Curricula: Full-Day Early Learning- The Arts
Expectations (Arts)
Overall Expectations
D1. demonstrate an awareness of themselves as dramatic artists and
dancers through engaging in activities in drama and dance;
D2. demonstrate basic knowledge and skills gained through
exposure to drama and dance and drama- and dance-related
activities;
Specific Expectations
D1.1 demonstrate an awareness of personal interests and a sense of
accomplishment in drama and dance (e.g., contribute their own ideas
to role playing; create their own actions to accompany a song or chant
and/or follow actions created by a classmate)
D2.1 explore different elements of drama (e.g., character, setting,
dramatic structure) and dance (e.g., rhythm, space, shape)
Learning Goals (Arts)
By the end of the lesson, students should be able to…
 Identify a variety of items required for a camping trip
 Describe activities people engage in on a camping trip
 Sing a camp song
Success Criteria
By the end of the lesson, students should be able to say…
 I know what to bring camping
 I know what people do when they go camping
 I know a camp song
Grade: Kindergarten Teachers: Linda Vu & Zephra D’Souza
Expectations (Language)
Overall Expectations
1. communicate by talking and by listening and speaking to others for a variety of purposes
and in a variety of contexts
2. demonstrate understanding and critical awareness of a variety of written materials that are
read by and with the EL–K team
Specific Expectations
1.2 listen and respond to others for a variety of purposes (e.g., to exchange
ideas, express feelings, offer opinions) and in a variety of contexts (e.g., after read-alouds and
shared reading or writing activities; while solving a class math problem; in imaginary or
exploratory play; at the learning centres; while engaged in games and
outdoor play; while making scientific observations of creatures outdoors)
1.8 ask questions for a variety of purposes (e.g., for direction, for assistance, for obtaining
information, for clarification, for help in understanding something) and in different contexts
(e.g., during discussions and conversations with peers and adults; before, during, and after
read-aloud activities and shared reading; while making observations on a class walk; in small
groups at learning centres)
2.6 use prior knowledge to make connections (e.g., to new experiences, to other books, to
events in the world) to help them understand a diverse range of materials read by and with
the EL–K team
Learning Goals (Language)
By the end of the lesson, students should be able to…
 Express ideas verbally and/or physically through dramatic play
 Ask and answer questions of relevance
 Make connections between prior knowledge and learning
 Questions to Ask Accommodations/Modifications Materials
(Content/Process/Product)
Part 1 What do you remember ELL Students  Scaredy
- Access students’ prior knowledge about camping. about camping?  Brainstorming by using mini Squirrel Picture
- Tell students to raise their hand if they’ve ever gone white boards, regular sized paper, Book
camping. What do you need to pencil crayons and pencils (can
- Ask students, “What do you need to bring when you bring when you go be given the option to draw) Optional:
go camping?” camping?  Think. Pair. Share  Chart
- Listen to students’ suggestions and ideas about
camping.  Questions proposed to students Paper/Regular
should be repeated and written sized paper
Part 2 out in large text on the board or  Mini White
- Students will learn more about camping through a What problems did you on a separate piece of paper Boards
story. notice?  Pencil crayons,
- Read students the book, “Scaredy Squirrel goes Hard of Hearing Students/Auditory Pencils,
camping” by Mélanie Watt. What items did you see Learners Markers
Teacher Action & Student Action

- When reading the story, take time to ask and answer
students’ questions. Also give them opportunities to
make inferences from the illustrations and act out or
sound out engaging events.
Part 1: Minds On
Scaredy Squirrel pack?  Relocate closer to the teacher or
sound source (strategic seating)
 Assistive listening devices
(ALDs)
 Incorporate an audio recording or

computer generated narrative as

students engage in the dramatic
play
 Include music or sound effects
while students engage in
dramatic play
 Students will explore and extend their understanding of Visual Learners & Kinaesthetic  Sticks (enough
camping through dramatic play. Learners for each
 Showcase a digital storytelling student to
- Students will pretend they are going on a camping What will you bring on version of the picture book have one, have
trip.
this camp trip?  Provide slideshow pictures of extras if
- Students will imagine that they each have a backpack
and pack all the things they will need to bring for nature to provide reference to possible)
their camping adventure. For example, a tent to sleep What do you want to features and characteristics of
in, a sleeping bag to keep them warm, a flashlight to bring and what do you nature  Red, Orange
see in the dark, bug spray to prevent mosquito bites need to bring?  Dramatic play accommodates and Yellow
and marshmallows for smores. Incorporate students’ kinaesthetic learners through Tissue Paper
suggestions. continuous movements and (ripped into
actions pieces prior to
- Students will put on their backpacks and as a class, What do you see? What lesson- or have
hike through the classroom to get to the camp do you hear? What do Physical Disabilities students rip
ground. Be sure that students hop over puddles, you smell?  Alternative play space themselves)
don’t get stuck in the mud and balance on the log to
get across the river. Students should always be on (preferably larger) such as the
What have you used in auditorium, cafeteria,  Large stick or
the lookout for bears and listen for the howling of
wolves. Give students opportunities to propose their your backpacks so far? playground, and art/music a light log
own obstacles by saying, “Look! What do you see?” room for students to easily
As students are traveling through the classroom, they maneuver or navigate around  Leaves or
are each picking up a stick that has been placed prior the space branches/flow
to the lesson.  Ask for support from available ers
Educational Assistances (EA)
- Once students arrive at the camp ground, tell them to or Early Childhood Educators  Blue blanket
sit in a circle and put down their backpacks. Inform
(ECE) (to represent a
students that it’s getting dark and they must build a
fire for light and warmth. Place big logs in the center  Props are to placed close pond or
of the circle. Give each student some tissue paper together or near the student puddle)
(red, orange or yellow). One at a time, students will throughout the dramatic play
Teacher Action & Student Action

place their pieces of tissue paper onto the logs to

create a fire. Students rub their hands together and
place them toward the fire to get them warm. Advise
students to always practice fire safety by never
standing too close or touching a fire because they
could get burned.
Part 2: Action

- Then, students will pretend to place a marshmallow,

hot dog or any other food item of their choice at the
end of their sick and roast it by the fire. Students will
proceed to eat their roasted treat and look up at the
stars.
 - To continue building community in the classroom,  Projector
students will learn a camp song. Students will sing (lyrics to song
the song, “Great Big Moose” and as they are singing,
Part 3: Consolidate

Teacher Action & can be put up

Student Action they will do actions. as an
accommodation)
Debrief

Assessment Tools (diagnostic/formative/summative)

Assessment FOR Learning
 Group Discussions, Brainstorming and Questions/Answers provided throughout storytelling and dramatic play
Assessment AS/OF Learning
 Checklist provided assessing student engagement and participation
 Anecdotal notes and observations of students’ engagement and participation

Prior Knowledge
 Students will already know what camping is and what it looks like
 Students will have already understood key terms that are relevant to camping:
o Packing
o Weather
o Campground
o Survival
o Wilderness
 Students will have already been exposed to safety hazards relevant to camping, existing wild animals, and features of exploring the wild
Next Steps
Students will…
 Reflect on their dramatic play experiences (what they saw, heard, felt, smelled and challenges they faced) by engaging with visual arts (drawing,
painting, creating)
 Describe previous experiences with a partner or within a large discussion group by using adjectives, actions verbs and nouns
 Compare and contrast environmental features and characteristics of the wilderness/forest with another environment (desert, city, rural areas)

Area of Emphasis in the Creative Process:

 The lesson allows students to engage with their imagination and demonstrate exploratory play through means of role play and imaginative play
(assuming the role of a camper, visualizing the wilderness, taking necessary actions to resolve imaginary obstacles, and exhibiting appropriate gestures)
 Students will be given the opportunity to collaborate with their peers and independently organize the items they believe are necessary for their camping
trip
 Consolidation of learning through singing a camp song creates an open and creative space for students to act or dance in accordance to how they feel
 Multiple open ended questions are asked throughout the dramatic play to facilitate students’ own visions and perspectives

There was a great big moose
There was a great big moose
He liked to drink a lot of juice
He liked to drink a lot of juice
There was a great big moose
There was a great big moose
He liked to drink a lot of juice
He liked to drink a lot of juice
The moose’s name was Fred
The moose’s name was Fred
He liked to drink his juice in bed
He liked to drink his juice in bed
The moose’s name was Fred
The moose’s name was Fred
He liked to drink his juice in bed
He liked to drink his juice in bed
Singin’ oh way oh
Singin’ oh way oh
Way oh way oh way oh way oh
Way oh way oh way oh way oh
WAAAY oh way oh
WAAAY oh way oh
Way oh way oh way oh way oh
Way oh way oh way oh way oh
“Great Big Moose”
He drank his juice with care
He drank his juice with care
But he spilled some in his hair
But he spilled some in his hair
He drank his juice with care
He drank his juice with care
But he spilled some in his hair
But he spilled some in his hair
Singin’ oh way oh
Singin’ oh way oh
Way oh way oh way oh way oh
Way oh way oh way oh way oh
WAAAY oh way oh
WAAAY oh way oh
Way oh way oh way oh way oh
Way oh way oh way oh way oh
Now there’s a sticky moose
Now there’s a sticky moose
All covered in juice
All covered in juice
On the LOOOOOOOOOSE
On the LOOOOOOOOOSE
Adapted from:
https://campsongs.wordpress.com/2012/05/04/the-moose-song/
 STUDENT CHECKLIST
The Student CAN… MET Expectations NOT MET Expectations
Make connections between prior
knowledge and learning

Identify a variety of items required for a

camping trip

Describe activities people engage in on

a camping trip

Actively participate in learning a camp

song

Ask and answer questions of relevancy

Express ideas verbally and/or

physically through dramatic play