WITC Activity Plan

Your Name: Katie Harder

Learning Experience Title: All About Me Bags Ages of Children: 3-5
Type of Learning Experience: (check all that apply)
 Social
 Creative Art  Social Studies
 Sensory Play  Emotional
 Literacy & Language  Gross Motor
 Health/Safety  Community Building
 Dramatic Play  Fine Motor
 Cooking/Nutrition  Other:Sensory
 Music & Movement  STEM
 Nature/Outdoor organization

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time: 18 - 22
Skills (what children will do):
Present objects to the class
Tell about themselves
Tell about their family/culture
Describe their objects to peers
Learn about others
Concepts (what children will learn/know):
I am different than others
I have similarities with my peers
I am proud of me
I know more about my peers

This learning experience has been planned to feature the following WMELS performance standards:
I.C.EL.1 Uses senses to take in, experience, integrate, and regulate responses to the environment
II.A.EL.1 Expresses a wide range of emotions
II.B.EL.1 Develops positive self-esteem
II.B.EL.2 Demonstrates self-awareness
II.C.EL.2 Engages in social interaction and plays with others
II.C.EL.3 Demonstrates understanding of rules and social expectations
III.A.EL.1 Derives meaning through listening to communications of others and sounds in the environment
III.A.EL.2 Listens and responds to communication with others
III.B.EL.2a Uses vocalizations and spoken language to communicate: Language Form
III.B.EL.2b Uses vocalizations and spoken language to communicate: Language Content
III.B.EL.2c Uses vocalizations and spoken language to communicate: Language Function
IV.A.EL.1 Displays curiosity, risk-taking, and willingness to engage in new experiences
IV.C.EL.2 Learns within the context of his/her family and culture
V.A.EL.1 Uses multi-sensory abilities to process information

Why have you chosen to do this experience? What observations have you made about the development, interests,
needs of individuals or groups of children in your care?
When talking with the director about upcoming themes they will be having, one that was discussed was “all about
me!” I talked with director about doing this activity and the director expressed her excitement.
Specific list of space and/or materials needed including colors, amounts, sizes, etc.
Circle time mat
Teacher chair
Brown paper bag for each child (these will be distributed the week before)

Source of materials:
 All are available at the center/in the classroom: Wand for transition
 Provided, in part, by cooperating teacher
 I am providing the following: brown paper bags and a note to attach to the bag

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
Staple a note to each paper bag.
Hang paper bag on each child’s hook the week before
Teaching Sequence of the Learning Experience
Set-up and arrangement of materials and equipment
Each child will bring their paper bag of three items to the circle time rug and then will teacher will call on them to talk
about their items in the bag.

Transition Planning: Describe how the children will transition into the learning experience. Transition in to the
activity (preschool) OR Incorporation of individual child routines (infant/toddler).
Welcoming wands – tap each child with the wand and welcome them to the circle and let them know you are happy
to see them.

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the children do
during the learning experience? (Remember children are active, hands-on learners!). List all the steps in your activity
using numbers or bullet points, including an introduction and a conclusion.
Teacher’s Role
 Call on students to come up by teacher
 Prompt students to talk about their items
 Ask questions about their items
 Make statements about their items
 Ask the class questions about similarities and differences
Student’s Role
 Talk about their objects
 Talk about what’s important to them and why
 Show their objects to their peers

Questions to support inquiry and discussion and vocabulary words to introduce.

 What did you bring today?
 What do you do with (name of object)?
  Tell me more about that
 Does anyone else like (name of object)
 Same
 Different
 Interesting
 All names of objects
 Colors
 Wow
 Fun
How will the learning experience area be cleaned up? (How will the children help in this process? Where will the
leftover materials be put? Where will the children’s art work be placed?)
Children will put the objects they brought back in their paper bag. When everyone has shared, paper bags can go in
the child’s cubby

Transition Planning: Describe how the children will transition out of the learning experience.
Dr. Jean’s Cheer Card – Silent Cheer (addint a finger clap) – Children take their pointer and middle finger and clap
them against their pointer and middle finger on the opposite hand

Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

If sharing gets to be to long, can do a half the children in the beginning of the day and the other half in the afternoon.
If children don’t want to come to the front of the class to share items, they can stay in their spot (standing or sitting).
If children don’t want to talk, have them show there items

ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:

/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally

appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory,hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out

Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
 POST-TEACHING ACTIVITY PLAN EVALUATIONS
Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible after
presenting the activity in the classroom.
Reflect on your success. Describe what went well.
I thought the activity went well. The kids were excited to share what they had brought. I broke it up into two groups
because their were a lot of kids and I felt like the kids would have gotten impatient if we waited to long. I felt like I gave
each child attention and talked about similarities and differences with the class.

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?
Yes. Children were able to get up in front of their peers and talk to them about what makes them special. They talked
and listened. They used their senses of all different types for different things during the activity.

What changes would you make in the space and/or materials used in this learning experience? All recommended
changes should be supported with examples of the children’s participation. If you said, “no change,” support your
response.
At one point, the children kept trying to creep closer to the front by the child who was speaking. I would say have a
space where the child could maybe walk around and show their stuff so everyone didn’t feel like they need to move up
to see what they were showing (even though the presenter was holding it up for them).

What changes would you make in your teaching of this learning experience? Support each change you list. If you said,
“no change,” support your response.
I felt like I asked the same questions and said the same phrases a lot. They were good questions and phrases but maybe
changing it up a little more.
Would you do this learning experience again? Why or why not?
Yes! I think it’s a good way for children to learn about one another and see similarities and differences and how we
celebrate everyone’s uniqueness.

TOTAL SELF-EVALUATION SCORE FOR THIS ACTIVITY: /5 points

Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.
The children were SO excited to share their special bags with the class. Katie thought this activity out so well that the
children all shared, listened and were patient for their turns. Very well organized, calm, and empowering activity for our
class.

Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?
All of the children were comfortable presenting to the class. Katie asked open ended questions to help children who
shared minimal details. Katie made the children feel very comfortable during the activity. All of the children had smiles
on their faces.

What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” pleae explain why not.
No changes needed-
The activity went so well. It was organized, and the children responded appropriately.

What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.
No changes needed –
Splitting the group was a great idea (1/2 AM meeting and ½ at circle time) clapping for each child and thanking each
child individually was very respectful and Katie managed the large group very well.
Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?
I believe this activity should be repeated annually at a minimum 😊 It’s a great activity and Katie did a great job!

TOTAL COOPERATING TEACHER EVALUATION SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)