Early Childhood Education
Learning Experience Template
Name: Matt Hanses
Date: 4/7/24
Standard(s)/Guideline(s):
Domain: Fine Arts: Drama
Strand: Producing / Performing
Standard: Imitate movements, voices and feelings of people, animals and objects through dramatic play.
Standard(s)/Guideline(s):
Domain: World Languages and Cultures
Strand: Interpretive intercultural communication
Standard: Investigate intercultural products, practices, and perspectives
Pre-assessment of current knowledge:
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
The student will be able to imitate
movements, voices, feelings,
through dramatic play
Students will be able to show their
knowledge for cultural differences.
One Assessed Developmental
Skill:
Producing and performing with
items to represent different
cultures/groups of people.
Safety Considerations:
Rev. 1/2024
Lesson Title: Drama Lesson Plan
Grade Level: Kindergarten Circle one:
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
Record or take pictures of performance
Record explanations of props and their uses
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
Compile videos and notes into an easily accessible
location. Use this to draw from for future experiences, note
specific things each student says and their familiarity with
different props.
Differentiation:
Some students may need help moving around, make sure
there is an open and accessible space for those that may
need it. If students have hearing impairments, allot for a
interpreter or even a microphone to make sure the
ECE PKSN
Learning Experience
Academic Language:
Vocabulary that mirrors props
- Certain landmarks (an example of this could be Eiffel
Tower, The Arch, Statue of Liberty, Pyramids, etc.)
- Different instrument vocabulary
- Clothing vocabulary
- Etc. matching whatever props are made available for
the class.
Procedural steps:
Introduction:
- Gather students in a whole group inclusive space
- Discuss and introduce what “drama” is and can be
and how students can use their imagination in order
to explain various feelings, people, and cultures
- Introduce various props. These can be different
people props, different foods, instruments, landmark
props, etc. and explain that they can all have different
cultural implications.
Activity:
- Divide the class into small groups and allow them to
plan for a mini-play they will put on for the other
students
- Allow them to chose whatever props they would like
 Early Childhood Education
Learning Experience Template

- Make sure space is open performers can be heard. to help build an authentic story
when performances - Encourage students to draw from their own feelings,
happen so students don’t experiences, and creativity
collide with any items - Once students are ready allow them to perform their
- Make sure to review what mini-plays
students plan to perform - After, have students discuss why they chose what
so you can help change props
any action that could harm - Ask students what they think were good props, and
someone else. what could be used in the future to help represent the
class.

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

materials.)
- Props:
- Toy food, clothing props, props of landmarks, maps,
instruments, props that represent hobbies.

Adult Roles:
- Guide students through activity
- Circulate room and check-in with groups as they are
planning
- Organize the play and discuss after the exercise.

Resources & References:

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

Rev. 1/2024