WITC Activity Plan

Your Name: Jen Rohlfing 02712920

Learning Experience Title:The Little Red House with no
Ages of Children: 2-4 years
windows, no doors, and a Star inside
Type of Learning Experience: (check all that apply)
 Creative Art  Social Studies  Social
 Sensory Play
 Literacy & Language  Gross Motor  Emotional
 Health/Safety
 Dramatic Play  Fine Motor  Community Building
 Cooking/Nutrition
 Music & Movement  STEM  Other:
 Nature/Outdoor

Learning Experience Presentation Type: (check one)

 Large Group—all children  Small Group—a portion  Activity choice during free play
participating at the same of the children
time participating at the same
time
Number of children participating at the same time:7
Skills:
 Children will use their imagination and thinking skills to try to figure out what the little red house is
 Children will use their knowledge to recognize animals by their sounds
 Children will work together as a group to problem-solve the riddle

Concepts:
 Apples grow on trees
 Cows eat grass
 Horses gallop
 There is a star inside an apple
 Cats can climb trees
 I can retell a story

This learning experience has been planned to feature the following WMELS performance standards:

Social and Emotional Development

 C.EL.2 Engages in social interaction and plays with others.
Approaches to Learning
 B.EL.1 Engages in imaginative play and inventive thinking through interactions with people,
materials, and the environment.
Cognition and General Knowledge
 A.EL.3 Applies problem-solving skills.
 B.EL.6 Collects, describes information using all senses.
Language Development and Communication
 A.EL.2 Listens and responds to communication with others.
 C.EL.3 Shows appreciation of books and understands how print works.

Why have you chosen to do this experience? What observations have you made about the development,
interests, needs of individuals or groups of children in your care?

 Children show interest in stories and felt board materials

 This activity is developmentally appropriate for the ages of children in audience

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
  Story-The Little Red House with No Windows, No Doors, and A Star Inside
 Large red blanket
 Felt cow, pig, cat, horse, person, and a felt board (could use plastic figures, as well)
 2 Apples: 1 whole, 1 cut in half, width wise
 Bucket
 Knife (for adult use only)

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
 I am providing the following:

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper,
construction of flannel board characters, etc.

 Gather all materials

 Props are hidden in the bucket
 Cut one apple in half

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment

 Lay red blanket on floor

 Have props in bucket covered
 Have felt board set-up on table near the blanket

Transition Planning: Describe how the children will transition into the learning experience. Transition in to
the activity (preschool) OR Incorporation of individual child routines (infant/toddler).
Props and Things transition

 Lay red blanket on floor

 Whisper to the children “Who knows where I can find a little red house with no windows, no doors,
and a star inside?”
 Invite children to sit on the blanket (Those that want to) to see what it could be

Procedure: What is the teacher’s role (what will you do) during this learning experience? What will the
children do during the learning experience? (Remember children are active, hands-on learners!) List all the
steps in your activity using numbers or bullet points.

 Gather all materials ahead of time-Hide them so children can’t see them, but are accessible to me
 Lay out blanket on floor-Whisper to children to get their attention
 Read the story and add props as they are used in story
 Ask children to say what the name of the story is
 Ask what sound the animals make as they appear in the story
 Have children inspect a whole apple-looking for windows and doors
 Ask questions from below-during or after
 Show the cut-up apple (or cut in front of them-being careful with knife around children)
Questions to support inquiry and discussion and vocabulary words to introduce.

Vocabulary: Apple, color, scent, guess, hypothesis, taste, smooth, recognize, solve

Questions:
 What do you think the little red house it?
 Have you ever saw a house with no windows or doors?
 How do you think the star got inside the house? (Can ask before and after)

How will the learning experience area be cleaned up? (How will the children help in this process? Where
will the leftover materials be put? Where will the children’s artwork be placed?)

 The apples will be thrown away as they will be passed around during the story. Fresh apples will be
served fro snack.
 The props will be left out for children to use during free play and later the children will put them in
appropriate bucket, to be put away by teacher.

Transition Planning: Describe how the children will transition out of the learning experience.

Using the “Walk with animals’ transition” I will dismiss the children by using the animals in the story and
having them walk like the animals in the book, while making their sounds. Example: I will hold up the felt
cow. I will ask “what animal is this?” The first child to guess right, I will have them walk and moo like a cow
out of this activity.

Notes on Differentiation, Guidance, Family Culture, and other group-specific considerations.

I only have one of this story with props. I will add in other felt board stories and songs, so that there is
enough materials for each child to have one. They can rotate as they choose. I will allow enough time for
each child to have a turn, if wanted.

Self-Evaluation of Learning Experience: The following questions should be answered as soon as possible
after presenting the activity in the classroom.
Reflect on your success. Describe what went well.

The smiles and look of curiosity on the children’s faces was enough for me to want to do this activity with
every group of children I have. They did well on guessing on attempting to problem-solve the riddle.
Did the learning experience support the developmental skills, concepts, and standards that you
planned to support? How do you know?

Yes. They were able to identify the animals by their sounds, and worked together to try to solve the riddle.

What changes would you make in the space and/or materials used in this learning experience? All
recommended changes should be supported with examples of the children’s participation. If you said, “no
change,” support your response.

I don’t know that I would do much to change this activity. The only thing would be that it isn’t really something
that two year-olds can solve, but they can help with recognizing the animals by their sounds.

What changes would you make in your teaching of this learning experience? Support each change you
list. If you said, “no change,” support your response.

I maybe would allow the younger children to attempt to guess the animals by their sound, instead of letting the
older children blurt them out.

Would you do this learning experience again? Why or why not?

Yes! I love this activity. I did this with felt pieces, but feel it could also work with plastic figures that the younger
children might enjoy more than the felt pieces that are harder to manipulate.

Adapted from The Registry (2018)