Early Childhood Education

Learning Experience

Name: Ryan Lesson Title: Gracie’s Learning

Date: March 2023 Grade Level: Preschool Circle one: ECE PKSN
Standard(s)/Guideline(s):

Domain: Physical Well-Being and Motor Development

Strand: Motor Development
Topic: Large Muscle: Balance and Coordination
Standard Statement: Demonstrate spatial awareness in physical activity or movement.

Domain: Approaches Towards Learning

Strand: Creativity
Topic: Expression of Ideas and Feelings Through the Arts
Standard Statement: Express individuality, life experiences, and what they know and are able to do through a variety of media.
Pre-assessment of current knowledge: I will monitor if students are moving to the transition songs. I will have a dance break (ice breaker) before we start
carpet time.

Instructional Objectives (2-3) Assessment of Student Learning Learning Experience

Two- Three Assessed
Instructional Objective(s): The
student will be able to...
- The student will be able to
find ample area of space
for their movement.
- The student will be able to
create their own
movement.
One Assessed Developmental
Skill:
- The student will be able to
create a or a series of
repeated movements
during the dance break
and multiple media.
- The student will be able to
be aware of the space
that is needed to create/
achieve their goal/
Identify Evidence: (What will you collect or record as
data to demonstrate students have met your objective(s)
and skill?)
- I will have a list of students' names and write a Y/N for
if they are or aren't moving and a Y/N for if they have
created their own movement or not. In another box, I
will write what movement/dance they are doing.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- I will monitor if students are doing the movement of
the card that I am showing. I will monitor if they can
create a personal creative movement/dance and
follow instructed movement/dances.
Academic Language:
Creative Movement, Dance Break
Procedural steps:
- Play Gracie’s Corner Phonics Song as a upbeat
transition song
- Tell students at the end of the song they should make
their way to the carpet
- Have students take a seat on the carpet
- Instruct students that they will be given a 2 minute
dance break before we start carpet time
- Play a mellow beat for 2 minutes
- Students are expected to be moving/dancing while the
beat is playing
- Instruct students on the next activity
- Allow students to find ample space for the next activity
- Play Gracie’s Corner Head, Shoulder, Knees and Toes
Song
- Instruct students to follow along with the video
- Teacher should be following along as well
- After Gracie’s Activity, play a soft/calm beat
- Hold up movement cards
 Early Childhood Education
Learning Experience

movement. Differentiation: - Students are expected to mimic the movement on the

Safety Considerations:
- Carpet spacing for dance
break
- Movements that aren’t
spacious
- Have movement cards that includes chairs and card
minimal movement - Give students a 2 minute cooldown
- Teacher help students who have mobility issues
Authentic Materials: (Describe authentic real life, hands-on
materials.)
- Ribbons
- Wooden sticks
- Musical Instruments (Drum sticks, Maracas, etc)
- Cards with movements

Adult Roles:
- Play Gracie’s Corner Phonics Song during the
transition from activity to carpet time
- Dance/Move along with the children

Resources & References:

Head Shoulders Knees and Toes | Gracie’s Corner | Nursery Rhymes + Kids Songs
Phonics Song | Letter Sounds by Gracie’s Corner | Nursery Rhymes + Kids Songs
Quiet Classroom Music For Children - Calming Sensory Bubbles - Morning music for class
https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELDS-
ATL.pdf.aspx
https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELDS-
Physical-Well-being-and-Motor-Development.pdf.aspx