WITC Activity Plan

Your Name: Jessica Mattson

Learning Experience Title: Musical Hula Hoops 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: 10
Skills (what children will do):
The children will dance or move around the hula hoops
When the music stops the children will find a hula hoop and get in
Concepts (what children will learn/know):
The children will learn how to listen for the music
The children will learn to work together to fit in the hula hoops
This learning experience has been planned to feature the following WMELS performance standards
lll. A.EL. 1 Drives meaning through listening to communications of others and the sound in the environment.
lll. C.El. 1 Develops ability to detect, manipulate, or analyze the auditory parts of spoken language
l. B.EL. 1b Moves with strength control, balance, coordination, locomotion, and endurance.

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?
The children love listening to music and like playing with hula hoops. When music is on the children will sing along and
dance to the music.

Specific list of space and/or materials needed including colors, amounts, sizes, etc.
Five Big Hula Hoops
One Music Player
Violet’s Music by Angela Johnson
My Guitar
Musical Flash Cards of guitar, flute, clarinet, trumpet, drums, piano, and tuba.
Source of materials:
 All are available at the center/in the classroom
 Provided, in part, by cooperating teacher
 I am providing the following: My guitar, Violet’s Music by Angela Johnson

Teacher preparation needed before activity presentation, i.e. mixing paint, cutting paper, construction of flannel
board characters, etc.
None

Teaching Sequence of the Learning Experience

Set-up and arrangement of materials and equipment
Place the hula hoops in a big circle so the children can go around them when you are ready. Put the cd player on
the counter with an appropriate kid dance disc. Along with placing the book called Violet’s Music by Angela
Johnson next me on the circle time rug. Put the musical flash cards and my guitar case on the counter.

Transition Planning: Describe how the children will transition into the learning experience. Transition into the activity
(preschool) OR Incorporation of individual child routines (infant/toddler).
I will transition the children by singing come and find a place on the floor. Once they are sitting down, we will do who
is all here today song. Then we will begin this activity with a book about music called Violet’s Music by Angela Johnson

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 by singing come and find a place on the floor
2. Once children are gathered by me, we will sing their welcoming song
3. Then I will ask the children if music makes them happy? Does music make you want to dance?
4. I happen to have a book about music hear today so we can learn more about music it is called Violet’s
Music by Angela Johnson.
5. I will read the book and answer any questions they have. At the end of the book we can talk about how
Violet played a guitar.
6. Then I will pull out my guitar and explain this is what my guitar looks like. I love to play my guitar just like
Violet did.
7. Then I will play Old MacDonald on my guitar and invite them to sing with me.
8. After that they can individually come up and strum my guitar with my supervision.
9. After that we can talk about how the guitar felt? Have you ever played guitar before? Does anyone in your
family play guitar or a musical instrument?
10. Then I will introduce the hula hoop music game. I will have them all scoot back and form a big circle. I will
then go in the inside of the circle and set out the big hula hoops. While setting them up I will be explaining
how this game works. How there is no losers we all win. When the music stops you need to stop and find a
hula hoop you can be in there together. After I stop the music and you are all in a hula hoop, I will keep
taking away one hula hoop every time until there is only ONE left. Then you and your friends need to find a
way for everyone to get in the hula hoop after the music stops.
Conclusion
11. The children will transition out of the activity by talking about a few of the common instruments.
12. I will have flash cards for them to look at as I tell them what the instrument is called.
13. Then the children will individually tell me which instrument they would like to play, or which one they like
the looks of the most before they leave the circle for snack time.
Questions to support inquiry and discussion. Vocabulary words to introduce.
How does music make you feel?
Does music make you want to dance?
Does music make you happy?
After that we can talk about how the guitar felt?
Have you ever played guitar before?
Does anyone in your family play guitar or a musical instrument?

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?)

None

Transition Planning: Describe how the children will transition out of the learning experience.
The children will transition out of the activity by talking about the a few of the common instruments. I will have flash
cards for them to look at as I tell them what the instrument is called. Then the children will individually tell me which
 instrument they would like to play, or which one they like the looks of the most before they leave the circle for snack
time.

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,” please 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)