WITC Activity Plan
Your Name: Juanita Dietmeier
Learning Experience Title: From Head to Toe Ages of Children: 2-4
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: 5-10
Skills (what children will do): Children will do the movements with me as I read the book. They will turn their
head,bend their neck,raise their shoulders, wave their arms,clap their hands, thump their chest, arch their back,
wriggle their hips, bend their knees, kick their legs, stomp their foot, and wiggle their toe. The children will listen to
the words and say the line “I can do it” at the appropriate time in the book.
Concepts (what children will learn/know):
Listen and follow instructions in the book. Have a positive self-esteem after trying new movements and saying “I can
do it”. Use their ears and eyes to know what movement to do.
This learning experience has been planned to feature the following WMELS performance standards:
I B.EL.1a Moves with atrength, control. Balance, coordination, locomotion, and endurance (Purpose and Coordination)
I C.EL. 1 Uses senses to take in , experience, integrate, and regulate responses to the environment.
II B.EL.2 Demonstrates positive self-esteem.
III C.EL. 1 Develops ability to detect, manipulate, or analyze the auditory parts of spoken language.
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?
The children love books that they can do movements to. I thought this looked like a fun one. I want to observe which
children can do the movements and who may need some more practice.
Specific list of space and/or materials needed including colors, amounts, sizes, etc.
Classrroom circle time area and the book From Head to Toe by Eric Carle.
Source of materials:
All are available at the center/in the classroom
Provided, in part, by cooperating teacher
I am providing the following: book Head to Toe by Eric Carle
Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
No prep needed.
Teaching Sequence of the Learning Experience
Set-up and arrangement of materials and equipment
Set the book by the circle time area.
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).
When clean-up is done I will sing Come and find a place on the floor, a place on the floor, place on the floor. Come
and find a place on the floor and Sit right down. We will sing Name is here today after everyone has gathered on the
circle time rug.
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.
I will introduce the book From Head to Toe by Eric Carle.
I will ask the children to join me in doing what the animals are doing in the story.
I will read the story From Head to Toe.
The children and I will stand up as I read and do the movements listed in the book.
I will praise the children about what they can do at various times while reading the book.
As I read the story I will also encourage the children to respond “I Can Do It” at the appropriate time.
When the book is done I will ask questions about the animals and the movements in the book.
I will praise them that they did a great job following the directions.
Questions to support inquiry and discussion and vocabulary words to introduce.
What animal is your favorite?, What movement do you like best? Was there a movement that was hard for you to do?
Easy?
Penguin,head, giraffe, bend, neck, buffalo, raise, shoulders, monkey, arms,seal, clap, hands, gorilla, thump, chest, cat,
arch, back, crocodile, wriggle, hips, camel, knees, donkey, kick, legs, elephant, stomp, feet, wiggle, toe.
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 necessary. The children will be allowed to look at the book the rest of the day.
Transition Planning: Describe how the children will transition out of the learning experience.
We will stomp like an elephant, to line up and get ready to go outside.
Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.
Some children may not want to do the actions in the book. I will encourange them to participate but not make them.
Some children may not be able to do everything in the book. I will encourage them to try.
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.
Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?
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.
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.
Would you do this learning experience again? Why or why not?
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.
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?
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.
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.
Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?
TOTAL COOPERATING TEACHER EVALUATION SCORE FOR THIS ACTIVITY: /5 points
Adapted from The Registry (2018)
