ECD 237 Preschool Learning Plan #1 Name: Savannah Scharnikow

Activity Name: Where is Harry the dog? Age of Child(ren): 3 Year Old’s

Setting: Small group

Developmental Focus: Cognitive, Language, Small Motor Skills

Key Content Focus:

Literacy: Phonological Awareness and Comprehension

Key Content Area Concepts: Retelling and Comprehension

Key Content Area Skills: The child will read the story and use the retelling props to help
tell the story again.

Integrated Content Focus: Number & Operations

Integrated Content Area Concepts: Counting

Integrated Content Area Skills: The child will count how many dogs they see.

Learning Outcomes:
The child will be able to retell the story using the retelling probs.
The child will be able to count the dogs in the counting activity.
The child will be able to answer the teacher’s questions.

Standards:
SC ELS: Listen to and discuss storybooks, simple information, books, and poetry.
LDC-8l
SC ELS: Use Observation and counting (not always correctly) to find out how many
things are needed during play and other daily activities (figure out how many
spoons are needed for snack, find enough dolls so each person has one when
playing in the dramatic play area). MTE-2b
SC ELS: Repeat familiar songs, chants, or rhymes. LDC-7I

Materials to collect/prepare:
Book: Harry the Dirty Dog by Gene Zion
Fingerplay: “Dogs In Dirt”
Words: Ten little doggies went out one day
(10 fingers up)
To dig in the dirt and play, play, play.
(Pretend to dig.)
Five were spotted, and five were not,
(Show one hand at a time.)
and at dinner time they ate a lot!
(Pretend to eat.)
 • Retelling Props
• Dog counting activity

Transition/warm up/introduction: Introduce the class to the lesson by telling them that
today they will be learning a new fingerplay called “Dogs In Dirt”. Teacher will read one
line at a time as children repeat each line being said with the hand motions. After learning the
fingerplay, the teacher will introduce a new book they will be reading called Harry the
Dirty Dog. Teacher have the children look at the cover of the book and ask them what
they think might happen in the book.

Words: Ten little doggies went out one day

(10 fingers up)
To dig in the dirt and play, play, play.
(Pretend to dig.)
Five were spotted, and five were not,
(Show one hand at a time.)
and at dinner time they ate a lot!
(Pretend to eat.)

Adult Procedures:
1. After reading the book teacher will tell children they will be completing two
activities. The first called “Where is Harry the dog?”.
2. Teacher will explain that the children will be in small groups to complete a retelling
worksheet.
3. Teacher will explain that each student will take turns retelling the story they just
read to each other.
4. As the children complete the activity, the teacher will walk around the area
listening to each conversation in case the children need guidance.
5. After completing the first activity the teacher will integrate the next activity about
counting.
6. Teacher will explain to the small groups that they will get another worksheet where
they will have to count how many dogs they see in each box.
7. Teacher will once again help the children if needed.

Child Procedures:
1. First the child will sit and wait for instructions from the teacher about the new
activity.
2. Next the child will retell the story about Harry the dirty dog to their classmates by
following the worksheet.
3. Then the child will finish the first activity and wait for further instructions from the
teacher about the second activity.
4. Then the child will be handed the second worksheet on counting the dogs.
5. Finally the child will count each dog in the boxes to determine how many dogs
are in the boxes.

Conversation to Support Learning/Talking with Children:

1. What is one thing Harry does not like?

 2. How did Harry convince his family that he’s Harry?
3. How did Harry get so dirty?
4. How do you think Harry feels about having a bath at the end of the story?
5. How did you count he dogs in the boxes?

Observations and Assessment: Child will be able to sing along to familiar songs, chants,
or rhymes due to the teacher teaching the child each line of the fingerplay. (ELS: LDC-7l
Repeat familiar songs, chants, or rhymes.) During retelling activity children will discuss
with each other the places Harry saw and the things he did. (ELS: LDC-8I Listen to and
discuss storybooks, simple information, books, and poetry). Children will count each dog
in the boxes and get the correct number for each of them. (ELS: MTE-2b Use
Observation and counting (not always correctly) to find out how many things are
needed during play and other daily activities (figure out how many spoons are needed
for snack, find enough dolls so each person has one when playing in the dramatic play
area).

Accommodations for individuals:

Scaffolding down: Activities can be scaffolded down by having the teacher go
over the worksheet together with the children.

Scaffolding up: Activities can be scaffolded up by making them individual instead

of working in small groups. Teacher can sit with child as they retell the story without help.

Resources:
South Carolina Early Learning Standards
Fingerplay: https://youteachyougrow.weebly.com/puppy-songsfinger-plays-and-
poems.html
Retelling Activity: https://www.teacherspayteachers.com/Product/FREEBIE-Book-It-
Retell-It-Write-It-Make-It-Packet-Harry-the-Dirty-Dog-2481595
Math Activity: https://www.teacherspayteachers.com/Product/Harry-the-Dirty-Dog-
Math-Stations-3488364
Step Two: Evaluate plans, materials, approaches, and interactions.

Anecdotal notes: Children A, E and J.

• Started off teaching my lesson by explaining we would be reading a new story
and children seemed to be excited to read a new book.
• I held the book up for the children to look at the cover and examine it.
• E and J stated that the dog on the cover was dirty.
• I asked them what they think is going to happen in the book by looking at the
cover which they responded that the dog was going to get dirty but they didn’t
know how.
• As I read the book E and J followed along and would point at the book and ask
questions or make statements as we followed the dog’s journey.
• Child A would look at the book once and awhile but mostly played with her hair.
• Throughout the reading J would ask to help my flip the pages.
• After finishing the book, we moved onto our retelling activity.
• All children retold the story with a little guidance from me.
• For the counting activity, E and J were excited to start counting.
• As a group we counted each dog together.
• I helped child A count by point at the dogs and we counted together as a
group.

Pictures with Captions:

Child A pointing to the retelling sheet as she told our

group that the dog did not like the bath or being cleaned.
 As a group we counted the dogs
together. I helped by pointing to each dog to slow down the counting.

Child J pointing as he counted the dogs in each

column.
 After the group counted all the dogs in each column
child E decided to count all the dogs in all the columns together by herself.

Group picture of all the children pointing and

counting as we went through each column.

Analysis:
I thought that all my materials were appropriate. Children liked reading about a dog
and how he doesn’t like baths but likes to get dirty when playing. During the reading I
would ask the children what they think would happen next and if they maybe had a
dog at home. What I would change about my lesson was having enough retelling
sheets for each child to have their own. I wasn’t difficult with one paper but I think the
children having their own to look at and touch would be better. Another thing I would
change was to give the children a new paper every time we finished one. Instead I
gave them all three which made them play with the paper and get slightly distracted
on what we had to do.
Reflection:
My plans promoted learning by having the children answer critical thinking questions.
Before the reading I asked the children to look at the cover of the book and tell me
what they see and what they think might happen to the dog. During the reading I
asked children more questions on if they might have a dog or do, they not like getting a
bath either. I think my lesson having a dog in it made it more intriguing for the children
to listen and follow along to the story. With my activity I would have given the children
their own retelling papers to look at instead of sharing one. Another thing I would do to
help promote learning is to give the children some type of washable marker so they
could circle their answers when they finished counting each dog.

Family Information Sheet:

Counting

Counting: can be defined as the act of determining the quantity or the total number of
objects in a set or a group.

1. Activity: Counting objects in nature

Materials: chalk and different materials found in nature, ex. rocks, leaves,
sticks.
Description: Draw a grid with the numbers 1-5 in it and asked the child to find
something that was 1 or 2 etc.. Once children find the right number of objects
for each box, they will put the object in the box and looks for other materials
for the next box. It might be a bit hard for the children to find more materials
once the numbers keep going up but this can help children with their critical
thinking skills.

2. Activity: Counting around the house

Materials: Printed checklist and pencil/crayon.
Description: Kids can walk around their homes to find and count all of the
doors, windows, tables, beds, mirrors, sinks, etc. As they count each object, they
will record each finding on the sheet of paper.