Puppet Scenes

Title: Puppet Scenes

Grade: 2

Art Discipline: Drama

Time Frame: 30 minutes

Lesson Overview: Students create and perform short puppet scenes about friendship incorporating character, plot and setting.


GLO(s): 4. Quality Producer


Arts Benchmark: How the Arts are Organized – FA.2.3.1: Use physical movements, rhythms, and voice, to express simple feelings, character, and plot.

Rubric based on Arts Benchmark:

Advanced

Proficient

Partially Proficient

Novice

Use advanced physical movements, rhythms, and voice, to express feelings, character, and plot. 

Appropriately use physical movements, rhythms, and voice, to express simple feelings, character, and plot. 

Appropriately use some physical movements, rhythms, or voice, to express simple feelings, character, and plot. 

Inappropriately use physical movements, rhythms, or voice, to express simple feelings, character, and plot. 

Key Arts Vocabulary: puppet/puppetry, vocal projection, character, scene


Content Area Benchmark:

Literary Elements – LA.2.3.2: Identify the story elements of character, plot, and setting.

Discussion and Presentation – LA.2.6.2: Give an oral presentation to share information with peers.

Content Area Rubric:

Advanced

Proficient

Partially Proficient

Novice

LA.2.3.2:

Explain the use of the basic story elements of character, plot, and setting.

LA.2.3.2:

Identify the basic story elements of character, plot, and setting.

LA.2.3.2:

Recognize the basic story elements of character, plot, and setting.

LA.2.3.2:

Recognize that stories contain characters, plots, and settings. 

LA.2.6.2:

Give a creative, highly effective oral presentation to share information with peers. 

LA.2.6.2:

Give an oral presentation to share information with peers. 

LA.2.6.2:

Give an oral presentation that shares limited information with peers. 

LA.2.6.2:

Give an oral presentation that does not share information with peers. 


Classroom Set Up: Clear, open space for presentation of scenes. Use a table laid on its side for the puppet stage.

Materials & Equipment needed:

  • Puppets (1 per child of anything from a sock to hand puppet as long as the mouth can be animated)
  • Tamara Hunt and Nancy Renfro. Puppetry in Early Childhood Education. N. Renfro Studios, 1982. (ISBN 0931044049)
  • Larry Engler and Carol Fijan. Making Puppets Come Alive, Dover Publications, 1997. (ISBN 0486293785)
  • Friendship song:  

Make new friends / But keep the old / One is silver and / The other is gold.


Prior to this lesson, students need to know how to manipulate simple puppets, sing the “Friendship Song,” and create character dialogue.

Teaching Tips: Encourage students to keep their eyes on their own puppets as they manipulate them.  As they develop their scenes, challenge them to find the many ways the puppets express emotion.  Encourage them to focus on how the puppets speak, express ideas and how their speaking matches the puppets’ speaking.


# Minutes

Procedure

Create

Perform

Respond

6

Today we’re going to explore the idea of friendship, using the puppets you have.       

First, put on your puppet.  Move your wrist. Notice how the puppet’s head moves.  Bend your wrist down so the eyes of your puppet are looking at me.  Tilt your wrist down more.  Now try to make your puppet look happy.  Make it look sad.  Make it cry. Make it laugh.  That’s how you create a character with a puppet.

check mark

   

4

Let’s sing the Friendship Song.  As you sing, open the mouth of your puppet on the vowel sounds.  Let’s go through the song slowly, opening on the vowel sounds.

 

check mark

 

4

Have you ever gotten into an argument with a friend?  What are some things friends might argue about?      check mark

With a partner, create a puppet scene that shows friends having an argument.  Remember to keep the character of your puppet as you practice your scene.  How will you move the puppets to show that they are angry with each other or maybe feeling sad? (Teacher note: The scenes will probably be very short, which is okay.) 

check mark

 

 

5

(Teacher note: Share the scenes.  Remind students to speak so the audience can hear.)

 

check mark

 

How did each student make his or her puppet show emotion?  Who were the characters in each scene?  How did each help us know the characters were friends? How did each use their voice? What were the settings for the different scenes?     check mark

4

Now let’s add a second scene in which your characters solve the problem from the first scene

check mark

   

5

(Teacher note: Share the scenes.  Remind students to speak so the audience can hear.)

 

check mark

 

Describe how other students used their puppets to express feelings. How did each use movement and his or her voice? Describe the plot of each of the scenes.  What did each group’s scene tell us about friendship?     check mark

2

Closing Reflection with students:

Describe the setting of your scene and how the characters solved their problem.  What did you like about the other groups?  What could you do differently to make your scene more expressive?

   

 


check mark


Responding (Questions to ask students before, during, or after an activity in the lesson to elicit their thinking about their own work or about work they are studying):

Step 1: Describe

Step 2: Interpret

Step 3: Evaluate

Describe how other students have used their puppets to express feelings. Describe the setting of your scene and how the characters solved their problem.

What did each group’s scene tell us about friendship?  Who were the characters in each scene? How could you tell?

What did you like about the other groups?  What could you do differently to make your scene more expressive?


Task Specific Rubric:

Advanced

Proficient

Partially Proficient

Novice

Dynamic and expressive voice clearly communicates the character.

Strong voices clearly convey the characters.

Voice suggests the character but is too soft or monotonous.  

Voice is too soft for scene to be heard.

Scene has a problem and resolution that are unexpected and humorous.

Scene has a predictable problem and resolution.

Scene has a problem but no resolution.

Scene is nonexistent due to lack of cooperation.


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