SUPER STUFFY PUPPET – Form, Colour, Pairs

Students will be able to:

• draw a character with lots of details;
• cut out a pair of shapes;
• create a stuffed puppet using a pair of paper shapes;
• work independently and self-regulate;
• use their puppet to tell a story; 
• demonstrate a sense of accomplishment.

Have children:

• play with the puppets exploring and sharing ways to express different emotions with them;
• record a story, including sound effects and then play their recording as they act out the story with their puppets;
• share their puppet stories with their peers.

1. Set up a centre so students can explore the concept of pairs, for example, place a variety of pairs of objects in a bin and have students:
   - select pairs of objects from the bin;
   - place them in order; 
   - explain why they are pairs;
   - draw what they see.
2. Gather and share books about pairs and shapes such as, A Pair of Socks, by Stuart J. Murphy; What's a Pair? What's a Dozen?, by Stephen R. Swinburne; More Than One, by Miriam Schlein, and Donald Crews; Double the Ducks, by Stuart J. Murphy, and Valeria Petrone; and Circus Shapes, by Stuart J. Murphy, and Edward Miller.
3. Set up an art centre with paper, markers, crayons, glitter glue, scissors, paper towel rolls, paper clips and glue.
4. Make an unfinished sample to demonstrate the construction process.

1. Conduct a read-aloud with a book such as A Pair of Socks, by Stuart J. Murphy.
2. Ask students to share a pair of objects they found in the pairs bin.
3. Have students explain why they think the 2 objects are a pair.
   - two identical or similar objects that are meant to be used together
4. Introduce the art centre.
5. Introduce the challenge.

1. Gather students to view and discuss their puppets. Ask students to share:
   - what they learned about making a puppet
   - what they like best about their puppets
   - what kind of sounds their puppet can make
2. Provide time for students to work in small groups or with a partner to tell a story using their puppets.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds puppet to the side, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Downloads - StuffyPuppet_tracking.pdf)
5. Have grade one students use the self-assessment form to evaluate their work. (Downloads - StuffyPuppet_self-assessment)