Learning Experience Plan

Name of Student:Nicole Buffalini

Date: Thursday, April 12, 2018

Subject/Name of Learning Experience: Pre-K Morning Routine

Grade/Age Range of Students: Pre-K: 3-4 years old

Developmental Analysis of Experience

Circle time: The group has been doing circle time in a particular order since the school year has started. I have kept the order the
same, but I switch up stories during the week to relate to the theme and I switch up the songs during music and movement time so the
group isn’t getting bored with the same songs.
Gross motor Time: This week gross motor time will take place in the gym in the morning. If there are 9 students or less, the group
can go in the gym together. If there are more than 9 students, than the class is split into groups. Miss Carli will take her group into the
gym while we stay in the class with our group. We will do more songs from either the CDs or the iPad. When we switch in the gym
(or go as a whole), I will allow the children to have free play and direct an activity. This has worked for the children since my
placement so I don’t want to make drastic changes to children when this works.
Art activity: Twice a week, there is a structured art activity. I will have 2-3 students at the table to work with them.
Free play: The class has had a choice in which area to play in since the beginning of the school year. Most of the time, the class is
able to choose areas to play in without an issue. I have continued to allow children to choose their play areas.

Goal (Taken from the standards you are working from):

A.L. 2 PK.E: Retain and recall information presented over a short period of time.
2.1 PK. A.2.: Count to tell the number of objects.
1.2 PK.B.: Answer questions about a text.
1.2 PK.E.: Identify the front cover, back cover, and title page of a book.
9.1. M. PK.E.: Use imagination and creativity to express self through dance and music.

Objective:
(Reminder: Your objective needs a timeline, learner, identify the action, outcome, and condition - when appropriate)

Timeline Identify the learner Identify the action Identify the Identify the
outcome condition
 After completing The student will be List The numbers for With an 80%
the lessons this able to Identify the days of the accuracy.
morning, Demonstrate month. With a 75%
Parts of a book accuracy.
Details from the
story
How to express
themselves
Through activities

Assessment

I will access students by observing them during circle time, gross motor time, and free play time. I will be taking anecdotal notes
throughout the week. I will also ask students questions throughout play.

Procedure

Anticipatory Set: As each student comes into the room, greet them by saying “good morning” and see if they are able to complete the
morning routine on their own. If they need help unpacking or are unsure of what to do next, then one of the teachers in the classroom
will be able to guide them with their next steps (moving name on the fridge, washing hands, having morning free play before
breakfast).

Procedure:
1. Students will clean up and wash their hands when the timer goes off.
2. After washing their hands, each student will pick their seat at the table. Miss Carly will be setting the table as this is going on.
3. As a class, we will say “God is great” before eating.
4. The students will eat breakfast. Some students will come in the room while this is going on, they will complete steps 1 and 2
before sitting down for breakfast.
5. When the timer goes off, the students will clean up as they’re called. They will throw away their trash, wash their hands, and
go over to circle time.
6. While everyone is working on their way over to the circle, I will sing some songs with the child such as “Twinkle, Twinkle,”
“The Itsy Bitsy Spider,” “The ABCs,” and other songs that the class knows.
7. When everyone comes over, we will start by singing “Hello.” (Miss Becky and Miss Carly know the circle time routine.)
8. After “Hello,” we will do the calendar. I will ask the class what the month is. They will tell me “April.” I will ask how many
claps April is (hopefully they will say two claps for two syllables.) We will clap this out with the syllables. We will then sing
the days of the week song. After the days of the week, we will count the numbers on the calendar to see what the date is
today. I will have a student volunteer put the number on the calendar. I will point to everything as I say it “Today is
Thursday, April 12.” I will point to Thursday and ask what letter Thursday starts with (a couple of students will say T.)
9. I will ask the class what we do next. When they say “weather watcher” we will sing the weather watcher song. I will call on a
student volunteer to look out the window to see what the weather is. The student will then move the arrow to the appropriate
weather and the appropriate temperature.
10. Before reading the story “Rain” I will remind the group of the circle time rules. I will ask the class to describe the front cover.
I will point out the title of the story and state that this is the front of the book. I will read the story to the group.
11. After the story, I will have the group stand on a letter on the carpet. We will do the alphabet march. Throughout the March,
 we will discuss what letters the students fall on when the song pauses.
12. After the alphabet march, we will dance to other songs until it is time for gym (if we have 9 or less students.) I will choose
songs from CDs in the class or do a GoNoodle. Gym is at 10:00. IF there are more than 9 students, I will have them read a
book until it is time for gym. Miss Carly will go to the gym first with her group. While Miss Carly is in the gym, our group
will dance in the room. The songs we will dance to are “Sammy,” “The Kindness Walk,” “The Hokey Pokey,” and a
GoNoodle song. We will line up and go to the gym at 10:15.
13. If we go to the gym as a full group, I will let the class free play and set up the hopscotch during the last 10 minutes of gym. If
we split, I will set up the hopscotch when we go in the gym. The largest our group will be if we split is 6. At 10:30 we will go
back to the classroom.
14. When we get back into the classroom, the students will wash their hands before playing or working on the art activity.
15. I will set up the table for the art activity (umbrellas) and have students come over 2-3 at a time to work on their umbrellas.
When they are done with their umbrellas, they will put them on the windowsill and go wash their hands. They can choose an
area to go to. Students who aren’t doing an art activity can immediately go to an area to play after washing their hands.
16. Whenever everyone finishes the umbrellas, I will set up the table with play dough. The class can use play dough and tools at
this table.
17. Miss Becky, Miss Carly, and I will be observing and interacting with students in the classroom throughout this period.
18. At 11:20, the bell will ring for students to clean up. We will assist and monitor students during the clean-up. Usually
whenever I am at the art table, I will put away the play dough and play dough tools.
19. When everyone is done cleaning up, they will go to the carpet.

Differentiated Instruction/Adaptations: With the art activity, students will have a guide of what the umbrella will look like. Some
students might require hand-over-hand or step by step directions on how to complete the umbrella art activity.

Extensions: I will ask students what the month is, have them identify the letter of the beginning of the month, and how many claps
(syllables for the month.) Once I State the day of the week, I will point to the day of the week and ask for the class to identify the first
letter in the day of the week and we will see how many claps it is. I will ask students questions about what they’re creating in block
area and the colors/shapes of objects students are playing with.

Independent Practice: Students will be able to independently dance, play if they wish, and complete part of the art activity
independently.

Technology Integration: The iPad and CD will be used during circle time and possibly during gross motor time. Students will use
paper plates, markers, crayons and glue for the art activity.

Closing: After cleaning, the students will meet in circle and sing “Goodbye” to the friends. The students who receive early
intervention services will go back up and wait for their parents to pick them up, go to lunch, or be escorted to the bus by Miss Becky.

Preparation and Materials

 CD player
 iPad
 Paper plate halves
 Crayons
 Markers
 Glue
 Book for circle time (Rain)
 Calendar
 File folder with the order of circle time order
 Cushions for students in circle
 Cotton balls
 Foam shapes
 Wooden sticks
 Any toy in the classroom that is accessible for the students to play with (block area, dramatic play, etc.)
  Books in library area

Future Application of Assessment

Similar activities will take during the day throughout the rest of the placement. I will observe students during free play to see if any
changes need to take place during that time. The art activities for next week will either be a similar ability level for next week or a
little harder (fine-motor skill wise).

Reflection of Lesson

(What worked well with this lesson? What would you change?)