Early Childhood Education
Learning Experience Template
Name: Lauren Halsey
Date: 3/6/24
Standard(s)/Guideline(s):
● DOMAIN Approaches to Learning: STRAND Engagement and Persistence - TOPIC 1.a) Engages in new and unfamiliar experiences and activities
Standard(s)/Guideline(s):
● DOMAIN Social and Emotional Development: STRAND Self Awareness - TOPIC 1.a) Develops and expands understanding of oneself as a unique
person.
Pre-assessment of current knowledge:
● I plan to observe the students during free time: I will look for their ability to engage with unfamiliar experiences (joining in activities), and their grasping
skills. I will also look to see who is able to hold their head up and sit up.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
● …engage in this
new/unfamiliar musical
experience alongside their
peers.
● …begin to understand that
they are their own unique
person, as they can make
their own unique
sounds/movements to the
music.
One Assessed Developmental
Skill:
● Students will be assessed
on their grasping abilities
and their ability to move
their arm in a shaking
motion.
○ This will be
assessing motor
abilities.
Rev. 1/2024
Lesson Title: Shake It, Shake It
Grade Level: Infant
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
● A checklist will be used as evidence. There will be a
column for grasping the maraca, another for shaking
the maraca, and a final one for remaining with the
group (within the vicinity of the new activity).
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
● I will make a bar graph that includes the objectives
and how many students were able to meet those
objectives. If 20% or more of the students do not
meet the objective, I will reteach the lesson by
presenting the music and instruments in a different
way, through a different mode.
Differentiation:
Circle one: ECE PKSN
Learning Experience
Academic Language:
● Music
● Maracas
● Shake
Procedural steps:
● I will begin by having students join me at the carpet.
○ If students are unable to crawl to the carpet, I
will pick them up and move them there.
● Once at the carpet, I will play music for students
through my computer
(https://www.youtube.com/watch?v=PkFxwxRHii8).
○ The video will be played on the laptop &
placed in front of the students, allowing them
to watch the video, furthering their
engagement with the activity.
● As students watch/dance, I will pass out maracas. I
will give one maraca to myself, so that I am able to
model the motion (shaking) for students.
● As students shake the maracas (& as I shake my
own), I will look for students who are struggling to
grasp the maracas (based upon the pre-assessment,
 Early Childhood Education
Learning Experience Template

● Students who are unable to sit up will be supported
by teachers, same for those unable to hold their
heads up.
● Students who are unable to grasp the maracas will
have it attached to their wrist as a bracelet.
Safety Considerations: ● Students who are Deaf or hard of hearing will have
the ability to listen to the same music through
● Ensure maracas stay out headphones. The headphones will not go on the
of students’ mouths baby's head; instead, they will be held against the
(ideally, they should be students body, allowing them to feel the vibration.
larger than the mouth of
the students, so that this
isn’t an issue).
I will have a pretty good idea on who this will be). If
this is the case, I will swap their maracas out for ones
that attach to their wrists - allowing them to
participate without having to have the motor skills.
● If I have a student who is Deaf or hard of hearing, I
will hook headphones to a chromebook and play the
same video, while sitting next to the student.
○ I will place these headphones against their
body, allowing them to feel the vibrations
directly from the music (they will have a
maraca just like every other student).
● Throughout the lesson, I will track students’
behaviors through a checklist, taking data on my
lessons effectiveness.
● After a few songs (about three or four), I will end the
activity by collecting students’ maracas and turning
off the music video.

Authentic Materials: (Describe authentic real-life, hands-on

materials.)
● Maracas (1 for each student)
● Laptop
● Chromebook (or another laptop)
● Differentiated maracas (string & scissors needed to
create these)
● Headphones (over the ear)

Adult Roles:
● It is the adults’ job to ensure students are meeting
safety considerations: Adults should ensure babies
aren’t putting their maracas in their mouth.
● It is the adults’ job to turn on the music and model
shaking the maracas to the music.
● It is the adults’ job to support students physically,
ensuring students are comfortable with the activity.

Rev. 1/2024
 Early Childhood Education
Learning Experience Template

Resources & References:

Redlist Mixes - Kids. (October 30, 2022). Songs for Kids to Dance to [Video]. Youtube. https://www.youtube.com/watch?v=PkFxwxRHii8.

Reflection: (What have you learned about your students? How will this inform future instruction?)

Rev. 1/2024