Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler Activity Pre-Plan:

1. What would you like me to specifically observe about your teaching/guidance skills during your lead teaching day?
Section 1. Criteria a. Four or more of the activities are inviting, accessible, safe, and have a variety of materials, that promote
independence in exploration, skill development, and child-directed play.

I would like my activities that I planned to be observed to see if they are developmentally and individually appropriate.

Section 2. Criteria a. Shows respect for every child by interacting t their level, showing interest and concern for them and
making and maintaining eye contact.

I would like to be observed treating each of the children in the lab with respect and especially interacting with the
children at their level.

2. Briefly describe your planning for the twelve toddlers in your toddler lab in the chart below. Remember to talk to your lead
teaching partner so that you are not planning duplicate activities. 

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

Sadie Sadie will IELG D3 G28 Developmentally Sadie’s Flop and Sadie will have Teachers can
willingly learn Age 6 – 18 Sadie is able to interests on Drop the opportunity model sharing
to take turns Months CI9: point to objects her to practice turn books or stuffed
and share Gives up and or pictures when paperwork taking and animals in flop
with her peers keeps objects it’s named. include sharing the and drop using
at least 2 during playful Sadie will be looking at books with her parallel talk. The
times a day, interactions with able to use this books. There peers as they teachers can
with teacher peers, with skill as she is read will be books look at and have Sadie
support assistance. to or looks at available for read books practice sharing
books with her to look at together. Sadie and turn taking
herself, with a or to read will share by by having her
peer, or a with teacher giving sharing give a book to
teacher. help. props with other another peer.
students. As well
as after she is
reading a book
make sure that
none of her
peers want to
read or look at
the book. If
none of her
peers want to
look at the
book she can
read or look at
it again.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

Gabby Gabby will IELG D3 G34 Developmentally Gabby’s Flop and Gabby will The teachers will
not cry or get Age 16-38 Gabby is able to interests on Drop have the use redirection
upset when Months CI1: listen to a short her opportunity to of the books and
her nurse Begins to story book with paperwork engage in an animals in flop
leaves at least separate from pictures. Gabby include that activity that and drop that
once a week primary will be able to she likes to interests her, are interesting to
during lab. caregiver in use this skill as a read books. distracting her Gabby. The
familiar settings teacher reads There will be a from looking to teachers will use
outside the books to her. variety of her mom or her distraction to
home books for nurse. block Gabby’s
environment Gabby to view of her nurse
(not always choose from if still in the
easily). to look at or classroom.
read.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

Cali Cali will take IELG D3 G28 Developmentally Cali interests Gross Cali will have Teachers will
turns and Age to CI9: Cali is able to based on her Motor the opportunity discuss turn
share two Gives up ad bend over easily paperwork to practice turn taking when
times each Keeps objects without falling. include taking going natural
day in lab. during playful She will be able climbing, and through the opportunities
interactions with to use this skill as “head tunnel with her arise during play.
peers, with she bends over Shoulders, peers. Teachers will
assistance. to crawl through Knees, and have Cali wait in
the tunnel. Toes”. At the line if there are
gross motor other children.
center, there As well as check
will be a to see if other
tunnel. While children want a
waiting in line. turn before
As well as going again.
when others
crawl through
the tunnel,
the teachers
will sing
“Head,
Shoulders,
Knees, and
Toes”. Cali will
climb through
on her hands
and knees.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

Adaline Adaline will IELG D5 G49 Developmentally Adaline Dramatic Adaline will Asking Adaline
be able to use Age to Months Adaline is able interests Play have the meaningful
two or three CI6: Uses to engage in based on her opportunity to questions about
sentences. phrases or short some pretend paperwork practice using what she is doing
sentences. play. She will be include mac two or three at certain
able to use this and cheese, sentences while activity centers.
skill as plays with grilled communicating
the picnic scene cheese, and with her peers in
in dramatic play. pretzels. At play. Adaline
Adaline will the dramatic may ask “pass
engage in rolls play center the water”, or
such as mother there will be “where is
or daughter on these foods, in spoon”.
the picnic, or addition to
other family other plastic
related roles. foods, that
Adaline can
play with and
serve.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Mackenzi Mackenzie will IELG D4 G39 Developmentally Mackenzie’s Dramatic Mackenzie will Label colors
e be able to Age 16- 36 Mackenzie is interests Play have the around the
recognize Months CI1: able to engage based on her opportunity to room. The color
and name the Matches in fantasy play. paperwork recognize and red can be
colors red, objects by a She will be able include dolls, name the posted on the
yellow, blue, single to use this skill as pb colors, red, red tunnel on
green, and characteristic she plays with sandwiches, yellow, blue, playset. A
orange once (size, color, the props in the ice cream, green, and picture of the
each day in shape, or restaurant and chicken orange in colorful
lab. quantity). scene. nuggets. At dramatic play caterpillar can
the dramatic with the be put up with
play center different the colors
there will, be colored food around the
baby dolls as and clothing picture. The blue
well as plastic items. rocking chair
food can have the
available for color blue
her to play labeled.
with. Teachers can
point out the
colors during
play. When
Mackenzie is in
an area where
colored are
labels the
teacher can
point to the label
and the color.
Jace Jace will be IELG D3 G28 Developmentally Jace’s Blocks Jace will have During play
able to take CI8: Begins to Jace is interests the opportunity discuss sharing
turns using understand enthusiastic based on his to take turns when the
toys with other how to take about the paperwork using toys with opportunity
children two turns during company of include other children. comes up.
times each play with peers, other children. airplanes. At Jace will not Model for Jace
day in lab. He with He will be able the block take toys away how to take
won’t take considerable to use this skill as center, there as he plays with turns. Have Jace
toys away assistance. he plays and will be the same blocks ask other

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

from the other builds an airport airplanes and airplanes children if they
children. with other available for as other would like a turn
children. him to play children. with the items he
with. is playing with.
Adam Adam will use IELG D5 G55 Developmentally Adam’s Blocks Adam will have Ask Adam in
words to Age 16- 38 Adam is interests the opportunity direct and
express his Months CI1: beginning to based on his to practice detailed
wants and Uses gestures or show increasing paperwork using his words questions if he is
needs at least vocalizations to independence. include to express his having a hard
3 times a day. protest or to He will be able blocks. At the wants and time
gain attention. to use this skill as block center, needs as he is communicating.
he builds his own there will be using the same Teachers make
block creations. blocks blocks as other sure that they
available for children. An make eye
him to play example one of contact with
with. Adams peers is Adam and is
playing with a listening to what
plane he wants. they are saying
Adam can ask if or asking.
he can use the
plane.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

Grayson Grayson will IELG D1 D13 16 Developmentally Grayson’s Gross Grayson will Give plenty of
be able to to 36 Months Grayson can interests Motor have the warning and let
willingly CI1: Generalizes climb well. He based on his opportunity to Grayson know
change ideas based on will be able to paperwork willingly change that the activity
activity during past this skill as he include activity during is changing
toddler lab experiences. climbs through climbing and toddler lab with soon.
routines at the tunnel. sharing with teacher support Teachers will
least once a other toddlers. as he transitions have a
day. At the gross from gross consistent
motor center motor to other routine that will
Grayson will activity centers. allow Grayson to
be able to become familiar
climb through with the
the tunnel transitions of the
and wait his class.
turn as others
climb through
the tunnel.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

Morgann Morgann will IELG D5 G64 Developmentally Morgann’s Flop and Morgann will Label items in
be able to say Age 16 to 36 Morgann is able interests on his Drop have the English and
one word in Months CI3: to turn book paperwork opportunity to French in the
English in Uses increased pages one at a include practice saying Flop and Drop
toddler lab expressive and time. He will be reading. At one word in area. Such as
per week. receptive able to use this the flop and English as the book, shelf,
English skill as he looks at drop center toddler chair. When the
Vocabulary. books and turns there are teachers read natural
the pages. many books and point to opportunities
that are pictures and arise, teachers
available for says the English can point to the
Morgann to word word in the book
choose from associated with and the picture
to look that picture. that matches.
through and
have read to
her.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Toddler’s Toddler goal IELG Outcome Identify one Put the Name of Describe how What strategies
First Name created with that references developmental interests of the activity the child will be (at least two)
the family the goal. skill that the child toddler and center able to work on and any other
(Specific, Put the domain, has and how how it where their goal at the adaptations will
observable, goal, age they will use it in connects to you are activity you the teacher use
and range, and the activity you where or how planning have planned to support the
measurable child indicator, are planning for you are for the for them. (Be child at this
with any Ex. D2 G51 16- them today (this planning for child specific, yet activity (be
criteria/ 38 mo. CI2 does not relate them today today brief) specific, yet
conditions) to their goal) brief)

Dawoud Dawoud will IELG D3 G28 Developmentally Dawoud’s Flop and Dawoud will Teachers will use
willingly play Age 16 to 38 Dawoud can interests on his Drop. have the parallel talk for
alongside Months CI8: turn book pages paperwork opportunity to Dawoud to know
peers using Begins to one at a time. include being willingly play what his peers
the same understand He will be able outside. At alongside peers are doing in Flop
materials how to take to use this skill as the flop and using the same and Drop.
twice a day turns during he looks at drop center materials as he Teachers will
during lab. play with peers, books and turns there will be shares books in encourage
with the pages one many books the flop and Dawoud to
considerable at a time. Books and props drop area. share the story
assistance. will include, focused on he is looking at
going to the nature that with his peers. “
beach, park, Dawoud will ___ likes the park,
and fun. What have the would like to
to do in different opportunity to show ____ your
weather: rain, choose from. book?”
snow, sun, wind,

Toddler Activity Assignments & Set-up Plan

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

3. Lead Teacher – Holly

Check-in/out Helper - Madison
Booth Helper - Rebecca

4. Fill out the table below with the detailed set-up of your plan for the day. Each column needs to be filled out unless otherwise
indicated.

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
Flop & Rebecca IELG D5 G57 While in the Children Banners, The Very Set the books in Ensure Sadie
Drop: Age 16 to 38 flop and 2 Children Playing Hungry the book racks in toddlers do Morgann
Nature/ Months CI1: drop area, (WR, Drawer 11), 2 Caterpillar the flop and drop not throw Dawoud
Outside Names the children Sky, Sun, Clouds by Eric Carl, area. Hang or put
Adventures familiar will have the (WR, Drawer 11), 1 (WR, T C28), children banners books in
pictures in opportunity Tree (WR, Drawer Who Lives in on wall above of their
books. to look at 11), 2 Flowers (WR, the Rain book shelves. mouth.
pictures of Drawer 11) 5 Forest by Ensure that
different Stuffed Animals, Fisher Price, toddlers do
outdoor and Farm Animals (WR, (WR, T F6), not hit one
nature Cabinet 2) Spot Goes another.
scenes, that Outdoor/ Nature to the Ensure that
I will bring Pictures (IWP) Beach by the rug in
based on Eric Hill, flat on the
the topics of (WR, T H1), ground so
the books. Spot Goes toddlers

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
and hang to the Park will not trip.
on the wall. by Eric Hill, Ensure that
(WR, T H7), the book
Spot Goes edges are
to the Farm dull and
by Eric Hill, will not
(WR, T H8), give
What Can papercuts.
You Do in
the Rain?
by Anny
Grossnickle
Hines, (WR,
T H10),
What Can
You Do in
the Snow?
by Anny
Grossnickle
Hines, (WR,
T H11),
What Can
You Do in
the Sun? by

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
Anny
Grossnickle
Hines, (WR,
T H12),
What Can
You do in
the Wind?
By Anny
Grossnickle
Hines, (WR,
T H13), The
Snowy Day
by Ezra
Jack Keats,
(WR, T K2),
In the Yard
by Dorling
Kindersley,
(WR, T K5),
On the
Beach by
Dorling
Kindersley,
(WR, T K6),

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
On the
Farm by
Dorling
Kindersley,
(WR, T K8)

Block Area: Maddie IELG D1 G14 While in the Wood Blocks in the Airplanes Some blocks will be Ensure Jace
Airport Age 16 to 38 block area classroom 269, 4 and Flying laid out like a toddlers do Adam
Months CI12: the children Airplanes (RR2, B, Machines, runway with not put
Constructs will have the 166), 3 Helicopters (WR, SCJ1) airplanes and blocks,
using blocks, opportunity (RR2, B, 167), 8 helicopters in the helicopters,
building bricks, to play with Wood People runways. The airplanes,
and other airplanes (RR2, B, 175) people will spread or plastic
manipulative and out among the people in
toys. construct an runway like airport their mouth
airport using personnel. The or throw
wood book will be them.
building placed on the Ensure that
blocks. ground leaned up toddlers do
against the wall. not hit with
the
materials.
Make sure
that the

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
rug is flat
on the floor
and the
blocks are
out of the
walk ways
for tripping.
Ensure that
toddlers
are careful
in turning
book
pages and
do not get
a paper
cut.
Dramatic Maddie IELG D1 G15 While in the Cardboard BBQ Spot’s First Book is place on Ensure Adaline
Play: Picnic Age 16 to 38 dramatic Grill (TC, Right, C6, Picnic by top of cubby toddlers do Mackenzie
Months CI4: play area S1), Red and Eric Hill, shelves next to not put
Uses props in the children White Checkered TH15 dramatic play plastic
pretend play will have the Tablecloth/blanket area. Picnic food in
(dolls, animals, opportunity (RR2, Y, 252) blanket(tablecloth) mouth or
trucks to use props 12 -Variety of is to be laid out on throw
objects). to engage plastic food, mac the floor with food objects.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
in the roles and cheese, set out on top of it. Ensure that
of preparing grilled cheese, The grill will be toddlers do
for, setting and pretzels, placed near the not hit one
up, and steak, blanket furthest another
eating at a hamburgers, away from the with the
picnic. hotdogs (RR2 Y kitchen. Baby props.
234 and 235) clothes need to be Make sure
All dolls (in place on the baby that
classroom dolls. Clothing dramatic
already), Doll needs to be play props
clothes- enough to placed around the are kept
cover all babies dramatic play off the floor
with one or two area like it would so children
extras (RR2 Y 216), be in a real house. or teachers
4-6 Plastic do not trip.
silverware (RR2 Y
233), 4-6 Place
mat settings (RR2 Y
232), 4-6 Plates
(RR2 Y 232), 4-6
Cups (RR2 Y 232), 3
Girl Dress up
Clothes, dresses,
shirts (RR2 Y 218), 3

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
Boy Dress up
clothes, ties, shirts,
suit jacket (RR2 Y
218), all shoes (RR2
Y 217). 2
Cellphones (RR2 Y
223)
Gross Rebecca IELG D2 G17 While in the Pop-Up Tunnel On the The pop-up tunnel Ensure Cali
Motor: Age 36 to 60 Gross Motor (GG, Hanging on Move by will be place at the children do Dawoud
Tunnel Months CI3: area the Wall), Masking Miriam front of the not push
Crawl Crawls children will tape (C269 Stoppard, classroom at a other
through a play have the Classroom TS16 diagonal near the children
tunnel or opportunity Material Box) white board, so and take
under tables. to crawl that there is turns.
through a enough room/ Ensure
play tunnel. space on all sides children do
and ends. Place a not climb
strip of tape on the or jump on
floor by the the tunnel
changing table to whether
show where the children
children will line up. are
Tape down the crawling
tunnel at both through or

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
ends to prevent not. Ensure
from sliding while that a
children crawl teacher is
through. close by
monitoring
when
children
are using
the tunnel.
Class Holly IELG D3 G31 The children Clean up song, Play the clean-up The All
Clean-up Age 60 and will CD player or warning song 2 tunnel Toddlers.
(Lead Months clean up all docking station, minutes before it is needs to
Teacher for through of the toys and toy bins. time to clean up. be folded
the day is Kindergarten and Put the bins down down and
in charge CI5: Describes activities during this time so put away.
of this) and follows with teacher they will be ready Doors to
classroom and support. to go when clean- the playset
group They will up starts. Model need to be
routines. place all the clean up place on
toys in the procedures for steps and
correct bins toddlers and give slide.
and stack them choices of Sensory
the bins and items to clean up. table lid
all other needs to

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
props on the cover
slide. (Do sensory
not place table.
anything on
top of the
lockers).

Transition Holly IELG D5 G48 The lead Large Group Song Towards the end of The tunnel All
to Large Age 6 to 18 teacher will (tune of “Baby clean up, teachers needs to toddlers.
Group Months CI8: start the Shark”): will create a large be folded
Activities Follow single- transition Its time for Group group area with up and put
(Lead step directions activity to Do doo do doo do the shelves so that away.
Teacher for without help the do children have a Doors on
the day is gestures children Time for Group defined space to playset
in charge gather to Do doo do doo do participate in the need to be
of this) the large do large group placed on
group area. Time for Group activity. slide and
Do doo do doo do stairs.
The children do Sensory
will listen to Time for Group table
the transition Let’s gather needs to
song and around be
help clean Do doo do doo do covered.
up. do

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
Gather around
Do doo do doo do
do
Gather around
Do doo do doo do
do
Gather around
Its time to
read/sing
Do doo do doo do
do
Time to read/sing
Do doo do doo do
do
Time to read/sing
Do doo do doo do
do
Time to read/sing
Large Holly IELG D2 G17 While Bell Bracelets, From Head See detailed Ensure that All
Group Age 16 to 38 participating Kindle, Bluetooth to Toe by activity description toddlers do toddlers.
Activity – Months CI6: in large Speaker (Sister Eric Carle, at end of plan for not throw
Shake My Jump in group the Cranmer’s Office). TC1 specific instructions the bell
Sillies Out place. IELG D1 toddlers will and script for the bracelets
G16 Age 16 to have and or hit other

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
38 Months CI2: opportunity lead teacher to children.
Expresses to express follow. Make sure
emotion and their that each
experiences emotions by toddler has
through jumping and enough
movement, dancing to space to
drawing, the song. be jumping
music, or and
singing. dancing to
avoid
collisions.
Transition Holly IELG D5 G48 Children get Emergency Help toddlers put Ensure
to outdoor Age 6 to 18 ready to go backpack and on coats and that all
play – Months CI8: outside by rope (behind backpacks and children
(Lead Follow single- putting on door), check line up. Teachers are holding
Teacher for step directions their coats in/out sheet will help the the rope so
the day is without and will children grasp the teachers
in charge gestures lining up on rope and sing can keep
of this) the rope. while the children track of
Teachers will walk to the outside them.
Large south help the play area. Ensure that
playground children teachers
grasp the are at the
rope and front and

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
Small north sing while the back
playground the children of the
walk to the rope, not
outside play the middle.
area.
1st Outdoor Maddie IELG D2 G20 Children will 1 Plastic Pool The plastic pool will Ensure that Grayson
Activity: Age 16 to 38 have the (Small Shed), 20 be placed on the toddlers do
Plastic Balls Months CI1: opportunity Colored Plastic grass area in- not throw
in Plastic Participates to engage Balls (RR2, O, 192) between the first the balls at
Pool actively in in outdoor Plastic Balls (RR2 O play set and the other
simple games, activity by 192) further away children.
and uses playing in a playset. The balls Ensure that
simple, active small ball pit. will be placed toddlers do
play materials inside of the pool. not dive
and toys. into the
pool.
Ensure that
toddlers do
not hit or
push in the
ball
2nd Holly IELG D1 G14 Toddlers will 2 Plastic Wagons The Plastic Wagons Ensure that Gabby
Outdoor Age 16 to 38 have the (Large Shed), 5 will be placed on toddlers

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
Activity: Months CI10: opportunity Helmets (Large the track by the are sitting
Wagons on Starts playing to engage Shed) Parent Pick up while the
Track with wagons, in outdoor Gate with the wagon is
tricycles, and play by helmets place moving.
push toys. being pulled inside. Must have
or pulling a teacher
the wagon present at
around the all times
South when in
Playground use.
track. Helmets
must be
worn.
Inclement Becca IELG D2 G18 Toddlers will 3 Plastic Buckets Set the buckets out Ensure Jace
Weather Age 16 to 38 have the (Small Shed), on the table. Fill toddlers do Adam
Fine Motor Months CI5: opportunity 9 Plastic Cars (RR2, each bucket not throw
Indoor Pours or to engage B, 176) randomly with a or put
Activity: dumps water, in fine motor 9 Colored Plastic combination of plastic cars
Spill and Fill sand, and play by Balls (RR2, O, 192) plastic balls and and plastic
Bucket with other using their cars. balls in
Plastic Cars materials using pincer grasp their
and Balls other to fill a mouth.
containers or container
a simple tool. with cars

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Activity Set-up Activity Activity Materials Needed Book Set-up Instructions Safety Name of
Area Person Outcome/IELG Description Be specific with Title, author, Be specific with Instructions toddler(s)
& You or This is a skill This is a item name, the reference how you want this Be specific planned
Activity your the children detailed number/amount number, activity set-up with any for in this
Title helpers. can practice description you need, the and safety activity
See while at this of what the reference and location instructions
Teaching activity activity is location of the for set-up
Calendar and how the item, and whether or during
for children will you will provide the activity
assigned be explore, (IWP) any of the
helpers play and items
practice the
activity
outcome
and balls.
Then turning
the
container
over and
dumping
the items
out.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Large Group Activity Name of

toddler(s)
Plan a large group activity that is developmentally appropriate for toddlers and historically and culturally sensitive. planned for
Don’t forget to turn in the large group activity materials with your plan. in this
activity
Title: Shake My Sillies Out All toddlers.

IELG Outcome: IELG D2 G17 Age 16 to 38 Months CI6: Jump in place. IELG D1 G16 Age 16 to 38 Months CI2:
Expresses emotion and experiences through movement, drawing, music, or singing.

The skills this activity promotes: Jumping in place and expressing one self through movement and singing.

Activity Description: The toddler will have the opportunity to participate in a group activity as they have their bell
bracelet, and dance and move to Shake My Sillies Out.

Any adaptations for individual toddlers: Gabby will have a teacher sitting next to her on the ground moving their
torso and upper body up and down.

Teacher Script

Introduction Script (What will you say and do to get their attention and introduce the activity?): “Boys and Girls are
you ready to shake your sillies out? I want you all to stand up and wait for a teacher to give you a bell bracelet.

Expectations for children (What will you say and do to show the children how to participate in the activity?): Boys
and Girls I want you to hold on tight to your bells. When the music starts I want you to shake your bracelets and
follow the music. Can you show me how to shake your bells? Let’s shake them really loud. now let’s shake them
quietly. Are you ready to Shake your Sillies Out?

Handing out props (how will you hand out props): The children will be gathered in a group and the support teachers
will each have a couple of bells to hand to the children.

During the activity (What are you saying and doing during the activity for the children to model?): During the activity
I will be dancing and shaking the bells. I will make comments such as, “we are shaking our sillies out” “Now let’s clap
our sillies out”.

Closing Script (What will you say and do to end the activity and transition to the next thing?): Boys and Girls you did
such a good job shaking and clapping your sillies out. I want you to give you bells to a teacher.

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 Lead Teacher: Holly Gibson Part One: X Part Two: Lead Teaching Date: 05/29/2018

TA Submission Date: 05/14/2018 Faculty Submission Date: 05/21/2018 Revised Submission Date: 05/28/2018 TTD Chapter: 14

Collecting props (how will you collect the props?) I will have the teachers collect the bells from the children right
after the song is over.

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