LEARNING ACTIVITY PLAN

Name: Jen Langer Site: Jens Little Ones LLC

Description of Activity: Using percussion instruments to find the syllables in everyones names.

Type of Activity: Music Activity Age group: 2-4

Number in group: 2-4

Opening Question/Invitation/Prop/Finger Play: Singing a song about music. Oh, can you hear the drum go boom, boom, boom? Boom, boom, boom, Boom, boom, boom Oh, can you hear the drum go boom, boom, boom? I can hear the drum go boom, boom, boom, Boom, boom, boom, Boom, boom, boom Sticks tap Cymbals clang Hands - clap Feet stomp Etc.

Concepts & Skills: Children will be able to label percussion instruments when presented with the instrument. Children will be able to separate the syllables in their name & tap them out the, along with other childrens names. Children will be able to identify & tell me then number of syllables they heard or guess the number they think is in someones name.

Questions to ask: Do you know the name for this instrument? (Show them the instrument) Can you tell me the number of taps you heard? How many do you think are in _____ name?

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Procedure: I will gather the materials needed in a pillowcase. Then I will sit down for circle with the materials. I will begin singing the song, encouraging the children to sing with me. Then I will bring out the instruments from the pillowcase, one at a time, asking the children to identity them. We then talk about how some words have parts (syllables). Then we will choose a child and find out how many syllables they have in their name. We will also be counting how many syllables. After we finish everyones name who is at circle time, we will try and guess how many syllables in the names of the kids who are at school. Performance Standards: Health and physical development Motor Development B.EL.1a moves with strength, control, balance, coordination, locomotion and endurance. Purpose and coordination Sensory Organization C.EL.1 uses senses to take in experience, integrate, and regulate responses to the environment Social and Emotional Development Emotional Development A.EL.1 expresses a wide range of emotions A.EL.2 understands and responds to others emotions. Self-Concept B.EL.1 develops positive self-esteem B.EL.2 demonstrates self-awareness Social Competence C.EL.2 engages in social interactions with others C.EL.3 demonstrates understanding of rules and social expectations Language development and communication Listening and Understanding A.EL.1 derives meaning through listening to communications of others and sounds in the environment A.EL.2 listens and responds to communications with others Potential Guidance Techniques Needed: Materials Needed: Drum, cymbals, rhythm sticks, spoons, other percussion instruments, pillow case.

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A.EL.3 follows direction of increasing complexity Early Literacy C.EL.3a develops phonological awareness Approaches to learning Curiosity, Engagement & Persistence A.EL.1 displays curiosity, risk-taking and willingness to engage in new experiences A.EL.2 engages in meaningful learning through attempting, repeating, experimenting, refining, and elaborating on experiences and activities A.EL.3 exhibits persistence and flexibility Creativity and Imagination B.EL.2 expresses self creatively through music, movement and art Diversity in Learning C.EL.3 uses various styles of learning including verbal/linguistic, bodily/kinesthetic, visual/spatial, interpersonal and intrapersonal Cognition and general knowledge Exploration, Discovery & Problem Solving A.EL.1 uses multi-sensory abilities process information A.EL.2 understands new meanings as memory increases Mathematical Thinking B.EL.1 demonstrates an understanding for numbers and counting B.EL.6 collects, describes, and records information using all senses Scientific Thinking C.EL.1 uses observation to gather information C.EL.2 use tools to gather information, compare observed objects, and seek answers to questions through investigation. C.EL.3 hypothesizes and make predictions C.EL.4 forms explanations based on trial and error, observations, and explorations.

WITC Instructor Use Only: /2 Activity Plan is developmentally appropriate /2 Activity Plan is comprehensive /1 Professional presentation/spelling & grammar is correct