Pre-cut the small pieces of coverstock paper 4 cm x 9 cm - one per student.
Download and display the Colour Wheel poster available on this site.
Introduce your puppet to the class taking on the role of its personality.
Chat with the students and the puppet for a few minutes asking and answering questions.
Talk about your puppet's personality. Discuss how the details help to show the puppet's personality.
Review/introduce the colour wheel and demonstrate how to mix Model Magic to create new colours.
Introduce the challenge.
Create a finger puppet with enough details that the viewer will have some ideas about its personality just by looking at it.
Mix Model Magic to make new colours.
Demonstrate technical accomplishment and creativity.
Respond to the work of others.
Support your ideas with evidence found in the works.
Make sure everyone understands the challenge.
Establish success criteria with your students, for example, I know I am successful when I: - use visual details that communicate information about the puppet's personality - mix new colours - make sure the finished puppet is in good condition
Guide students through the steps outlined in this lesson plan.
Observe students as they work.
Provide individual assistance and encouragement.
Place students into pairs.
Ask them to take on the role of their puppet. Ask them to take turns introducing themselves in role and learning as much as they can about each other. Remind them that they should be working the puppet while they do this as if the puppet is doing the talking.
Then ask students to remain in role and introduce their partner’s puppet to the rest of the class, providing 3 details about the puppet as part of the introduction. For example, “I’d like to introduce Freeby. He is 2 years old, loves to fetch a ball and visit seniors.”
Discuss: - How did the information about the puppet fit with the way it looked? - How did the action of the puppet contribute to the effectiveness of the introduction? - How did the puppet’s voice affect the introduction? - How well could you hear what was being said?
Ask students to sort their puppets into groups of 4 or 5.
Discuss: - How did you decide which puppets to place together? - What interests you about this group of puppets? - How do the details in the puppets contribute to their personalities?
Invite students to use their groups of puppets to make an impromptu puppet play and present it to the class.
Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
Observe students as they discuss their puppets – speaks with a clear voice, looks at audience while speaking, points to areas in the puppet, provides accurate information, answers questions from the audience effectively.
Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
Use a checklist to track progress. (Downloads – FingerPuppet_tracking.pdf)
Have students use the self-assessment form to evaluate their work. (Downloads – FingerPuppet_self-assessment.pdf or FingerPuppetPrimary_self-assessment.pdf)