LESSON PLAN FORMAT - Ms. Wallace's Third Grade



Lesson Plan Format

Lesson Plan Name: The Talented Clementine Puppet

Your Name and School: Jeaneane Kearney-Williams – THird Grade @ North Terrace School, Oceanside Unified ScHool District

*PLEASE NOTE: This lesson is one in a series of lessons. The overall goal for this series of lessons is: Through the use of visual & theatre art and expository writing, students will deeply explore the character development in several stories in order to enhance their reading comprehension.

Goal(s) for your lesson plan: Using cut & folded paper and a toilet paper roll, students will create a puppet of the character Clementine from the read aloud story, The Talented Clementine, to show they understand the character developed and portrayed in this story by the author/illustrator.

California State Standards addressed in lesson plan:

Reading Standard 3.3: Narrative Analysis of Grade-Level Appropriate Text - Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

Reading Standard 2.6: Comprehension and Analysis of Grade-Level Appropriate Text – extract appropriate and significant information for the text.

Visual Art Standard 1.5: Identify and describe elements of art in work of art, emphasizing line, color, shape/form, texture, space and value.

Visual Art Standard 2.4: Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.

Duration: This lesson took two sixty minute time periods to complete.

Materials/preparation needed: The Talented Clementine book, white board/markers or paper to record brainstorming ideas, glue, scissors, one toilet paper roll per student, variety of cut construction paper in sizes, shapes (squares & rectangles), and colors to help students create puppet face, arms, hair, shoes, and clothing.

Body of Lesson Plan:

Introduction/Activation of Prior Knowledge: Prior to beginning this lesson, we spent several weeks reading The Talented Clementine aloud. During this read aloud, we stopped to discuss the development of the main character, Clementine. Specifically, we noted details about her looks, actions, sayings, and interactions with the other characters in the story. Then, on the day we began creating our puppets, students recalled all that we had noted about Clementine, and I recorded their ideas on the white board with a focus on her physical characteristics.

Teaching the Lesson (with Guided Practice Interspersed):

Day 1:

1. Reviewed body proportions, specifically head size in comparison to the rest of the body, with the students and then reviewed the placement of facial features on a human head. (We had previously spent several lessons learning these proportions and placements, and practicing the drawing of them.)

2. Demonstrated how to use most of a 2” X 2” inch manila construction paper square to draw Clementine’s head and facial feature. Students then each drew their puppet’s head, including ears and other facial features, cut it out and glued it onto the toilet paper roll in the correct place on the roll to show human body proportion.

3. Demonstrated several different techniques for cutting, curling, crimping, and gluing construction paper to create Clementine’s hair so that it appeared curly and chaotic, surrounded the face, and encompassed the puppet’s head. Students then determined the technique they wished to use to create the look they felt best depicted the Clementine character. Once students had begun the hair construction process, I wandered to encourage or offer suggestions. I also stopped the entire class occasionally to point out some student techniques that were different than the ones I had demonstrated.

Day 2:

4. Continued the lesson on the second day by reviewing what we had previously discovered about body proportion, specifically arm length and placement, placement of the waist & feet, and leg proportion. Then I told them they would probably want to make their Clementine puppet’s arms a bit longer than normal body proportion since they might want use their puppet’s arms in future activities to depict motion.

5. Demonstrated several methods for cutting, folding, and gluing arms for the puppet and students then created and attached their puppet arms.

6. Lastly, I demonstrated several techniques for creating the variety of clothing they had determined Clementine usually wore, as depicted in the story we had read. Students decided how they wished to dress their Clementine puppet and began to create layered shirts, overalls, shorts, skirts, tights, and shoes, etc. to add to their puppet. I wandered during this time, asking students about their puppet character, the body proportions they used to create a realistic character, and about their choice of color, line, and design. Occasionally, I stopped the entire group to have students share successful paper cutting/folding techniques for creating certain articles of “clothing”.

Guided Practice: Please see above. I found that this lesson worked best if I demonstrated one aspect of the puppet creation and then had the students work on that aspect before going on to another. In this way, I taught several “mini-lessons” rather than one longer lesson. This format allowed students to retain the many techniques offered and practice them right away as they created their own unique puppet.

Conclusion: After students had completed their puppet, I had them explain how they had used texture, line, and color to create their puppet and how these elements portrayed the character traits of Clementine as depicted in the story I had read aloud to them.

Extension Activities: Our puppet making was followed by a character sketch writing project which I have detailed in another lesson plan. We took pictures of each student’s puppet to use as the illustration for these character sketches.

Assessment:

1. I noted students’ participation in partner and whole group discussions of character traits during & following the read aloud and prior to the beginning of the puppet making.

2. I noted students’ use of paper to create a puppet that exhibited appropriate body proportions (arm length & placement, facial feature placement) as discussed and practiced in prior art lessons.

3. I noted students’ use of paper cutting, curling, and folding to portray physical characteristics (ex: curly, chaotic, orange hair) and create texture .

4. After the completion of the puppets, I noted each student’s ability to articulate how they had used texture, line, and color to create a puppet that portrayed the Clementine character from the story.

Research Reference:

Comprehension Connections: Bridges to Strategic Reading by Tanny McGregor

Integrating the Arts: An Approach to Teaching and Learning in Multicultural and Multilingual Settings – Third Edition by Merryl Goldberg

Strategies the Work: Teaching Comprehension for Understanding and Engagement by Stephanie Harvey and Anne Goudvis

I am willing to share this lesson plan with: (check all that apply):

X Other DREAM teachers X Any interested teacher □ No one

□ Other: ______________________________________

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