for Preschoolers. (2018). Retrieved from https://www.smallworldearlylearning.com/the-importance-of-teamwork-
for-preschoolers
Valdellon, Lionel. (2016). 6 Different Team Effectiveness Models to Understand Your Team Better. Retrieved from
https://www.wrike.com/blog/6-different-team-effectiveness-models/
Wikipedia contributors. (2019, September 24). Teamwork. In Wikipedia, The Free Encyclopedia. Retrieved 02:08, September 25, 2019, from
https://en.wikipedia.org/w/index.php?title=Teamwork&oldid=917559223

SELF-SELECTED ACTIVITIES 8:20 – 9:50 a.m.

*Books: (4) Notes for Activity Set-Up; Including All Intentional Teaching

Activity: STORY TELLING - The children will
use puppets, stuffed animals, and felt pieces
to tell stories. They will work together to
come up with ideas and tell each other their
stories.
Objective: The children will practice social
skills as they talk to each other and make up
stories.
Additional Developmental Purposes:
The children will gain experience talking and
collaborating in groups with children their
own age. This activity may be challenging for
the children, but it is achievable with teacher
assistance. There will be some stories that
the children are familiar with to help them
start using their imaginations, but in a
comfortable way. Children’s language skills
will also be challenged. They will learn to
communicate in ways that other children
understand.
Art/Creative: (4-5)
Activity: SARAN WRAP PAINTING - The
children will paint on Saran Wrap that is
wrapped around PVC pipes.
Objective: The children will use artistic
expression as they use paint brushes to
paint on the Saran Wrap.
Additional Developmental Purposes
The children will use their imagination to
create unique works of art. The children will
also work on their fine motor skills as they
practice holding the paint brushes.
Science: (3-4)
Activity: SPOON CATAPULTS - The children
will use spoon catapults to shoot pom-poms
Materials
Stone Soup by Heather Forest (F17)
Saturday Market by Patricia Grossman (G15)
The Giant Jam Sandwich by John Vernon
(L26)
Bee-bim Bop! by Linda Sue (P2)
Firefighters A to Z by Chris Demarest (D4)
Harry Builds a House by Derek Radford (R1)
Building Shapes by Susan Canizares (P C18)
Bridges are to Cross by Philemon Sturges
(PS11)
If you Give a Mouse a Cookie by Laura
Numeroff (N5)
The Mixed-Up Chameleon by Eric Carle (C18)
There was an Old Lady Who Swallowed a Fly
by Simms Taback (T11)
Materials:
Puppets (WR)
Stuffed animals (WR)
‘If you Give a Mouse a Cookie,’ ‘The Mixed-
Up Chameleon,’ and ‘There was an Old Lady
Who Swallowed a Fly’ felt stories (WR)
Notes for Activity Set-Up; Including All
Materials
Set-up:
A teacher will put a blue mat on the hard
floor where the art table usually goes. There
will be a PVC structure put on this blue mat.
Wrap the Saran Wrap around the pipes.
Prepare four small containers of paint (with
dish soap mixed in). Each container should
have three or four colors. Put them on the
floor near the pipes. Provide one or two paint
brushes for each container of paint.
Materials:
PVC pipes (GG)
Saran Wrap (Kitchen)
Gallon Paint (RR1 Cabinet 6)
Dish Soap (RR1 Under the sink)
Paint brushes (RR1 O11)
Notes for Activity Set-Up; Including All
Materials
Set-up: A picture of a target will be taped to
the pillar in the middle of the room. Some
Script & Support 1: Teachers should be
prepared to help children work with other
children rather than teachers. Teachers can
help children with ideas for a story, but
encourage children to work in groups to further
make up a story. Teachers can say, “Oh, what
is the name of your puppet? What did he do
yesterday?”
Script & Support 2:
Script & Support 1: The teachers can use this
activity to connect with and communicate with
the children to get to know them better.
Teachers can say, “What are you painting a
picture of today?” “Why did you choose to paint
that?”
Script & Support 2: This activity will be great
for V who likes to paint. She has a goal to
identify letters and numbers. Teachers should
paint with Valentina to show her letters and
numbers. The teachers can ask, “Do you know
what number this is?” This activity will also be
good for S. She has a goal to work on letters.
Teachers can draw an S to see if she recognizes
it. They can do the same with the other letters
of her name.
Script & Support 1: Teachers can extend
learning at this activity by using rich
towards a target.
Objective: The children will explore cause
and effect as they shoot pom-poms at a
target.
Additional Developmental Purposes
The children will explore concepts of gravity
and physics as they shoot the pom-poms and
watch them go in all directions. This will also
help children develop their fine motor skills
as the use their fingers on one hand to hold
down the catapult and the fingers on the
other hand to push down the spoon to shoot
the pom-pom in a specific direction.
Math (3)
Activity: PEG BOARDS – The children will
put rubber bands on the peg boards and
experiment with different shapes and
different sizes of rubber bands.
Objective: The children will develop
mathematical thinking as they make shapes
out of rubber bands on the boards.
Additional Developmental Purposes
The children will become more familiar with
different sizes, such as small, medium, and
large, as they play with and stretch the
different sized rubber bands. The children
will also be challenged to use their fine
motor skills in order to manipulate the
rubber bands
Manipulative (4)
Activity: INTERLOCKING LEGOS – The
children will put together the lego blocks to
build structures or put together color
patterns.
Objective: The children will develop fine
motor skills as they put together and pull
apart the lego blocks.
Additional Developmental Purposes
The children will also work on their cognitive
skills as they decide what to make and figure
out how to make it. They will use these skills
to identify color patterns.
contact paper will be taped to the wall over
the target with the sticky side facing out.
The Catapults will be placed on the table and
one or two bowls of pom-poms will also be
on the table.
Materials:
Catapults (IWP)
Target (IWP)
Pom-poms (RR1 O17)
Small paint bowl (for pom-poms) (RR1 C19
D1)
Contact paper (WR)
Tape (Closet)
Notes for Activity Set-Up; Including All
Materials
Set-up: The peg boards will be placed on a
table. Put some pegs in the boards and
make shapes using the rubber bands. Put
the extra rubber bands on the table.
Materials:
Wooden Peg Boards (RR1 R158)
Rubber bands (Office)
Notes for Activity Set-Up; Including All
Materials
Set-up: The Interlocking legos will be laid out
on a table. There will be some structures put
together that the children will be able to
recognize and there will also be legos put
together in patterns.
Materials:
Interlocking blocks (RR1 W37)
vocabulary. For example, teachers can say,
“the pom-pom fell off the wall because of
gravity” or teachers can ask questions like,
“why do you think that one shot up so far?”
Script & Support 2:
Script & Support 1: Teachers can use this
activity as an opportunity not only to teach
numbers, but also to familiarize children with
shapes and their names. Teachers can point out
patterns in the pegs such as 3 pegs, then 2,
then 3, then 2, or 4 blue pegs and one red on
and so forth.
Script & Support 2:
Script & Support 1: The teachers will
encourage the children to put these blocks
together and to pull them apart. Teachers
should also help children to plan what they are
going to build and to help them recognize
patterns in the blocks, For example, “I noticed
this blue yellow pattern. Can you find any other
patterns?”
Script & Support 2:
Sensory (4)
Activity: BUG SEARCH - The children will
sort through the animal bedding to find little
bugs.
Objective: The children will develop sensory
exploration skills as they scoop, pour, and
sift through the animal bedding.
Additional Developmental Purposes
This activity will also help children with their
social skills because children are so close in
proximity to each other and children often
want the same toy to play with,
Blocks: (4-5)
Activity: TOWER BUILDING - The children
will use the provided blocks to build towers
of all shapes and sizes.
Objective: The children will use creative
expression to build unique towers and use
the blocks in different and new ways.
Additional Developmental Purposes For
this activity, the children will also work on
their cognitive skills as they familiarize
themselves with the different sizes of blocks
and experiment with which blocks stack on
top of each other really well and which ones
don’t.
*Dramatic Play (6)
Activity: The dramatic play area will be set
up as a firefighting scene. The children will
pretend to be firefighters in a variety of ways
using their imagination.
Objective: The children will participate in
imaginative play as they pretend to be
firemen and put out fires.
IELG: D1G5
Developmental Purposes: The children
will practice working as a team as they
communicate with their peers about putting
Notes for Activity Set-Up; Including All
Materials
Set-up: The animal bedding will be placed in
the sensory table, along with the bug
counters, shovels, funnels, containers and
other sensory table tools. The bugs will be
hiding underneath the bedding, except for a
few of them.
Materials:
Guinea pig animal bedding (RR2 G127 or
137)
Sensory table tools (RR2 G121)
Bug counters (RR2 R159)
Notes for Activity Set-Up; Including All
Materials
Set-up: There will be different structures
made up using these different blocks. There
will also be metal cars around the area.
Posters of buildings will be taped around the
area to help children come up with ideas of
what they can build.
Materials:
Kaleidoscope blocks (RR2 B169)
Unit blocks (Classroom)
Tower Posters (IWP)
Metal Cars (RR2 B176)
Notes for Activity Set-Up; Including All
Materials
Set-up: There will be the lemonade stand in
the dramatic play area with pieces of fire
taped to it. Fire pieces will also be taped
around the loft and sporadically around the
classroom. There will be firefighter costumes
and hats placed around this area as well. In
the loft, there will be a computer and phone
which will act as an office. These objects will
provide a math and literacy aspect.
Script & Support 1: The teachers can use this
activity to help spark children’s curiosity by
saying, “Oh, what did you find? How did you
find it? What do you think you will find next?”
Script & Support 2:
Script & Support 1: Teachers should
encourage children to work together to build
structures. When appropriate, the teachers can
help the children experiment with the blocks
and how to build a sturdy structure. Teachers
can use words such as ‘foundation’ and
‘structure’ that the children may not be familiar
with to teach them new vocabulary.
Script & Support 2:
Script & Support 1: Teachers will encourage
children to type messages on the keyboard and
press the numbers on the phone to call people.
This will encourage their development of
language skills and number recognition.
Teachers will also encourage children to work
together as they put out the fires.
Script & Support 2: This activity will provide
a great opportunity to help B with her goal of
being a play leader, or initiating play with
the fires out with the water hose. In other
words, the children will be working on their
teamwork skills and communication skills.
ALTERNATIVES
Materials: others. Teachers will help her know what to say
Fire Station (RR2 Y244) and how to invite others to play with her. For
Lemonade Stand (GG) example, teachers can say to her, “We need
Office (RR2 Y247) help to put out this fire, how about you go ask
____ for help”
This will also be a great activity for C. She does
not have any goal that was identified by her
parents. So, until we can determine a goal for
her, we can focus on helping her make friends
at preschool and helping with other social skills
she may need help with. This is a very social
activity and will help us to identify how we can
help Charlotte.

Creative Art/Table (5-6) Notes for Activity Set-Up; Including All

Activity: STENCIL DRAWING – There will be
markers, pencils, and crayons for the
children to outline and color in the stencils
Floor (4)
Activity: WIDGETS – The children will
manipulate the widgets to make pyramids
and color patterns
OUTDOOR PLAY 8:30 – 9:50 a.m.
South Playground
Materials
Set-up: Place the markers, crayons, and
pencils around the table. Put some of the
stencils over the paper and put the rest in
the middle of the table.
Materials:
Paper, Crayons, Markers, Pencils (Classroom)
Stencils (RR1 W46)
Notes for Activity Set-Up; Including All
Materials
Set-up: Put the widgets on the table.
Materials:
Widgets (RR1 W43)

Gross Motor (4) Notes for Activity Set-Up; Including All

Activity: FOAM OBSTACLE COURSE – The
children will climb on the mats and go
through the obstacle course.
Objective: The children will use gross motor
skills as they climb through the course.
Additional Developmental Purposes
The children will also recognize that all the
Materials
Set-up: Set up the obstacle course on the
grassy area near the willow hut.
Materials:
Foam mats (GG Shelf 3-6)
Script & Support 1: The teachers can
encourage children to problem solve by asking
them how they think they can get over the
larger mats. Teachers can encourage them to
think of ways themselves for example, “How
were you able to get over the mats before you
got to this one?”
Script & Support 2:
mats are different sizes and this will
challenge them to figure out ways to climb
over each mat.
2nd Outdoor (3)
Activity: BASKETBALL – The children will
throw the ball towards the basketball hoop.
Objective: The children will develop gross
motor skills as they aim and throw the
basketball.
Additional Developmental Purposes
The children will also be able to work in
teams as they wait for their friends to throw
the ball. They will be able to work on social
and communication skills.
3rd Outdoor (2)
Activity: TUNNELS – The children will crawl
through the tunnels and find some plastic
numbers along the way.
Objective: The children will use gross
motor skills as they crawl through the
tunnels on their arms and legs.
Additional Developmental Purposes
The children will also have the opportunity to
recognize the numbers they find in the
tunnels.
SNACK 8:45 – 9:30 a.m.
Graham crackers and milk
CLEAN UP 9:50 – 9:55 a.m.
At 9:45, I will start warning the children that clean-up time is in 5 minutes. I will continue to warn them as it gets closer to 9:50, making sure I
remind support teachers to do the same thing. At 9:49, I will get all the bins from the closet and put them throughout the room, then at 9:50 I
will start playing the clean-up song from the speaker. I will start cleaning up with the children and encourage all the children around me to
clean up with us. If necessary, I will hand children some toys and have them put the toys in the bins.
Notes for Activity Set-Up; Including All
Materials
Set-up: Put the basketball hoop near the Script & Support 1: The teachers should
small shed and the balls nearby. encourage the children to work as a team and
wait for each other to throw the balls. Teachers
Materials: can help the children get excited when their
Basketball hoop (SS) friends make the balls into the hoops by saying,
Balls (GG) “Wow, _______ made the ball in the hoop. Let’s
give him a high five! Okay now it’s your turn.”
Script & Support 2:
This will be a great activity for A because he
like to play outside and to catch balls. Teachers
can play catch with him while they encourage
him to pronounce his words, “Can you say
ball?” Teachers can start up a conversation
with him and, if needed, ask him to say
sentences or just words over again to help him
gain practice.
Notes for Activity Set-Up; Including All
Materials
Set-up: Put the tunnels on a grassy area Script & Support 1: The teachers can ask the
near the building. Put the numbers 1-7 in the children what they found in the tunnels and see
tunnels. who recognizes the numbers and who can work
on number recognition some more.
Materials:
Tunnels (GG)
Plastic numbers (RR1 W45) Script & Support 2:
GATHERING TIME 9:55 – 10:10 a.m.
Transition: I will play ‘The More We Get
Together’ on the speaker. This will get the
children’s attention and gather them to the
center of the room.
Attention Getter: I will bring out a tray of a
few things that are covered with a towel.
Materials:
Tray, blue towel, a few napkins, peanut
butter, honey, butter knife, bread, glove
(Kitchen)
Activity: I will have the children give me
directions on how to make a sandwich. I will
follow their directions quite literally. This will
make things humorous and challenge the
children to be specific in their directions.
Objective: The children will practice
communication skills as they form sentences
to give the teacher directions.
IELG: D5G49
Set-up: Put all materials on a tray and cover
with a blue towel.
Materials:
Tray, blue towel, a few napkins, peanut
butter, honey, butter knife, bread (Kitchen)
Activity: The children will be divided into
two groups. Each group will have a
parachute with a few snow balls in it. The
children will work together to bounce the
balls but keep them in the parachutes.
Objective:
The children will work on communication and
cooperation skills as they talk with each
other and bounce the balls inside the
parachute.
Set-up: I will assign a teacher to be in
charge of the second group of children and
give them the materials.
Script
Script 1: I will pull out a tray of items needed
to make a sandwich. I will quickly put on a
glove and open the peanut butter. I will
smack some peanut butter onto my hand
with the glove to surprise the children. I will
ask, “Who knows what this is? What are
some things we make with peanut butter?”
Script 1: “On this tray, I have bread, peanut
butter, and honey. What can I make with
these?” Wait for responses, “We can make a
sandwich with all of these! And that’s
exactly what we are going to do! But I need
you all to tell me how to do it. I am going to
do exactly what you tell me to do. We all
have to work as a team to get this done.
Who knows what a team is?” Have them
answer, then say “yea, a team is a few
children who work together! Okay, what
should I do first to make this sandwich?” I
am going to follow their directions exactly.
When finished, or close to, I will say, “Wow,
that was harder than I thought it was going
to be, but we did it! We had to all work
together as a team to make this sandwich.”
Script 1: “Okay! Now we are going to do
another really fun activity. We will all hold
onto the parachute and bounce these balls.
We will need to work together to keep these
balls inside the parachute”. I will show them
a part of the parachute and put one of the
balls inside of it to emphasize that that is
what we are going to do as a team. to divide
into 2 groups, I will say, “Everyone with a
blue shirt on (or something else that large
number of children have) please go to the
book area!” I will do something like this
again until about half the children are gone. I
Intentional Teaching
Intentional Teaching About Activity – This
will help children transition smoothly to the
center of the room for gathering time and will
prepare children to learn about how we can be
happier together.
Intentional Teaching About Activity – This
activity is great for gathering time because the
children are actively engaged in conversation
with the teacher and it will keep their attention
through humor. This activity teaches both the
idea to be emphasized and the developmental
focus for the day. The children will give
directions, I will do exactly what they say. The
children will think that the things I am doing are
silly. They will have fun and be laughing
together. This teaches the idea to be
emphasized. Then, in order to actually finish
the sandwich, the children will be challenged to
be specific in their words and sentences. This is
helping them work on their communication
skills.
Intentional Teaching About Activity – This
activity is great for gathering time because it
will keep them all engaged the whole time.
Many of the children have done a similar
activity before and loved it so this will be an
enjoyable but slightly different activity for
them. This activity teaches my ITBE very well
by giving the children hands on experience with
having fun in groups.
Materials:
2 Parachutes (GG)
Snowballs (RR1)
SMALL FOCUS 10:10 – 10:25 a.m.
Transition: I will start singing the “Can You
Find” song. When we are dismissing the red
team, I will hold up the red color. When
finished, I will say, “Goodbye red team!
Follow your teacher to the red table!” I will
do the same for the remaining colored
teams.
Activity: After reading and talking about the
book, Sheep in a Jeep by Nancy Shaw, the
teachers will introduce the activity. For this
activity the children will work together, just
like the sheep did in the book, to move the
car. The children will each hold one part of
the cardboard maze and learn how to move
the car to the finish line.
Objective: The children will use social skills
as they communicate with peers and work in
groups.
IELG: D3G31
Developmental Purposes: The children
will get first-hand experience working in
small groups towards a specific goal.
Through trial and error, the children will
learn strategies that will help them
communicate effectively and make decisions
with peers.
will then bring the children to the dramatic
play area so there will be more space
between the 2 groups. I will explain to the
other teacher the purpose of this activity and
that they may need to remind the children
that they have to work together to keep the
balls inside the parachute.
Notes for Activity Set-Up; Including All
Materials
Materials:
Small focus cards (IWP)
Materials:
Card board maze (IWP)
Cars (RR2 B145)
Books:
1. Sheep in a Jeep by Nancy Shaw (IWP)
2. We’re going on a Bear Hunt by
Michael Rosen (P R12)
Intentional Teaching About Activity – This
transition works well because it is related to the
topic, but especially because it will provide for a
smooth dismissal of each group. At the
beginning of each song, the children will hear
AND see that it is (or isn’t) their turn to go to
their group. The children will have the whole
song to make this connection and by the end
they will be prepared to either stay seated or
get up and follow the teacher.
Script & Supports 1: As the teachers read the
book to their group, they will point out ways
that the sheep are working together. For
example, “Wow, all of the sheep got out to
push the car together! That must’ve been hard
work. What do you think would’ve happened if
only one sheep tried to push the car?” Teachers
should ask the children about times when they
had to work in a team. The teachers can also
ask if they remember what a team is.
Script & Supports 2: During the activity the
teacher can guide the children to get started,
but then quickly back off so as to encourage
the children to communicate with each other
about how to move the car. Teachers can help
the children understand that through
communication and teamwork, they can get the
car to the end, but we have to listen to each
other! For example, teachers can say, “Oh, I
think Charlotte had a great idea, let’s all listen
to what she has to say.” Teachers can also ask

CLOSING CIRCLE 10:25 – 10:35 a.m.
*Transition: The Action Song
Book: The Grouchy Ladybug
*Movement Activity: Duck and Jump
*Phonemic Awareness: What’s in the
Barn?
Fingerplay: Five Little Hot Dogs Sizzling in
the Pan
Story (non-book): The Five Little Monkeys
Age-Appropriate Game: What’s Missing?
*Required activities
WORDS TO SONGS & FINGERPLAYS:
5 Little Hot Dogs
5 little hot dogs sizzling in a pan
questions like, “What would happen if Maverick
moved his side of the box up while Adaline
moved hers down? Should we try that?” Or
“what should we do to get the car from here to
there?” Teachers can also use this as an
opportunity to introduce new words to the
children such as tilt, lean, drift, and veer.
Activity Description Materials
I will play The Action Song from YouTube and Phone
dance to the music with the children. Speaker
I will read the book The Grouchy Ladybug by The Grouchy Ladybug  by Eric Carle (B C14)
Eric Carle
I will have everyone run in place. I will Tree branch and stump posters (IWP)
explain that when I show the picture of the
stump, we all jump, and when I show the
picture of the tree branch, we all duck.
I will use the red barn and put several Red barn (RR1 B182)
animals inside. I will say, “I wonder what’s Sheep, cow, horse, chicken, goat, pig (RR1
inside the big red barn! I wonder what’s in it B177)
for me! It starts with ‘sh’ and ends with
‘eep.’ Oh, what do you think it could be?” I
will do this for several different animals until
they are ready to move onto a new activity.
I will tell the children the story of the five
little hot dogs and do the finger motions with
them.
I will tell the children the story of The Five Five Little Monkeys finger puppets (IWP)
Little Monkeys using my felt finger puppets.
The children can say the words along with
me.
I will have several farm animals on the floor. Farm animals (RR1 B177)
I will have the children get a good look at Blanket (WR)
them before I cover them with a blanket. I
will take one away and ask the children what
is missing.
The grease got hot and one went BAM!
4 little….
3 little….
2
1

The Action Song by The Singing Walrus

https://www.youtube.com/watch?v=T2qXSMENrQA

The More We Get Together

https://www.youtube.com/watch?v=lldmkrJXQ-E

Can you find?

Can you find the red team,
The red team, the red team?
Can you find the red team,
Then wave your hand goodbye?
Goodbye red team!
Continue with green and blue

RESOURCES:
Kaelin Olsen Pinterest
Teachpreschool.com
Abbye Johns