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Dramatic Play Centre Restaurant

Leslie Furlan
Materials:
Kitchen Centre (including fridge, stove, oven, sink, microwave)
Playdoh and tools to be used as food (make play doh with the children)
Cooking suplies (pots, pans, spatula, laddle, oven mits, measuring cups and spoons)
Dishes (plates, cups, bowls)
Cutlery in container for sorting (purchased)
Cleaning supplies (dish soap, sponges, wash clothes)
Bin to act as sink (purchased)
Dress up clothes (chef clothes, aprons, purses, etc.)
Menu (student created)
Broom and dustpan (in class)
Notepad (purchased)
Pencils and coloured pencils (in class)
Labels for bins (teacher created, sorting decided by children), labels for parts of the centre
Calculator (in class)
Play money (in class)
Play phone (in class)
Ice cube tray (in class)
Muffin tin (in class)
How to integrate numeracy:
Calculator (number recognition, addition, subtraction)
Phone (number recognition)
Cutlery in container to sort
Ice tray and muffin tin for one to one correspondence
Deciding on how to sort materials and labeling bins
Measuring cups and spoons
How to integrate literacy:
Students help create menu
Practice writing on notepad
Include books about restaurants to help create a schema
Labels for bins and for parts of the centre (sink, stove, fridge, etc)
How to integrate health and physical education:
develop fine motor control by using cooking tools and writing tools
Questions:
How will you engage the children as co-creators of the centre?

The first thing I would do is explain to the children that we'll be creating a Restaurant Centre. I would
then read them a book that incorporated a restaurant in it and then after ask the students what supplies
they think will be needed for the centre. Ask them what they typically see in a restaurant/kitchen. I
would then do a small group where we make playdoh to be used as the food in the centre. I would ask
the students what colours we should make, ex. food colours. I would also do a small group to create a
menu with children, we would brainstorm what types of things could be on the menu and create it
together. Once I got all of the materials I would have the children assist with set up and determining
where things should go as well as how the matereials should be sorted into the bins.
What challenges do you foresee and how might you overcome these challenges?
I imagine when the centre is first introduced it will be very popular and having too many children at
the centre at once may cause some issues between the children. They may feel over crowded or that
there isn't enough supplies to go around which may lead to some arguments. Another argument that
may arise is the assigning of roles in the play. Some roles such as chef may be more appealing then
others. To overcome these challenges I would approach the children and acknowledge their feelings
and ask what the problem is. I would then ask for possible solutions, then implement the solution and
check back to make sure they are sticking to solution they agreed upon.
What are some guiding questions you might ask as students are engaged in play? Provide possible
responses.

What role are you playing? (chef, customer, server, dish washer)
What are you cooking? (menu items, food familiar to them)
How are you preparing the food? (stove, oven, microwave)

Expectations:
Social
Overall:
1. identify and use social skills in play and other contexts;
2. demonstrate an ability to use problem-solving skills in a variety of social contexts;
Specific:
1.2 demonstrate the ability to take turns in activities and discussions (e.g., engage in play
activities with others, listen to peers and adults)
2.1 use a variety of simple strategies to solve social problems (e.g., seek assistance from the
ELK team when needed, develop an awareness of honesty, talk to peers about possible
solutions)
Emotional
Overall:
2. demonstrate independence, self-regulation, and a willingness to take responsibility in
learning and other activities;

Specific:
2.5 interact cooperatively with others in classroom events and activities
Language
Overall:
1. communicate by talking and by listening and speaking to others for a variety of purposes and
in a variety of contexts;
4. communicate in writing, using strategies that are appropriate for beginners;
Specific:
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)
1.6 use language to talk about their thinking, to reflect, and to solve problems
1.9 describe personal experiences, using vocabulary and details appropriate to the situation
1.10 orally retell simple events and simple familiar stories in proper sequence
4.1 demonstrate an interest in writing (e.g., choose a variety of writing materials, such as
adhesive notes, labels, envelopes, coloured paper, markers, crayons, pencils) and choose to
write in a variety of contexts (e.g., draw or record ideas at learning centres) 4.2 demonstrate an
awareness that writing can convey ideas or messages (e.g., ask the teacher to write out new
words for them)
4.3 write simple messages (e.g., a grocery list on unlined paper, a greeting card made on a
computer; labels for a block or sand construction), using a combination of pictures, symbols,
knowledge of the correspondence between letters and sounds (phonics), and familiar words
Math
Overall:
NS1. demonstrate an understanding of numbers, using concrete materials to explore and
investigate counting, quantity, and number relationships;
M2. measure and compare length, mass, capacity, area, and temperature of objects/materials,
and the passage of time, using non-standard and standard units, through free exploration,
focused exploration, and guided activity;
DM5. sort, classify, and display a variety of concrete objects, collect data, begin to read and
describe displays of data, and begin to explore the concept of probability in everyday contexts.
Specific:
NS1.3 begin to make use of one-to-one correspondence in counting objects and matching
groups of objects (e.g., one napkin for each of the people at the table)
NS1.9 use, read, and represent whole numbers to 10 in a variety of meaningful contexts
NS1.10 explore different Canadian coins, using coin manipulatives
M2.1 compare and order two or more objects according to an appropriate measure (e.g., length,
mass, area, temperature, capacity) and use measurement terms (e.g., hot/cold for temperature,

small/medium/ large for capacity, longer/shorter or thicker/thinner for length)


DM5.1 sort, classify, and compare objects and describe the attributes used

Physical
Overall:
4. develop control of small muscles (fine-motor control) in a variety of contexts.
Specific:
4.1 begin to demonstrate control of small muscles in activities at a variety of learning centres
(e.g., sand, water, visual arts centres) and when using a variety of materials or equipment (e.g.,
using salt trays, stringing beads, painting with paintbrushes, drawing, cutting paper, using a
keyboard, using a mouse, writing with a crayon or pencil)
4.3 use a functional grip in written communication to produce writing that they and others can
read
Drama and Dance
Overall:
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;
D3. use problem-solving strategies when experimenting with the skills, materials, processes,
and techniques used in drama and dance both individually and with others;
Specific:
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)
D3.1 use problem-solving skills and their imagination to create drama and dance (e.g., try out
different voices for parts of a story or chant; find different ways to move to music, trying to
connect the movement with the mood and speed of the music; create a sequence of movements)
Assessment:
To assess the learning occurring in the Restaurant Dramatic Play Centre, I've placed all of the
expectations in a chart. I can jot down what I see in the centre then type it into the anecdote into the
chart at the end of the day. I've attached the chart sample at the bottom.
Communication:
To get parents informed about the centre we are creating, I would be sure to take plenty of pictures or
the process of setting it up as well as take pictures of the children playing in the center. I would use the
class app to post the picture and share it with the parents. I would include a description with each
picture about what learning is happening in the photo. I would also use the app to communicate with

parents and request materials for the centre. I would send out an initial message to explain to parents
the intention of the centre:
The children have been interested and playing restaurant so we've decided to expand this by creating a
restaurant of our own in our own classroom! Over the next week we will be creating our restaurant
centre. If you'd like to contribute to our centre you can provide us with boxes, and restaurant menu
samples. We are also in need of the following supplies...Stay tuned for the mass amount of learning that
will come from this interest!
Citation:
The Full-Day Early Learning Kindergarten Program Draft. (2010). Retrieved from
http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf

Assessment
Expectation

Observation

Social:
Child:
1.2 demonstrate the ability to take turns in Expectation:
activities and discussions (e.g., engage in Anecdote:
play activities with others, listen to peers
and adults)
2.1 use a variety of simple strategies to
solve social problems (e.g., seek assistance
from the ELK team when needed,
develop an awareness of honesty, talk to
peers about possible solutions)
Emotional
Overall:
2. demonstrate independence, selfregulation, and a willingness to take
responsibility in learning and other
activities;

Child:
Expectation:
Anecdote:

Specific:
2.5 interact cooperatively with others in
classroom events and activities
Language

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 readalouds 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)
1.6 use language to talk about their
thinking, to reflect, and to solve problems
1.9 describe personal experiences, using
vocabulary and details appropriate to the
situation
1.10 orally retell simple events and simple
familiar stories in proper sequence
4.1 demonstrate an interest in writing (e.g.,
choose a variety of writing materials, such

Child:
Expectation:
Anecdote:

as adhesive notes, labels, envelopes,


coloured paper, markers, crayons, pencils)
and choose to write in a variety of contexts
(e.g., draw or record ideas at learning
centres) 4.2 demonstrate an awareness that
writing can convey ideas or messages
(e.g., ask the teacher to write out new
words for them)
4.3 write simple messages (e.g., a grocery
list on unlined paper, a greeting card made
on a computer; labels for a block or sand
construction), using a combination of
pictures, symbols, knowledge of the
correspondence between letters and sounds
(phonics), and familiar words

Math

NS1.3 begin to make use of one-to-one


correspondence in counting objects and
matching groups of objects (e.g., one
napkin for each of the people at the table)
NS1.9 use, read, and represent whole
numbers to 10 in a variety of meaningful
contexts
NS1.10 explore different Canadian coins,
using coin manipulatives
M2.1 compare and order two or more
objects according to an appropriate
measure (e.g., length, mass, area,
temperature, capacity) and use
measurement terms (e.g., hot/cold for
temperature, small/medium/ large for
capacity, longer/shorter or thicker/thinner
for length)
DM5.1 sort, classify, and compare objects
and describe the attributes used

Physical

4.1 begin to demonstrate control of small


muscles in activities at a variety of
learning centres (e.g., sand, water, visual
arts centres) and when using a variety of
materials or equipment (e.g., using salt
trays, stringing beads, painting with
paintbrushes, drawing, cutting paper, using
a keyboard, using a mouse, writing with a
crayon or pencil)

Child:
Expectation:
Anecdote:

Child:
Expectation:
Anecdote:

4.3 use a functional grip in written


communication to produce writing that
they and others can read

Drama and Dance


Specific:
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)
D3.1 use problem-solving skills and their
imagination to create drama and dance
(e.g., try out different voices for parts of a
story or chant; find different ways to move
to music, trying to connect the movement
with the mood and speed of the music;
create a sequence of movements)

Child:
Expectation:
Anecdote:

Checklist for Course Culminating Task


Candidate:
Assignment submitted by due date?

Yes

No

Please note that all components must be in the Completed column in order to be
considered for final assessment. Assignment will be returned to you, unmarked, if any
elements are missing or incomplete. You will then be required to fulfill all the
requirements before re-submitting the assignment for assessment.
Criteria
Materials/Resources are listed
At least 3 curricular areas are included

o
o
o
o

Completed Somewhat Missing


completed
yes
yes

Language
Mathematics
Science & Technology OR
Health and Physical Education
The Arts (Optional)
Personal and Social Development (Optional)

Literacy and Numeracy are integrated


Responses to questions have been included:

yes
yes

__ How would you introduce the centre to the students?


__ What challenges do you foresee and how might you
overcome these challenges?
__ What are some guiding questions you might ask as students
are engaged in play? Include possible responses.

Overall and specific expectations are listed


Assessment tools and strategies are identified
Samples of assessment tools are included
Description of how information will be shared
with parent(s)/guardian(s) is included
Sample of parent/guardian communication is
included
A bibliographic resource list is included, properly
cited using APA style

yes
yes
yes
yes