Panda Bear, Panda Bear, What do you see?

Activity Name 

The lesson will introduce the children's book Panda Bear, Panda Bear, what do you see? Children are expected to familiarize themselves with the animal story after the narration, role-playing, and the YouTube animated video. After the two reads, the children should follow the plot and anticipate what occurs next from beginning to end, as a mental challenge exercise. The children's age range is 3-5 years. 

The Learning Goal 

The activity's goal is to have the kids listen, test their comprehension skills, and cultivate team spirit by role-playing. The activity should engage every child in the class to remember what will happen next. Their participation will be required to show their overall motor skills. Their creativity will be seen as they piece the cutouts in sequence on the construction paper. 

Common Core Standards 

RL.K.2 and RL.K.3 – "With prompt and support, identify characters, settings and major events in a story." (Corestandards.org, 2020). 

W.K.3 – "Using a combination of drawings, dictations, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened." (Corestandards.org, 2020). 

Materials/Supplies 

Panda Bear, Panda Bear, what do you see? https://www.youtube.com/watch?v=a7csu-g34q8&ab_channel=VidsWithRy 

Panda Bear, Panda Bear, what do you see? Textbooks to show the order of the story and images. 

Scissors. 

Glue. 

Construction paper. 

Crayons. 

Procedure 

Set-up 

While preparing for the activity, the teacher should have a paper sheet with images of animal figures and divide them equally. Each child will also be equipped with the mentioned materials to carry out the activity after the narration and role-playing. Image cards will be placed at the front to guide the sequencing of the animal cutouts. 

Motivation 

The teacher must read the story audibly as several students will be making different animal noises as part of the role-playing. Image cards will be used to illustrate the animals and show the sequence of the story. All the above activities will occur on the carpet during circle time. The cutting and gluing will occur at the student's desks, each with a textbook to guide them on the story's sequencing. Therefore, the students will be tasked with cutting and gluing on the construction paper. 

Teaching 

The teacher will pick the students to mimic the animal sounds as he/she reads the story. The other kids in the circle will listen carefully as the teacher reads and demonstrates with the image cards. The students will later watch the animated version of the story from the YouTube link. Later on, the teacher will make rounds assisting children that need assistance in cutting and gluing the animal figures. Another teacher came in to assist the disabled kids in assembling the precut animal figures on the construction paper (Bredekamp, 2014). The teacher will also make sure that each student follows the story's order while gluing the cutouts. 

Closing 

The finished works will be placed on the drying rack, and after drying, they will be exhibited on the pinboard. Meanwhile, the students will gather on the carpet to collectively help the teacher complete the gluing task and finally go-round, sharing what they enjoyed most about the activity. 

Rationale 

Young children enjoy listening to stories and like to hear them narrated several times. But the most important lesson from the activity is the students' ability to retell the story in chronological order to advance their cognitive development skills like memory, comprehension, imitation, questioning, listening, and symbolic play. Listening was the focus of the day's activity as they need to learn the importance of listening. Retelling the story on the construction paper tested their comprehension skills while empowering literacy development. 

Observation and Documentation Methods 

Observation is essential for early childhood educators. Educators of Early childhood education help meet children's developmental discoveries, and through observation, an educator can impact a child's life. Observation is a method of assessing the gathered data on which a decision can influence the teaching technique, selection of activities, and development of a curriculum. Therefore, observation can be used as a tool that examines a child's moods and intentions during activities or class time. Documentation can take various forms, such as taking a picture, video, or taking observation notes. Documentation is done to identify a child's strengths, weaknesses, moods, and thoughts at a particular time. The activity was meant to evaluate the children's progress to see if they need another lesson to improve their listening, memory, and team spirit. 

Appropriateness of Assessment Tool 

. Assessment tools measure the abilities and track the progress of a child to improve skills. Various formal and informal tools explain a child's skills; they include observation, checklists and rubrics, portfolios, and parent assessments. Formative assessment is the most effective, especially for young kids, as it targets kids' improvement by encouraging them to ask questions of "how," "what," and "why" as they are still curious about the new world around them. Such projects help teachers employ the various levels of Bloom Taxonomy. It encourages students to engage in symbolic play, taking turns, team spirit, and boosts self-esteem. The assessment tool's basic principles identify a student's cognitive strengths and weaknesses to help the teacher develop a teaching objective, set goals, and improve students' practical activities. 

Sample of a visual assessment tool. 

Teacher Self-Evaluation of Teaching and Learning 

Key Questions
Planning	Do I have all the necessary materials and supplies?  How do I plan for various activities?  How do I ensure the classes are inclusive?
Student motivation	What are the various methods to engage the students through an entire lesson?  Do I set and share the learning objectives with the students?  How do I handle distractions quickly and effectively?  How do I ensure every child is involved and learning?  How do I recognize the success and failures in class?
Use of resources	How do I use ICT to support my teaching?  How do I use the learning material provided by the school to teach better?  What other extra materials can I apply other than textbooks?
Assessment	What kind of assessment criteria should I employ?  How do I employ Bloom Taxonomy in my formative assessment?  Do I encourage self-assessment?  How do I deal with feedback?

In conclusion, Panda Bear, Panda Bear, What did you see? It is a well-structured activity exercise conjoined with pictures and a simple story to explain the visuals. The story aimed to tackle three learning areas: listening and comprehension, the use of image cards as the visual aids, and the use of ICT inform of the YouTube video for animation. The teacher precut the pictures for the special needs kids and helped them glue on the construction paper. Finally, any child facing a challenge arranging in chronological order was guided on arranging the animals using image cards placed at the front. 

References  

Bredekamp, S. (2014).  Effective practices in early childhood education: Building a foundation . Upper Saddle River, NJ: Pearson. 

Corestandards.org. English Language Arts Standards » Writing » Kindergarten | Common Core State Standards Initiative . (2020). Corestandards.org. http://www.corestandards.org/ELA-Literacy/W/K/