BYU-Idaho Preschool Lesson Plan

Lesson Plan #1
Lab 4
All About Me
Friday

Date: Friday, May 10, 2019

Supervisor: Morgan
Lead Teacher: Haley Lesson 1

Children Receiving Specific Focus Today:

1. Jackson (Basketball, Outdoor)
2. Corina (Language/Literacy)
3. Emri (Creative Art)
4. Noelle (Creative Art)
5. Natalie (Language/Literacy)

Pre-assessment and Findings:

The following pre-assessment is information I received from developmental checklists, home
visits, child webs, and observations in the home. Jackson really enjoys painting, reading, and
playing basketball. This information was observed during our home visit. He needs to work on
learning some alphabet letters, uppercase and lowercase letters, using his words to solve
conflicts, and sharing. I learned this information from the child webs and the home visit. Relating
to this topic, it would be helpful for Jackson to learn about his peers so that he can form a basis
for further socialization. Corina is interested in cooking, painting, dress up, books, and dramatic
play. This information was observed during our home visit. She needs to work on playing with
other students, reading by herself, and branching out to different area of the room. This
information was received during the home visit discussion with her mom. During the home visit, I
asked Corina what makes her special and she responded saying “I love to go to preschool!”
Noelle really enjoys painting, the sensory table and snack. This information was received from
her child web and from the home visit. She needs to work on reading, her alphabet letters, and
sharing. This was discussed with her mother. When I asked her what makes her unique during the
home visit, she responded with “I don’t know.” With these ITBE, it will be helpful for Noelle to
teach her what makes her unique through the different activities that will be done throughout
the week. Natalie is interested in dramatic play, painting, drawing, the guinea pig, sea animals,
Minnie Mouse, and Christmas books. This information was received from her web and from the
home visit. When talking with her mom, she wants Noelle to work on phonetic reading and
sharing. The ITBE will help Noelle work on sharing since some of the activities have the children
working together. Emri is interested in coloring, painting, books, and being hands on. This
information was observed during our home visit. She needs to work on staying clean, listening,
counting, and the recognizing alphabet letters. Overall, I gained a lot more pre-assessment
about the children interests by analyzing the child webs and during their home visits. This helps
me come up with different activities that I can do with them that they are interested in. From
what I’ve noticed, they have misconceptions about what it means to be unique and special or
they don’t know what it means at all. All the concepts will be taught through different activities
that will be done throughout the day.

Ideas to be Emphasized and Overall Developmental Focus:

7. We can work together to accomplish tasks.
8. Every person is unique and special.
9. Our developmental goal is sharing, and today’s activities will provide many opportunities
for them to share with each other.

Assignments Friday:
Everyone: Self-Selected Courtney: Check-in/Check-out
Haley, Denali, Courtney: Small/Focus Groups Allie /Morgan Handwashing/Cubbies
Malia /Shauntanika Outdoor play Morgan: Photographer
Denali: Snack _______________ Other
Friday Snack: Goldfish and Juice
Special instructions for the day: None

SELF-SELECTED ACTIVITIES 1:20 – 2:50 p.m.

Books:
Morgan
*You Will Be My Friend! by Peter Brown (B26)
*Friends in the Park by Rochelle Bunnett (B36)
*Wombat & Bandicoot: Best of Friends by Kerry Argent (A13)
*If You Give a Mouse a Cookie by Laura Joffe Numeroff (P N1)
*My Friend Isabelle by Eliza Woloson (W25)
A Teacher for Bear by Anne Marie Price (P P18)
I Love School by Philemnon Sutton (S36)
Good Night Gorilla by Peggy Rathmann (R37)
Go Away Big Green Monster by Ed Emberley (E11)
Fritz’s Fish by Geraldine Elscher (E8)
We’re Going on a Bear Hunt by Michael J Rosen (R23)
The Very Hungry Caterpillar by Eric Carle (C4)
Franklin’s Bad Day by Paulette Bourgeois (P B10)
Something From Nothing by Phoebe Gillman (G5)
Activity Name Description/Activity Objective Materials, Special
Set-up

*Creative Art: Activity Description: The children will use the art -Crayons (RR1
Haley easel to draw portraits of each other. Children Cabinet 4) (ONLY
Oval Me (4) @ can draw their friend’s hair, face, ears, etc. This ON MONDAY)
Set up: Courtney is related to an ITBE because the children will -1 Art easels
be able to see the different hair colors and eye -2 sheets of white
colors and what they are wearing which shows butcher paper (WR)
them how they are unique and special. It also - 2 water colors (RR1
goes along with working together because cabinet 2) (ONLY
they are able to draw pictures of each other. FOR WEDNESDAY)
One of Noelle’s and Emri’s interests is drawing. -2 cups of water
This activity will help Noelle developmental (RR1 cabinet 6)
goal of sharing as she shares the tools with her (ONLY FOR
peers. This activity will help Emri’s WEDNESDAY)
developmental goal on staying clean as she -Yarn (RR1 shelf 17)
uses the crayons only on the paper and not on (ONLY ON FRIDAY)
other things. -Googly eyes (RR1
Set up: On the art easel, place white butcher shelf 9) (ONLY ON
paper for the children to draw on. Draw some FRIDAY)
ovals on the butcher paper (large enough to -Glue (RR1 shelf 12)
be a head) so that the children can use that to (ONLY ON FRIDAY)
draw their friends face. Also, draw ovals on
butcher paper underneath so that once it gets
full, there can be more plain ovals. Place the
crayons next to the easel so that they are
easily accessible for the children.
-On Wednesday, use watercolors instead of
crayons for children to use for the portraits.
-On Friday, bring out yarn, googly eyes, and
glue for the children to use.
Child Objective:
Intentional Teaching:
Language/Literacy Activity Description: Children will learn, and -Eating the
Activity: All About practice letter names and sounds as teachers Alphabet by Lois
Letters (6) @ read books with them about letters and they Ehlert (E6)
Haley place magnetic letters onto a magnet board. -An Alphabet
Set up: Malia There will be a basket also placed in this area Salad: Fruits and
with all the children’s name laminated so that Vegetables from A
they can work on spelling their names with the to Z by Sarah
magnetic letters. One of Corina’s interests is Schuette (S5) -
reading books. This activity will help her work Grandmother’s
on her developmental goal of learning letters Alphabet by Eve
by going over different letters she sees in the Shaw (S13)
book and different letters that she finds on the -Magnetic Boards
magnetic board. One of Natalie’s interests is to (WR)
look at books. This activity will help her work on -Box of Magnetic
her developmental goal of sounding out Letters (RR1 45)
beginning letters of words that start with the -1 basket (RR2
letter /N/. Set-up: Place the books on the beautiful junk)
bookshelf in the classroom. Put the magnet -Laminated name
board with letters in the area, as well. Place cards (IWP)
the basket of laminated names next to the
magnetic board

Child Objective:
Intentional Teaching:

@*Manipulatives: Activity Description: At the manipulatives table Straws (RR1 17)

Friendship Bracelets set out pipe cleaners, straws, and scissors. The Pipe Cleaners (RR1
(4) children will cut the straws and make friendship 13)
Courtney bracelets. Scissors (RR1 16)
Set up: Courtney Child Objective: The children will strengthen
their fine motor skills as they cut the straws and
string straws onto pipe cleaners.
Intentional Teaching: To help the children with
their fine motor skills teachers will encourage
the children to cut the straws and string the
straws onto the pipe cleaners. “Try stringing
two blue straws next.” The teachers can also
encourage friendship by finding similarities
between children and pointing it out to them.

Math: Shapes! (4) Activity Description: The small plastic tangrams Small Plastic
Courtney will be set on the math table with a few Tangrams and
Set up: Shauntanikua patterns to follow. The children will follow the patterns (RR2 Red,
outlines to make pictures and patterns. The 147)
children will also make their own patterns with
 the shapes. Cups, boxes and
Child Objective: The children will use and pool noodles (RR2,
develop cognitive thinking as they make Beautiful Junk)
patterns. Learn the shapes and colors of the Balls (RR2, 192)
tangrams. Blocks (RR2, 174)
Intentional Teaching: Teachers will help in this Paper & Pencils (Art
activity by encouraging the children to match Cart)
the shapes to the pattern to make a picture.
They will also ask the children, “What shape is
this?”

Activity Description: Alternative: Different

objects (cup, ball, blocks, boxes, pool noodles)
will be out on the math table with paper and
pencils. The children will trace or draw the
shapes of the objects on paper.
Child Objective: The children will use and
develop cognitive thinking as they draw and
or trace shapes.
Intentional Teaching: Teachers will help in this
activity by encouraging the children to
draw/trace the shape of the different objects
and say what the shapes are. “What shape did
it make on your paper?”

*Science: Height and Activity Description: Children will work together -1 scale (IWP)
Weight (4) @ as the measure each other's heights and -5 tape measure
Haley record their weights. Teachers will help them (RR2 159) (Monday)
Set up: Allie record their findings of each other on the sheet -Roll of yarn RR1 14
of white paper so they can then look at their (Wednesday)
differences between them and their partner. Butcher Paper (WR)
This goes along with the ITBE on working Colored pencils
together since the children will be marking -Box of pipe
each other’s heights and using the tools to cleaners RR1 13
help them with that. On Monday with the tape (Friday)
measure, teachers can help the children mark -Scissors (WR)
on the paper how tall the children are and -Tape (WR)
write their names next to it. On Wednesday,
teachers can help the children cut the yarn to
the child’s size and help them tape it on the
white sheet of paper, labeling it with the child’s
name. On Friday, teachers can help the
children tape up the pipe cleaners to
represent how tall they are.
-A teacher will always need to be here when
 children are at this activity.
Set Up: Tape a large paper on the wall and
record each child’s name, height and weight.
(Each day there will be a different tool used to
measure the children. Monday they will use a
tape measure, Wednesday they will use yarn,
and Friday they will use pipe cleaners)
Child Objective:
Intentional Teaching:

Sensory Table: Activity Description: The sensory table will be Scoops (RR1 G120)
Morgan filled with water marbles. There will be scoops, Sifters (RR1 G120)
Funnels with Water sifters, and other sensory tools in the table for Other Sensory Tools
Marbles (5) the children to manipulate. There will also be (RR1 G120)
Set up: Malia funnels and tubes out for the children to Funnels and Tubes
practice pouring. To set-up, make sure to have (RR2 G120)
PVC pipes with funnels attached to the tops of PVC Pipes (Gross
them. Children will pour the water marbles Garage)
through the funnels. Children will work together Water Marbles (RR2
to explore the system, further incorporating the G126)
theme. This activity will meet Noelle’s interests
because she enjoys the sensory table. It will
also meet her needs as she is working on her
sharing skills. She will need to share as she
manipulates a limited amount of materials and
a funnel system in the sensory table.
Child Objective: Children will use their fine
motor skills and sensory exploration as they
pour and scoop the water marbles in the
table, while also exploring their texture. IELG
2.19 Children use their senses to guide their
interactions.
Intentional Teaching: Teachers will verbally
prompt the children to pour the water marbles
down the funnels attached to the PVC pipes.
They will also ask the children about how the
marbles feel in their hands. Lastly, teachers will
model creating discussions alongside their
peers and sharing materials. In regards to
Noelle, teachers can ask if they can share a
material with her to get her practicing the act
of sharing when a situation comes up in the
future.
Blocks: Activity Description: Across the block area, Blue Construction
Morgan there will be a long piece of blue construction Paper (WR)
Bridges (4) paper representing a body of water. A few Wooden
Set up: Denali blocks will be placed going across the water to Community Buildings
show the beginnings of a bridge. Children will (RR2 B181)
use available blocks to create bridges and Plastic People (RR2
other structures across the water. To enhance B175)
the play, there will also be cars, the wooden Plastic Cars (RR2
community buildings, and plastic people B176)
placed in the area. In setting up this area,
make sure to make the focus on the bridging
element of the play. Children will work
together with their peers, therefore
incorporating the theme of working together
and communication.
This activity will address Corina’s interests
because she enjoys dramatic play and
creating. There will be a dramatic play
element embedded into this block activity,
with lots of opportunities for socialization and
creating. This activity will meet Corina’s needs
because she is working on socializing with
other students and branching out in her play. If
we can encourage her to play in the block
area to branch out of dramatic play by
adding an element of social creativity, it could
help her reach her goals. This activity will also
address Grant’s interests because he enjoys
building things with blocks, as well as cars. Both
will be incorporated in this activity. It will meet
his needs because he is working on interacting
with other children, as well as building fine
motor skills. Grant will be using fine motor skills
to grasp materials while communicating with
peers to build a bridge.
Child Objective: Children will strengthen their
socialization and motor skills as they create
unique bridges over the water alongside their
peers. IELG 2.18 Children use strength and
coordination of their small motor muscles.
Intentional Teaching: Teachers will verbally
prompt the children to invite their peers to
build with them, as well as come up with end
goals for their structures. They will also ask the
children hypothetical questions like, “What
 would happen if I placed this block here?” In
regards to Corina, teachers can model asking
children questions, as well as invite her to play
with them in the block area. In regards to
Grant, teachers can ask him questions about
different types of bridges he can make, as well
as prompt him to invite peers to help him.

Dramatic Play: House Activity Description: The dramatic play area Blankets (RR2 Yellow
(6) will be set up for “House”. Dress up clothes will 220)
Courtney be hung on the coat racks and put up in the Purses (RR2 Yellow
Set up; Courtney loft. A few purses will be hung on the coat 216)
racks. Set up the table with a tablecloth, cups, Clock (RR2 Red 157)
plates, spoons, forks, and knives for four. Set out House (RR2 Yellow
food in the cabinets, pans, cooking utensils, 251)
and food boxes. A clock and phone will be Table clothes (RR2
added. Dress and put out tow babies; one in 251 or 252)
the bed and one in the highchair. Put the Tableware (closet)
magazines under loft stairs. Add a blanket. Food (RR2 yellow
Math: The clock wall clock will be set up in the 223 and 224)
dramatic play area. Babies (RR2 Yellow
Literacy: Magazines and food boxes. 230)
IDELG D1 G15 Magazines (RR2
“Children participate in pretend or symbolic Beautiful Junk)
play.”
Child Objective: The children will develop their
imaginative play skills and social skills as they
pretend to play “house” together.
Intentional Teaching: Teachers will encourage
imagination in the children as they help them
take on roles such as mon, dad, or sister. “What
will mom make for dinner?”

Alternatives:

Creative Art: Description: White paper will be crunched into White paper (Art
Crumpled Paper Art a ball. The children will use paint brushes to Cart)
Courtney paint the crumpled paper. Once dried the Small Paint Brushes
paper will be uncrumpled to show a (RR1 11)
masterpiece. Paint (RR1)

2nd: Dot Markers and Description: Children will use dot markers and -Dot Markers (RR1
Stamps Haley stamps to create their own artwork. Set up: C20)
Place butcher paper on the table. Put a sheet -Stamps (RR1 C23)
of paper in front of each space at the table. -Stamp Pads (RR2
 Place the dot markers, stamps, and stamp C23)
pads in the center of the table. -Butcher Paper (WR)

3rd: Drawing on Description: The children would be given Markers (RR1 O4)
Aluminum Foil aluminum foil and markers to experiment Aluminum Foil
Morgan drawing on a new material. (Kitchen)

ROTATING SNACK 2:00 – 2:30 p.m.

Monday- Ritz crackers (4) ½ cheese stick; water
Wednesday- ¼ cup goldfish, 4 oz juice
Friday- ¼ cup goldfish: 4 oz juice

OUTDOOR PLAY 2:00 – 2:45 p.m. Location: South Playground

Gross Motor: Stilts (4) Activity Description: The stilts will be set outside Stilts (GG First beam
Courtney for the children to use and practice balancing hanging)
Set up: Allie on.
Child Objective: The children will practice gross
motor development by practicing walking and
balancing on the stilts.
Intentional Teaching: The teachers will
encourage the children to use the stilts and
can model how to use them. “It’s okay if it
seems hard the first time, try again.

*2nd: Basketball (4) Activity Description: Children will practice their 1 Basketball hoop
Haley gross motor skills as they throw the balls into the (Small shed)
Set up: Shauntanikua basketball hoop. One of Jackson’s interests is Assorted Balls (GG)
basketball. This activity will help him work on his
goal of using words to solve conflicts if there
are not enough balls to play with. This activity
will also encourage the children to share the
balls that are placed out there which goes
along with the third ITBE. Set up: Place the
basketball hoop on a flat surface. Place the
balls in a bin next to the basketball hoop.
*3rd: Teeter-Totter (2) Activity Description: This activity will involve the Teeter-Totter/Boats
@ Morgan teeter totter/boat will be put out in an open (GG Right Wall)
Set up: Allie space outside for the children to practice Fishing (RR2 Y255)
physical and social skills. This activity will be
great for the children to get to know their
peers by working together to make the teeter
totter rock. There will also be some fishing items
from dramatic play to make the play more
creative for the children. This activity will relate
to the theme of communication and working
together as children rock back and forth to
work with their peer to make the boat move
while communicating the process. This activity
will address Camilla’s interests because she
enjoys doing outdoor and active activities like
riding bikes. This activity will provide a new type
of motor experience for her. It will address her
needs because she can work on letting other
children take the lead while they create boat
scenarios. She will also have to practice relying
on someone else to help her make the boat
move.
Child Objective: Children will practice their
balance skills, as well as their social skills, as
they manipulate themselves in and out of the
teeter totter with their friends. IELG 2.17
Children will coordinate their bodies to move in
ways that will emphasize their balance,
strength, and agility.
Intentional Teaching: Teachers will offer to rock
the teeter totter if needed, as well as
encourage the children to take turns in it and
talk with their peers. Teachers will facilitate
conversations to help the children get to know
one another. In regards to Camilla, teachers
can model asking other children questions
about what they want to create in the game
scenario.
 Friday
CLEAN UP 2:50 – 3:00 p.m.
I will give a five-minute warning and set out the clean-up bins. I will then play The Clean Up
Song by The Singing Walrus and invite the children to clean up and model. The support
teachers will do the same.

Transition to I will play Baby Shark by Pinkfong to invite the Song and Speaker (IWP)
Gathering Time children to the circle and after the song I will
invite the children to sit on the tape.

GATHERING TIME 3:00 – 3:10 p.m.

Activity Name Description Materials

1. Haley After the song is over, tell the students “Boys -2 puppets (WR)
(1. We can work and girls, today I brought two friends with me. -lemonade stand (Gross
together to This is Sally and this is Bob and they are going Garage)
accomplish tasks.) to put on a show for you.” I will then kneel on
Set up: Haley the ground and begin the puppet show. I will
say “Once upon a time, there were two
children who were in preschool. These children
were both playing in the block area and Sally
cried and said, “My tower keeps falling down.”
Bob saw how upset she was and came over to
Sally and said “Can I help you build a tower?
We might be able to get it to stand up if we
build it together.” Sally said, “I would love
that!” with a big smile on her face. Sally and
Bob were then able to build a tower together
and it didn't fall.”

2. Haley Say “Did you know that each and every one is Children
(2. Every person is special and unique in our own way?” Wait for
unique and children’s responses. Then say “We are going
special.) to play Simon Says so that we can see the
Set up: Haley differences between all of us. In order to play
this game, you have to listen very carefully. I’m
going to say some different things about
everyone and if what I say applies to you, then
you’ll stand up. For instance, if I say “Simon
 says stand up if you are a girl” then all the girls
would stand up and the boys will stay sitting on
the ground. Are you ready to play?” I will then
say, -“Simon says stand up if you have ____
colored hair.” (Do it for all hair colors)
-”Simon says put your finger on your nose if you
are a girl.” (Do it for boy too)
-”Simon says stand on one foot if you are
wearing ____ shoes.” (Do it for different kinds of
shoes)
-”Simon says flap your arms like a chicken if
your favorite color is ___.” (Do different colors)
After doing a couple rounds, have the children
all sit back down and say, “Each of us were
able to stand up during different parts of that
game which means that we are all unique and
special in our own way.”

*Transition to Small “Thank you for learning about working Pete the Cat with the
Focus together and being unique with me!” To have colors
(2, Every person is the children go in to small focus groups, we will
unique and sing Pete the Cat. Every time we sing Pete the
special.) Cat, there will be a different color that will be
(3. Our dismissed to their tables. I will encourage the
developmental children to walk with their friends and find a
goal is sharing, spot to sit next to them at the tables. I will have
and today’s teachers assigned to place out the small focus
activities will group materials beforehand so that the
provide many teachers can explain to the children what they
opportunities for will be doing. As the children are working, I will
them to share with point out how unique and special their
each other.) portraits are to incorporate the ITBE. This will be
meaningful because the children can look at
their own portraits and their friends’ portraits
and see how different they are. This will also be
meaningful in teaching the children that they
all need to share the materials with one
another that goes along with another ITBE.

SMALL FOCUS GROUP 3:10 – 3:25 p.m.

List Names of Children in List Names of Children List Names of Children in
Group 1 in Group 2 Group 3
Miss. Malia Miss. Denali Miss. Courtney
Miss Morgan Miss Allie Miss Shauntanikua
Carly Grant Camilla
Jackson Abby Natalie
Corina Lilliana Ridge
Noelle Pedro Rebecca
Emri Wyatt Emma

Your Activity Description & Objective Materials

*Paper Plate Portraits (5) Description: This activity will include each Materials
@ child to be actively involved by making -15 hand held
Set up: Haley paper plate portraits of themselves. There will mirrors (RR2 222)
be a variety of different materials placed on -crayons (RR1
the table that they can use to create their drawer 2)
own unique portrait of themselves. The order -15 paper plates
of events will go as followed: 1) The teachers (RR1 Cabinet 6)
will ask the children what makes them all -15 craft sticks (RR1
unique as the teacher is passing out the cabinet 5)
paper plates. 2) The teachers will explain the -Yarn (all different
materials and let them create their portraits. colors you can
3) The teachers will read a book with the find) (RR1 14)
remaining time. -Cotton balls (RR1
-FOR TEACHERS- Every child will have their cabinet 5)
own hand held mirrors. There will be two -3 scissors (RR1 16)
teachers at each small focus table and they -6 bottles of Elmer’s
will be a guide for the children in this activity. glue (RR1 Cabinet
Teachers will direct children to start with 21 drawer 2)
doing the eyes first, and then the nose, and -Pom poms (RR1
etc. Ask the children what their eyes look like 17)
and if they look like anyone else’s. Allow the
children to look in the mirrors and see the Books:
differences between them and their peers -The Wonders of
and explain to them that that is why they are Hands by Edith
unique, because they all have different Baer (B3)
features. If students don’t have any direction, -Faces by Barbara
then they will make a collage instead of a Brenner (B27)
portrait like I want them to make. However, -Spiky, Slimy,
don’t force the children to make the portrait if Smooth: What is
they absolutely do not want to. Texture? by Jane
Bracket (B42)
Child Objective: -Hands Can by
 Intentional Teaching: Cheryl Hudson
(H24)
-I Can Do by
Barbara Taylor (P
T9)
-You Will Be My
Friend by Peter
Brown (P B26)

CLOSING CIRCLE 3:25 – 3:40 p.m.

Transition to Closing I will play the song “Come to the Carpet” by Harry Kindergarten
Circle Music and play the song until all the children make it over to the
closing circle area. The words to the songs are:
5678
Come to the carpet. Use your walking feet!
Come to the carpet. Moving to the beat!
Come to the carpet, be careful not to shout!
And don’t forget that when you sit, you have a quiet mouth.

Activity Name Description Materials

*Scarf Movement This activity will include the children dancing to the Scarves (WR
Activity “Freeze Dance” song. When they are doing this, Shelf 1)
Set up: Denali they must put their scarf on their head, and if it falls,
then they will pick it up and continue their dancing. I
will encourage them to dance next to their friends
and help pick up their friends’ scarves to relate to
the theme of working together.

Hey Diddle Diddle Before reading the book, I will explain to the children Big Book:
Rhyming Book that rhyming means that words sound the same. I Hey Diddle
Set up: Denali will then give them an example of rhyming words. I Diddle &
will say “An example of some rhyming words are: Other Mother
pool and cool.” I will read the book Hey Diddle Goose
Diddle & Other Mother Goose Rhymes to the Rhymes to the
children. As I read the book, I will ask the children children by
what rhyming words they hear. Tomie
daPaola (B
D5)
The Waves in The Sea We will sing the song “The Waves in The Sea” and None
the children will be encouraged to stand up and
participate in the movements that go along with the
song.

There Was an Old I will tell the children the story “There Was an Old - Flannel
Lady Who Swallowed Lady Who Swallowed A Fly” and during the story, I pieces (IWP)
A Fly flannel board will be placing the flannel pieces on the board. -Paper copy
Set up: Haley While I am reading the story, I will ask the children to of the story
predict what the old lady will swallow next. (IWP)

Simon Says This activity will encourage children to do some None

movement activities. During Simon says, I will also ask
the children to work together by giving their friends
a high five, or putting their feet next to each other,
etc.

We are the dinosaurs I will play the We Are the Dinosaurs song so that the Speaker and
children can be actively engaged with the song. music (IWP)

Animals Movement The children will be able to roll the dice and do the Movement
Dice Game movements that it says to do. The movements on dice (IWP)
there will be, slither like a snake, fly like a bird, jump
like a kangaroo, run like a fox, waddle like a
penguin, and march like an elephant.