WITC Activity Plan

Your Name: Cass Ramthun

Learning Experience Title: Valentine’s Ornaments Ages of Children: 4+ years old
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: 1-2
Skills (what children will do):
 Express positive feelings toward a classmate
 Write my feelings on paper
 Explain my feelings in words
 List ways to be kind to others
 Describe how I feel when someone says something kind to me

Concepts (what children will learn/know):

 Doing something kind makes me feel good.
 Doing something kind makes others feel good.
 I can express my feelings by writing them down.
 I can express my feelings through words.

This learning experience has been planned to feature the following WMELS performance standards:
 II.A.EL.2 Understands and responds to others emotions
 II.B.EL.1 Develops positive self-esteem
 III.B.EL.2c Uses vocalizations and spoken language to communicate
 III.C.EL.4 Uses writing to represent thoughts or ideas.

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 the activity for this group of children because lately they haven’t been the most kind to each
other. We have been struggling with saying unkind things to others, as well as, being physical when upset. The
children have a hard time expressing positive thoughts and emotions and expressing all feelings in a positive way. This
is a great activity for them to realize how kind words can help.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
 Red, Pink, and Purple construction paper
 Heart stencil
 Markers/crayons

Source of materials:
 All are available at the center/in the classroom
  Provided, in part, by cooperating teacher
 I am providing the following:

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.

 Cut out hearts on construction paper

 Write each childs name on piece of paper and put in a bowl

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment

Hearts of various colors will be set out on the table for the children to choose from. The children will also be able to
choose what they write with. This will be set up shortly before they start free-play.

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).

The children will transition into the activity by listening to the book “Valentine’s Are For Saying I Love You” by
Margaret Sutherland.

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.

1. The children will come to the table as they choose.

2. When they decide to do the activity, they will start by picking another childs name out of the bowl
3. After they have chosen a name, we will talk about all of the positive things about that child. I will help the
child recall things they have done with that child, toys they’ve shared, things they have in common, etc.
4. When they have some ideas, they can pick a heart and a writing utensil. I will tell them to write or draw
something about the other child.
5. When they are finished, I will ask them what they wrote about the child and write word-for-word what they
said on the back side of the heart.

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

 Love
 Kindness
 Friendship
 Valentine
 Expression
 How does this person make you feel?
 How are you the same? Different?
 What does it feel like when someone says something kind to you? Does something kind?
 How else can you make someone feel loved?
 What/Who makes you feel loved?
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?)

The hearts will be hung on the tree in our classroom. The materials will be cleaned up by the children at the end of
free-play.
Transition Planning: Describe how the children will transition out of the learning experience.

The children will transition out of the learning experience by giving their valentine ornament to the child they wrote it
to. They will be encouraged to tell the other child what the valentine means and why they like being friends with
them. The child will then get to hang the ornament on our seasonal tree.
Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

I anticipate that some children will want to pick their friends name or they will be unhappy with their choice. If this
happens, they do not have to participate in the activity and I will make a valentine for the child that they picked.
POST-TEACHING ACTIVITY PLAN EVALUATIONS