WITC Activity Plan

Your Name: Cali Buhrow

Learning Experience Title: Where’s Spot (flannel story) Ages of Children: preschool
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 of  Activity choice during free play
participating at the same the children participating
time at the same time
Number of children participating at the same time:
Skills (what children will do): They will help me look for spot through out are story, and communicating what they
see.

Concepts (what children will learn/know): They will work on communication, and working as a team to find spot.

This learning experience has been planned to feature the following WMELS performance standards
III. A.EL.2 Listens and responds to communication with others.
III. B.El. 2b Uses vocalization and spoken language to communicate
III. A.EL.3 Follows directions of increasing complexity

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?
It allows the children to be involved in the lesson, and allows them to communicate

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
 Flannel board
 Flannel pieces includes one of the each: Piano, door, rug, basket, clock, bed, food dish, and stair case.
 Spot

Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
 I am providing the following: all items, flannel board, flannel stories, and spot
Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc. create flannel story pieces, and spot

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment
 Set spot by the sink
 Set flannel story pieces
  Flannel board on chair
 Move chair at a angel

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). We will clean up and then all sit on
the carpet, and sing welcome, welcome

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, including an introduction and conclusion.
 As we all sit on the floor, we will sing welcome, welcome song.
 Today we are going to hear a story about a puppy and his name is spot.
 I will put the food bowl on the flannel board and say Oh no! Spot hasn’t eat his food, he always eats his food. I
wonder where he could be, lets go see if we can find him.
 Go to each item, and ask the children if spot is behind, in, or unders the items. Wait for there responds before
opening the flaps.
 Once you get to the basket, ask the children do you think we finally find spot? Then open the door.
 Once done ask the children why do you think he was hiding in the basket?

Questions to support inquiry and discussion. Vocabulary words to introduce.

 Why do you think he was hiding?
 Where was he hiding?
 Asking them if spot is in there, behind, or under the objects

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 art work be placed?)
I will put the where’s spot pieces back in the bag and then put them up as well as the flannel board by my stuff.

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

I will tell all the children that I have hidden a spot near the sink, lets go wash our hands for breakfast and see if we can
find him.

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

All families will look different- split families, foster families, adoption- be sure to acknowledge this- we all have our
families and all families are not the same. Just like not everyone’s favorite color is purple.

ACTIVITY PLAN ASSESSMENT BY SUPERVISING TEACHER – This completed plan must be submitted to your
instructor for grading prior to implementing with children:

/5 Activity plan is developmentally appropriate (age appropriate, individually appropriate, culturally

appropriate)
/5 Activity plan follows best practices (play-based, open-ended, multi-sensory,hands-on)
/5 Professional presentation/spelling & grammar is correct/form is completely filled out
Once the Activity Plan has been assessed by the Supervising Teacher, make any changes to your plan and
then teach it. Make sure both you and your Cooperating Teacher have printed copies of the plan and the
evaluation forms that follow.
 POST-TEACHING ACTIVITY PLAN EVALUATIONS
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.

Did the learning experience support the developmental skills, concepts, and standards that you planned to support?
How do you know?

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.

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.

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

TOTAL SCORE FOR THIS ACTIVITY: /5 points

Cooperating Teacher Evaluation of Learning Experience: The following questions should be answered during or as soon
as possible after student presented the activity in the classroom.
Reflect on the successes. Describe what went well.

Did the learning experience support the developmental skills, concepts, and standards that the student planned to
support? How were you able to tell that the learning goals were met?

What changes would you suggest for the space and/or materials used in this learning experience? Please support all
recommended changes with examples. If you said, “no change,” pleae explain why not.

What changes would you suggest for the teaching of this learning experience? Please explain each change you list or if
you said, “no change,” support your response.

Do you think this learning experience should be repeated? Why or why not? Any other suggestions or tips or
comments?

TOTAL SCORE FOR THIS ACTIVITY: /5 points

Adapted from The Registry (2018)