Early Childhood Education

Learning Experience Template

Name: Chloe Miller Lesson Title: Drama Lesson

Date: 3/19/24 Grade Level: Kindergarten Circle one: ECE PKSN
Standard(s)/Guideline(s):

2.CE: Listen to stories, myths, and fairy tales from various time periods and cultures and describe the storyline
Standard(s)/Guideline(s):

SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail
Pre-assessment of current knowledge: The students show an interest in pretend play, students also shoe an interest in fairytales. Students are able to
recall parts of story books and previous read-aloud.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s): The student will be
able to...
- The student will be able to
assume the role of a
character in the story.
- The student will be able to
interact with their
classmates playing the
role of a character and
engaging in dialogue.
One Assessed Developmental
Skill:
- The student will be able to
memorize lines consisting
of 5-6 words given by a
teacher.
Safety Considerations:
- Make sure materials are
appropriate.
- Space out students
- Go over dramatic play
rules, including using the
materials appropriately.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- I will pull each student aside individually; they will
get to choose a character and a line that they would
like to say
- The student will practice their line with and without
the group.
- As a class we will gather to say our lines in order
and take turns
- Once the class seems ready, we will hold a
performance in our classroom
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- Before going ahead with the performance, I will
make sure students feel confident in their roles and
with their lines.
- After the performance I will be able to compile it into
a group view to see how well it was carried out and
if there are any changes to make in the future
Differentiation:
- Students can choose for the teacher to read their
sentences for them
- Students can use an audio recording of themselves
Academic Language:
- Perform
- Drama
- Sentence
- Act
- Pretend
- Fairytale
- Character
- Storyline
Procedural steps:
1. Present a variety of fairy tales to the class (Snow
white, Hansel and Gretel, Cinderella, Rapunzel, Jack
and the Beanstalk, Little Red Riding Hood,
Goldilocks and the three bears, three little pigs,
Pinocchio, the three Billy goats gruff)
2. Students will choose their favorite character from one
of the fairytales
3. They will work with the teacher to form a sentence
that best describes their character
4. After forming their sentence they will work on reciting
it once a day with the teacher
5. They will write their sentence down on a notecard
6. After a week of working on reciting their sentences,
the class will hold a performance where they all
perform as their character and say their sentences
7. Students can choose to dress up as their character

Rev. 1/2024
 Early Childhood Education
Learning Experience Template

for the performance or they can hold a picture of their

character.
8. During the performance students will take turns
presenting to the class, referring to their notecard if
needed.

Authentic Materials: (Describe authentic real-life, hands-on

materials.)
- Fairytale books
- Costumes
- Notecards
- Props

Adult Roles:
- Support students with reciting
- Stand Infront of the class with them if they need extra
support
- Allow wait time or extra time to those who need it
- Create props or costumes for students
- Help them in forming their sentences

Resources & References:

Ohio’s learning standards. Ohio Department of Education. (n.d.). https://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/

Learning-Standards

Reflection: (What have you learned about your students? How will this inform future instruction?)

Through this lesson I hope to foster an interest in fairytales in my students and how they can use the characters in their own dramatic play. By reading a variety of
stories and having students pick their favorite character provides me with insight of what fairytales they like and offering them choice will hopefully generate
excitement about this activity. When working with students on creating and reciting their sentences that describe their character it will give me a better idea of who
resonates with their character and who doesn’t. I hope that through the performance Infront of the class that students become confident in themselves as
presenters and performers.

Rev. 1/2024