WITC Activity Plan

Your Name: Jessica Mattson

Learning Experience Title: Telephone Activity Ages of Children: Preschoolers
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: 10
Skills (what children will do):
The children will whisper through the phone to their friend.
The children will activitly listen to their friend so they can pass on the message.
Concepts (what children will learn/know):
The children will learn how to speak clearly so the friend on the other end can hear them.
The children will learn to take turns talking and listening
This learning experience has been planned to feature the following WMELS performance standards
ll. C. EL. 3 Demonstrates understanding of rules and social expectations
lll. A. EL. 1 Derives meaning through listening to communications of others and sounds in the environment.
lll. A. EL. 2 Listens and responds to communications with others

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?
I have chosen this experience because the children enjoy playing games in a group and working together. Also the
children in the classroom are really good at talking quiet but not always as clear as they could be. This activity will
show them what happens when they don’t talk clear depending how much the phrase or word changed by the end.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
A play phone

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.
The teacher just needs to grab the play phone and think of a phrase or word best suited for the children that are there
on that day.
Teaching Sequence of the Learning Experience
Set-up and arrangement of materials and equipment
None

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).
I will transition the children into this activity plan by gathering them for circle time by singing come and find a place on
the floor. Once the children are all sitting on the floor around me I will explain that we are going to play a game but
we need to be in a circle so how about we create a circle with all of your friends and teachers. Then once we are all in
a nice circle I will explain how the game works. Then I will start the game off by whispering the phrase to the child on
my right with the telephone by both of our ears. Then I would pass the telephone to the child and ask them to pass on
the message the same way I did with the phone.
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.
Introduction
1. Gather the children for circle time by singing come and find a place on the floor.
2. Once they are gathered by me I will tell them that in order to play this fun game we need to all be in a circle
so lets make a circle big enough for all of our friends.
3. Then I will explain how this telephone game works.
4. Then I will ask them if they have ever talked on a phone? Do you remember how you had to listen closing
to hear and take turns talking talking? Well you will need to do the same thing for this activity.
5. Then I will start the game off by whispersing the phrase of dogs dig big holes for big bones to the child on
my right with thelephone by both of our ears. Then I will pass the telephone and tell the children to keep
passing the phone and secret all the way around the circle.
6. Then when the phrase gets back to me I will tell the children what I heard.
7. Then we will talk about how much the phrase changed. Then I will ask the children how many heard dogs
dig holes for big bones and who heard how it changed? Why do you think the phrase changed or why do
you think the phrase didn’t change?
Conclusion
8. I will wrap it up by saying next time you are the phone remember to listening carefully, take turns talking,
and speak clearly.
9. The children will transition out of this experience by doing the telephone game again but this time the
phrase I with is it is time for lunch we need to wash our hands. After the children pass the phrase on and
the phone they then will go wash their hands for lunch. The last child there gets to whisper the phrase to
me and then we both get up to go wash our hands for lunch.

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

Have you ever talked on the phone?
Do you remember how you had to listen closing to hear and take turns talking talking?
How much did the phrase change?
How many of you heard dogs dig holes for big bones and who heard a different way?
Why do you think the phrase changed or why do you think the phrase didn’t change?

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?)
There is no clean up

Transition Planning: Describe how the children will transition out of the learning experience.
The children will transition out of this experience by doing the telephone game again but this time the phrase I start
with is it is time for lunch we need to wash our hands. After the children pass the phrase on and the phone they then
 go wash their hands for lunch. The last child there gets to whisper the phrase to me and then we both get up to go
wash our hands for lunch.

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.
None

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)