\WITC Activity Plan

Your Name: Jessica Mattson

Learning Experience Title: The Napping House Ages of Children: Preschoolers
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

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: 9
Skills (what children will do):
The children will help to tell the story on the flannel board
The children will retell a story with the provided props and book.
The children will take turns to be part of the story.
The children will practice counting 1-7 (layers on the bed)
Concepts (what children will learn/know):
The children will learn to take turns to tell the story on the flannel board.
The children will learn that there are seven characters in the napping house.
The children will learn stories can be funny.
The children will learn to count 1-7 (layers on the bed)
This learning experience has been planned to feature the following WMELS performance standards
lll. A.EL. 1 Derives meaning through listening to communications of others and sounds in the environment
V. B. EL. 1 Demonstrates understanding of numbers and counting
ll. C. EL. 3 Demonstrated understanding of rules and social expectations

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?
I have chosen to do this experience because I think the children will love the big book and think it is funny. I also have
noticed the children have an interest in stacking and building the blocks or legos. In this activity they will also be
stacking but instead of the normal things they stack this will be objects form the book that they individual put on the
flannel board.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
A felt flannel board
The Napping House book by Audrey Wood
Created laminated props for flannel board story form the napping house book (10 total enough for each child)

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
I am providing the following: A felt flannel board, The Napping House book by Audrey Wood, Created laminated
props for flannel board story form the napping house book (10 total enough for each child)


Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
Just to grab the flannel board and get it set up by circle time and put the objects from the book on the counter until
we get to that point to give them to the children. I also need to grab the book and put it on the counter so it is
ready to start after gathering the children.

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment

Just to grab the flannel board and get it set up by circle time and put the objects from the book on the counter until
we get to that point to give them to the children. I also need to grab the book and put it on the counter so it is
ready to start after gathering the children.

Once the children are gathered I will show the children the book I have brought in specially today to read to you all.
Then I can individually have them come and take an object out of the bag. When they draw their object we will
identify it and then show the group. Once that is done I will show them the flannel board and explain to them how
in need their I need their help with. I then will start reading the book and we will put the objects on the flannel
board as the happen.

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).

Once all their winter things are put away in their cubby we will all go into the room. If anyone needs to go to the
bathroom I will wait until they are done to finish. When all the children and teachers are back in the room I will start
singing come and find a place on the floor to gather them all in.
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 conclusion.
1. I will start by singing come and find a place on the floor to gather the children for circle time
2. Once the children at circle time we will together sing who is all here today
3. I will then begin to tell them that today I brought a special book for me to read to you all. Show them the
book.
4. But I need your help. What do you think can you help me?
5. I will then explain to them that I need their help to tell the story
6. I will individually invite them to come take one object out of the plastic bag from me. Each time we will
identify the object and show the rest of the class what they have.
7. After all the children have an object to put on the board I will start reading the book and reminding them
that I will need their help.
8. Through the book I will ask them how many are on the bed now? Who do you think will go on the bed
next?
9. Counting how many are on the bed at the very end and asking them isn’t this is so silly
10. I will begin taking the characters off starting at the top of the stack asking the children to identify each one
as I put them back in the bag.
11. Once the book is done I will kindly ask them to go wash their hands and get ready for lunch
Questions to support inquiry and discussion. Vocabulary words to introduce.
How many are on the bed now?
Who do you think will be the next one to go onto the bed?
How many are on the bed at the end?
Is this book silly?
 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?)
There is no clean up and the children will have the opportunity to use the flannel board and the objects through out
the day. They will also have the opportunity to use the napping book through out the day also.

Transition Planning: Describe how the children will transition out of the learning experience.
The children will transition out of the learning experience by getting their hands washed and getting ready for lunch.

The children will transition out of this experience by getting their hands wash and getting ready for lunch.

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

All families will look different- split families, foster families, adoption- be sure to acknowledge this- we all have our
families and all families are not the same. Just like not everyone’s favorite color is purple.

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.
The children also seemed very interested in the gathering song I used to gather them in. Some of the children came
right away and some came when we were going to start the welcome song. The song I used for gather them they have
not heard very often so I was afraid no one would come gather but it went really well! The children really were
interested in the book and seemed to enjoy putting their characters on the board when it came to be their time to do
so. I think how I dismissed them for lunch also went very well and seemed more controlled. I really enjoyed watching
the children in the afternoon retelling the story together with the props and the book!

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?
Yes because the children helped to tell the story on the flannel board and the children later retold the story by
themselves with the provided props including the book. The children also learned how to take turns and wait
patiently for their turn. The children practiced counting up to seven for the layers on the bed. The children learned
that stories can be funny. The children learned that there are seven characters in the napping house book along with
learning how to count up to seven. The children demonstrated the understanding of rules, numbers, and counting.
The children also gained understanding through listening to communications from the teacher and friends.
I know this experience supported the developmental skills, concepts, and standards because I saw all the children
actively engaged and showing me signs that they were learning through this 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.
I would make no changes as for as the materials go because I made sure every child had a character. However since
some children were not there that day I could have pulled out the characters that were not as important in the story.
As far as space goes there was plenty of space for them all to sit down and see the book well. As we got more in to
the book and children were getting up to put their characters on the board they all kept scooting closer. I was afraid
to move them because sometimes if you move them you could loose there attention. However I think under this
circumstance they still would have been focused to the book.

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.
In the beginning a few children mentioned how they have this book at home too. I wish I would have acknowledged
them more. I didn’t even notice I did this until I was watching the video of me teaching. I think at that point I was a little
nervous and worried about the amount of time I had. However, thinking back I should have given the children a little
more response and communication than just that is cool.

Would you do this learning experience again? Why or why not?

Absolutely I think they really enjoyed the book and had fun individually putting the characters on the flannel board. I
also enjoyed watching them count together the objets on the bed. I enjoyed seeing their reactions wether it be
supprised, happy or laughing. Along with that I really enjoyed reading the book to them and being part of their
learning experience.
 TOTAL SCORE FOR THIS ACTIVITY: 5 /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.
Well organized and planned. You choose a very appealing story.

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?
Yes children were able to participate when their part of the flannel board came up in the book. The children used
counting skills verbally as a group. Children understood the need to take turns! They learned to wait for their turn as
Jessica asked.

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.
I would define the “space” a little better to prevent crowding around the book, and allow for each child to place their
flannel board piece safetly. The big book allows for bigger viewing area.

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.
Refer to #5 in your plan to explain why they have the pieces along with explaining the process. Acknowldege their
knowledge or experience with the book and you can use that info to help you teach.
Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?
Yes! Great story to repeat, and allows for children to use the flannel board independently.

TOTAL SCORE FOR THIS ACTIVITY: 5 /5 points

Adapted from The Registry (2018)