Puppet Micro Teach Lesson Plan

LESSON PLAN TEMPLATE A
Lesson Plan
Unit: Puppetry
ED 3501 2012
Grade/Subject: 5 Drama Duration: _____
Lesson
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: (G2) to develop competency in communication skills through drama. Specific Learning Outcomes: 1. Becoming aware of the puppet as a communicative medium by constructing a simple puppet 2. Applying moving skills to puppetry by experimenting with puppet manipulation 3. Applying speaking skills to puppetry by: ~ Communicating through the puppet as an extension of self ~ Responding to another puppet creating dialogue
LEARNING OBJECTIVES
Students will: 1. Explore the use of dramatic symbols and theatre conventions 2. Develop belief in identification with and commitment to role 3. Give form and shape to ideas and experiences
ASSESSMENTS
Observations: Are students answering the key questions? While making the puppets are students thinking about characterization? Are students comfortable speaking through their puppet and being silly.
* * * * * Glue Scissors Construction paper Paper bags Markers/ pencil crayons
Key Questions: How does a puppet move? How should it move? How can I make my puppet show emotion? Can I make a puppet? What kind of character will my puppet be? How will my puppet talk?
MATERIALS AND EQUIPMENT
PROCEDURE Introduction (__ min.):

Hook/Attention Grabber: Assessment of Prior Knowledge: Expectations for Learning & Behavior: Use puppet to ask questions and give students instructions. By a show of hands ask students who has seen or used a puppet before? Students are expected to: Share supplies Listen to instructions Work together to communicate though puppets Advanced organizer: Set up supplies Agenda: Create puppets (10 min) Work on communication Experiment with movement Introduce puppet to other puppets
Have students sit in a circle around the supplies Explain to students that they have 10 minutes to create a puppet and that you will put a timer on the SMART board for them. This puppet can be any character they want (i.e. a
Advance Organizer/Agenda:
Transition to Body:
ED 3501 2012
monster, themselves character from their favorite book ect.)
Body (10 min.):

Learning Activity #1: Make a Puppet Students have 10 minutes (or more if you want) to make a puppet. While students are making their puppet encourage them to think about: o What kind of character your puppet is? o How old is your puppet? o Is your puppet human, an animal or made up? o Your puppets voice. o How would your puppet move if it was a person? o What kind of personality does your puppet have all those kinds of things. * If students finish before the ten minutes are up first they must clean up after themselves once they have done that they may start experimenting on characterization and movement with their puppets. Walk around and help students as needed. Ask them questions as they work to see if they are thinking about characterization and communication. Everyone sit in a circle: Tell students that they will have a chance to introduce their puppets but first some important things you need to know about how puppets talk to each other. Ask students: If you are watching a play and the actor on stage turns their back to you do you see emotion? NO! You see there back and thats no fun. o Demonstrate how when puppets talk face to face it does not work because you only see the puppets side, which means you cant see its face and emotion is lost. When puppets are listening to other puppets all they have to do is lean into each other to show they are speaking/listening Puppets can show a lot of emotion without saying anything: Demonstrate movement to show emotion: Angry: Crumple up puppets face Happy: wave arms excitedly (i.e. Kermit the frog) Observe students. Are they engaged, are they listening? Watch them as you talk are they exploring movement are they mimicking you as you explain different emotions. All right now to explore voice and characterization! To start I want you to JUST THINK about what type of character your puppet is Examples:
Assessments/Differentiation:
Info on Movement
Learning Activity #2: Characterization: Voice
ED 3501 2012
Old man A princess Human A monster on that, how would it affect voice? i.e. If your puppet is a witch then does she have a raspy voice and cackle? o Is your puppet a good witch or a bad witch? How does that affect voice? Instruct students to face the outside of the circle. Get the to start exploring puppets voice. Just go ahead and on your own try and figure out how your puppet should sound. Maybe give your puppet a name, how would your puppet introduce its self. Give students a moment or two Walk around the outside of the circle as students explore puppet voice. If they are talking as they normally do encourage them to explore and take a chance with a more characterized voice (give suggestions on how they could accomplish that). o o o o Based o Next go around the circle and have each students puppets state their: Name 1 hobby there puppet has 1 thing they learned or like about puppets Listen to each student as they introduce their puppets. Things to Listen for: Did students create a voice that matches their puppet and is different from their own voice? Did students face the audience Did they have any kind of movement that expresses emotion Answer any questions students may have. Next class we will explore different kinds of puppets and then work in small groups to create a puppet story
Closure ( 2 min.):
Consolidation/Assessment of Learning:
Feedback From Students:
Feedback To Students: Transition To Next Lesson:

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LESSON PLAN TEMPLATE A

Grade/Subject: 5 Drama Duration: _____

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

MATERIALS AND EQUIPMENT

PROCEDURE Introduction (__ min.):

LESSON PLAN TEMPLATE A

monster, themselves character from their favorite book ect.)

Body (10 min.):

Learning Activity #2: Characterization: Voice

LESSON PLAN TEMPLATE A

Feedback From Students:

Feedback To Students: Transition To Next Lesson:

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