Lesson Plan 3- The melting pot (Drama)
Age: 4 -5 years
Location: Indoor activity
Lesson duration: 30- 45 minutes
Number of children: Group 2-6 children
Rationale: Teaching young children about cultural diversity helps them appreciate differences between people and customs. The optimal method of teaching children about cross-cultural understanding is to introduce children to positive, real-life experiences. One idea is to set up a "restaurant" where children can enact a dramatic play session that includes learning about different foods. Children can begin learning and appreciating difference in food customs.
Objectives: Help children learn to appreciate each other peoples diverse backgrounds, as well as their own, focusing on a topic they all share- food. Through play children can develop an appreciation of similarities and differences in ways that connects directly to who they are and what they know. Thus enabling children to sort out "what is and is not like me" and "what do the differences mean?" Nurture children's positive self-concepts without acquiring attitudes of superiority and ethnocentrism.
Lesson:
Introduction:
For this activity a pretend restaurant can be created by setting up a table equipped with toy cups, plates, knives and forks. A selection of different restaurant menus (with photos of the food) can be used for the children to view the different culinary delights of different cultures. Children could also be encouraged to bring a photo of their own family meals that they eat at home. Begin with a general discussion of the different foods and what countries they come from, as well as what takes place when visiting a restaurant. List the ideas on a large piece of paper to be referred to during the duration of this activity. Create a name for the restaurant the begin the drama.
Main Component of Lesson:
Once the children have become acquainted with a variety of multicultural menu options the drama can begin!
Assign different roles to the children (or children can choose their own roles) such as waiter/waitress, cook or customers. The children can then begin enacting what happens in a restaurant, for example, choosing a menu item, taking or giving meal orders, cooking and delivering the food. If children are unsure of what happens in a restaurant, suggestions should be offered to prompt ideas. Discussion surrounding different food should be encouraged by asking a variety of open-ended questions, such as:
The teacher should also help support and extend children's imagination and use of language.
Conclusion:
To finish this activity off, a discussion of the key topics that have been learned should take place. For example what new foods have been discovered? Which country is this food eaten in? What might it taste like? What does it look like? Have you or someone you know tried this food before?
The aim of this discussion is to highlight the concept of diversity and that in different cultures people eat different types of food, which is enjoyable to different people and might be enjoyable to someone who may have not yet tried it. Encouraging respect, curiosity and appreciation of difference is the intended outcome for this discussion.
Key events:
Discussion of culturally diverse foods.
Set up a restaurant.
Concluding discussion is offered to reinforce key concepts learned.
Resources:
Table/ 4 chairs.
Menus.
Play dishes or paper plates/cups.
Napkins, tablecloths, and aprons.
Silverware; real or plastic.
Plastic fake food.
Homemade menus and tablet for order taking.
Trays for serving.
Extra: Play money and a toy cash register.
Assessment:
Assessment should take the form of observation of what is seen and heard during the drama. Assessment addresses the following requirements:
Language and literacy:
Physical development
Creativity
Cultural understanding
Extension Activity:
The children could create their own international menus by drawing or cutting out pictures of foods from magazines to glue onto their own menus.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Children share aspects of their culture with other children and educators. Develop strong foundations in both the culture of their family and the broader community without compromising their cultural identities.
Outcome 2: Community- Explore the diversity of culture, heritage, background and tradition and that diversity
presents opportunities for choices and new understandings. Become aware of connections, similarities and differences between people.
Outcome 3: Wellbeing- Show an increasing capacity to understand, self-regulate and manage emotions in ways that reflect the feelings of others.
Outcome 4: Learning- Children are curious and enthusiastic participants in their learning.
Outcome 5: Children are effective communicators- Children recognise and engage with written and oral culturally constructed texts.
Age: 4 -5 years
Location: Indoor activity
Lesson duration: 30- 45 minutes
Number of children: Group 2-6 children
Rationale: Teaching young children about cultural diversity helps them appreciate differences between people and customs. The optimal method of teaching children about cross-cultural understanding is to introduce children to positive, real-life experiences. One idea is to set up a "restaurant" where children can enact a dramatic play session that includes learning about different foods. Children can begin learning and appreciating difference in food customs.
Objectives: Help children learn to appreciate each other peoples diverse backgrounds, as well as their own, focusing on a topic they all share- food. Through play children can develop an appreciation of similarities and differences in ways that connects directly to who they are and what they know. Thus enabling children to sort out "what is and is not like me" and "what do the differences mean?" Nurture children's positive self-concepts without acquiring attitudes of superiority and ethnocentrism.
Lesson:
Introduction:
For this activity a pretend restaurant can be created by setting up a table equipped with toy cups, plates, knives and forks. A selection of different restaurant menus (with photos of the food) can be used for the children to view the different culinary delights of different cultures. Children could also be encouraged to bring a photo of their own family meals that they eat at home. Begin with a general discussion of the different foods and what countries they come from, as well as what takes place when visiting a restaurant. List the ideas on a large piece of paper to be referred to during the duration of this activity. Create a name for the restaurant the begin the drama.
Main Component of Lesson:
Once the children have become acquainted with a variety of multicultural menu options the drama can begin!
Assign different roles to the children (or children can choose their own roles) such as waiter/waitress, cook or customers. The children can then begin enacting what happens in a restaurant, for example, choosing a menu item, taking or giving meal orders, cooking and delivering the food. If children are unsure of what happens in a restaurant, suggestions should be offered to prompt ideas. Discussion surrounding different food should be encouraged by asking a variety of open-ended questions, such as:
- What type of food do you eat at home?
- What foods have you seen whilst out on grocery shopping trips?
- Have you been to a restaurant before? What food did you eat there?
- What is your favourite food?
The teacher should also help support and extend children's imagination and use of language.
Conclusion:
To finish this activity off, a discussion of the key topics that have been learned should take place. For example what new foods have been discovered? Which country is this food eaten in? What might it taste like? What does it look like? Have you or someone you know tried this food before?
The aim of this discussion is to highlight the concept of diversity and that in different cultures people eat different types of food, which is enjoyable to different people and might be enjoyable to someone who may have not yet tried it. Encouraging respect, curiosity and appreciation of difference is the intended outcome for this discussion.
Key events:
Discussion of culturally diverse foods.
Set up a restaurant.
Concluding discussion is offered to reinforce key concepts learned.
Resources:
Table/ 4 chairs.
Menus.
Play dishes or paper plates/cups.
Napkins, tablecloths, and aprons.
Silverware; real or plastic.
Plastic fake food.
Homemade menus and tablet for order taking.
Trays for serving.
Extra: Play money and a toy cash register.
Assessment:
Assessment should take the form of observation of what is seen and heard during the drama. Assessment addresses the following requirements:
Language and literacy:
- Listens attentively.
- Participates and shares ideas and knowledge.
- Uses a growing vocabulary.
- Responds to others.
- Participates in role play.
Physical development
- Moves confidently.
- Shows awareness of space and others.
- Handles play prompts effectively.
Creativity
- Displays ability to use imagination.
- Explores, engages and expands with the drama's narrative.
Cultural understanding
- Displays an awareness of cultural diversity.
- Demonstrates curiosity and appreciation for difference.
Extension Activity:
The children could create their own international menus by drawing or cutting out pictures of foods from magazines to glue onto their own menus.
Links to framework: (VEYLDF 2009).
Outcome 1: Identity- Children share aspects of their culture with other children and educators. Develop strong foundations in both the culture of their family and the broader community without compromising their cultural identities.
Outcome 2: Community- Explore the diversity of culture, heritage, background and tradition and that diversity
presents opportunities for choices and new understandings. Become aware of connections, similarities and differences between people.
Outcome 3: Wellbeing- Show an increasing capacity to understand, self-regulate and manage emotions in ways that reflect the feelings of others.
Outcome 4: Learning- Children are curious and enthusiastic participants in their learning.
Outcome 5: Children are effective communicators- Children recognise and engage with written and oral culturally constructed texts.