Revised Toddler Lesson Plan 3

Teacher Taneesha Bales Part One_____X_____ Part Two___________
Lead Teaching Date: 11-29-16 Submission Date: 11-7-16 Revised Submission Date: 11-28-16
Toddler Activity Pre-Plan: Part One
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. 13-This weeks’ plan focuses on giving the toddler’s several opportunities to
explore peek-a-boo and practice emerging skills of object permanence. These activities support children and promote their skills in
object permanence, which include finding hidden objects and keeping mental images of an object in their head, even when it is out of
sight. The toddlers will be able to find hidden pictures under curtains in the flop and drop area. Toddlers will be able to look through the
kaleidoscope blocks and see their surroundings in different colors at the block center. Toddlers will be able to practice burying and
finding objects outside in the sandbox. Toddlers will be able to go through the tunnel and practice disappearing and reappearing as they
come out the other side.
2. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 2 Criteria D. I set expectations, and explain and follow through on expectations appropriately.
Section 3 Criteria D. I transition appropriately between activities.
Section 4 Criteria C. I use appropriate grammar and syntax.
1. 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. 
Toddler’s Goal and/or other skills to IELG Outcome(s) Put only the Name of center and how the What the teacher will do to
Name be practiced (Specific, that relate(s) to the goal interests or activity will help the child support the child at the
observable, and Reference the domain, observations of work on their goal or skill activity (be specific, yet
measurable with goal, age range, and child child that connect development. What will they brief)
criteria/conditions) indicator to how you are be doing as they practice
planning for them their goal? (Be specific, yet
today. brief)
Tiffany Tiffany will engage in two IELG D2 G21 Age 16-38 I have observed Gross Motor: Tiffany will The teachers can show
new play activities each Months CI Attempts new Tiffany’s interest in have the opportunity to work enthusiasm for Addie’s
toddler lab (one being a activities that require tunnels during the on her goal of attempting a efforts at going through the
gross motor activity). familiar and unfamiliar large group sensory new gross motor play activity tunnel and use words to
physical movement, with tunnel. as she crawls through the describe what she is doing.
or without adult assistance. tunnel. Teachers will also model how
to go through the tunnel.
Page 1
today. brief)
Matt Matt will take a turn with a IELG D3 G28 Age 16 to 38 I have observed Blocks: Matt will be able to The teachers can help
peer each lab. months C8: Takes turns Matt’s interest in work on his goal of taking problem solve by suggesting
during play with peers, building, stacking, turns by practicing the skills Matt may have the blocks
with considerable adult and knocking over of taking turns with the after the other child has had
assistance. the blocks in the blocks. Carter will have the their turn. Teachers can
block area. opportunity to give a block to assist Matt by modeling how
another peer while he waits to communicate with his
his two minutes. peers. Teachers can also help
redirect Matt with other
activities or toys while he
waits his two minutes for the
block that he is taking turns
with.
Halle Halle will verbally identify IELG D4 G44 Age 16-38 I have observed Gross Motor: Halle will have The teachers can model
and point to 10 new body months CI: 2 Points to, Halle’s interest in the opportunity to work on language to Halle such as her
parts by the end of the identifies, and describes tunnels during the her goal by naming the body hands, feet, fingers, and
semester. self and others. large group sensory parts that she uses to crawl knees that she uses to crawl
tunnel activity. through the tunnel. Halle will with during parallel play.
be able to practice identifying
her hands, fingers, feet, and
knees.
Page 2
today. brief)
Mary Mary will engage in two IELG D2 G18 Ages 16-38 I have observed Flop and Drop: Mary will The teachers can invite Mary
fine motor activities each Months, CI 5: Uses Mary’s interest in have the opportunity to work Hover to the flop and drop
day in lab. forefinger to thumb grasp looking at books in on her goal of fine motor area. Teachers will also
with precision. the flop and drop skills as she explores the model for Mary how to use
area. books in the flop and drop her forefinger and thumb to
area. Heidi will be able to use turn the pages of the book.
her forefinger and thumb to
grasp the pages as she turns
them in a book.
Jake Jake will transition from IELG D5 G51 Age 16 to 38 I have observed Transition to Outside: Jake Teachers can support Jake by
free play to clean up and Months CI 3 Follows one to Jake’s interest in will have the opportunity to giving him additional warning
from clean up to outside. three step directions. participating in work on his goal of before and during the
outside activities. transitions by looking at a warning song. Teachers will
picture of the slide and also support Jake by showing
visually experiencing going him a picture of the slide so
outside so he understands that he can visually see the
why we are cleaning up. outcome of cleaning up.
Page 3
today. brief)
Key Key will engage in two IELG D3 G28 Ages 16-38 I have observed Dramatic Play: Key will have The teachers can model
social interactions with a Months CI12: Engages in Key’s interest in the opportunity to work on parallel play with Kenyon by
peer twice each day in brief social games (e.g. the dramatic play his goal of engaging in a playing with the horses and
toddler lab. rolling the ball, Ring area. Kenyon also social interaction by pretend cowboy hats in dramatic
Around the Rosy, chase) has an interest in playing cowboys with his play. Teachers can also
horses according to peers. Key will be able to support Key by assisting him
the paperwork. offer toys such as the cowboy in inviting another peer to
hats or the horses to a peer play with him.
as he practices social
interactions.
Lars Lars will use words to label IELG D5 G52 Age 6 to 18 I have observed Dramatic Play: Lars will have The teachers can use parallel
or request two times each months CI 9: Uses single Lars’ interest in the the opportunity to work on talk and self-talk to model
day in lab. words to communicate. dramatic play area his goal by labeling words words such as horse, hat, and
and according to such as horse, hat, and cowboy to communicate
the paperwork cowboy. Lars can also single words to Lars.
enjoys playing with practice requesting with Teachers can use open-
animals. assistance, as he requests to ended questions when
play with a dramatic play toy playing with Lars such as
such as an animal and take “What is the horse doing?
turns with his peers. And What do cowboys do?”
Page 4
today. brief)
Levi Levi will use words to label IELG D5 G49 Age 16 to 38 I have observed Blocks: Levi will have the The teachers can use parallel
or request two times each months CI 5: Uses single Levi’s interest in opportunity to work on his talk and self-talk to model
day in toddler lab. words, phrases, or short playing with the goal by labeling words such words such as block, green,
sentences to convey needs blocks and building as blocks, green, and blue and blue to communicate
and wants. and stacking toys. Lars can also practice single words to Levi.
requesting with assistance, as Teachers can use open-
he requests to play with the ended questions when
blocks and take turns with his playing with Lars such as
peers. “What should we do with the
blocks? And What do you see
when you look through the
colors?”
Sue Sue will interact with a IELG D3 G28 Ages 16-38 I have observed Flop and Drop: Sue will have Teachers can model
peer two times each day in Months CI3: Initiates social Sue’s interest in the opportunity to interact interactions with peers by
toddler lab. interaction with peers (e.g. the flop and drop with another peer in the flop using parallel play and self-
brings toys to child or takes area, and according and drop area by looking at talk such as “Sue would you
toys away, moves closer to to the paperwork, books together and inviting a like to show Lyn the picture
child, or stares at the Sue enjoys reading peer to label pictures with in the book?” Teachers can
child). books. Sue can also interact also invite Sue to interact
books.
with her peers by taking with other peers by asking
turns with the books and her to look at books together
other flop and drop toys. and label pictures side by
side another peer.
Page 5
today. brief)
Lyn Lyn will pronounce words IELG D5 G52 Age 16 to 38 I have observed Flop and Drop: Lyn will be Teachers can validate,
with clarity three times months CI 10: Pronounces Lyn’s interest in the able to work on her goal of respond to, and expand on
each toddler lab. words with increasing flop and drop area, pronouncing words with Lyn’s attempts at
articulation and clarity. and according to clarity as she looks at the communicating. For example,
the paperwork Lyn books in the flop and drop if Lyn identifies a picture of
enjoys books. area. Lyn can label and water in a book, a teacher
identify pictures in the books will expand on that word
and practice pronouncing the “You see the blue water in
labeled pictures with clarity. the picture Lyn?”
Paxton Paxton will use his words IELG D3 G38 Age 16 to 38 I have observed Blocks: Paxton will have the Teachers can listen carefully
to resolve a conflict or months CI 3: Recognizes Paxton’s interest in opportunity to work on his to Paxton’s responses and
express himself once per and expresses emotions playing with the goal by using his words to answer with actual meaning
lab. towards familiar persons, blocks and stacking express his frustrations at responses. Teachers will
pets, or possessions with and building with sharing or taking turns with avoid saying “okay” or “uh
appropriate facial them. the blocks. huh,” but truly responding
expressions, words, with sentences such as
gestures, signs, or other “Paxton I see that you are
means. frustrated” and “I’m not sure
what you want; please show
me what you need.”
Page 6
today. brief)
Ryan Ryan will use an IELG D5 G49 Age 16 to 38 I have observed Gross Motor: Ryan will be The teachers can label
appropriate tone of voice months CI 3: Changes Ryan’s interest in able to work on his goal of emotions for Ryan and help
at least twice a day in lab. intonation and tone to exploring tunnels using appropriate voice as he him put a name to his
convey meaning of words. during large group. explores the sensory tunnel feelings when appropriate,
as he uses an appropriate such as “Ryan you seem
tone such as an inside voice excited when you go through
during this gross motor the tunnel” and “Ryan are
activity. Ryan will have the you frustrated that you are
opportunity to show waiting a turn to go through
enthusiasm in an appropriate the tunnel?”
voice as he goes through the
tunnel.
Toddler Activity Assignments & Set-up Plan
3. 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.
Page 7
Activity Area Person Activity Activity Materials Needed Book Set-up, Safety, Name of
& Responsible Outcome/IELG Description (Be specific with (Title, author, Routine toddler(s)
Activity for Set-up of (This is the skill (This is a detailed item name, the reference Instructions planned for in
Title Center you want description of number you need, number, and (Be specific) this activity
(See Teaching children to what the activity the reference and location)
Calendar for practice at this is and how the location of the item,
Helpers) activity) children will be and whether you
exploring, playing will be bringing any
and practicing of the items)
the activity
outcome)
Part One Taneesha That you will do Lead Teaching
Lead: your job as a lead. Checklist (turn in all
See Lead checklists at the end
Teaching of your lead teaching
Evaluation form. day)

Part One Kailey That you will Check-in/out
Helper 1 - follow Checklist (turn in to
Check- instructions and lead teacher at the
in/Check-out do your job as end of the teaching
Person & CI/CO and booth day)
Booth person 
Observer:
Part One Michaela That you will Greeter Checklist
Helper 2 - follow (turn in to lead
Greeter: instructions and teacher at the end of
do your job as the the teaching day)
greeter 
Flop & Drop: Taneesha IELG D5 G59 While in the flop Beach Day Box Spot Goes to Set-up: Tape Sue, Lyn,
Beach Day Ages 16-38 and drop area (RR2 Yellow 248) 1 the Beach by blue curtain on Heidi
CI1: Verbally children will octopus, 3 fish, 1 Eric Hill (WR T the back wall at
labels pictures have the turtle and 1 shark H2), Zoe’s the children’s
with words. opportunity to stuffed animals Sunday Day by level and tape
practice labeling (WR Cabinet 2 Barbara beach pictures
the pictures in shelf 1) Blue Reid (WR T R6), underneath.
the books with Curtain (WR The Big Big Sea Place beach
Page 8
the activity
outcome)
words that they Beautiful junk 259) by Barbara towels on the
know such as 4 Beach balls (RR2 Reid (WR B20), floor in a circle
ball or fish. Yellow 229) Beach Fritz Fish by and arrange
Children will Pictures (IWP) Geraldine stuffed animals
also be able to Elscher (WR on top of the
explore peek-a- B36), Gone towels in a
boo by looking Fishing by pleasing
at pop up books Earlene Long manner. Place
and playing in (WR F16), Little beach balls on
the blue tulle Fish by the ground next
curtains. The Bernadine Cook to the towels.
children can (WR L8), The Place the books
also play with Sea-Breez Hotel on the
the beach toys by Marcia bookshelf. Make
by rolling the Vaughan (WR sure the flop
beach balls, W16), Splash! and drop area is
laying on the by Flora inviting for
beach towels, McDonnel (WR children.
and snuggling B39), Swimmy Safety: Be sure
with the ocean by Leo Lionni that teachers
animals. (WR L23), To Be set the
Like the Sun by expectations
Susan Marie that the balls
Swanson are to be
Page 9
the activity
outcome)
(WR A11), The rolled/kicked
Bravest Fish by but not thrown.
Matt
Buckingham
(WR T B13), J.
Peek-a-Boo
Ormerod (WR T
O4), Peek-A-
Boo Penguin:
Colors and
Shape by Ruth
Owen (WR T
O7).
Block Area: Michaela IELG D4 G42 The children will Half the box of Colors by Jane Set-up: Place Carter, Levi,
Page 10
the activity
outcome)
See the Ages 16-36 be able to kaleidoscope Conteh- the blocks in the Paxton
Colors! CI7: Uses practice sensory blocks (RR2 Blue Morgan (WR T block area.
varying exploration by 177) C15) Stack one third
sensory looking through of the blocks to
exploration of the blocks and give an example
objects to see seeing the to the children
similarities and classroom and while leaving
differences. their peers in the rest on the
different colors, ground. Place
such as blue and book on the
red, in a form of block shelf.
peek-a-boo. Make sure block
They will be area is inviting
able see the for the children.
differences and Set-up: Be sure
similarities that teachers
between the set expectations
classroom and to stack, knock
their peers as down, and look
they look through the
through the blocks;
colored blocks. however, not
allowing them
to throw the
Page 11
the activity
outcome)
blocks.
Dramatic Play: Kailey IELG D1 G15 The children will 5 Cowboy Hats Gallop by Rufus Place book on Key, Lars
The Old West Ages 16-38 have the (RR2 Yellow 227) Butler Seder the shelf in the
CI3: Moves opportunity to Cowboy (RR2 (WR T S16) dramatic play
from mostly pretend that Yellow 250) 4 Stick area next to
solitary play to they are Horses, 2 Rocking other play
some parallel cowboys and Horses (Toddler items. Arrange
play. cowgirls by Closet) the cowboy
wearing cowboy materials such
hats and riding as the hats and
the stick horses. materials in the
The children will box so they are
be able to move inviting for the
from solitary children. Place
play to some hats on the
parallel play as clothing tree so
they practice children can see
emerging social them. Place
skills such as stick horses and
taking turns rocking horses
with the cowboy against the wall.
hats, riding the Be sure that
horses next to teachers set
each other, and expectations
Page 12
the activity
outcome)
sharing the that children are
same space as a not to hit other
peer. peers with the
stick horses.
Gross Motor: Kailey IELG D2 G19 The children will 1 Tunnel (GG) Peek-A-Boo I Set tunnel up in Addie, Halle,
Crawl with Ages 16-38 CI1 have the See You by Joan the gross motor Ryan
Me Demonstrates opportunity to Philips (WR T area next to the
awareness of practice P8), slide but far
self and body awareness of enough away
in space. their body in from the slide
space as they that children
move through can still safely
the tunnel. As go down the
they move slide. Place book
through the on top of the
tunnel, they will slide. Be sure
be that children go
demonstrating in the tunnel in
awareness of one direction so
self by not they don’t hit
running into the heads.
sides and being
able to come
Page 13
the activity
outcome)
out the other
side of the
tunnel.
Class Clean-up Taneesha IELG D3 G31 Age The children and Clean up song, CD Play the clean-up
(Lead Teacher 60 Months will clean up all of player or docking warning song 2
for the day is through the toys and station, and toy bins. minutes before it
in charge of Kindergarten activities with is time to clean
this) CI5: Describes teacher support. up. Put the bins
and follows They will place all down during this
classroom and the toys in the time so they will
group routines. correct bins, and be ready to go
stack the bins and when clean-up
all other props on starts. Model
the slide. (Do not clean up
place anything on procedures for
top of the toddlers and give
lockers). them choices of
items to clean up.
Transition to Taneesha IELG D5 G48 Age The lead teacher Gathering time Towards the end
Large Group 6 to 18 Months will start the song: of clean up,
Activities CI8: transition activity (to the tune of teachers will
(Lead Teacher Follow single- to help the head shoulders create a large
for the day is step directions children gather to group area with
knees and toes)
in charge of without the large group the shelves so
this) gestures area.
-Come find a spot that children have
The children will and sit a defined space
spot and sit
Page 14
the activity
outcome)
be guided in spot and sit to participate in
singing our Come find a spot the large group
“Come Find a and sit activity.
Spot and Sit” By Taneesha
song as they
Your
gather at the
dramatic play
Friends
area for large
group.
Large Group Taneesha 1. IELG D5 G57 1. In the Flop 1. 17 bell bracelets 1. Clap Your 3. Two teachers All
Activity- 16-38 months and Drop Area (Toddler closet) Hands by will grab the
CI1: Names the children will Lorinda Bryan sensory tunnel
1.Clap Your familiar have the 2. 15 Tiny Tim Cauley WR B and will be in
Hands pictures in opportunity to headbands C18 charge of
books. gather to large (toddler closet, keeping it
2.Tiny Tim group and get large group music 2. None steady as the
2. IELG D2 G21 their hand props props) children go
3. Sensory Age 16-38 from the 3. None through the
Tunnel months CI 2: teachers. They 3. Sensory Tunnel tunnel. I will
Participates will then have (Toddler Closest) 4. None have one other
4. Walking, actively in the opportunity teacher model
Walking Song simple games, to listen to a 4. CD (TTH 1AM 5.None how to go
and Dance dance, and book all about Shelf, Toddler through the
movement movement. Classroom) 6.None tunnel and then
5. Activity
Page 15
the activity
outcome)
Cards activities (e.g. They will have have her wait at
catches and the opportunity 5. Activity Cards the other end
6. Bop ‘til kicks a ball, to participate (IWP) for when the
You Drop plays chase) and learn the toddlers come
actions in the 6. CD Player (in out.
3. IELG D1 G3 book, Clap Your toddler classroom),
Ages 16 to 38 Hands by 18 streamers (WR, 6. Set-up:
Months CI 8: Lorinda Bryan Cabinets 2&3, shelf Before large
Shows Cauley. When 3), “Bop ‘til You group activity,
willingness to the teacher Drop” song from put the CD in
try less reads the book Kids in Action CD the CD player
familiar and points to by Greg and Steve and put the
environments the animals or (Toddler song on repeat.
and situations, objects the classroom, class Keep the
depending on children will CD, Track #4), 1 streamers in the
temperament. name these plastic container container on the
items. (RR2, Beautiful counter until
4. IELG D2 G19 Junk, shelf 4, 266). they are ready
Age 16 to 38 2. The song Tiny to be passed
months CI 4: Tim will be sung out by all the
Performs basic by the teachers teachers in the
creative and toddlers will toddler room.
movements, doing motions Elizabeth will
with adult for the words start the CD.
Page 16
the activity
outcome)
guidance or swimming, Safety: Ensure
alone (dances drink, and eat. that the area is
to music or When the song cleared so there
rhythm). says “pop” the are not any
toddlers will tripping hazards
5. IELG D2 G21 practice saying and that all the
Age 18 to 38 that new word toddlers have
months CI3: and will clap enough space to
Participates their hands. The dance without
actively in toddlers will hitting each
simple games, have the other.
dance, and opportunity to
learn movement
movement
as well as new
activities (e.g.
words.
catches and
kicks a ball, 3. The children
plays chase). will have the
opportunity to
6. IELG D2,
explore a
G21 Ages 16 to
sensory tunnel
38 Months, CI
in which they
2: Participates
can crawl
actively in
through a
simple games,
Page 17
the activity
outcome)
dance, and cardboard box
movement tunnel and
activities. explore their
senses as they
look at lights
and mirrors.
They can
continue
exploring touch
as they feel
materials that
they are
unfamiliar with.
These materials
will be of
different
textures of
materials on the
floor which will
give them
experience in a
new
environment.
Page 18
the activity
outcome)
4. As the song
Walking,
Walking is being
played toddlers
will have the
opportunity to
dance and
mimic the gross
motor actions
that are being
shown by the
teachers and
sung in the
song.
5. Toddlers will
have the
opportunity to
follow
instructions
after the activity
box has been
rolled (by one of
the toddlers)
Page 19
the activity
outcome)
and a
movement has
been modeled
for them. The
options on the
activity box
include: fly like a
bird (flap arms),
crawl like a dog,
stomp like a
dinosaur, jump
like a frog,
chomp like an
alligator (clap
hands together),
and wiggle like a
worm.
6. As the music
for the song
“Bop ‘til you
drop” plays, the
toddlers will
have the
Page 20
the activity
outcome)
opportunity to
participate in
simple dance
and movement.
When the song
says to “bop,”
they keep
dancing, but
when it says “’til
you drop,” the
toddlers will
gently lay down
on the floor. If
they are not
sure what to do,
they can look to
the teachers as
models.
Transition to Taneesha IELG D5 G48 Age Children get Emergency backpack Help toddlers put Hunter
outdoor play – 6 to 18 Months ready to go and rope (behind on coats and
(Lead Teacher CI8: outside by putting door), check in/out backpacks and
for the day is Follow single- on their coats and sheet line up. Teachers
in charge of step directions will lining up on will help the
this) without the rope. Taneesha children grasp the
Large south gestures Teachers will help rope and sing
Page 21
the activity
outcome)
playground the children grasp while the children
the rope and sing walk to the
Small north while the children outside play area.
playground walk to the
outside play area.
1st Outdoor Michaela IELG D4 G42 The grass hut Curtain (IWP) Use clothes pins All
Activity: Hide Ages 16-38 will have a Clothes Pins (IWP) to pin the
and Seek CI10: Show curtain over the curtain to the
understanding entrance so that top of the hut,
of object the children will allowing the
permanence; have the curtain to hang
looking for opportunity to over the door.
people and open and close Be sure that
objects that the curtain and teachers set
have go inside, which expectations
disappeared. will help them that children
begin to should not hang
understand on the curtain.
object Be sure that
permanence. As there is a
the children teacher at this
play peek-a-boo activity at all
in the curtain, times so that
the peers and the children are
surroundings constantly
Page 22
the activity
outcome)
outside the hut supervised.
will disappear
and reappear as
they look
through hidden
objects.
2nd Outdoor Taneesha IELG D4 G43 The sandbox will All sand toys (Small Place sand toys All
Activity: Go Ages 16-38 have sand tools Shed 13) in the sandbox.
Find it! CI6: Creates so that the Arrange the
and uses children have toys so that
simple tools to the opportunity they are inviting
solve problems to explore with for children. Be
or test a the tools by sure that
reaction (e.g. digging, children do not
stick, shovel, dumping, and eat or throw the
bucket, or burying within sand.
hammer). the sand. The
children will be
able to test
reactions of the
sand when they
dig and dump.
After the
children bury
Page 23
the activity
outcome)
the sand toys,
they will be
problem-solve
as they uncover
and find the
sand toys again.
Inclement Taneesha IELG D2 G18 The children will Half of the box of Monkey’s Place stringing All
Weather Age 16 to 38 be able to Stringing cars (RR1 Puzzle by Jean cars on the
Fine motor Months CI12: develop fine manipulative white Coppendale table. Be sure
Activity: Completes motor skills like 47). (WR. TC35). that all toys
Pull them simple insert their pincer pass the choke
together! puzzles (uses graps by fitting, test tube. Also,
shape sorter poking, and brush through
box or puts grasping the toys to check for
pegs into a peg stringing cars. any broken or
board). As they connect sharp toys. If so,
the toys remove them.
together, they Place book on
will be table.
increasing their
hand-eye
coordination
during play.
Page 24
Page 25

Revised Toddler Lesson Plan 3

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Teacher Taneesha Bales Part One___X_ Part Two_________

Toddler Activity Pre-Plan: Part One

Toddler Activity Assignments & Set-up Plan

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