CHDV 150 Introduction to Curriculum Small Group Activity Planning Form (with explanations &grading criteria) Name of Activity:

Song Writing/ illustrating Curriculum Area: Language/ Literacy Length of Activity: 20 minutes Learning Objectives: Children will learn how to pronounce new words. (DRDP: LLD4) The children will learn to put their thoughts on paper. (DRDP: LLD3/ LLD10) Children will be able to express themselves in a new way and learn new vocabulary. (DRDP: LLD1/ LLD3) Materials needed: -vocabulary list, -paper, pencils, -crayons Preparation: Due to the fact that children will be writing a song on what they have learned about lizard, snake, and bird eggs we will need to cover every section first. This is an activity that will be introduced towards the end of the theme. First, children will have to know which animals lay eggs, where they live, where they hide their eggs, and the sizes of the eggs, etc. Procedures: *Beginning: During circle time we will sing a song and let them know we will be writing our own songs with partners/ groups. Crack-crack-crack like an egg, hiss-hiss-hiss like a snake, chirp-chirp like a bird, crack-crack-crack like an egg!

To create interest I will say, Who likes singing? I love singing, too! Guess what we will be doing, today with a buddy? You will write your own song about what you have learned about eggs so far! Plus, you will get to color pictures on the sides to illustrate what you write about.

I will introduce materials by saying, Since you are writing songs you will need a pencil, paper, and crayons.

Write a song about what you have learned so far about eggs. It could be your favorite thing about eggs, the animal(s) who lay them, their habitat, or their size. You will then draw and color pictures to illustrate what you write about.

Please make sure to not swing around or throw the pencils to avoid hurting yourself or the others around you.

I will pair them up into groups and give them a number per pair. I will have each table numbered so I will have them go to the table that has the same number they do. At the table there will be pencils, crayons, and paper for each group.

*Middle: I will support the children as they begin using the tools/ materials by acknowledging their use of the materials provided such as, the pencils, paper, and crayons. By showing that I notice and see what they are doing will encourage them to continue and be creative. It will let them know it is okay to use the materials that are provided for them. I will ask open ended questions like, What did you learn about eggs? Lizards? Snakes? Birds? Habitats? What is your favorite part about what you have learned? Why? What new vocabulary words are you using? Do you know how to pronounce them all?

To encourage teamwork Ill say, Working with partners helps us brainstorm and bounce ideas off one another, for example, if you do not remember the size of lizard eggs, your partner can help you remember in similar or different ways that you.

Show one another your ideas on how to use the new vocabulary words. Ill support individual children by asking, Do you know what you are going to write about yet? Do you have any ideas? What do you want to start off with? I will have toy drums, shakers, rattles, and puppets so they can come up with a tune/ beat or ideas on how they will present the song. *End: How will you give the children a warning that the activity is ending soon?

I will sing this song, Crack-crack-crack like an egg, hiss-hiss-hiss like a snake, chirp-chirp like a bird, crack-crack-crack like an egg! (the song we sang in the beginning). I will let them know to wrap up their song and drawings because there are five more minutes. How will you involve the children in the clean-up process?

I will tell the children to help their partners put away the pencils and crayons they used inside the pencil/ crayon boxes at their tables. How will you transition children to next activity? Which activity is next?

When children finish cleaning they will walk over with their partner to circle time area and write their name on a white board to determine who will present their song first, second, third, and so on. Next activity will be to present their song to the class with their partner. There will be a table set up with props available to them such as puppets, drums, rattles, eggs, etc. *Throughout the day, what opportunities will the children have to reflect on this activity?

All other activities throughout the day will have to do with the theme so while participating in them, children will be able to gather their ideas, thoughts, and information learned and integrate them into their activities.