Activity Plan:

ACTIVITY PLAN

Title of unit (if Health, Wellness and Cooking Kindergarten

applicable)

Goal for Activity The language goal for this activity is for children to develop
their understanding of the alphabet and the sounds of the
letters.

Rationale for Activity For children to have further practice their alphabetic
awareness and phonemic awareness.

QEP Preschool Language development :

Competencies The children will be developing their language by saying the
letters phonemically.

Cognitive development:
The children will be developing their cognitive abilities by
recalling and reciting letters of the alphabet.

Social development:
The students will be collaborating with peers during the
activity.

Emotional development:
The students will be expressing themselves with their peers,
as they state their answers.

Differentiation Differentiation/EDI considerations:

/attention to EDI -Step 1: Make the students look through all of the cards
-Step 2: Call out the cards a few at a time (maximum 5)
-Step 3: Go through the entire deck of cards (entire alphabet)
-Step 4: Find plastic food item in the basket that matches the
alphabet on the card

Materials and Student Material :

resources 1. Fruit and vegetable alphabet flashcards (laminated)
2. Plastic fruit and vegetables in a basket (items different
from the flashcards)
 ACTIVITY PLAN

Student will The students will know that sounds are the foundations of
know/understand/do as words.
a result of this activity
The students will understand that letters produce sounds.

By the end of the activity, the students will be able to connect

the sounds that letters make with the letters they represent.

Procedures A group of 5-6 students will be invited

to join the teacher at a U shape table
- 26 fruit and vegetable
alphabetical cards will be
displayed face down.
- The teacher will flip a card and
ask the students what letter they
see, what sound it makes, and
what food item is displayed on
the card.
- When all of the answers are
given, the teacher will ask the
students to think of a different
fruit or vegetable aside from the
item that is displayed on the flash
card. For example: the letter “a”
has an “apple” on the card, what
is another “a” food?
- Continue until all flash cards
have been covered.

Extension: The teacher will gather a

basket full of fake food that represents
all of the letters of the alphabet. These
foods will differ from what food items
are on the flash cards. The students will
be called to look at the food items in the
basket and decide which food has the
proper letter on the flash card (e.g., “c”
 had a carrot on it, the student should go
find the corn).

Assessment With a checklist, the teacher will note which students can
recognize the letters and sound them out.

Broad Areas of Learning

Health & Career Planning Environmental Media Citizenship &

Well & Awareness & Literacy Community
being Entrepreneurship Consumer Rights Life
&
Responsibilities

Explanation:

The students are exploring health and well being, as the teacher will prompt them to
explore different foods that begin with certain letters.

The students are exploring citizenship and community life, as they are working in a
classroom environment. They will be encouraged to participate and will learn to wait their
turn when called upon.

Cross Curricular Competencies

Uses Solves Exercises Uses Creativity Adopts

Information Problems critical effective work
judgment methods

Uses Achieves their Cooperates Communicates

information & potential with others appropriately
communications
technologies

Explanation:

The children are cooperating with others, as they are actively doing the activity as a
group. The teacher will have the flash cards in hand and prompt the students with the
sounds of the letter, which food item is displayed on the card and what other food they
know with that letter. We will encourage them to not speak over their peers and take their
turn.

The children will be communicating appropriately by sharing their ideas with peers.

Lesson Plan
Focus area(s): Unit: Health, Wellness and Cooking

English Language Arts -Language & Literacy

Objective of lesson: Students will be introduced to a storybook called, I can eat a

Rainbow, by Olena Rose. The students will be participating
and exercising their phonemic awareness with this rhyming
book. By the end of this lesson, the students will gain an
understanding of healthy food and how good food promotes
energy. The students will participate in a shared reading
activity and will develop their phonemic awareness.

QEP Competencies EMOTIONAL DEVELOPMENT:

(developmental The students will be expressing their emotions and exploring
domains) autonomy.

SOCIAL DEVELOPMENT:
The students will be encouraged to participate and chime in
during the reading exercise.

LANGUAGE DEVELOPMENT:
The students will practice their receptive language (i.e.,
listening and concentration skills), chime in with rhyming
words and communicate their opinions when warranted (i.e.,
expressive language).

COGNITIVE DEVELOPMENT:
The students will express their understanding of healthy
foods; inquire which words rhyme together, respond to
inquiry questions asked by the teacher (e.g. What is your
favorite healthy food?) and share any personal experiences
they have had with food.
 PHYSICAL & MOTOR DEVELOPMENT:
The students will be making a picture of their favorite food
item listed from the book. The teacher will curate an anchor
chart of all of the food listed with a picture beside it. The
students will use fine motor motions when drawing and
coloring their food item.

Differentiation/EDI -The students can select a comfortable seat for the storytelling
considerations session. There will be bean bags and padded squares for
students to sit on.
-The students will be prompted with visual and auditory cues
to support the words that sound the same (e.g. “berries and
[...] CHERRIES”).
-Cherries, raspberries and strawberries are all displayed on the
page. The students should know which word comes next. If
not, the teacher will start the beginning sound while the
students are prompted to look at the pictures.

Materials & Resources Story book: I Can Eat a Rainbow by Olena Rose

Learning Plan

Introduction The class will begin with the teacher calling upon the students
to gather for circle time on the carpet. The students are aware
of the flexible seating arrangement in the classroom.

The teacher will introduce the story book and prompt students
with questions on food, health and wellness. The teacher will
then begin to read I Can Eat a Rainbow by Olena Rose.

The teacher will start off with introducing the book and
showing the students the front cover. The students will be
asked to guess the title and what the book might be about
based on the cover. Once the students answer, the teacher will
begin to introduce the book; its title and what type of reading
method we might see. I will explain:

● “Hello kindergarten friends, today we will be reading

a book that talks about healthy foods and good
choices. Do you think this goes with our unit on
cooking? Yes or no?” [...]
 ● “The book is called I Can Eat a Rainbow and was
written by a woman named Olena Rose. We will be
seeing a literary technique called rhyming. Does
anyone know words that sound the same? [...]”
● The teacher will show the students some examples
written out on a flip chart. The words that sound the
same/sentences will be different from the
words/sentences in the book. For example: “Jack and
Jill went up the hill.
● The sentences will have the words that sound the same
underlined.
● “Now that we are looking at words that sound the
same, does anyone think they know two words?”
● The children will be given the chance to offer a few
words that sound the same.
● The teacher will then ask the students: “Have any of
you ever had to make healthy food choices? What
kind of food do you eat? Did you ever have to eat your
fruits and vegetables before dessert? Do you know
why healthy food is important for us? What is your
favorite healthy snack?” [...]
● After the students respond to the questions, the teacher
will begin to read the book.

Unfolding of the lesson The lesson will unfold with the reading of the storybook I
Can Eat a Rainbow
The teacher will begin to read the book to the students:
● As children become familiar with responding to the
start of beginning sounds, the teacher will have them
try and guess the words that sound the same. If it is
too difficult, the teacher will ask them to look at the
pictures to find clues.
● At the end of the book, the teacher will ask the
students if they liked it. “Which part of the story did
you like the best? What did you learn from the book?
Which words that sound the same did they notice?
Can you name all the food items the little girl spoke
about?”
● If the children do not remember the food items, the
teacher will start the beginning sound and students
 will answer accordingly. If they still do not remember,
the teacher will go through another picture walk. As
the children name the food items, the teacher will
write them out on a flip chart and go over the words
once they are written out.

Conclusion - To conclude, the students will illustrate their favorite

food item from the book.
- They will use markers, crayons and other coloring
material to illustrate their drawings.
- Students will be presented with an anchor chart with
all of the foods shown within the book.
- The teacher will only show the anchor chart after the
book is read and the students mention all of the food
items.

Assessment Observations:
● Were all of the students participating in the guided
reading? Did they chime in during the story? Did they
do the physical cues in certain sentences?
● Were the students capable of stating rhyming words
and chime in without the guidance of the teacher?
● Could the students explain one reason why eating
healthy foods is good for our bodies?
● Write down which students experienced difficulties
(even after providing guiding questions and prompts)
for any of the instances above.

Broad Areas of Learning

Health & Career Planning Environmental Media Citizenship &

Well & Awareness & Literacy Community
being Entrepreneurship Consumer Rights Life
&
Responsibilities

Explanation:
The students will explore important elements of health and wellbeing. They are
uncovering why healthy foods are important and what good foods do for our bodies.

Cross Curricular Competencies

Uses Solves Exercises Uses Creativity Adopts

Information Problems critical effective work
judgment methods

Uses Achieves their Cooperates Communicates

information & potential with others appropriately
communications
technologies

Explanation:

The students are using information, as the teacher is providing the students with
opportunities to communicate ideas related to healthy eating.

The students are cooperating with others, as they are encouraged to participate in the
activity with 4-5 peers.

The students are communicating appropriately, as they are responding to the teachers
questions, potential discussions and speaking in the language of instruction. The children
are expected to speak in full and proper sentences.

Reflection on lesson:

● Did the lesson involve all of the students?

● Did the questions cover cooking, health and wellness?
● Were the instructions for participation clear and enticing?
● Were the reading methods effective? Did the students understand how to chime in?
● Did the teacher read the story with fluency and intonation?

Professional Competencies targeted:

#1 Act as a cultural facilitator when carrying out duties. OR PC#1
The teacher is open and prompting students to answer questions about health and wellness.

#2 Master the language of communication:

The teacher is speaking appropriately and using full sentences. The teacher is bringing in new
vocabulary words that will be introduced (i.e., words that sound the same, healthy foods etc.).

#3 Plan teaching and learning situations:

The teacher created a lesson targeted towards a kindergarten class. The students will develop
early literacy and oral language. The teacher has incorporated varied reading strategies to
promote interactive reading with the group.

#4. Implement teaching and learning situations:

The teacher will create strategies for student involvement by providing prompting questions,
comprehension questions and asking the students to look at the pictures as they read the book.

# 5: Evaluate learning:
The lesson allows the teacher to monitor the students and assess their comprehension and
engagement.

# 6: Manage how the class operates:

The teacher will explain the flexible seating arrangement in the classroom. Flexible seating
allows the teacher to manage the classroom. The teacher created a lesson that promotes early
literacy, as the students will be encouraged to listen, question and support other students when
they are speaking.

#7 Take into account student diversity:

The teacher has varied the lesson by providing steps. The activity will be sectioned off into
four steps, which becomes increasingly difficult as the students go through each step.

#8 Support students' love of learning:

The teacher will ensure that students are being supported by encouraging students to be
self-confident, build positive relationships with peers, do collaborative work and support their
efforts and processes throughout the day.