Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Toddler Activity Pre-Plan: Part Two Commented [MB1]: You actually lead teach on the 8th.
Your revised plan is due on the 5th of December.
1. What concepts or skills are the toddlers exploring or practicing as they participate in your activities today and where will they explore them? What TTD Chapter are
you referencing?
TTD CH. 11 Touching, Tasting, Smelling, Looking Sensory Play: This weeks plan will focus on facilitating exploration, as the toddlers have the opportunity to use all of their senses while
playing, creating, and investigating in lab. Toddlers will have the opportunity to use their senses as they explore three sensory bags that will have many different fillings. They will be able
to experience many different feelings inside of these bags due to the different compositions of the main ingredients (water, hair gel, water marbles). They will be able to explore these
bags by sliding, poking, or slapping their hands against them. The toddlers will have the opportunity to explore sensory play in the fine motor area as well, as they slide many different sizes
and shapes of buttons onto the soft and fuzzy pipe cleaners. During outdoor play, the toddlers will have the opportunity to explore sensory play as they interact with bongos, tambourines, Commented [MB2]: How are they exploring sensory play
and cymbals. They will be able to hear how different each instrument sounds, as well as how many different sounds you can make on each individual instrument, by changing how soft or here? What are they feeling, touching, smelling, listening?
hard you hit them.
2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 1 Criteria E; I lead the routines of the classroom independently and confidently.
3. Briefly describe your planning for the 12 toddlers in your lab in the chart below and how you anticipate them exploring and practicing their goal as they participate in the activities you
have planned. Remember to talk to your teaching team before you begin this, so that you are not planning duplicate activities each week.
Toddlers Goal and/or other skills to be IELG Outcome(s) Interests or observations Name of center and how the activity What the teacher will do to support the
Name practiced (Specific, observable, and that relate(s) to the goal of child that connect to will help the child work on their goal or child at the activity (be specific, yet
measurable with criteria/conditions) Reference the domain, goal, age how you are planning for skill development. What will they be brief)
range, and child indicator them today. doing as they practice their goal? (Be
specific, yet brief)
Emerson Emerson will be able to use three IELG D5 G52 Age 16-38 Months CI11 I have observed that Sensory: Emerson can work on his goal Teachers can support Emerson at this
descriptive words each day in lab. Emerson enjoys working in this area by describing what the activity by using self and parallel-talk.
Uses attributes with his hands and feeling contents of each bag looks and feels like. They can also ask Emerson what he sees
different textures. For example he could say things like and feels inside of the bags.
(descriptive words- big boy, red ball).
squishy, cold, bumpy, etc.

Candland Candland will be able to use one sign IELG D5 G50 Age 16-38 months I have observed that Fine Motor: Candland can work on his Teachers can support Candland by
(please, all done, or more) one time Candland enjoys having goal in this area by communicating his modeling the signs that he can use to
during lab. CI 9: Makes a formal verbal or sign something in his hand at wants/needs through appropriate signs. express himself at this center. For
request or response (e.g. "Milk all times. For example, if he needs more buttons example when he is done they can
please," "More," "Up"). he can use that sign to signal a teacher. model the all done sign for him.

Lilly Lilly will correctly identify and label IELG D5 G52 Age 16-38 Months CI11 I have observed that Lilly is Art: can work on her goal in this area by Teachers can support Lilly in her goal at
one to two objects colors, very curious about art. naming the different colors that she is this center by using self and parallel-talk,
emphasizing on red or blue, each day Uses attributes creating with. She can also work on her and modeling the correct color names
in lab. goal by asking for more of any color she for her.
(descriptive words- big boy, red ball).
needs. Commented [MB3]: Be more specific what is she doing at
this activity as she is naming the colors.

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Toddlers Goal and/or other skills to be IELG Outcome(s) Interests or observations Name of center and how the activity What the teacher will do to support the
Name practiced (Specific, observable, and that relate(s) to the goal of child that connect to will help the child work on their goal or child at the activity (be specific, yet
measurable with criteria/conditions) Reference the domain, goal, age how you are planning for skill development. What will they be brief)
range, and child indicator them today. doing as they practice their goal? (Be
specific, yet brief)
Sebastian Sebastian will use one to two word IELG D5 G49 Ages 16 to 38 Months I have observed that Cause/Effect: Sebastian will be able to Teachers can support Sebastian in his
phrases each day in lab. CI5: Uses single words, phrases, or Sebastian really enjoys work on his goal in this area by goal at this center by prompting him
short sentences to convey needs and cause and effect activities. describing what he sees happening as he with questions about what he sees
wants explores the bottle with the magnet happening as he moves the magnet
wands. He can also work on his goal by wand around the bottle. They can use
expressing his want to stay at or leave self and parallel-talk as well in order to
this area. help Sebastian express his observations.

Dallin Dallin will point to where he wants to IELG D5 G55 Ages 16-38 Months CI1: I have observed that Dallin Outdoor#1: can work on his goal in this Teachers can support Dallin in his goal at
go twice a day in lab. Uses gestures or vocalizations to enjoys exploring music. area by indicating this is where he would this center by using self and parallel-talk
protest or to gain attention. like to explore and play. and modeling, to help him describe
Commented [MB4]: This is not specific.
where he wants to go. Specifically they
can make sure he sees all of the
instruments.
Mason Mason will be able to cope with IELG D3 G34 Age 16-38 months CI1: I have observed that Art: can work on his goal in this area by Teachers can support in his goal at this
separation from his parents, and Uses a few strategies to ease Mason enjoys art and engaging with other toddlers, in a form center by inviting other toddlers to paint
enjoy lab by socializing and separation from primary caregivers in painting. of play that he enjoys, as a way to cope with him. Commented [MB6]: What else can teachers do to calm
interacting with other toddlers in familiar settings outside the home with separation from his parents. Mason down?
play at least once during lab. environment (e.g. waving bye-bye
and watching them leave, sucking a Commented [MB5]: I should be able to know what the
thumb, sitting in a quiet place, finding activity is just by reading this.
a toy or book to look at, or sitting on
another caregivers lap and crying
softly).

Brody Brody will engage in play using his IELG D2 G18 Ages 18 to 36 Months I have observed that Brody Fine Motor: Brody can work on his goal Teachers can support Brody in his goal
small motor muscles at least once CI5: Uses forefinger to thumb grasp enjoys creating things. in this area by using his small motor at this center by modeling the correct
each day in lab. with precision. muscles to string buttons onto the pipe pincer grasp for him.
cleaners, creating a colorful tree.

Dillon Dillon will say three to four dual IELG D5 G55 Ages 16-38 Months CI5: I have observed that Dillon Sensory: Dillon can work on his goal in Teachers can support Dillon in his goal at
syllable words with different onset Responds to peers with words. enjoys sensory activities, this area by using dual syllable words to this center by modeling some of the
and rime locations (front of mouth, but doesnt like to have a describe what he sees and feels inside duel syllable words that he can use.
then back of throat) in lab each day. smock on. each of the bags. They can do this specifically by using
parallel-talk. For example, they could say

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Toddlers Goal and/or other skills to be IELG Outcome(s) Interests or observations Name of center and how the activity What the teacher will do to support the
Name practiced (Specific, observable, and that relate(s) to the goal of child that connect to will help the child work on their goal or child at the activity (be specific, yet
measurable with criteria/conditions) Reference the domain, goal, age how you are planning for skill development. What will they be brief)
range, and child indicator them today. doing as they practice their goal? (Be
specific, yet brief)
something like, Dillon is playing with
the winter bag! I see snowflakes and
glitter inside of that bag!.

Isaac Isaac will scribble with a writing tool IELG D2 G18 Ages 18-36 Months CI2: I have observed that Isaac Art: Isaac can work on his goal in this Teachers can help support Isaac with his
twice a day in lab. Scribbles with drawing and writing is very curious about area by using his fingers to grasp the goal at this center by modeling the
tools. different textures. clothespin paintbrush that he chooses. correct way of holding the paint
Instead of using a writing utensil like a brushes.
pencil, he will have the opportunity to
use uniquely textured paint brushes and
see what he can create with the paint.

Ivory Ivory will practice her enunciation IELG D5 G52 I have observed that Ivory Fine Motor: Ivory can work on her goal Teachers can help support Ivory with her
skills by pointing at 3 objects and loves fine motor activities. in this center by naming the colors she goal by asking her questions, using
name them slowly with a teacher at Ages 16-38 months sees on the buttons. She can also work parallel and self-talk, and helping her
least twice during lab each day. on her goal by describing what her label the things that she is experiencing.
CI10: Pronounces words with
button tree ends up looking like.
increasing articulation and clarity.

Londyn Londyn will verbalize her needs and IELG D5 G41 Ages 16-38 months CI1: I have observed that Outdoor #2: Londyn can work on her Teachers can support Londyn with her
wants by pointing to an object or Vocalizes wants and needs. Londyn loves being goal in this area by verbalizing what she goal in this center by using appropriate
saying 2 words to describe her outdoors and loves to be would like to do on these mats. For language strategies and asking her about
feelings. active. example she could say she wants to what she would like to do on the mats.
jump, roll, march, etc. They can be sure to allow her the
opportunity to express when she is done
playing on them as well.

Toddler Activity Assignments & Set-up Plan

4. Fill in the assigned roles for the day and the responsibilities for that role. Then fill in the person responsible for setting up the activity center, the materials needed, the book associated
with the center and any set-up or safety instructions.

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
Part Two Lead: Aden That you will do your Lead Teaching Checklist
job as a lead. See (turn in all checklists at
Lead Teaching the end of your lead
Evaluation form. teaching day)
Helper 1 Support Haley That you will follow Snack Checklist
Teacher: instructions and do (turn in to lead teacher at
your job as snack the end of the teaching
person day)
Helper 2 - Rachel That you will follow Photographer Checklist
Photographer: instructions and do (turn in to lead teacher at
your job as the the end of the teaching
photographer day)
Art: Painting With Aden IELG D4 G47 Ages While in the art area 1 feather Colors: How Do You Teacher will place the Lilly, Mason, and Commented [MB8]: Are you using paint?
Pom Poms! 16-38 Months CI5: the toddlers will have 1 small piece of felt Say It? by Meredith sensory mat Isaac Also you need to put the location number next to the item.
May show interest the opportunity to 1 Foam piece Dunham (WR H17) underneath the art
Its confusing. Is the sponge found in RR1 orange 13?
and work with explore many 1 Coffee Filter table, and then tape
different art different textures that 1 Small sponge the butcher paper
materials like play they can paint with. 1 Large pom-pom down. Then we will
dough, crayons, They will have the 6 Clothes pins set up the brushes by
markers, scissors, opportunity to see Butcher Paper clipping the different
pens, paper, what they can create (RR1 Orange 9, 10, 11, 13, textures to the
notebooks, and by using the different 14) clothespins. We will
book making. colors and brushes. Sensory Mat (classroom) have the paint just on Commented [MB7]: Please be more specific. What are
the butcher paper on they painting with? In your material section you have all of
the table. We should
these different materials and I am confused as what they
be sure to mix it with
toddlers will be doing here.
a little bit of soap. We
should also be careful
Megan already used this activity in her last lesson plan. If
to watch out for
you are painting with clothes pins and pom poms please
toddlers putting the
brushes/paint in their
change this.
mouths. We also
need to be setting
clear expectations
about keeping the

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
paint in this area
only.
Sensory: Sensory Haley IELG D2 G19 Ages In the sensory area 3 gallon size Ziploc bags My Five Senses by For the first bag the Emerson and
Bags 16-38 Months CI8: the toddlers will have (Kitchen) Aliki (WR TA3) teacher will place the Dillon
Plays with materials the opportunity to Hair gel, baby oil water beads inside,
of different textures explore three different (I will provide) along with some
(sand, water, bags filled with a Duct Tape (classroom) water. For the second
leaves). variety of sensory 2 Tbsp. Water marbles bag you will add baby
objects, like hair gel, (RR2 Green 127) oil first, followed by
water and oil, and Food coloring water (not too much),
water beads. They will (Kitchen) and then a drop or
have the opportunity Glitter (RR1 Orange 14) two of food coloring.
to move their fingers For the last bag the
across the bags and teacher will add hair
feel all of the different gel, followed by
textures. glitter. All of the bags
will have duct tape
put on the openings
as well as along the
edges to prevent
breakage of the bags. Commented [MB9]: Please double bag these.
The teacher will then
tape them to the
sensory table. In this
area we should be
careful to watch the
toddlers and make
sure they arent
trying to take the
bags off of the table
or trying to open
them.
Fine motor: Button Aden IELG D2 G19 Ages In the fine motor area, Enough buttons to have a Tap the Magic Tree Teacher will put the Candland, Brody,
Trees 16-38 Months CI6: the toddlers will have small layer along the by Christie Matheson buttons in the bin. To and Ivory.
Exhibits eye-hand the opportunity to (WR D3) make the trees, the

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
coordination (builds work on their pincer bottom of a bin (RR1 teacher will take 4
with blocks, puts grasp. They will be Orange 13) pipe cleaners and Commented [MB10]: This is great but your IELG needs to
items in a container, able to do this as they Medium sized plastic bin bend them into a v be mentioned here as well.
completes simple practice stringing (RR1 back wall) shape, and then twist
puzzles, or strings buttons onto pipe 12 Brown pipe cleaners the bottom. They will Commented [MB12]: Location?
large beads). cleaners that are then place these in
bended to look like the bin as well,
trees. They will have maybe stringing a few
the opportunity to of the buttons onto
explore a bin filled one of them as a
with many different model for the
colors and sizes of children. Commented [MB13]: Safety concerns?
buttons, and then
string them along the Commented [MB11]: This concerns me because it is a
pipe cleaners. choking hazard and because we have a lot of Oral children
Cause & Effect: Rachel IELG D1 G8 Ages 16- In the cause and effect 3 Magnet Wands Surprise, Surprise! by Teacher will bring the Sebastian in our class. Please consider changing this activity or using
Magnet Wands 38 Months CI2: Uses area the toddlers will (RR1 Purple 75) Paul Rogers (WR bottle into the something other than buttons.
variety of everyday have the opportunity Bottle with pipe cleaners L22) classroom and place
objects and items as to explore cause and inside (RR1 Purple) the wands next to it.
tools for exploration effect by moving In this area we should
(containers, magnetic wands all make sure that the
switches, doors, around a bottle filled toddlers arent
blocks, wagons). with pipe cleaners. bringing the magnet
They will be able to wands or bottle to
see that wherever the other areas of the
wands go, the pipe classroom. We should
cleaners will follow. also watch and make
sure the toddlers
arent sticking the
wands into their
mouths.
Class Clean-up (Lead Aden IELG D3 G31 Age 60 The children and will Clean up song, CD player Play the clean-up
Teacher for the day is Months through clean up all of the toys or docking station, and warning song 2
in charge of this) Kindergarten CI5: and activities with toy bins. minutes before it is
teacher support. time to clean up. Put

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
Describes and They will place all the the bins down during
follows classroom toys in the correct this time so they will
and group routines. bins, and stack the be ready to go when
bins and all other clean-up starts.
props on the slide. (Do Model clean up
not place anything on procedures for
top of the lockers). toddlers and give
them choices of items
to clean up.
Transition to Large Aden IELG D5 G48 Age 6 The lead teacher will Hi ho, hi ho, off to large Towards the end of
Group Activities to 18 Months CI8: start the transition group we go; well have clean up, teachers
(Lead Teacher for the Follow single-step activity to help the some fun with everyone will create a large
day is in charge of directions without children gather to the hi ho, hi ho, hi ho, hi ho group area with the
this) gestures large group area. shelves so that
children have a
Please put what the defined space to
children will be doing participate in the
here: large group activity. I
Coming over to the will begin cleaning up
large group area. the flop and drop
area a little early to
help get ready for
large group.
Large Group Activity Aden Parachute: IELG D2 Parachute: During the Parachute: 1 Parachute Parachute: Teachers No Toddlers were
G19 Age 16-38 large group activity, (Gross Garage) 9 balls will have balls in their planned for.
Child Choice: On a tray we will months CI4: the children will have (RR2 Orange 201) aprons and throw
provide 3 props Performs basic the opportunity to them in one at a time,
List all six of the large from 3 of the Dinosaurs: We Are the
creative play with a parachute following the songs
group activities your activities for a Dinosaurs Song, Kindle--
movements, with and juggle plastic balls lyrics. Teachers will
lab has done child to select Classroom Cabinet 5,
adult guidance or that will be thrown in also help the toddlers
from. I will alone (dances to the middle. The Dinosaur Paws-- grab and hold onto
1. Parachute
choose 1 toddler music or rhythm). children will exercise Classroom cabinet 18 the parachute on lead
2. Dinosaurs
3. The Freeze to come up and Dinosaurs: IELG 16- motor skills by holding teachers que.
select what The Freeze: 20 Scarves
4. Hokey 38 months D1 G15 onto the parachute Dinosaurs: Teachers
activity we will (WR Cabinets 2 and 3), CD
Pokey CI4: Uses props in and lifting up and will hand dinosaur

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
5. Frog Jump do. After that pretend play (dolls, down while singing a with song on it (WR, paws to toddlers on
6. Milkshake activity I will animals, trucks, song. yellow case CD Y5) Hokey lead teachers que.
choose another objects) The Dinosaurs: Toddlers Pokey: Egg Shakers (20) The Freeze: Teachers
child to come up Freeze: IELG D3 G31 will march around to (WR Cabinet 7/8 shelf 2) will hand out scarves
and select a Age 16 to 38 We Are the Dinosaurs Frog Jump: Lily pads and and play the song.
second activity. Months CI7: and pretend to be frog finger puppets They will model for
We will keep Participates in dinosaurs and hold (Toddler Closet Large the toddlers how to
track of who loosely structured the dinosaur paws in group bin) Song: song to dance and freeze and
chooses so every group play and their hands. the tune of Twinkle will make sure the
child has a turn. activities, such as The Freeze: The Twinkle Little Star: scarves arent being
chasing each other children will be Hopping, Hopping all used in an unsafe
or singing and handed their scarves around. On the green manner. Hokey
moving to music by the teachers. I will leaves on the ground. Pokey: Clean up all
together. Hokey begin the song and [MB1] As we hop we clap the flop and drop
Pokey: IELG D2 G21 model for the toddlers our hands[MB2] Now spin area because that is
C2: Participates when they are right where we stand. our large group area.
actively in simple supposed to dance [MB3] Ribbet, ribbet little Move the
games, dance, and and when they are frog[MB4] As we sing, bookshelves around,
movement activities supposed to freeze. well hop along. pick up the coaches
(e.g. catches and The toddlers can Milkshake: Egg and animals or other
kicks a ball, plays dance and sing along. Shakers(24) (two shakers toys in that area.
chase). Frog We will play the song if each toddler wants one Close down the slide
Jump: IELG D2 G21 2 times. for each hand) (Toddler area, art if there is
Ages 16-30 Months Hokey Pokey: Closet Column 2 shelf 1) - paint, and sensory
CI2: Participates Teachers and toddlers IWP: Milk carton Cream areas.
actively in simple will have the carton Milkshake song Frog Jump: Support
games, dance, and opportunity to dance teacher will place lily
movement activities and wiggle while pads around as we
Milkshake: IELG D3 learning certain body are gathering for
G31 Ages 16-38 parts as we sing the large group. Teachers
months CI 7: hokey pokey. Instead will have finger
Participates in of doing right arm or puppets in aprons
loosely structured left arm we will just prior to large group
group play and say arms, or legs and for easy distribution
activities, such as not specify right or left to toddlers.

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
chasing each other since they do not Milkshakes: Make
or singing and know that yet. Frog sure CD player with
moving to music Jump: In this activity Milkshake song is
together toddlers will be ready to go. -Make
practicing Gross motor sure there is nothing
skills, following one on the floor for
step directions, toddlers to trip on
singing, pretend, while dancing
mimicking. They will around. Toddlers
each have their own should be spread out
lily pad to jump on as so they do not bump
they follow the into one another. A
directions to the song chair should be
that follows the tune placed for Dallin to
of Twinkle Twinkle use as support while
Little Star. dancing and shaking
Milkshakes: The his egg shakers.
toddlers will be Teachers should have
shaking up imaginary egg shakers ready to
milkshakes. The pass out.
children will listen to
the music and shake
their egg shakers
along with the music.
They will be
participating in loosely
structured group play
as they dance around
to the music.

Transition to outdoor Aden IELG D5 G48 Age 6 Children get ready to Emergency backpack and Help toddlers put on
play (Lead Teacher to 18 Months CI8: go outside by putting rope (behind door), check coats and backpacks
for the day is in Follow single-step on their coats and will in/out sheet and line up. Teachers
charge of this) directions without lining up on the rope. To outside play we go, to will help the children
gestures Teachers will help the outside play we go, high grasp the rope and

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
Large south children grasp the ho the cheerio to outside sing while the
playground rope and sing while play we go. children walk to the
the children walk to outside play area.
Small north the outside play area.
playground
1st Outdoor Activity: Rachel IELG D4 G47 Ages The toddlers will have 1 set of Bongos, 2 sets of Teachers will bring Dallin
Outdoor Music! 16-38 Months CI3: the opportunity to cymbals, 2 tambourines. the instruments
Exhibits interest engage in sensory play (WR Cabinets 4&5, outside and place
when watching by exploring bongos, shelves 2&3) them in an area that Commented [MB14]: If its snowing or raining we cannot
music, dance, or tambourines, and the toddlers will be bring these outside. Just FYI
theatre cymbals during able to have room to
performances by outside play. They will play with them freely.
I would even suggest letting them use the lady bugs as well
other individuals. have the opportunity We should make sure

to see what kinds of that the toddlers are
sounds they can make treating these
with each instrument, instruments nicely
as they pick them up and not throwing
and determine the them or sticking them
best way to use them. in their mouths.
They will also be able
to practice turn-taking
with their peers, as
there will be a limited
supply of instruments.
2nd Outdoor Activity: Haley IELG D2 G20 Ages The toddlers will have Tumbling Mats (Gross Teacher will place the Londyn
Tumbling Mats 16-38 Months CI3: the opportunity to use Garage) tumbling mats on the Commented [MB15]: Have we already used this activity?
Combines motor their gross motor skills grassy area of the And I know you mentioned that you might change this if its
actions in sustained by moving their bodies playground, making
snowing. This is something to keep in mind.
play (e.g. playing on as they walk, climb, sure it is mostly flat
small slides, and explore the so that the toddlers
climbing on small tumbling mats. wont hurt
structures, using themselves while
wheel toys, carrying exploring. In this area
objects of varying a teacher should
sizes and shapes, make sure the

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible for Outcome/IELG Description (Be specific with item (Title, author, Routine, and/or toddler(s)
Activity Set-up of Center (This is the skill you (This is a detailed name, the number you reference number, Adaptation planned for in
Title (See Teaching want children to description of what need, the reference and and location) Instructions this activity
Calendar for practice at this the activity is and location of the item, and (Be specific)
Helpers) activity) how the children will whether you will be
be exploring, playing bringing any of the items)
and practicing the
activity outcome)
throwing and toddlers arent hitting
catching, dancing, or pushing other
and marching). toddlers. We should
also be careful to
watch out for falling.
Inclement Weather Aden ELG D2 G19 Ages Toddlers will have the All bean bags and 2 bean Teachers will set the No toddlers were
Gross Motor Indoor 16-38 Months CI6: opportunity to bag boards (Gross Garage) bean bag boards up planned for.
Activity: Exhibits eye-hand practice hand eye and place the bean
coordination. coordination by bags a short distance
Bean Bags throwing bean bags at away. We should be
the boards. They will careful to make sure
also have the the toddlers arent
opportunity to throwing the bean
practice taking turns bags at each other.
with other toddlers.

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 Teacher Aden Rogers Part One Part Two x

Lead Teaching Date 12/6/16 Submission Date 11/14/2016 Revised Submission Date 12/06/2016

Large Group Activity Name of

Title: Juggling Balls toddler(s)
planned for in
IELG Outcome: IELG D2 G19 Age 16-38 months CI4: Performs basic creative movements, with adult guidance or alone (dances to music or rhythm). this activity
No Toddlers
The skills this activity promotes: Fine and gross motor skills, and counting. were planned
for
Activity Description: During the large group activity, the children will have the opportunity to play with a parachute and juggle balls that will be thrown into the middle. The
children will have the opportunity to exercise their motor skills by holding onto the parachute and lifting up and down while singing a song.

Adaptations for individual toddlers: A teacher will help Dallin hold onto the parachute. There will also be a teacher helping Isaac and Candland to hold onto the parachute as
well.

Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?): Today we are going to play with a parachute and juggle balls! Everyone find a
teacher and stand next to them so we can bring out the parachute!

Expectations for children (What will you say and do to show the children how to participate in the activity?): Okay boys and girls, everyone needs to hold on to the parachute
so that we dont let the balls fall onto the ground. To keep them in the air we need to reach our arms really high into the air, show me how high you can reach your arms into the
air (as I reach my arms high)! Now show me how you bring them back down (as I model this)! While we sing our song we need to keep the parachute moving so that the balls
dont fall onto the ground. We need to move our arms like this (model up and down motion.) Show me how you wave your arms! We need to be careful and not jump onto the
parachute while its waving because we could hurt ourselves and our friends. At the end of the song we are going to lift the parachute as high as we can to let the balls fly (model
this)!

Handing out props (how will you hand out props): After the introduction I will unroll the parachute and start spreading it out. Teachers will each hold two balls in their aprons or
next to/behind them. There will be three balls thrown in each time we sing the song.

During the activity (What are you saying and doing during the activity for the children to model?): Juggling, juggling, juggling balls. Juggling, juggling, juggling balls. Juggling
one ball (one ball is thrown in) bounce, bounce. Juggling two balls (another ball is thrown in) bounce, bounce. Juggling three balls (another ball is thrown in) bounce, bounce.
Dont let those juggling balls fall (parachute is lifted very high and all of the balls are tossed into the air and fall to the ground)! We will repeat this song three times.

Closing Script (What will you say and do to end the activity and transition to the next thing?): Thank you for juggling with me today boys and girls! Now we need to bring the
parachute into the middle of our circle because the balls need to go to sleep, lets go! (As we bring the parachute in I will grab it and roll it up) Now we get to do two more fun
activities! I have some of the toys from our other songs we sing in class (I will pick each one up and say something about it. For example, if I have the dinosaur paw, a scarf, and
the milk carton I would say We can pretend to be dinosaurs today and march around with our friends, we can do the freeze and dance with our scarves, or we can make
delicious milkshakes!), and I need help picking what we should do! (I will then pick a toddler to come up and choose one of the props off of the tray.

Collecting props (how will you collect the props?) After the last round of the song, I will tell the children the balls need to go to sleep and we will all bring the parachute into the
middle and I will grab it and roll it up.

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