Beruflich Dokumente
Kultur Dokumente
Date of Activity:
3/9/2016
Practicum Teacher:
Ms. Jackie Room:
Blue Time/Day of Activity:
Wednesday 9-12
Children with allergies: Zahraa-Vegetarian (no pork, grape juice/jelly), Luna
Lactose (can have very limited amounts of dairy, drinks soy milk), Arlo
Vegetarian (will eat nuggets)
Name of the activity, a brief description, and age of children
intended: This activity is called Mini Pizzas. In this activity the children will
be making and assembling their own mini pizzas on English muffins.
Intended Age of Children: 3-5 years old
Source of your idea (Emergent Curriculum)
This is not an original idea. This idea comes from the book Creative
Resources for the Early Childhood Classroom (Herr, 2013). I modified this
activity from the book as they called them Pizza Wheels as it was intended
for a wheel theme. I chose this activity because I noticed the children really
engaged when we made oatmeal cookies a few weeks back. Almost all of
the children wanted to participate and help make something. Additionally,
this past week the children had a sandwich shop out where they could
assemble their own sandwiches. Thought the children could use their
excitement and interest in helping cook and assembling sandwiches towards
making their own mini pizzas. With making pizzas it requires fine motor skills
and I thought that the physical development domain from the Early
Childhood Standards would work perfectly with this idea. Also, since we are
cooking and making the pizzas, I thought that the literacy domain involving
reading would apply as I am having the children read a recipe card to
assemble their pizza.
Domain of Development, Early Learning Expectation, Emerging
Indicator(s), Examples of What Children Experience, Examples of
What Teachers and Other Adults Do, Learning/Behavioral
Objective/Learner Outcome.
a. Domain of Development:
i. Social, Emotional & Physical Health & Development (SEP)
ii. Language and Early Literacy Development (LL)
b. Early Learning Expectation:
i. Fine Motor Development
4 spoons
4 small tongs
2 Sharpie markers
0ven - 375F 10 minutes
2 large recipe cards
The Little Red Hen Makes a
Pizza by Philemon Sturges
Labels for items (Sauce,
Pepperoni, Mozzarella
Cheese, Veggie Pepperoni)
Snack Mats (18)
Cell phone
Setting Up Cleora will place the four bowls on the table and fill
with the first four ingredients (sauce, cheese, pepperoni, veggie
pepperoni). Each should be placed into their own labeled bowl. The
sauce and the cheese both get two spoons, while the pepperoni
bowls get two small tongs each. I will have baking sheet lined with
parchment paper and set onto the cart. Have sharpies ready for
child to write their name onto the parchment paper. Cleora and I will
separate the English muffins and place one at four of the seats at
the table onto a snack mat.
o Who: Blue Room children, Ms. Jackie, myself, and Cleora (215
student).
o When: March 8th during choice time
o Where: At large table by the sink
Introduction
o After reading The Little Red Hen Makes a Pizza, I will explain to
the children what they have a chance to make today Mini
Pizzas. Today at the large table by the sink, we will be making
mini pizzas. You will see that I will place this recipe card (show
card) at the table for you to follow to create your own mini pizza
today. Try to follow the directions on the recipe card when you
are making your pizza. Today we have (show each item) cheese,
sauce, pepperoni, and veggie pepperoni as our pizza toppings.
We will be using a half of an English muffin as our dough. Ms.
Jackie will mention other choices available for the children at this
time. Ms. Jackie will ask children about one choice at a time and
release them by calling on them. If more than 4 children are
interested in making their own mini pizza, call on the first four
children and mention to the others that they may place their
name on the waiting list if they want to do the activity.
Steps in the activity
o Release children from group by asking about one choice at a
time.
o Children are to put on a smock, wash their hands and have a
seat at the table by an English muffin half.
o If more children want to do the activity than seats available, I will
write their name on the waiting list and they will be called next.
o Have children follow recipe card to create their pizza.
Sauce, cheese, and pepperoni or veggie pepperoni if
they choose.
o When children are done making their pizza, children are to place
their pizza onto the parchment paper lined baking sheet.
What will
How will
How will
be
informatio
information
assessed
n be
be recorded
(standard
collected?
/objective
)
Child will
Studying or
Completion of
make a
examining
a checklist
mini pizza
childs
(See
using their
actions
appendix)
fine motor
while
skills with
making
Pictures
materials
their pizza
provided(s
poon,
tongs,
pincher
grasp)
Child will
read
recipe
card to
know the
steps of
how to
make a
pizza and
how much
of each
Observing
childs
interaction
s with
recipe card
and actions
while
making
their pizza.
Completion of
a checklist
(See
appendix)
Pictures
When
Throughout.
Examinatio
n of childs
interaction
with the
recipe card
as the basis
for
completing
the
checklist
(See
appendix)
Throughout.
Examinatio
n of childs
interaction
with the
recipe card
as the basis
for
completing
the
checklist
ingredient
to use.
(See
appendix)
Sources/References:
Early Childhood Standards of Quality for Prekindergarten. (2005).
Retrieved from
https://www.michigan.gov/documents/mde/ECSQ_OK_Approved_42233
9_7.pdf
Eastern Michigan
Wednesdays
University
Childrens
Institute
Blue
Room:
Appendix:
Date:
__3/9/2016__
Lead Teacher: __Ms. Jackie__ Student Implementing Lesson: _Julie
Modson____ Classroom: _Blue___
Child
s
Name
Arlo
Arro
w
Benj
ami
n
Con
nor
Cort
ez
Em
ma
Evan
Jack
Use
d
Fin
e
Mot
or
Skil
ls
Use
d
Rec
ipe
Car
d
Cho
se
Not
to
Cre
ate
Notes
son
Jasm
ine
Jayd
a
Kad
ence
Kod
y
Luna
Mile
ah
Olivi
ann
a
Sam
uel
Zahr
aa
Child
s
Name
Arlo
Arro
w
Benj
ami
n
Con
nor
Cort
ez
Em
ma
Evan
Jack
son
Jasm
ine
Jayd
a
Kad
ence
Kod
y
Luna
Mile
ah
Olivi
ann
a
Sam
uel
Zahr
aa
Pizza
Sauce
Mozzarell
a Cheese
Pepperoni
Veggie
Pepperoni
Pizza
Sauce
Mozzarell
a Cheese
Pepperoni
Veggie
Pepperoni
1.
2.
3.
Mini
Pizza
Recipe
on
on
with
with
Use
on
Put on
to put
Write name
by
Students Evaluation of Her/His Activity
Your Name Julie Modson
3/6/2016
Practicum Teacher:
Ms. Jackie
Date
Room:
of
Activity:
Blue
children did not like what was being served for lunch. Because of this, every child was
able to have their pizza with lunch and were able to eat.
If I was to do this lesson again, I would maybe include one or two other toppings to
create more of a variety for the children. Additionally, I would be more aware of timing
of the activity in regards to lunch, as we had to wait to cook our pizzas due to lunch. In
that regards, if that did occur again, I would just verbalize to the cook to keep our pizzas
in the warmer so that they may have them with lunch, have my partner more engaged in
the activity by having them help me create items for the activity.
From this activity, I learned a lot about myself as a teacher. I learned that because I was
incorporating literacy by having a recipe card, it made me re-think what I was going to
say to engage the children. By this, I had to put the question back to the child about
where we could see what would come next on a pizza rather than asking them what
comes next. I felt as though I had greater control of this activity more so that I did with
my first activity as I learned from it. I limited the number of children at the table to four
rather that the six that I had last time. As a teacher I noticed that I had pride in the
childrens work as I helped them achieve their goal of making a mini pizza, while
achieving my goal of using fine motor skills and literacy within the activity.
Overall, I learned from this experience that every child is different and has a set way of
doing things. By this I mean that some children just want sauce and cheese on their pizza
while others will layer sauce, cheese, pepperoni. Every child is similar but different and
unique in their own way. I also learned that when it comes to food, or at least pizza,
every child wants to partake in making one.
a This activity expanded on what the children already knew because they had been
following sandwich cards the week before on how to make a sandwich that
someone ordered. Also earlier in the week, Ms. Jackie put out the pizza prop box
so that the children could become more familiar with those items as well as
express their creativity. I knew from previous observation of Ms. Anne that the
children really liked to help make food when she was making oatmeal cookies
with the children.
b This activity helped the children grow by strengthening their fine motor skills as
well as improve and expand their literacy. This was achieved by having the
children use tongs, spoons, and a picture recipe card for them to follow. I also
labeled items on the table to familiarize them with the letters and words.
c There were two skills within this lesson that were developed; fine motor and
literacy. Many children looked to the recipe cards to see what the next step for
making their pizza was.
d This activity helped the children know more about their world as many probably
have had pizza in their home. This activity allowed them to experience and have
fun making a pizza.
e This lesson helped prepare the children to live more fully as it helped enforce
their ability to do things independently and to follow directions without adult
help.
PARTNERSHIP PLANNING FORM (Template for you to use and clearly delineate
your responses to all prompts)
C.I. Classroom:
Blue
Teacher(s)
Ms. Jackie & Ms. Ann
______
Name of Partner:
Cleora
His/her Phone #:
E-mail:
ctownse2@emich.edu
He/she is a: X
215 student;
303 student; 215
teacher:
(Date)
(Date)
Cleoras role will be documenting whether the children used their fine motor skills with the tongs
and spoons provided and if they used the recipe card to create their pizza. She will also be taking
pictures of the children engaged in the activity.
My role will be to support the children and to engage them in conversation about their pizza. I
will ask the children if they like any other toppings to go deeper with them as well as ask if they have
ever made pizza at home with their family. I will also be overseeing the children as they write their
name to their best ability. I will be using a simplified checklist for the children to have a visual of their
name as well as to ensure that we assess the children that participated in the activity.
C.I. Classroom:
Blue
Teacher(s)
Wednesday 9-12
Name of Partner:
Cleora
He/she is a:
215 student;
303 student;
215
teacher
How did your partner respond during the planning and carrying out of the activity, i.e., what did
he/she say and /or do?
Cleora was really attentive and kept asking if there was more that she could do. She sat at the
opposite end of the table with me to help engage children in conversations about making pizzas. Cleora
took many great photos of me engaging with the children as well as the children assembling their own
pizza too.
What did you learn about directing another adult and working in a partnership?
I learned that when directing another adult in a working partnership, that we are equals. Though
it was my activity, we both play an important role within the activity for the children. We both are there
to help support and engage the children who were participating within the activity. Also, both of us were
aware and conscious about which child(ren) we were not allowed to photograph. I did have to remind
Cleora about who we couldnt photograph as I was the one who discussed with Ms. Jackie the children
who could and could not be photographed and/or name released.
I feel that this partnership assignment went really well. If I had to do this activity again, I would
incorporate more into the lesson for my partner to do so that we are truly equals within the activity. I
would have my partner help make some of the items that I had prepared to incorporate literacy.