Toddler Lab Final Plan

Teacher _________Sarah Wade______ Part One X Part Two
Lead Teaching Date______11/30/16_____ Submission Date __11/07/16_______ 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. 9: This week’s activities focus on poking, stacking, fitting, and dumping. The children will have the opportunity to fit the pieces
of the pizza together, empty the pizza boxes, and fill the plastic trays with pizza in the dramatic play area. The children will have the opportunity to
poke the shapes into the holes, fill/dump the baskets of blocks, and stack the blocks in the block area. The children will have the opportunity to fit the
ball in the basketball hoop during the outdoor activity.
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.
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. 
Page 1
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)
John He will take turns with his IELG D2 G38 Age 16 to 38 Babies and play Dramatic Play: He will have the If another child wants to play
peers/teachers 2 times Months CI9: Gives and food opportunity to take turns with the toy he is playing with
each day in lab. takes back objects during playing with the babies and the then the teacher can help him
playful interactions with pizza. take turns with the child by
explaining that we need to take
peers, with assistance.
turns. The teacher can explain
that it is now the other child’s
turn then it will be his turn
again. Teachers must follow
through with taking turns. If he
is playing with a toy for a while
the teacher can ask him if they
can have a turn playing with the
toy. The teacher will then take a
turn and give it back to him.
Corrine She will initiate play with IELG D3 G28 Age 16 to 38 Animals and books Flop and Drop: She will be able Teachers can model how to give
her peers 2 times each day Months CI3: Initiates social to initiate play with her peers by toys to other children to initiate
in lab. interaction with peers (e.g. giving them an animal so they play by giving a toy to children
brings toys to child or can play with her. She will also that come in the area where
be able to initiate looking at Corrine is playing.
moves closer to child).
books with her peers and the
teachers.
Page 2
today. brief)
George George will participate in IELG D3 G31 16 to 38 Animals Flop and Drop: George will have If a teacher is playing with
large group each day by Months CI 3 the opportunity to play with George right before large group
singing and/or doing the Participates in loosely animals and read stories with a time, then they can sit with him
actions of each activity. structured group play and teacher to calm him down and to help him transition to large
prepare him for large group. He group time. Teachers can give
activities such as chasing
might be in the large group area him a five-minute warning that
each other or singing and already when large group begins large group time is about to
moving to music together. so he will be more likely to stay start. Teachers can also model
and participate. how to use the large group
props.
Cooper He will name/verbalize the IELG D1 G13 16 to 38 Puzzles and blocks Blocks: Cooper will have the Teachers can ask, “Can you help
colors of three objects Months CI 6: opportunity to identify and label me find the orange block?” (The
each lab. Notices and describes how the different colors of foam teachers can also use other
items are the same or blocks as he fits the shapes into colors especially red).
the holes.
different.
Daniel Daniel will follow 1 to 3 IELG D5 G51 (16-38 mo.) Play food Dramatic Play: Daniel will have Teachers can give him simple
step directions two times CI3: Follows one to three the opportunity to follow simple directions to follow such as
each toddler lab. step directions. directions such as pick up the pick up the knife and cut the
knife and cut the pizza, place pizza, place the pizza slices
the pizza slices together, and together, and place the spatula
place the spatula under the under the pizza slice and set it
pizza slice and set it on your on your plate. Teachers can also
plate. model the instructions they give
so Daniel can see how to do it.
Page 3
today. brief)
Emma Emma will use words to IELG D4 G45 16 to 38 Babies and play food Dramatic Play: Emma will have Teachers can ask Emma, “Do
express emotions and Months CI 1 the opportunity to ask if she can you need help?” or “Did you
needs. Actively seeks assistance by play with the babies or the want to play with the baby?”
approaching adults and pizza. She will also have the They can also help her identify
opportunity to express how she how she is felling by saying
using words to express
feels as she is playing such as “I things like “Are you upset that
emotions and needs. love pizza!” they are playing with toy you
want to play with?”
Timmy Timmy will pronounce IELG D5 G52 16 to 38 Balls Outdoor activity 1 and 2: He will Teaches can use parallel talk
words with clarity three Months CI 10: have the opportunity to strategies by describing what
times each toddler lab. Pronounces words with verbalize words such as ball, go, Timmy is doing with the balls.
increasing articulation and out, up, and down as he throws Teachers can also repeat simple
the ball into the basketball hoop words that would be easier for
clarity.
and as he kicks the green him to pronounce such as ball,
exercise ball. go, out, up, and down.
James James will count to 3 twice IELG D4 G39 Age 16 to 38 Balls Outdoor activity 1: James will Teachers can initiate counting
every day in lab. months CI4: Counts rote, have the opportunity to count by saying, “Let’s count how
saying number words, how many times he throws the many times you throw the ball
though not always in the ball through the hoop. in the hoop” and then count out
loud each hoop he makes.
correct order.
Lauren Lauren will name/verbalize IELG D1 G13 (16-38 mo.) Play food Dramatic Play: Lauren will have Teachers can ask, “Can you help
the colors of three objects CI6: Notices and describes the opportunity to identify the me find the yellow plate?”
each lab. how items are the same or different colors in the dramatic (Teachers may use other colors
different. play area. as well).
Page 4
today. brief)
Sally Sally will use her words to IELG D3 G38 Age 16 to 38 Things that rock such Gross Motor: Sally will have the Teachers can ask her, “What do
resolve a conflict or months CI 3: Recognizes as the boat teeter opportunity to state when she you see?” while she is riding on
express herself once per and expresses emotions totter wants a turn on the rocking the rocking horse.
lab. towards familiar persons, horse as well as be able to say
what she sees in the classroom
pets, or possessions with
while she is riding on the rocking
appropriate facial horse.
expressions, words,
gestures, signs, or other
means.t
Susan Susan will verbally express IELG D3 G 38 (16-38 mo.) Things that rock such Gross Motor: Susan will have Teachers can follow her
what she needs/verbalize CI5: Seeks caregiver’s as the boat teeter the opportunity to ask for a turn requests when given. When she
words two times each support when needing totter on the rocking horse as well as does not request anything the
toddler lab. help. requesting to rock faster or teachers can ask her if she
slower. needs help or if she wants to go
faster or slower.
Jake Jake will use words to label IELG D5 G52 (16-38 mo.) Balls Outdoor Activity 1: Jake will Teachers can place the ball next
and/or request three times CI1: Increasingly uses have the opportunity to vocalize to their face and say ball after
each day in toddler lab. words and phrases. his excitement and label the ball they have gained eye contact
as he pushes, kicks, or throws with Jake. They can also repeat
the ball. simple words such as ball or up.
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 5
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 Sarah 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 Chantelle 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 Elizabeth 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: Chantelle IELG D5 G48 Age The children will Farm house (RR2 Old MacDonald Set Up: Place the Corrine and
On The Farm 16-38 Months CI have the Blue bottom shelf), 1 Had a Farm by books on the blue George
5: Listens to opportunity to horse (RR2 Blue R.W Aley (WR bookshelf. Place
short and simple listen to stories 168), 2 cows (RR2 A1), Baby Farm the farm on the
stories. that the teacher Blue 168), 1 dog (RR2 floor by the
Animals by
reads to them. Blue 168), 1 cat (RR2 bookshelf. Place
The children will Blue 168), 1 rabbit
Dutton (WR T the animals in the
also have the (RR2 Blue 168), 2 D7), Spot Goes farm and around
opportunity to pink pigs (RR2 Blue to the Farm by the farm. Safety:
Page 6
the activity
outcome)
point to and 167), and 1 sheep Eric Hill (WR T Make sure the
discuss what they (RR2 Blue 167). H7), On The children do not
see in the pictures Farm by Dorling place the animals
with the teachers Kindersley (WR in their mouth or
and their peers. hit each other
T K7), Farmyard
with the animals.
Animals by E.
Pestalozzi-
Verlag (WR T
P3), Find the
Piglet by
Stephen
Cartwright (WR
T C6), Find the
Puppy by
Stephen
Cartwright (WR
T C7), Sheep in
a Jeep by Nancy
Shaw (WR T S4),
Find the
Kitten by
Stephen
Cartwright (WR
T C13), Cock-A-
Page 7
the activity
outcome)
Doodle-Doo: A
Day on the
Farm by Venice
Shone (WR
S19), Old
Manhattan Has
Some Farms by
Susan Lendroth
(WR L29), and
Over on the
Farm by
Christopher
Gunson (WR
G18).
Block Area: Elizabeth IELG D2 G19 Age The children will The whole container Harry Builds a Set Up: Set up the Cooper
Blocks And 16-28 Months have the of foam blocks (RR2 House by Derek blocks on top of
Baskets Ci6: Exhibits opportunity to Blue 175), 2 grocery Radford (WR each other
eye-hand stack blocks to baskets (RR2 Yellow R10). making different
coordination build formations. 230). buildings and
(builds with They will also block formations
have the that look inviting
blocks, puts
opportunity to fill to play with. Put
items in a and empty the some of the
container, shapes into the
Page 8
the activity
outcome)
completes baskets with holes and leave
simple puzzles, blocks. some out of the
or strings large holes so the
beads). children can put
them in.
Safety: Make sure
the blocks and
animals pass the
choke tube test.
Make sure the
children do not
put the animals or
blocks in their
mouth or hit each
other with hem.
Dramatic Play: Chantelle IELG D2 G24 Age The children will 2 pizza boxes (RR2 The Little Red Set Up: Dress the John, Daniel,
Pizzeria 16-38 Months have the yellow 251), chef hat Hen Makes a babies and place Emma, and
Ci2: opportunity to (RR2 Yellow 251), Pizza by them in the chairs Lauren
Distinguishes distinguish the pizzeria sign (RR2 Philemon at the table in the
between food difference yellow 251), pizza dramatic play
Sutton (WR
and non-food between real and with Velcro toppings area. Place the 4
fake food as they (RR2 Yellow 251), 2
S38). plates, cups, and
items.
pretend to red plastic oval trays knives at each
eat/serve plastic (RR2 Yellow 251), 6 seat on the table
pizza to their pizza slices (RR2 in the dramatic
peers. They will Yellow 235-Plastic play area. Place
also have the Food Chips and the pizza slices
Page 9
the activity
outcome)
opportunity to fit Fries), 4 plastic cups together in the
the pieces of the (RR2 Yellow 232- pizza boxes. Place
pizza together, Plastic Cups), 4 the pizza boxes
empty the plastic plastic plates (RR2 on the shelf of
trays, and fill the Yellow 232-Plastic the cabinet in
plastic trays with Plates), 4 knives (RR2 dramatic play.
pizza. Yellow 233), 3 Place the
spatulas (RR2 Yellow rectangle trays on
233-Plastic the top of the
Silverware), 2 serving cabinet. Place the
trays (RR2 Yellow oval plastic trays
232-Silverware on the table with
Trays), 3 onions (RR2 the vegetables in
Yellow 234- the oval trays.
Vegatbales), 3 bell Safety: Make sure
peppers (RR2 Yellow the children do
234-Vegatables), 1 not put the food
tomato (RR2 Yellow or utensils in their
234-Vegatables), 1 mouths or fight
pink and yellow over the toys.
flower dress (RR2
Yellow 216), 1 pink,
purple, and green
flower dress (RR2
Yellow 216), and 1
yellow pajama outfit
(RR2 Yellow 216).
Page 10
the activity
outcome)
Gross Motor: Elizabeth IELG D2 G17 The children will 1 small rocking horse On The Move by Set Up: Place the Susan and
Rocking Horse Age 16-38 have the (Toddler closet shelf Miriam rocking horse in Sally
Months Ci6: opportunity to 4). Stoppard (WR T the gross motor
Balances on balance on one S16). area. Safety:
foot briefly as Make sure the
one foot
they climb over children do not
briefly. the rocking horse push and shove
with the other each other in
foot. They will order to have a
also have the turn riding the
opportunity to rocking horse.
rock back and Also, make sure
forth on the the children do
rocking horse not fall off of the
with their friends. rocking horse.
.
Class Clean-up Sarah 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
Page 11
the activity
outcome)
place anything on procedures for
top of the toddlers and give
lockers). them choices of
items to clean up.
Transition to Sarah IELG D5 G48 Age The lead teacher Transition Activity Towards the end
Large Group 6 to 18 Months will start the (Please put any of clean up,
Activities CI8: transition activity materials you need teachers will
(Lead Teacher Follow single- to help the or words to songs create a large
for the day is step directions children gather to you use here and list group area with
in charge of without the large group any other materials the shelves so
this) gestures area. your lab uses for this that children have
transition). a defined space
Please put what To the tune of the to participate in
the children will primary song the large group
be doing here: Saturday. activity. (Please
The children will “Large group time put any other
be stopping to set-up or routine
is a special time
play with their instructions
It’s a time that we here).
toys and gather together Teachers will
gathering in the We read a book or place the
large group area we sing a song cushions and the
and getting a And we get to play rocking horse on
prop for the with our friends” the slide, place
activity. the books and the
shelf in the tunnel
under the slide,
Page 12
the activity
outcome)
collect the
animals and farm
house from flop
and drop area in a
bucket.
Large Group Sarah 1. IELG D2 G17 1. In large group 1. 12 Teddy bears 2. Mouse Mess 1. Tape the words Timmy
Activity- Age 16-38 children will have (toddler closet) and by Linnea Riley on the wall by the
Ona tray we Months CI7: the opportunity words to the rhyme (WR, B R3. blue rocking
1.Teddy Bear will provide 3 bends over to learn the (WF 1AM cabinet in 3. Sis. Cranmer’s chair. Have the
Teddy Bear easily at the Teddy Bear Teddy toddler lab). office between support teacher
props from 3
2. “Mouse waist without Bear rhyme and 2. Mouse Mess by the filing cabinet assist you in
Mess”
of the falling. do the actions Linnea Riley (WR, B and wall- Dear handing out the
3. Dear Zoo activities for 2. IELG D1 G4 mentioned in the R3), 1 Bucket of Zoo by Rod teddy bears so
4. Tiny Turtle a child to CI6: Listens and rhyme such as Mouse Ears (Toddler Campbell that each child
5. Hot Potato select from. I participates in bending over, Closet, Column 3, and each teacher
by the Wiggles will choose 1 story time turning around, Shelf 1). has a teddy bear.
6. I’m A toddler to (turning pages and reading up 3. Sis. Cranmer’s 2. Bring easel
Miracle! come up and of book or using high. Children will office between the over to large
select what hand motions, be able to be filing cabinet and group area. Have
activity we such as claps). more comfortable wall- Dear Zoo by another teacher
3. 3. IELG D1 G4 and confident in Rod Campbell and help turn the
will do. After
16 to 38 their gross motor Toddler Closet pages of the
that activity I Months CI 6: movements such book.
Column 3 Shelf 1-
will choose Listens and as bending 3. Have another
Dear Zoo Literacy
another child participates in forward, jumping, Bucket. teacher hand out
to come up story time and reaching up the animals from
and select a (turning pages high. the Dear Zoo
Page 13
the activity
outcome)
second of book or using 2. The lead 4.Headband with bucket as you
activity. We hand motions, teacher will have turtles on it (Toddler introduce the
will keep such as claps). the Mouse Mess Closet-entire bag of book to the
track of who 4.IELG D:3 G:31 book with the headbands). children.
Age 16 to 38 help of another 5. CD #1 Hot Potato 4. Have another
chooses so
months CI:7 teacher to hold it by The Wiggles teacher hand out
every child Participates in using the easel. CD Player located in the turtle
has a turn. loosely She will have the the classroom headbands, and
structured little mouse ears Located in the make sure all the
group play and ready, introduce classroom pictures of teachers have
activities, such the activity, and hot potato, cold one as well. Make
as chasing each set up any spaghetti, and sure to hang the
other or singing expectations. mashed banana. words up on the
and moving to When the book is 6. CD with “What a wall.
music together. being read the Miracle” (IWP) 5. Place CD in CD
5. IELG D2 G21 children will be 18 Streamers-to player with the
Age 16 to 38 given clear wear around wrist number track
months instructions on (WR, Cabinets 2 & 3, ready to go. Put
CI2: Participates what movements Shelf 3) up pictures on
actively in to do. Children wall. Clear space
simple games, and teachers can in the flop and
dance, and do the drop area
movement movements removing
activities (e.g. together. We will cushions and
catches and read through the books.
kicks a ball, book once. Safety: Make sure
plays chase). there is a wide
Page 14
the activity
outcome)
6. IELG D2 G19 3. The children open space for
(16-38 months) will have the toddlers to dance.
CI4: Performs opportunity to 6. Sarah will work
basic creative participate in the the music and
movements, book Dear Zoo by support teachers
with adult make the will hand out
guidance or corresponding streamers. There
alone (dances to animal sounds, will be plenty of
music or and match their props, and plenty
rhythm). toy animal to the of room for the
one in the book. toddlers. The
They will also props are
have the durable, not
opportunity to sharp, and too big
take turns to choke on.
opening flaps in
the book.
4. Children will
have the
opportunity to
participate with
the rest of the
class in singing
and moving to the
song, “Tiny Tim.”
5. Children will
have the
Page 15
the activity
outcome)
opportunity to
develop their
gross motor skills
and participate in
dance and music.
They will have the
opportunity by
doing the actions
and dancing to
the music.
6. The toddlers
will have the
opportunity to
participate in a
movement
activity, where
they can point to
or touch the body
parts as they are
mentioned in the
song. They can
also dance while
waving the
streamers to the
song.
Page 16
the activity
outcome)
Transition to Sarah IELG D5 G48 Age Children get Emergency backpack Help toddlers put
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 (Please list any line up. Teachers
in charge of step directions will lining up on other materials your will help the
this) without the rope. lab needs). children grasp the
gestures Teachers will help To the tune of the rope and sing
Large south the children grasp primary song Fun while the children
playground the rope and sing to do. walk to the
while the children “Grabbing the rope outside play area.
Small north walk to the
is fun to do fun to
playground outside play area.
do to do to do
Grabbing the rope
is fun to do to do
to do to do
Walking with
friends is fun to do
fun to do to do to
do
Walking with
friends is fun to do
to do to do to do
Playing outside is
fun to do fun to do
to do to do
Page 17
the activity
outcome)
Playing outside is
fun to do to do to
do to do.”
1st Outdoor Chantelle IELG D2 G17 Age The children will 3 balls (Gross Set Up: Place the Jake and
Activity: Let’s 16-38 Months have the Garage) and 1 basketball hoop James
Play Ci4: Kicks and opportunity to basketball hoop on the sidewalk
Basketball! throws a ball, improve their (Small Shed). right in front of
but with little throwing skills as the small shed
control of they aim the ball outside. Place the
so it fits into balls on the
direction or
hoop. ground next to
speed. the hoop.
Safety: Make sure
the hoop does
not fall on the
children.
2nd Outdoor Elizabeth IELG D3 G31 Age The children will 1 large green Set Up: Place Timmy
Activity: 16-38 Months CI have the exercise ball (Gross large green ball
That’s A Big 4: Waits to opportunity to Garage). on the grass near
Ball! take turns, wait their turn to the east
with push and play preschool door.
assistance. with the big green Safety: Make sure
ball. too many children
don’t try to play
with the ball at
the same time to
Page 18
the activity
outcome)
prevent injuries.
Make sure the
children do not
push the ball too
hard and knock
over other
children. Also
make sure the
children do not
try to throw the
ball.
Inclement Chantelle IELG D2 G18 Children will Peg boards for the Set Up: Place James, John,
Weather Fine Age 16 to 38 have the numbers 1-5 (RR2 the peg boards George, and
Motor Indoor Months CI12: opportunity to Red 146) and 15 and the pegs on Cooper.
Activity: Completes further develop pegs one for each the hexagon
Peg Boards
simple insert their fine motor hole. (RR2 Red table. Safety:
(This can stay
the same on
puzzles (uses skills such as the 146). Make sure the
your plan until shape sorter pincher grasp pegs pass the
you use it) box or puts and problem choke tube test.
pegs into a peg solving skills as Make sure
board). they decide how children do not
the pegs fit into place the pegs
the boards. or peg boards in
their mouth or
Page 19
the activity
outcome)
hit each other
with them.
Page 20
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 the large group planned for in
activity materials with your plan. this activity
Title: Teddy Bear Teddy Bear
IELG Outcome: IELG D2 G17 Age 16 to 38 Months CI7: Bends over easily at the waist without falling.
The skills this activity promotes: Practice their large motor movements such as turning around, bending down, reaching up high,
and jumping. They will also be able to interact with their peers.
Teachers will pass out the teddy bears for each child. The lead teacher will introduce the lyrics and the
Activity Description:
actions to the children before they do it together and then she will have the children do the actions with her as they turn
around, touch the ground, and reach for the sky.
Adaptations for individual toddlers: A teacher will stand close to Porter to encourage him to participate and help him with some of
the movements like bending over without falling down. A teacher also needs to ask George if he wants to come to large group
or not and give him a warning before it is time to transition.
Teacher Script
Introduction Script (What will you say and do to get their attention and introduce the activity?):
“Hey friends, welcome to large group! Today we are going to move our bodies with our teddy bears as we sing a song.”
Expectations for children (What will you say and do to show the children how to participate in the activity?):
“We are going to turn around (I will turn around), touch the ground (I will touch the ground), jump up high (I will jump up
high), touch the sky (I will reach my hands above my head), bend down low and touch our toes (I will bend down and touch
my toes), turn off the light (I will flip my pointer finger in the air as if I am turning off the light), say shh (I will hold up my
pointer finger to my mouth as if I am saying shh), and say goodnight (I will hold both hands to the side of my face as if my
hands are the pillow). Remember to be careful as we move with our teddy bears not to hit anyone and to spread out so you
do not run into another friend.”
Handing out props (how will you hand out props):

Alright boys and girls, make sure you get a teddy bear from Ms. Whitney.”
Page 21
During the activity (What are you saying and doing during the activity for the children to model?):
I will say the words to the nursery rhyme as I do the actions. We will repeat the rhyme one more time so they can improve
their gross motor skills and hear the words a few times.
Teddy Bear, Teddy Bear Lyrics:
Teddy Bear, Teddy Bear, turn around.
Teddy Bear, Teddy Bear, touch the ground.
Teddy Bear, Teddy Bear, jump up high.
Teddy Bear, Teddy Bear, touch the sky.
Teddy Bear, Teddy Bear, bend down low.
Teddy Bear, Teddy Bear, touch your toes.
Teddy Bear, Teddy Bear, turn off the light.
Everybody say shh!
Teddy Bear, Teddy Bear, say goodnight.
Closing Script (What will you say and do to end the activity and transition to the next thing?):
“Alright friends we are done with this large group activity and we want to remain quiet so that our teddy bears can sleep. We
will now sing a song with Ms. Whitney.”
Collecting props (how will you collect the props?)

“Everyone give your teddy bear to a teacher and they will take care of them while we get our coats on to go outside.”
Page 22

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Teacher ___Sarah Wade Part One X Part Two

Toddler Activity Pre-Plan: Part One

Toddler Activity Assignments & Set-up Plan

Large Group Activity Name of

Title: Teddy Bear Teddy Bear

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

Collecting props (how will you collect the props?)

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