Engage Students Toddler Lab Lesson Plan

Lead
Teacher: Lauren Barrick Part One: X Part Two: Lead Teaching Date: 3/20/18
TA Submission Date: 3/5/18 Faculty Submission Date: 3/12/1 Revised Submission Date: 3/19/18 TTD Chapter: Ch. 12
Toddler Activity Pre-Plan:

1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 1 Criterion a. Four or more of the activities are inviting, accessible, safe, and have a variety of materials that promote independence in
exploration, skill development, and child-directed play.

Section 2 Criterion b. Promotes independence in skill development and encourages child-directed exploration/play at each activity and during all
aspects of the routine.

Section 2 Criterion c. Consistently sets suitable behavioral expectations for every child during play and the routines of the class by explaining and
following through appropriately.

I would like to be evaluated on how I plan effective activities, which encourage child-directed play. I also would like to be evaluated on the behavioral
expectations that I set throughout the day with in the routine.

2. Briefly describe your planning for the twelve toddlers in your toddler lab in the chart below. Remember to talk to your lead teaching partner so
that you are not planning duplicate activities. J

Toddler’s Toddler goal IELG Outcome that Identify one Put the interests Name of Describe how the What strategies
First Name created with the references the developmental of the toddler and activity child will be able to (at least two) and
family goal. skill that the child how it connects to center work on their goal any other
(Specific, Put the domain, has and how they where or how you where at the activity you adaptations will
observable, and goal, age range, will use it in the are planning for you are have planned for the teacher use to
measurable with and child activity you are them today planning them. (Be specific, support the child
any criteria/ indicator, Ex. D2 planning for them for the yet brief) at this activity (be
conditions) G51 16-38 mo. CI2 today (this does child specific, yet brief)
not relate to their today
goal)
Page 1
Lead Teacher: Lauren Barrick Part One: X Part Two: Lead Teaching Date: 3/20/18
goal)
Easton Easton will IELG D3 G29 Age I have observed in I have observed in Blocks Easton will have to Teachers will
positively react 16 to 38 months toddler lab that toddler lab that take turns with the watch for Easton’s
(not scream) to CI5:Uses adult help Easton is able to Easton is drawn to wrecking ball at this cues that he is
taking turns and to take turns, build a tower of 4 activities that activity there is only going to get mad
sharing with including giving up blocks. He will contain balls. He one ball. He will and scream. One
other toddlers 3 and keeping toys have the spent much time at have to allow other of his cues is when
times during and other objects. opportunity to the dump trucks toddlers to use it to another child is
toddler lab. use this skill at that had balls in knock down their playing close with
this activity them, at the ball towers. Easton will him and wants the
because he will drop cause and have to share the same material that
build a tower with effect activity, and blocks with other he is playing with.
blocks and then bowling. toddlers. All A teacher will react
knock it down toddlers in the area quickly to solve the
using the ball tied will want blocks. A problem and not
to the sealing. teacher will help wait until he
him share and take screams. The
turns with materials teacher will explain
and help him act to Easton that this
positively. is our friend and
the toys are for all
of us to play with.
Then the teacher
will help Easton
wait for his turn or
share the toy in
the situation.
Page 2
goal)
Rachel Rachel will use IELG D5 G48 Ages Developmentally I have observed Dramatic Rachel will be able Teachers will ask
correct 16 to 38 Months CI Rachel is able to that Rachel likes to Play to work on her goal Rachel open-ended
pronunciation 1: Shows engage in make- dress up in the as she asks for her questions as she
when requesting understanding of believe play. I dramatic play area. wants and needs plays. An example
or naming words by have observed She wore the such as expressing is if she is wearing
objects five appropriate this in lab. Rachel butterfly wings and the toy she wants. Butterfly wings ask
times during play behavior or has pretended flew around the She will ask for the her Where do you
and the routine gesture; that she was a area saying she toy she wants to see butterflies?
of the class. receptive language butterfly, horse, was a butterfly. play with. She also Give her the
and dinosaur. She will have the will have the opportunity to
Rachel will have opportunity to opportunity to respond with many
the opportunity wear the fairy listen to a teacher different words.
to use this skill as wings, the cowboy clearly talk to her. Teachers will
she dresses up costume, or the The teacher will describe the things
and plays with pilot costume. know she is listening that she is playing
the instruments. when she has eye with in a clear way.
She will be able to contact with the An example is now
pretend that she teacher or if she it is Rachel’s turn
is a singer, responds to what to be the
animal, or that the teacher is performer she is
she is at a movie. saying. on the stage. She is
a butterfly. What is
she going to eat?
Ivy Ivy will positively IELG D3 G28 Age Developmentally I have observed Flop and Ivy will share the Teachers will make
react to taking 16 to 38 Months Ivy is able to that Ivy enjoys Drop materials in this eye contact with
turns and/or CI8: Begins to engage in make- playing with dolls area with other Ivy as they explain
sharing two out understand how to believe play. At at home. At the toddlers as well as to her that the toys
Page 3
goal)
of three times take turns during Ivy’s home visit homevisit Ivy take turns when it is are for all of the
during lab. play with peers, she showed us engaged in play necessary. The dolls toddlers to play
with considerable her toy Owl’s Ivy with dolls most of and the dollhouse with. Teachers will
assistance. was making the time she feed will have to be coach Ivy in
believe that they them. She called shared with the communicating to
were eating soup. the older looking toddlers that are in other toddlers that
She said that the female doll the the area. Ivy will she wants a turn. A
daddy Owl did not mommy and the also engage in play teacher will tell her
like the soup so strong looking boy next to other what to say and
she then gave the doll the daddy. She toddlers or even then help her
daddy Owl will be able to play share a teacher as respond to what
mashed potato. with dolls in the the teacher reads a the toddler told
She will be able to flop and drop area book aloud to Ivy her. If the other
use this skill in the and give the dolls and another toddler told her
flop and drop different rolls toddler. she can not have a
area as she uses within her play. turn right now the
the dolls and the teacher will explain
dollhouse to to her that she can
make-believe that have a turn when
they are friends that toddler is
as a book is read done. The teacher
to her. will then engage
Ivy in another
activity.
Page 4
goal)
Willow Willow will have IELG D3 G28 Age Willow I have observed Flop and Willow will sit close The teachers will
positive 16 to 38 Months developmentally that Willow enjoys Drop to other toddlers as use the names of
interactions with CI3: Initiates social is able to engage playing with dolls. I they are both the children
her classmates, 3 interaction with in make believe have seen her play playing in the doll playing around her
times a day peers (brings toys play. I have with baby dolls and house. Willow will so that she can
during lab. to child, moves observed willow the little people be able to listen to a become familiar
close to child, or holding a doll in dolls. She will have book with other with them. An
takes a child’s toy.) each hand. the opportunity to toddlers. Willow will example is when a
Willow talks for play with dolls in be able to share the toddler joins the
both dolls as the the flop and drop materials that are in activity the teacher
dolls engage in a area as she hears the area with the will say Willow this
conversation. stories about other toddlers is our friend (insert
Willow will have friendship. whom are also child’s name). They
the opportunity engaging in that are going to play
to use this skill as activity. with us. The
she plays with the teachers will find
dolls in the flop children to invite
and drop area. to play in the area
The stories will that Willow is
encourage her to playing in if Willow
act out the is playing by
scheme that the herself.
dolls are friends.
Page 5
goal)
Ella Ella will play IELG D3 G28 Age 6 Developmentally I have observed Flop and Ella will be able to Teachers will refer
alongside other to 18 Months CI2: Ella is able to sit that Ella enjoys Drop work on her goal as to all of the
children at least Reaches out to and and listen to a playing with baby she plays next to toddlers, as Ella’s
3 times during engages short book while dolls. Ella held the other children as friend for example
lab. momentarily with playing with the baby dolls by the they listen to a book a teacher will say,
other children. materials near camp fire for a or play with the “Ella your friend is
her. I have read a long time. Ella will dolls. A lot of other leaving Wave
book to Ella while be able to hold a children will also be good-bye.” When
she was painting baby doll in the drawn to this area. Ella plays by
at the easel. flop and drop area She will have to herself teachers
While I was while listening to share this space can ask other
reading Ella did books about with them. An children if they
make eye contact friendships. Ella example of this is want to play where
with me. She was will have the Ella will not be able Ella is playing.
painting with the opportunity to to hold all of the Then the teacher
colors that were pretend that the dolls. If she puts the and other child will
being described in baby dolls are doll down another join Ella.
the book. Ella will friends. toddler can play
be able to use this with it. A teacher
skill as a teacher will explain to her
reads a book she that the toys are for
will be able to all of her friends to
play with the dolls play with.
and listen to the
book being read.
Page 6
goal)
Mckay McKay will IELG D5 G54 Age Developmentally I have observed Blocks Mckay will be able Teachers will keep
follow one-step 16 to 38 Months Mckay is able to that Mckay enjoys to work on his goal to a specific
directions twice CI2: stack a tower with knocking items as he follows routine and
a day during lab. Follows direction, three blocks. I down. I have directions within directions. The
moving from one have observed observed him the routine. He will routine of the day
step to two steps Mckay stack three knock down the follow directions as comes with
or three steps blocks high. toddler chairs that he keeps the blocks specific directions
within a routine. Mckay will have were stacked by in the block area. at each time of the
the opportunity the door during Mckay will also day. A routine will
to use this skill as clean up time. I follow the direction help him know
he stacks blocks have also observed to not knock down what is coming
so that he can Mckay knock down another child’s next and what
then knock the ramps that were tower. He also will directions he will
blocks down. built for cars in the follow the direction be expected to
block area. to keep the tower follow. Teachers
shorter than him. will be specific
with the directions
that they give and
will explain to him
clearly why we are
doing what we are
doing. Teachers
will know that
Mckay is listening
when they have
eye contact with
him.
Page 7
goal)
Nate Nate will IELG D3 G31 Age Developmentally I have observed Blocks Nate will be able to Teachers will help
successfully take 16 to 38 Months CI Nate is able to that Nate enjoys work on his goal by Nate ask the other
turns at least 3 4: Able to wait to build a tower with playing with balls. taking turns with toddler for a turn.
times during lab. take turns, with four blocks. I have He is always drawn the wrecking ball. He will say, “can I
assistance. observed Nate do to activities with Many toddlers will have a turn?” The
this in the block balls in it. He want to play with other toddler will
area. Nate will be played with the the wrecking ball. respond. If the
able to use this dump trucks. He Nate will wait his toddler says no. A
skill as he builds a also got into the turn by stacking teacher will
tower to then ball pit outside. He towers while other prompt him to
knock down in the will have the children use the ball build a tower. The
block area. opportunity to use to knock down their teacher will explain
the ball that is tied tower. Then Nate to him clearly that
to the sealing to can use the he will get a turn
knock down his wrecking ball to with the wrecking
tower of blocks. knock down the ball when the
tower that he built. other toddler
knocked their
tower over.
Page 8
goal)
Landon Landon will have IELG D3 G28 Age Developmentally I have observed Indoor Landon will be able Teachers will help
three positive 16 to 38 Months Landon is able to that Landon enjoys Gross to work on his goal Landon ask for a
social CI8: Begins to jump. I have jumping. He often Motor today as he shares turn and then have
interactions with understand how to observed Landon jumps in the the bubble wrap the other toddler
peers (sharing take turns during jumping on the classroom even with other children. respond. A teacher
toys and taking play with peers, jump-a-roo and when it is not Other children will will then help him
turns) during with considerable jumping up the necessary for the pop the bubble wait for Landon’s
each day of assistance. steps to the slide. activity. When I wrap too. Landon turn. A teacher will
toddler lab. was the check in will be in a close help him pop
check out person space with other another piece of
Landon was children and will bubble wrap while
holding on to his engage in the same he waits for the
mothers hand activity as other one that he wants.
jumping like a children join. He will The teacher will
bunny all the way take turns with explain to him
down the hallway. other toddlers clearly that the
standing on bubble wrap is for
different pieces of all of the toddlers.
bubble wrap. They will explain to
him that he can
pop this square
while the other
toddler pops the
other square.
Remi Remi will follow IELG D3 G38 Age Remi I have observed Dramatic Remi will be able to Teachers will use
one-steo 16 to 38 Months developmentally that Remi likes Play follow directions eye contact and
directions three CI11: Will carry out is able to engage popcorn. During within the routine will get down at
Page 9
goal)
times a day simple one or two in pretend play. large group when I of the day. At this Remi’s level when
during lab. step directions When we were bring out the activity the giving her
camping in the popcorn bucket directions she will direction. When I
dramatic play she yells “yay follow is she will visited her home I
area Remi would popcorn!” When I keep all of the toys noticed that when
go into the tent ask who likes in the dramatic play her mother gives
and pretend she popcorn she area. Remi will walk her directions she
was sleeping then usually is the first in the classroom. says Remi look at
she would start one to raise her When it is time to my nose. Remi did
making a baby cry hand and say “me, clean up Remi will look at her
noice. She then me!” Remi will also follow the direction immediately. The
would get up and be able to pretend to put items in the teachers will use
hold the baby doll play with the bin or to push the descriptive
in her arms. She popcorn as she full bucket to the language when
will be able to use brings it to friends slide. A teacher will instructing Remi,
this skill in the and teachers. assist her and will why she can or
dramatic play explain to her that cannot do
area as she tries we have to clean up something.
on dress up because we all
clothes and plays made the mess.
with the After we clean up
instruments she we then go outside.
can pretend that
she is a guitar
player or that she
is at the movie
theater.
Page 10
goal)
Owen Owen will IELG D3 G29 Age Developmentally I have observed Indoor Owen will be able to Teachers will get
positively react 16-38 months CI 5: Owen is able to that Owen enjoys Gross work on his goal to down at Owen’s
to taking turns uses adult help to lift his legs. I have watching cause Motor take turns. There level and will
with other take turns, observed Owen and effect are only a few clearly
toddlers two out including giving up walking across relationships. At pieces of bubble communicate to
of three times and keeping toys the balance the sensory table wrap for all of the him why we have
per lab. and other objects. beam. He would he would fill up a toddlers. Only one to take turns. The
run across it strainer filled with toddler can be on a toys are for all of
almost faster than sand and watch it square at a time. If our friends to play
I could blink. He strain out over and Owen wants to pop with. This is our
can move his legs over again. Owen the bubble wrap on friend and they are
fastly one after put the ball down the green square playing right now.
the other. Owen the tube and say and another toddler Then the teacher
can also jump. where did it go is there he will have will help Owen ask
When he reached then when it came to ask them for a that toddler for a
the end of the out say there it is. turn. If they say no turn. If the other
balance beam he He would watch then he will have to toddler says no the
would take a this happen over pop the bubble teacher will help
jump off of it. and over again. He wrap on a different Owen pop the
will be able to colored square. bubble wrap on a
watch a cause and different square or
effect relationship find a different
in the gross motor activity.
area. When he
jumps or lifts his
foot he will hear a
pop, from the
bubble wrap.
Page 11
goal)
Malia Malia will IELG D1 G13 36-60 Developmentally I have observed Indoor Malia will be able to As Malia is playing
correctly identify mo. C6: Sorts Malia can jump. I that Malia enjoys Gross work on her goal as a teacher will
3 of the objects based on have observed being activity and Motor she jumps to each narrate her play
following colors attributes (shape, Malia jumping on moving around. bubble wrap square. and use the colors
in toddler lab: size, and color). the jump-a-roo. I Malia is often The squares will be of the objects that
red, pink, green, have also see her drawn to the gross different colors. A she is playing with.
blue, purple, jump up the stairs motor activity. She teacher will play a Teachers will use
orange, yellow, to the slide. Malia walked across the game with her by colors in their
black, brown, will be able to use balance beam telling her jump to speech. “Malia
and white. this skill to jump many times, the green square, jump to the blue
and pop the crawled through jump to the blue square. If she does
bubble wrap. the tunnel, rocked square ect. Through it say yes that is
Malia can also lift in the rocking boat, this game Malia will the blue square. If
her legs to stomp. jumped on the be able to practice it is not point to
Malia can also do jump-roo, and goes her colors. If Malia the blue square
this if she so on the slide many goes to the wrong and say this is the
choses to pop the times a day. At this square point to the blue square.”
bubble wrap. activity she will be right square and say When teachers
able to jump and this is blue. Jump to jump to the
move around the the blue square. different squares
circle to different say “I am on the
colored squares. blue bubble wrap. I
am on the green
bubble wrap.
Page 12
goal)
Rory Rory will IELG D5 G51 Age Developmentally I have observed Outdoor Rory will be able to Teachers will
describe his 16 to 38 months CI Rory can engage that Rory enjoys Activity work on his goal by encourage Rory to
activity or 10: Identifies some in pretend play. I playing with cars. I expressing where pronounce names
express in words people, objects, have observed have seen Rory his car is driving to of objects by
his feelings two and actions by that as he will pet paint with cars, when a teacher ask repeating them
times during lab. name. the dog in the play with them him. Rory will be through parallel
flop and drop inside the sensory able to express his talk. Teachers will
area. Rory will table, and push the feelings if another ask Rory questions
make the dog dump trucks child takes his car or about the objects
bark. I have also around the block is sitting on the he is playing with.
seen him pick up area. Rory will be track. For example “what
a snake and make able to push the car would you like
a hissing noice toy cars around to play with?
and then chase the track drawn on Where is your car
me with it. Rory the sidewalk. going?”
will be able to use
this skill as he
pushes the cars
around the track
he will be able to
pretend that they
are going to the
store or to school.

Page 13
Toddler Activity Assignments & Set-up Plan
3. Lead Teacher – Lauren

Check-in/out Helper - Kristy
Booth Helper - Paige

4. Fill out the table below with the detailed set-up of your plan for the day. Each column needs to be filled out unless otherwise indicated.

Activity Area Set-up Activity Activity Materials Book Set-up Safety Name of
& Person Outcome/IELG Description Needed Title, author, Instructions Instructions toddler(s)
Activity You or This is a skill This is a Be specific with reference Be specific Be specific planned
Title your the children detailed item name, the number, and with how you with any for in this
helpers. can practice description of number/amount location want this safety activity
See while at this what the you need, the activity set- instructions
Teaching activity activity is and reference and up for set-up or
Calendar how the location of the during the
for children will item, and activity
assigned be explore, whether you
helpers play and will provide
practice the (IWP) any of the
activity items
outcome
Flop & Drop: Paige IELG D 3 G28 They will be Doll house (WR Babies by Gyo Move the All materials Willow
We are Friends Age 16 to 38 able to Shelf above Big Fujikawa (WR, T baby doll bed stay in the Ivy
Months CI1: practice the books) F 5) and the high flop and Ella
Plays side-by- activity 8 Cloth dolls No Biting! By chair over to drop area.
side with outcome by (RR2 blue 175) Karen Katz (WR, the flop and No items
another child. engaging in Doll house T K1) drop area. may enter a
play with their furniture (4 I can Help! By Dress the child’s
peers sitting couches, 4 beds, Margaret Miller baby dolls. mouth.
next to them oven, table, 4 (WR T M8) Place one in
reading a book chairs, 1 My Best Friends the high chair
or by playing bathtub, 1 toilet, by Margaret and the other
with the dolls 2 sinks, 2 lamps, Miller (WR T M9) 3 in the bed
that are having 2 side tables) Tickle, Tickle by with a
positive (WR Blue 180) Helen Oxenbury blanket
interactions 4 baby dolls (WR T O2) wrapped
Page 14
activity items
outcome
with each (toddler Clap Hands by around them.
other. Children classroom) Helen Oxenbury Place the
will have the 4 baby doll (WR T O4) stuffed
opportunity to outfits(RR2 I Can, Can You? babies on the
look at and yellow 225) By Marjorie couch. Place
read books 2 baby doll Pitzer (WR TP6) the doll
about making blankets (RR2 Remember Your house on the
friends. They yellow 220) Manners (A carpet in
will also have 2 stuffed babies story about front of the
the (RR2 220) being polite) WR book case.
opportunity to T P1) Put the
act out that Best of Friends dollhouse
scheme by by Kerry Argent furniture
playing with (WR A13) neatly in the
the baby dolls Someone Special dollhouse.
and with the Just Like you by Make it look
dolls in the Tricia Brown inviting for
doll house. (WR B34) the toddlers.
My Buddy By Place the
Audry Osofsky books on the
(WR O5) bookshelf
Clifford’s Best with the
Friend by tittles facing
Norman Bridwell out.
Page 15
activity items
outcome
(WR B8)
Block Area: Lauren IELG D1 G14 The children Small Card board Harry Builds a Use the The toddlers Mckay
Destruction Age 16 to 38 will have the boxes (I will House a House ladder to cannot build Easton
months CI8: opportunity to bring) by Derek attach the towers taller Nate
Stacks, builds, stack blocks on Thin string ( I will Radford (WR R1) hook to the than
and knocks top of each bring) sealing. Place themselves.
down blocks. other to build Small Beach ball( the tennis All blocks
towers then I will bring) ball at the should
they will have Tape (toddler bottom of the remain in
an the classroom office stocking the tape
opportunity to supply cabinet) (where the rectangle.
knock it down Ladder (gross foot would Toddlers can
with their garage) go). Then cut not knock
hand or they the other leg down a
can use the off. Tie closed friends
wrecking ball in a double tower. They
to knock over knot. Then tie can only
their tower. the stocking knock down
to the hook. the tower
The height of that they
the ball built. Watch
should be at that the
the toddlers’ toddlers do
hip. Use the not wrap
Page 16
activity items
outcome
tape to draw rope around
a rectangle them or run
shape around into the ball.
the block
area.
Dramatic Play: Paige IELG D3 G28 The children Brown Stage I Make Music Place the Any items to Rachel
Toddler Talent Show Age 16-38 will have the (toddler Eloise Greenfield Brown stage be used for Remi
months CI2: opportunity to classroom) (T G4) against the the dramatic
Observes and engage in 20 pieces Yellow wall against play activity
imitates pretend play paper (WR in the windows must pass
another child’s as they the shelves next to the through the
behavior or express their under laminator) slide. (where choke tube
activity. selves in 1 Big Popcorn dramatic play test.
spontaneous Bin (Toddler usually takes The fridge,
play. They will closet) place) Place drier, and
have the 3 Purses (Yellow the washer stove will be
opportunity to RR2 216) machines in removed
dress up in 1 Pilot Uniform the tunnel of from the
dress up (Yellow RR 2 the slide. Put kitchen area.
clothes. As 249) the sink and -Items that
well as play 1 Cowboy fridge against go in mouth
with (YellowRR2 250) the side of must be
instruments. 2 Blow up guitar the slide. sanitized
Children will (WR cabinet 3) Place purses, after use.
Page 17
activity items
outcome
practice the 5 Egg shakers pilot uniform,
activity (WR Cabinet 3) ,cowboy
outcome by fairy wings costume, and
observing (Yellow RR 2 fairy wings
other toddlers 254) neatly on a
play with big scoop (green coat hanger.
instruments RR 2 121) Place the coat
and act out Food hanger 5 feet
schemes. They 12 Bakery from the
also will be Treats: pies, steps to the
able to make cookies, brown stage
food or cupcakes, cake against the
popcorn for slices (Yellow RR wall. Place
the preforming 2 228) the blow up
toddlers or the Extra Kitchen guitars and
teachers. They plates and cups egg shakers
can practice (RR 2 218) propped
they activity against the
outcome by steps to the
having social stage. Place
interactions the bakery
with their treats, plates,
peers as they and the
invite each popcorn bin
Page 18
activity items
outcome
other to on the
participate in bookshelf
talents they that is in the
preform and dramatic play
make food. area.
Crumble the
pieces of
yellow paper
and place
them in the
bin with the
usually has
orange luffas.
Put the luffas
in a clear bin
for my large
group prop.
Place the
scooper in
the bin to
make it look
like it is
scooping the
popcorn.
Page 19
activity items
outcome
Place the
popcorn
containers in
the kitchen
on the shelf,
with the
popcorn label
placed out.
Put the table
in the toddler
closet. Set up
the four
toddler chairs
in a row
facing the
stage.
Gross Motor: Pop! Lauren IELG D2 G17 The children Bubble rap (RR1 On the Move by Cut the Children Landon
Pop! Pop! Age 16 to 38 will have the white 26) Miriam Stoppard bubble wrap should jump Owen
months CI 6: opportunity to Construction T S19 into pieces or walk on Malia
Jumps in jump in place paper 1 sheet of that are a half the bubble
place. as they jump each color paper an inch bigger wrap
on bubble orange, pink, than the squares.
wrap. They will green, yellow, construction Children can
jump from blue, purple paper on all not run in
Page 20
activity items
outcome
square to (WR, cabinet) sides. Tape the
square as the Tape (toddler the bubble classroom.
bubble wrap classroom wrap onto During large
pops. cabinet) the back of group cover
the the squares
construction with the
paper. Lay couches
the from the flop
construction and drop
paper area.
covered with
bubble wrap
out in a circle.
It should look
like a
cakewalk.
Then tape the
bubble rap to
the floor.
Class Clean-up (Lead Lauren IELG D3 G31 The children Clean up song, Play the All
Teacher for the day Age 60 and will clean CD player or clean-up Toddlers
is in charge of this) Months up all of the docking station, warning song
through toys and and toy bins. 2 minutes
Kindergarten activities with before it is
Page 21
activity items
outcome
CI5: Describes teacher time to clean
and follows support. up. Put the
classroom and They will place bins down
group all the toys in during this
routines. the correct time so they
bins, and stack will be ready
the bins and all to go when
other props on clean-up
the slide. (Do starts. Model
not place clean up
anything on procedures
top of the for toddlers
lockers). and give
them choices
of items to
clean up.
Transition to Large Lauren IELG D5 G48 The children Transition song Towards the Watch the All
Group Activities Age 6 to 18 will stop the the lyrics are end of clean children that Toddlers
(Lead Teacher for the Months CI8: activities that Can you hear up, teachers they gather
day is in charge of Follow single- they are doing me? Can you will create a to large
this) step directions and then will hear me? Gather large group group and
without gather to the round. Gather area with the that they do
gestures large group round. It is time shelves so not throw
area. They will for large group. that children the materials
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activity items
outcome
sit down. The It is time for have a that are
teacher will large group. defined space handed to
then give them Let’s sit down. to participate them.
directions and Let’s sit down. in the large
they will sing a group
song about activity. I will
popcorn tape up the
words to the
Popcorn song
on the stage
for the
teachers to
be able to
read. I will
place my
bucket on top
of the
dramatic
playbook
shelf.
Large Group Activity Lauren 1.IELG D3 G31 1.The toddlers Tray (RR1 No books are On a tray we 1.Watch for All
- Age 16 to 38 will have the cabinet 19 used will provide 3 children to Toddlers
Months CI2: opportunity to drawer 2) props from 3 hold the
Child Choose: Engages participate in a 1. Popcorn of the cheddar
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activity items
outcome
1. Popcorn is briefly with group activity. bucket with the activities for a popcorn
Popping! peers in The children loofahs inside child to select balls tightly.
2. Pete the Cat structured have an it (toddler from. I will They are not
3. Go Banana! play. opportunity to closet) choose 1 to be thrown
4. Ribbon 2.IELG D5 G48 engage with Pictures of toddler to or to leave
Dancing Age 16 to 38 their peers in a cheddar come up and their hands
5. Old Months Cl5: song. We will popcorn, kernels select what except to be
McDonald Listens to talk about and lyrics to the activity we handed to a
Had a Farm short and popcorn and song (inside the will do. After teacher to
6. We are the simple stories. then we will popcorn bucket that activity I put the
Dinosaurs 3.IELG D2 G21 ask the in the toddler will choose popcorn
Age 16 to 28 children to classroom) another child balls away.
Months CI2: stand up to to come up .2. Watch
Participates dance and sing 2.Poster and and select a that the
actively in to the song. props in toddler second toddlers
simple games, They will have closet. activity. We don’t rip up
dance, and the 3. Eighteen will keep the props, or
movement opportunity to banana/ potato track of who swing them
activities hold a loofahs head bands chooses so around, just
4.IELG D2 G20 in their hand (toddler closet, T every child hold them
Age 16-38 mo. and jump TH 3 shelf), Go has a turn. gently in
C3: Engages in when the Bananas song 1. The their laps.
unstructured popcorn pops. lyrics (toddler popcorn 3. Be sure
physical They will use closet, T TH 3 bucket will be that the
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activity items
outcome
activities words and shelf), masking kept on the children are
(playing on phrases to tape (toddler counter until spaced out
slides, swings, describe classroom office it is time for enough so
or tricycles; popcorn supplies large group. that they will
climbing and 2. The children cabinet). Then it will be not
running will have the 4. Bin with brought to accidentally
games, opportunity to ribbon rings in the large hit another
dancing, and listen to and them (toddler group area toddler as
marching) follow along to closet, placed on and placed on they dance.
5.IELG D1 G16 a story about counter by the dramatic 4. Explain to
Age 16 to 38 Pete the Cat. teacher sink), play children to
Months CI: They will have Kindle (counter bookshelf be careful of
Makes animal the by the sink), that is right hitting their
noises and opportunity to song “Round and next to the neighbors
looks to also Round” by stage. with their
caregiver for participate and Debbie Doo. 2. Set up the swinging
recognition. join in talking 5. Old McDonald Pete the Cat arms.
6. IELG D1 G16 out parts of Bucket, 4 sheep, poster on the 5. Make sure
CI2: Expresses the story, 4 cows, 4 pigs, bridge to sit that the
emotion and holding props and 4 horse while I tell children
experiences that go along necklaces, big the story. don’t smack
through with the story pictures of a Hand out each other
movement, as well. cow, horse, pig, shoes on with the
drawing, 3. The children and sheep popsicle animal
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activity items
outcome
music, or will have the (Toddler Closet) sticks to the pictures
singing. opportunity to 6. Kindle with toddlers, one 6. Be sure
participate in a the Dinosaur per toddler. that each
dance as they song Have them sit toddler has
sing and move (classroom), down in front enough
to the speaker of the bridge. space to
directions (classroom), 3. While move
given in the Go Dinosaur hats preparing for around
Bananas song. (toddler closet, large group I without
4. The children second to last will hang up running into
will have the shelf, left side). the sign with anyone.
opportunity to the lyrics for Make sure
engage in the teachers that the
unstructured on the wall rubber band
physical above the part on the
activity by brown stage. dinosaur
listening to the I will hand a hats is not
song “Round few head smacking
and Round” by bands to each any of the
Debbie Doo. support children. Be
As it is playing, teacher. All of sensitive of
children will us will hand the volume
use their large each toddler of the music
muscle groups a headband to little ears.
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activity items
outcome
to wave small with a potato
ribbon rings in and a banana
a “round and on it.
round” motion Teachers will
5. The children help the
will have the toddlers
opportunity to place it on
make animal their heads.
noises in the 4. A bin with
song “Old the ribbon
McDonald had rings will be
a Farm.” Each placed in the
child will be Large Group
given an area. Place
animal (3 of Kindle on the
each). I will stage with
draw out of speaker.
the bucket, an 5. When it is
animal for time for large
each round of group, grab
the song. The the bucket
children who and place it
have that on the stage.
animal will say Set
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activity items
outcome
the animal’s expectations
name. While with the
we sing, the children. Pass
children will out the
shake their animals
animal necklaces.
pictures and Draw an
make the animal out of
animal noises. the bucket
6. The children and sing Old
will gather in MacDonald.
the large 6. Before
group area as large group
teachers direct begins turn
them over. on the
When Bluetooth
everyone is speaker. Get
sitting, the to the
lead teacher Dinosaur
will discuss song on the
what the kindle. Have
activity is and the dinosaur
handout props hats, the
(dinosaur kindle and
Page 28
activity items
outcome
hats). The lead the speaker
teacher will on the back
also prepare counter. Run
the music and go get
ahead of time them minutes
and ensure it is before it is
at a good your turn.
volume for During the
everyone. activity hand
During the each toddler
song, children a dinosaur
will be able to hat. The
express support
themselves teachers will
and their help each
emotions as toddler place
they pretend it on their
to be heads.
dinosaurs.
They can
choose to be a
friendly
dinosaur or a
mean one
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activity items
outcome

Transition to Lauren IELG D5 G48 Children get Emergency Help toddlers All
outdoor play – (Lead Age 6 to 18 ready to go backpack and put on coats Toddlers
Teacher for the day Months CI8: outside by rope (behind and
is in charge of this) Follow single- putting on door), check backpacks
Please bold one: step directions their coats and in/out sheet and line up.
Large south without will lining up (Please list any Teachers will
playground gestures on the rope. other materials help the
Teachers will your lab needs). children grasp
Small north help the the rope and
playground children grasp sing while the
the rope and children walk
sing while the to the outside
children walk play area.
to the outside
play area.
st
1 Outdoor Activity: Kristy IELG D1 G8 The toddlers White butcher Lauren will Have All
Salt Painting Age 16 to 38 will have the paper (RR1) glue salt to children put Toddlers
Months CI2: opportunity to Glue (RR1 the white on smokes
Experiments drop cabinet 2) butcher and roll up
with the watercolor Salt (kitchen paper in a sleeves,
effects of own paint on paper cabinet) squiggly line especially
actions on which has a Water color the night Ella. Make
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activity items
outcome
objects and line of salt paint orange, before. It will sure children
people glued to it. The blue, green, red, be in the do not eat
activity yellow (RR1 toddler closet paint or
outcome will cabinet 2) for Kristy to splash other
be explored as Paint set up children with
toddlers cups(Toddler outside it. Watch
observe that classroom art before lab. that the
their drop of closet) Lay the paint does
paint turns the Droppers (RR1 butcher not spill in
line of salt a Shelf 7) paper on the the grass.
different color. Smockes concrete next
(laundry room) to the tunnel.
Set the paint
cups with
watercolor
inside next to
the butcher
paper. Lay
the smockes
in the grass
next to the
paint cups.
Place the
droppers
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outcome
inside the
paint cups.
nd
2 Outdoor Activity: Kristy IELG D1 G15 Children will Chalk (RR1 8) The teacher Watch that Rory
Race Cars Age 16 to 38 have the 8 toy cars (RR2 will draw a the chalk or
Months CI4: opportunity to 176) road with the toy cars
Uses props in drive toy cars chalk on the do not enter
pretend play around the concrete by the mouths
(dolls, animals, chalk path that the water of the
trucks, is drawn on fountain and toddlers.
objects). the concrete the preschool
on the door. The
playground. street should
The activity stretch the
outcome will length of that
be practice as square
children concrete
pretend to area. Make
race the cars the street in
or drive to an oval
places that are shape. Draw
familiar to Wal-Mart,
them. Children school, and a
will have the park next to
opportunity to the street.
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activity items
outcome
use the chalk Leave the
to add to the chalk out so
drawing if they that the
choose to. children can
add to our
drawing. Set
the cars on
the street.
Inclement Weather Paige IELG D1 G14 Children will (25) Sponges Build a small Watch for All
Fine Motor Indoor Age 16 to 38 have the assorted sizes tower with 4 children Toddlers
Activity: Months CI8: opportunity to (RR1 15) sponges to throwing the
Stack, Stack, Stack2 Stacks, builds, stack, build invite the sponges or
and knocks and knock children to putting them
down blocks down different play with the in their
size sponge sponge mouth.
blocks. blocks. Place Make sure
the sponges the sponges
in an inviting pass through
manner on the choke
the floor in tube test.
the middle of
the
classroom.

Page 33
Page 34
Large Group Activity Name of

toddler(s)
Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. Don’t forget to turn in planned for in
the large group activity materials with your plan. this activity

Title:

IELG Outcome:

The skills this activity promotes:

Activity Description:

Any adaptations for individual toddlers:

Teacher Script

Introduction Script (What will you say and do to get their attention and introduce the activity?):

Expectations for children (What will you say and do to show the children how to participate in the activity?):

Handing out props (how will you hand out props):

During the activity (What are you saying and doing during the activity for the children to model?):

Closing Script (What will you say and do to end the activity and transition to the next thing?):

Collecting props (how will you collect the props?)

Page 35

Engage Students Toddler Lab Lesson Plan

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Engage Students Toddler Lab Lesson Plan

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Lead

Toddler Activity Pre-Plan:

Toddler Activity Assignments & Set-up Plan

3. Lead Teacher – Lauren

Large Group Activity Name of

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