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2. Stone Soup: “Boys and girls, I have a story for you called, Stove (IWP)
Second ITBE Stone Soup. Once there was a boy that was very Pot (Kitchen)
hungry, so he stopped by a house an asked an Bowl (Kitchen)
old lady to make him a soup, but she didn’t Ladle (Kitchen)
want to, so she said she didn’t have any food. Big Wooden Spoons (IWP)
He then thought of an idea! He told the old lady Stone (outside)
that they didn’t need any food, because he Ingredients (printed out)
could make a soup out of just a stone. She was
so amazed that she let him in and they started
the soup. She grabbed a large pot, and put it on
the stove. The old lady said she was so excited
to try it, but the boy said it would be better with
some carrots, so the old lady got some carrots
(and repeat with cabbage, salt and pepper,
onions, some chicken...) and finally the boy said,
the soup is finished! The woman ladled the soup
out of the pot and into two bowls. The woman
was amazed the boy made a soup out of a
stone, and the boy got some soup and happily
went on his way.”
*Science: Foam Activity Description: The children will have the Whisks (Kitchen)
Mixers (2) opportunity to mix foam up as they use whisks, Egg Beaters (Kitchen)
and egg beaters Foam (IWP)
Intentional Teaching: Tell the children about Water Color (RR2)
different uses for whisks and egg beaters.
*Sensory Table: Activity Description: Children will use strainers to Sensory Noodles (RR2 126)
Hide and Seek (4) find items in the foam, and measuring cups or Letters (RR1 45)
tongs to fill the strainers. Numbers (RR1 45)
Teachers will help AAAA with her goals of Strainers (Kitchen)
articulation and positive peer interaction at this Tongs (Kitchen)
area by having her label the things she is doing, Measuring Cups (Kitchen)
and mediating sharing or turn taking with other Water
children in the area. Soap (RR2)
Intentional Teaching: Emphasize that egg
beaters are used as hand held mixers, or as egg
beaters, strainers are to get rid of the liquids you
don’t want in your food, and measuring cups are
to make sure you get the right amount of
ingredients for a recipe.
Blocks: Train Station Activity Description: Children will build their own Wooden Railroad Set (RR2
(5) railroad system and town with railroad tracks, 171)
wooden blocks, and community buildings. Community Buildings (RR2
181)
Community People (RR2 175)
*Dramatic Play: Activity Description: Children will order their own Desserts (RR2 228)
Restaurant (6) meals and eat them, cook meals for their friends Assorted food (RR2 228)
in the kitchen, and serve their friends their foods Cash Register (RR2 218)
and take their orders. Spatulas (RR2 252) (Pizzeria)
Rolling Pins (RR2 252) (Pizzeria)
Have the kitchen furniture in one area and add a Restaurant Box (RR2 252)
preparation table. Add two or three little tables Hot pads, chef hats, chef
in the open area. Have a checkout/ waiter outfit, hand mixer, wooden
stand. spoons (RR2 248)
Math: Cash Registers
Literacy: Children will order from menus. There will
be various signs in the Dramatic Play area.
Teachers will support FFFF by encouraging her to
share the babies by suggesting one person only
gets one baby, or turn taking. Teachers should
be ready to mediate power struggles.
Alternatives:
Creative Art: Description: Children will be able to stick a Contact Paper (WR)
Contact Paper (6) number of objects onto contact paper. Foam Shapes (RR1 24 Drawer
2)
2nd: Potato Heads Description: Children will put different body parts Mr. Potato Head and Friends
(5) onto the potato head, practicing their fine motor (RR2 Orange 205)
skills and planning.
Gross Motor: Ramps Activity Description: Children will send an object 2 Ramps (RR1 top shelf)
(4) down the ramp, then will run down to go get it, Cars (RR2 176)
and send it back down the ramp. Balls (RR2 192)
2nd: Ball Pit Activity Description: Children will have a ball pit in Tent (RR2 246)
the tent to stay warmer as they throw balls, or use Assorted balls (GG floor)
them in other outdoor games.
*3rd: Kitchen (5) Activity Description: Children will use sand or Outside Kitchen (Small Shed)
snow as food that they prepare in the kitchen. Dishes (Closet)
5 green and speckled frogs sat on a speckled log eating the most delicious flies
One jumped into the pool where it was nice and cool
Now there are 4 speckled frogs
RESOURCES:
Previous Lesson Plans
https://www.youtube.com/watch?v=gPq7wzGEjqE
https://www.youtube.com/watch?v=r6cJB7k6eEk&list=PLxzA1TrsZLxvCJJOtL0jN24FlY8RQYFBt&ind
ex=3
https://www.youtube.com/watch?v=pHmsE1mnhgg
Song List
The Kitchen
Lead Teacher Reflection
1. What went well today? Provide 2 specific examples of children’s actions/comments that
occurred during self-selected activities. What evidence do you have for your conclusion?
a. Every activity was played with by at least 6 children. At the alphabet soup
activity, there were 6 children there at one time. There were 7 children at the
block area at one time, and 3 children that were there for 25 minutes. One boy
was at the science activity for 20 minutes. There was some collaboration today,
as children made each other sandwiches and pizzas, and shared the cupcakes
they “made”.
2. Evaluate gathering time. What were some positive aspects of gathering time? What
were the participation needs of the children and how were they met? What would you
change for next time?
. The children were really engaged. The first activity, they really enjoyed guessing what
the shadow was, and every child did the actions that went with the utensil. During the story,
the children were all quiet, and counted with me as I added food to the stone soup. The
children were a little confused while singing, “I’m a Little Teapot”. Next time I would sing it a
first time, then have them sing it with me line by line while doing the actions. There was plenty
of movement in the first and last activities, and they were able to talk during the first and the
last activities as well.
3. Evaluate small focus groups. What were some positive aspects of small focus groups?
What were the participation needs of the children and how were they met? What would
you change for next time?
. The children seemed really engaged in the activity, as the children were jumping over
each other to get a turn to scoop food into the blender. The children were each given a turn to
pour different ingredients into the blender. I thought they would like pressing the buttons on
the blender, but they mostly just wanted to cover their ears, and seemed a little weary of it. I
think the biggest problem for this small group was teachers not reviewing the activity before
hand, and tables. The tables make it really hard for all the children to be able to participate. We
needed more of the U tables for this activity.
4. Evaluate opening and closing circle. What were some positive aspects of closing circle?
What were the participation needs of the children and how were they met? What would
you change for next time?
. The children have become less enthused for some of the songs we would play all the
time, so we are trying to find new songs. The new songs take time for the children to get used
to, so they weren’t too over the moon excited for them, but they tried to participate. I think I
did a better job at having an even mix of games, songs, and stories today. The children cheered
when I brought out a prop for a certain game, and when I brought out the pieces to a felt story
they really liked. One little boy that was the last to leave asked to play with the felt pieces. I
tried a new activity, which was having each child hold up a picture of the story of, “Are You My
Mother?” to help them interact with it more. They really got into it, but it would have been
better if I had them all stand up, so everyone could see better.
5. How did you set clear expectations for children’s learning/ behaviors throughout the
day?
. The activities were set up in a way that the play could be child-led. Monday and today
we had a few children that seemed to have off days, so there was a little bit of teacher
mediation to remind the children to explain their feelings in a nice way, rather than yell. The
CHILD 150 students brought in an activity that was not child led, and we all prepared a backup
because another teacher tried that activity before, and not a single child touched it. However,
this time, the children were really engaged and kept going back to play their game. The
students did a great job at inviting children over, and making the game really exciting.
6. What changes, or deviations, from the written plan did you make? Were they helpful?
Why or why not?
. We agreed as a team that we would change the transition to small groups, so that it
would be the same everyday, which is an awesome idea that I have been wanting to do all
semester. So instead of my transition, we did the song. The song worked pretty well, but we
were not very practiced in it, as we had just learned it that morning. It went just as well as the
other transitions have gone, but I think it will really help the children as we consistently use it
for the same transition every day.
7. If you were to teach this plan again what would you do differently?
. If I did it again, I would make better playdough. I tried to make different colored play
dough for pizza dough, sauce, and toppings, but every playdough I made came out as a
different texture, and some hardened overnight. So we used our backup playdough instead. I
think the activity would have been better if I could have made successful playdough. Only half
of our class visits the art table, so I tried to do a different kind of art, but it wasn’t as popular as
paint and brushes were, which is what our children like the most. I think I should have stuck
more to the painting with brushes idea, rather than switching it up.
8. How was your lead teaching better this time compared to the last time you taught?
. I was a lot more relaxed and confident in what I was doing. I think opening circle, closing
circle, and gathering time went a lot better because of that. I felt more comfortable with the
activities that I planned, and planned them to be more active, especially for gathering time, and
the children were so well behaved throughout all of those, so I think it worked.
9. What did you learn about yourself as a preschool teacher? What are some specific goals
you would like to work on for your next lead teaching day?
. Seeing the CHILD 150 activity go really well, instead of a total flop really struck me. I
think it had a lot to do with the energy the students brought, the display of their activity, and
their intentionality of the game. I feel bad for being so negative about their activity now, and
can see that it really just depends on the teachers for activities like those. I learned that I do a
lot better and get way more into activities that I am excited about. I am done with my lead
teaching, which is super exciting and relieving to me. However, we do have another team day,
and I am excited about being able to lead another part of the day again, whatever that may be.
Activity Time
Writing and Reporting Goals 10 minutes
Reflecting on Support Teaching 25 minutes
Writing a Preplan 0 minutes
Writing a Lesson Plan 1 hour
Set Up out of class time 4 hours
Writing Child Summary Report 3 hours