Puppetry Unit: ADA 1O/2O

Puppet Master: Puppetry Unit for ADA 1O/2O

Prior Learning:

Puppetry is an extremely creative unit that can fulfill numerous expectations in the ADA 1O, and 2O courses. There is prior learning for both teachers and students for this unit. Teachers need to have a good understanding of their students’ personality types and how students cooperate with each other as this unit will include group work. It’s important to know students’ personality types, particularly whether they are introvert and extrovert and their multiple intelligences. This can help when organizing student groups to be sure that there is balance, and allow students to interact with those with similar learning styles, but also have the opportunity to learn with and from other personalities. It is important for the teacher and students to have developed a safe and comfortable environment so that students feel comfortable creating self-reflective puppets. Students should also have participated in voice projection activities, as when working with puppets, students will have to learn to project their voices.

Rationale:

Puppetry allows students to be creative in numerous ways. This unit encourages self-exploration, self-expression, and artistic creative expression, opportunities for hands-on learning and construction, as well as working independently and cooperatively with other students. Students will be asked to create a script and give a puppet performance for their classmates. They will also spend time reflecting on the unit through written and verbal forms.

I think that puppetry would be a unit best placed at the beginning of a course before students do much performing. Puppetry allows students to perform without being centred out and directly on stage. It’s a great ‘stepping-stone’ activity, particularly for shy and introverted students. It’s also a great way to challenge extroverts to channel gifts and learn to perform using a medium. Puppetry allows students to explore many different elements of dramatic arts and is a great way to encourage students to explore the different elements of drama aside of acting on stage. The purpose of this unit is to expose students to numerous creative avenues within dramatic arts, continue building a safe and inviting classroom environment, and let students have a lot of fun with self-expression.

Ministry Guidelines:

According to the Ontario Arts Curriculum gr. 9 and 10, in the introduction it is explained that there are 4 central ideas underlying the arts curriculum; developing creativity, communicating, understanding culture and making connections. Puppetry can be used to explore the develop skills in all of these 4 categories.

Creativity: Puppetry encourages aesthetic development as students have to create puppets that are appealing and attractive to their specific audience. Puppetry also encourages students to be innovative, as there are numerous types of puppets to be explored, and there is always room for students to expand upon these categories and to try and integrate one type of puppetry with another to create their own style.

Communication: Puppetry develops students’ communication skills as they learn to manipulate elements to express thoughts, feelings, and particularly in this unit, important lessons for teenagers. Students will construct their own pieces of art, and analyze the work they and their peers do by considering the effectiveness of their puppetry and script development at communicating to a specific audience.

Puppetry Unit: ADA 1O/2O Understanding Culture: Puppetry encourages students to develop an understanding and interest in different cultures, as many types of puppetry come from different countries and cultures with a variety of purposes. With this particular unit, students will explore social justice and equity through the scripts they write and their puppet performances.

Making Connections: Students will make connections between the cognitive and affective domains in this puppetry unit. Their puppets will be a tangible expression of their own understanding of themselves, and who they hope to become in the future. They will also demonstrate an understanding of appropriate behaviours in their performances. This unit allows students to create and interpret their own art and the art of their peers, and allows students to work together in groups, furthering connections between themselves and others.

Specific Curriculum Expectations:

ADA 1O A3.2-use a variety of expressive voice and movement techniques to support the depiction of character A3.3-Use a variety of technological tools to communicate or enhance specific aspects of drama works (props) B1.3-Identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes B2.4-Identify ways in which dramatic exploration promotes an appreciation of diverse cultures and traditions

ADA 2O A1.2-Select and use appropriate forms to present identified issues from a variety of perspectives A3.1-Identify and use a variety of techniques to influence the audience in specific ways A3.3-Use a variety of technological tools B1.3-Identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes C2.2-Describe how drama is used for various purposes in a range of social contexts

Unit Outline:

1 Community Circle: Share something that happened on the weekend Warm Up: Fruit Bowl Review Unit Goals Lesson: Puppetry types of purposes Create anchor chart for “Puppets” to see what students know Create a slideshow that goes through a variety of puppets and their purposes Hand out cue cards to students for different puppetry types and terms. Students will participate in the lesson by volunteering the info on their cue card at the appropriate time. Cue cards will be added to the anchor chart Elbow Partner: Which type of puppet did you find the most interesting? Why? Energizer (if time): Line game Community Circle: What’s your favourite childhood memory of puppetry?

2 Community Circle Warm Up: Master, Master, Who Am I?

Puppetry Unit: ADA 1O/2O

Mini-Lesson: Who Are You? How do puppeteers come up with so many different puppets? We’re going to start by creating a character sketch of our puppet. Use yourself as your inspiration. What traits do you possess, or wish you possessed? Create a puppet that represents you. Fill in the character trait organizer Sketch time: Have students sketch out what they want their puppet to look like. Is it human, animal, ‘monster’, sock puppet? Cool Down: Relaxation exercise visualizing their puppet

3 Community Circle Warm Up: Catch the Story Work time: Puppet construction. Before starting, review rubric with students so they understand what is expected of them Cool Down: Journal, where is your inspiration for you puppet coming from?

4 Community Circle Warm Up: Storm Work time: Puppet construction Cool Down: Community Circle sharing puppet progress

5 Community Circle Warm Up: Quick Change Artist Lesson: Last day to work on puppets Puppet gallery walk Cool Down: Community Circle, whose puppet is whose? Brief students on next week: group work, scripting, practice

6 Community Circle Warm Up: Stations Writing Assignment: Due on Friday, write a biography for your puppet, 1 page. Mini-Lesson: Why use puppets? Have students create anchor charts and discuss Touch upon using puppets for didacticism. Think about children’s puppetry. What did puppets teach them as children? Have students brainstorm situations/lessons for teenagers that could be effectively communicated using puppets Get students into groups with their puppets. This is a ‘get to know you’ time for the students and their puppets. They can work together to brainstorm voices, actions, etc. Students will choose a situation from the list that they want to address and start brainstorming Cool Down: relaxation visualization of their skit

7 Warm Up: Hula Hoop Mini-Lesson: Voice and movement in puppetry (in community circle format) Address hand movement for making puppet speak, voice projection, exaggerated movements, body language for puppets. Do this through demonstration. Have students follow along with their own puppets Sticky-note activity: Each student will be given a sticky-note with an emotion on it (preferably under the chair for a ‘surprise’ element) Students practice puppetry skills by conveying this emotion. Practice then share with group. Group work: brainstorming for scripts Journal Cool Down: Guided Mimes

8 Community Circle Warm Up: The Line Game Mini-Lesson: hand out a sample of a script. Have students discuss with their groups the

Puppetry Unit: ADA 1O/2O

different elements they see in the script. Review with students expectations for their puppetry script. Group work: scripts Journal Cool Down: Adverb Exit

9 Community Circle Warm Up: Pip, Squeak, Charlie Group work: Scripts Journal Cool Down: Magic Chairs

10 Puppet Biography Due Community Circle Warm Up: Hot seat. In their groups, have students ask each puppet in the group 3 questions about themselves Mini-Lesson: analysis of puppet show. What a brief youtube clip of Sesame Street (anything will do). As a class, discuss how the puppets move and express emotion Group work: Last day to work on scripts Cool Down: Alphabet Exit Brief students on next week: practice and performances

11 Community circle Warm Up: The Wind Blows Review performance expectations (rubric) with class Group work: practice Journal Community Circle: Techniques Suggestions: what are you learning about manipulating your puppet? Cool Down: Guided Mimes

12 Warm Up: Change the Action Group work: Practice Journal Community Circle Cool Down: Relaxation and visualization for performance

13 Warm Up: Zoom, Eek! Performances Community Circle: Feedback for performers (must give one ‘good job on…’ and one ‘something to think about is…’ Cool Down: Storm

14 Warm Up: Chief Ape Performance Community Circle: Feedback for performers Cool Down: Shazam

15 Warm Up: Led by the Nose Reflective Day/Unit End -Get together with another group and discuss performances. What did you learn about puppetry? -Fill out group evaluation -Fill out self-evaluation Energizer: Cross the Circle -Complete metacognitive assignment: ‘what have you learned in this unit?’

Puppetry Unit: ADA 1O/2O

Cool Down: Storm

Classroom Materials:

Puppetry supplies o Socks, paper bags, popsicle sticks, string, felt, googly eyes, pipe cleaners, markers,

construction paper, Bristol board, feathers, material, string, ribbon, sequins, etc. Assignments and Rubrics

o Puppet biography assignment o Puppet rubric o Script instructions and rubric o Performance rubric o Group evaluation form o Self-evaluation form o Metacognitive assignment o Character sketch graphic organizer

Anchor Chart supplies (chart paper and markers) Word Wall supplies (coloured paper, markers, etc.) Music for work classes Youtube.com videos of puppetry

o Sesame Street, other children’s shows Stage for puppet shows Sticky-Notes Enough cue cards for every class member with a puppetry definition or important piece of

information for Day 1 lesson.

Learning and Teaching Strategies:

Word Wall Anchor Charts History of Puppetry slideshows Youtube.com videos of puppetry-focus of children’s puppetry Script writing lesson-slideshow, handout, and rubric Hot-seating for puppets Sticky-Note game Group work Analysis of puppet show Community circles for focus, feedback and discussion Warm ups to get everyone involved Cool downs to prepare students for transition to other classes Brainstorming charts Gallery walk (show off completed puppets) Elbow partners Think-pair-share Personality traits graphic organizer Information Cue Cards Review ALL RUBRICS before commencing any assignment

Puppetry Unit: ADA 1O/2O

Review UNIT GOALS before starting the unit (day 1) Review LESSON GOALS everyday “Today we will learn…” Have this written on a

board/chart at the front of the room and discuss during community circle

Content Delivery:

Review unit goals, lesson goals and rubrics when necessary to keep all students on track. Be sure all instructions are verbal and visual. Types of puppetry lesson (1): Begin with anchor charts to brainstorm what students know

about puppets already. Create a slideshow with pictures and text, possibly embedded videos. Have students follow along with a fill-in-the-blanks worksheet.

Who are you mini-lesson (2): Students will think about who they are, what’s important to them, and who they want to/plan to be in the future. Students will fill out a character sketch graphic organizer. These qualities will be represented in their puppets. This is the first stage in puppet development and also the rough work for their puppet biography.

Why use puppets lesson (6): student/teacher constructed anchor charts, guided discussion, focus on where they have encountered puppets in their lives and the purposes they serve. Have students hone in on entertainment and didacticism.

Voice and movement in puppetry lesson (7): Demonstrate while explaining different puppetry techniques to students. Focus on hand movement, how to create body movement in their puppets, voice projection from behind a puppet stage, communicating emotion. Practice in community circle. Move on to sticky-note activity: give all students a sticky-note with an emotion on it and practice. Come back to circle. Have students demonstrate their emotion while the class guesses. Give feedback.

Scripting lesson (8): Give students a handout of a page of a script. Put a copy on smartboard, screen, overhead, etc. As a class discuss the different elements that they are expected to put into their script. Review rubric. Students will submit a rough copy of their script demonstrating all editing and changes.

Analysis of a puppet show (10): Show a video (possibly from youtube or children’s tv show/movie) and discuss as a class how the puppets are moving, show emotion, communicating, etc. These elements will tie into their performance rubric which will be handed out the next day.

Reflective day (15): Students will discuss with their own group and another performance group the unit as a whole. What did they enjoy, what did they learn, how did the performances go, etc. Students will complete self and group evaluation forms, which will assist the teacher in assigning marks. Students will play an energizer before completing their final task, a metacognitive journal which reflects on what they learned through the unit about puppetry, dealing with social situations, and themselves.

Assessment and Evaluation Tools:

Throughout this unit students will complete the following assignments:

Character Sketch Graphic Organizer Puppet biography Journals written about group work Creation of puppet Script for puppet performance

Puppetry Unit: ADA 1O/2O

The personality trait organizer will be given verbal feedback based on the amount of detail included. Feedback will show students areas that need more work, and what they have done well to assist in writing their puppet’s biography. Journals will be given a mark for completion. The main purpose of these journals is so the teacher has an idea of how the groups are functioning and working together. The biography, puppet creation, and script will be assessed using a rubric addressing the KICA categories. Students will receive marks from 0-100% using the Level 1-4 grading system. A mark below the equivalent of 49% will fall in the ‘unacceptable’, or ‘R’ category.

Culminating Activity:

The culminating activity for this unit will be the puppet performance. Students will work in groups of approximately 4 students and develop a script that pertains to an issue facing high school students today (bullying, peer pressure, conflict with friends, making good decisions, parents, relationships, etc.) Students will write a script based on this issue. The script will address how to solve or face the specific problem. Students will use their puppets to perform their script. This culminating activity allows students to use a creative and innovative art form (puppetry) to analyze and discuss an important social issue facing teenagers, encouraging them to make connections between reality and performance. Students will be working in groups so they will have the opportunity to learn from each other and develop socially. They will learn how dramatic forms can be used to communicate and resolve social issues, and how drama reflects the human form.

The assessment tool will be a rubric addressing the KICA categories. Students will be graded on a scale of 0-100% using the level system. On my rubrics I always include a ‘not acceptable’ column is a student does not achieve even the minimum standards for a particular category. The rubric will look at expectations such as:

Participation in performance Group participation (script writing, practice; information from student journals and

evaluation) Expression of puppet’s personality in performance Puppetry skills (movement, voice) Didactic nature of performance (is the issue clearly addressed with a realistic solution or

action plan?) Ability to grab and hold audience’s attention

On the last day of the unit, the reflective day, students will complete a self-evaluation, group evaluation, and a metacognitive journal addressing what they have learned throughout the puppetry unit. This will also be a great tool for the teachers, as students will have a chance to identify what the enjoyed most or least about the unit, allowing for further development.

Accommodations for Special Needs Students:

Due to the flexibility of this unit, it is easy to accommodate all students.

Make sure there are work spaces as different levels and heights. Move puppetry stage around if necessary for students with mobility issues Modify movement expectations for warm up and cool downs for students with mobility

issues Make arrangements with resource teacher for students who want a quiet work space

Puppetry Unit: ADA 1O/2O

Make sure students with IEPs have access to computers for written work Allow frequent breaks if needed Photocopy/print slideshows, handouts, etc. if on IEP If a student is adamant about working alone, there is the option of allowing them to do a

one-man-show with two puppets. This could be necessary if you have student who does not cooperate well with others, which may be identified in an IEP

The hands-on nature of this unit should be really great for kinesthetic students, who tend to get fidgety during seat work. It’s also great for students with behavioural issues because it allows for a lot of movement, and a good balance of individual and group work throughout the unit.

Essential level students may have trouble with the ‘freedom’ of this unit and need more strict guidelines to work within. It may be useful to give this student less choices in the type of puppet, and have them brainstorm a limited number of personality traits and future goals for themselves and their puppets.

Complete Lesson Plan: Day 6

Rationale:

This is lesson 6 of 15 in my puppetry unit. The purpose of this unit is to get students thinking about

the purposes of their puppets, and transferring their learning of puppetry thus far into an

expression of social interactions and the use of drama in building social skills. Students will also be

introduced to their writing assignment for this unit, which encourages metacognition as their

puppet biographies will reflect understanding of themselves. This assignment will also encourage

creativity and imagination in creating art.

Curriculum Expectations and Application:

ADA 1O: A3.3-Use a variety of technological tools to communicate or enhance specific aspects of

drama works (props)

Application: Puppets are used as a tool to communicate. Students learn how to manipulate and

utilize props in drama works to reach a goal

ADA 2O: A1.2-Select and use appropriate forms to present identified issues from a variety of

perspectives

Application: Identifying social issues and examining them using a variety of perspectives,

represented by puppets. Students will learn how to make puppetry entertaining and appropriate

for a teenage audience

C2.2-Describe how drama is used for various purposes in a range of social contexts

Application: Use puppetry as an entertaining form of didacticism presenting possible solutions and

outcomes of social situations faced by teenagers

Puppetry Unit: ADA 1O/2O In addition to these expectations, this lesson addresses three of the four of the underlying ideas of

the dramatic arts curriculum, creativity, communication, and making connections

Class Supplies:

Anchor chart materials: chart paper or adequate board space, markers, chalk or dry-erase

markers

Clip of Sesame Street didactic puppetry, or the like depending on availability of sources

Students will need their puppets

Talking object for community circle

Introduction: Students will be welcomed into the class in a community circle. This is part of their

daily routine, so they will know to put down their books and come to the circle empty handed.

Attendance will be taken, then students will have an opportunity to discuss the latest news in the

community circle, followed my lesson goals and warm up.

Development:

Community Circle: (5-10 min.) If all goes well, this lesson will happen on a Monday, so this is a

good opportunity to have students discuss what happened on the weekend and let them get the

chatter out of their systems. Pass around a talking object to keep the conversation fair and flowing.

Introduce lesson goals:

Understanding purposes of puppetry

Cooperating with class members to brainstorm social situations

Use creative thinking skills to construct and write a biography for your puppet

Warm Up: Stations (10 min). I found my ideas for my drama warm ups, energizers, and cool downs on a PDF file (http://www.primaryresources.co.uk/pshe/pdfs/dramawarmups.pdf). As I have not yet taught drama, I found this document extremely useful because it offered a wide selection of activities appropriate for many age groups and great for different space options.

Explanation of Stations (taken from document): Everyone sits in a circle and is given a destination (name of a town) and in the middle, the station master stands with all the destination names on a card. S/he then chooses certain names; for example Bradford/Leeds. The two corresponding people then have to get up and exchange seats. In the meantime the station master has to try to jump into one of these seats. More than two destinations can be called out and then ultimately, “All Change”.

Writing Assignment: (10 min.) While students are in a community circle set up, either on chairs or

seated on the floor, introduce, distribute, and review the writing assignment that will be due at the

end of the week. This assignment and rubric is included as a separate attachment entitled “Puppet

Biography.”

Mini-Lesson: Why use Puppets? (15 min.)

Puppetry Unit: ADA 1O/2O

Have students brainstorm on anchor charts (as a class or in groups depending on numbers)

why people use puppets. Have them focus on their own experiences with puppetry and

what was addressed last week in class.

Show students a clip of Sesame Street or the like

Discussion: What’s the purpose of this clip? What are kids learning? How is puppetry

keeping them entertained? Discuss these questions, and any student-raised questions

After addressing using puppetry for didacticism, explain to students that they will be creating

scripts and performing a skit for their classmates using their puppets. They will come up with a list

of lessons that they feel teenagers could learn through puppetry.

Assign students puppetry groups. With the remainder of class work time, have students brainstorm

ideas with their group for skit material. Circulate groups to make sure all are on the right track.

Cool Down: Have students lie down and relax. Have students focus on their breathing. Guide them

to visualize their puppet and the puppets in their group acting out their skit ideas.

Assessment:

There is no direct assessment or evaluation in this lesson. Teacher will monitor student

participation during lesson, and group work to ensure all students are benefiting from the unit.

The following are handouts, assignments, and rubrics for the unit

Puppetry Unit: ADA 1O/2O

Character Sketch Graphic Organizer

_________________’s

Puppet

How do I act with my friends? How do I act with my family?

What do I like to do for fun? When I grow up I hope to be…

5 adjectives that describe

me are…

I look up to ____________because…. The 3 things I like most

about myself are…

Puppetry Unit: ADA 1O/2O

My Puppet’s Life Story Using your character sketch sheet, write a 1 page biography about your puppet. You can be as creative as you’d like; your imagination is the limit! This biography is due ONE WEEK FROM TODAY. Hand in your character sketch, all rough work, a good copy, and your rubric. Things to include:

Where was your puppet born? Family members Likes and dislikes Where did they go to school? Do they have a career? Have they had any interesting life experiences? What do they do for fun? Describe their personality

Write about your puppet as if they are ‘real’. Do not write, “My puppet’s name is…” Give your puppet an existence that is all their own!

Not Acceptable Level 1 Level 2 Level 3 Level 4

Creativity: Inquiry Does your puppet’s biography demonstrate that you use your imagination and think outside the box?

Biography demonstrates little to no effort to create an imaginative life story

Elements are mundane

Biography demonstrates minimal

effort to create an imaginative life story

Elements are predictable

Biography demonstrates some effort to create an

imaginative life story Elements have some unexpected elements

Biography demonstrates a good

effort to create an imaginative life story

Elements show an effort to surprise

reader

Biography demonstrates a strong

and well-executed effort to create an

imaginative life story Elements are surprising and unpredictable and

surprise the reader

Life Story: Application Is your puppet’s life story interesting and full of numerous facts and experiences? Have you painted a clear and vibrant

picture for your reader of your puppet’s history?

Life story is incomplete and does

not address all aspects Writing lacks detail

and imagery

Life story includes very few of the specified

elements Writing includes very

few examples of detail and imagery

Life story includes some of the specified

elements These elements are described with few

details and attempted imagery

Life story includes all of the specified elements Elements are described using great details and

clear and well-developed imagery

Life story includes all of the specified elements

in addition to others Elements are described

using excellent detail and clear and vivid

sensory images

Form and Mechanics: Communication Is your paper well-written? Have you edited, and checked for spelling, grammar, punctuation, and sentence structure

errors? Are there errors that interfere with the reader’s understanding of your biography?

Writing is illegible, incomprehensible

Writing contains numerous errors that distract the reader from the overall purpose Sentences are incomplete and poorly structured

Writing contains some errors, however they do not distract the reader from the overall purpose Sentences are simple with some errors

Writing contains very few errors that do not distract the reader from the overall purpose Sentences are well constructed

Writing is near perfect; 1-2 typos only Sentence structure is strong and varied, and mechanics make the paper easy to comprehend

Puppetry Unit: ADA 1O/2O

Puppet Creation Rubric

It’s true that everyone does not have the same creative and artistic abilities, BUT everyone is able to

put their full effort into their work, which always shows! Don’t worry about how good you are at

visual arts, just do the best you can and make sure I can tell! Use your class time wisely, and don’t

stop creating until your puppet is perfect in your eyes!

You will grade yourself on your puppet creation, use of class time, creativity and imagination. Then,

Mrs. Gray will also give you a mark, based on your puppet creation, and her observations

throughout class work time. Be honest, and make sure to put your best effort forward!

I used my class time wisely and completed my puppet to my satisfaction

Not Acceptable 1 2 3 4 5

I created a puppet of which I am proud

Not Acceptable 1 2 3 4 5

My puppet demonstrates my creativity and imagination very well

Not Acceptable 1 2 3 4 5

I used a variety of materials to make my puppet

Not Acceptable 1 2 3 4 5

Comments:

__________________________________________________________________________________________________________________

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I think my overall mark should be a level _______ because:

__________________________________________________________________________________________________________________

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Puppetry Unit: ADA 1O/2O

________________ used his/her class time wisely and completed his/her puppet to Mrs. Gray’s

satisfaction

Not Acceptable 1 2 3 4 5

________________ created a puppet that Mrs. Gray is proud to have in her classroom

Not Acceptable 1 2 3 4 5

_________________ ‘s puppet demonstrates his/her creativity and imagination very well

Not Acceptable 1 2 3 4 5

________________ used a variety of materials to make his/her puppet

Not Acceptable 1 2 3 4 5

Comments:

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

Your overall mark is level _______ because:

__________________________________________________________________________________________________________________

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Puppetry Unit: ADA 1O/2O

Puppet Performance Rubric

Not Acceptable Level 1 Level 2 Level 3 Level 4

Participation

Student does not participate in performance

Minimal participation in performance. Lines are not equal to the rest of the group members. Limited enthusiasm, if any shown

Some participation in performance, however not on par with other group members. Minimal enthusiasm

Adequate participation in performance; equal to other group members. Good enthusiasm. Lines are meaningful and effective

Excellent participation in performance. Demonstrates great enthusiasm Lines are equal to group members and all are meaningful, well-constructed, and engage the audience

Voice and Movement

Student’s voice and movement do not demonstrate any practice during classes

Student’s voice and movement demonstrate limited practice and understanding of skills

Student’s voice and movements demonstrate some understanding of skills and practice

Student’s voice and movements demonstrate thorough practice and understanding of skills

Student’s voice and movement demonstrate extensive practice and great understanding of skills

Emotional Expression

Student does not express any emotions through puppetry, nor attempt to do so

Student makes minimal attempt to express emotions through puppetry

Students makes some attempt to express emotions through puppetry

Student represents clear emotions through puppetry

Student represents clear and engaging emotions through puppetry

Puppetry Unit: ADA 1O/2O

Puppetry Reflective Assignment

omplete the three following elements of this reflection assignment

1. Complete a self-evaluation. Be honest about your participation in your group work, script

development, practice and performance.

2. Complete a group member evaluation. Be honest about your group members’ participation

in the group work, script development, practice and performance.

3. Complete a meta-cognitive writing assignment.

Self-Evaluation: Rate your participation on a scale of ‘Not Acceptable’ to ‘5’. Add comments

explaining the grade you believe you should receive for your participation

I assisted my group in developing a situation for our skit

Not Acceptable 1 2 3 4 5

I was present and participated in the class script writing work time

Not Acceptable 1 2 3 4 5

I contributed many ideas to our script

Not Acceptable 1 2 3 4 5

I contributed my best effort in every group practice

Not Acceptable 1 2 3 4 5

I put forth my best effort in my group puppetry performance

Not Acceptable 1 2 3 4 5

I think I deserve a final mark of a level _____ for participation because:

__________________________________________________________________________________________________________________

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2. Group Evaluation

For every group member, assign them a mark from ‘Not Acceptable’ to ‘5’. Explain why you have

given the mark based on participation in all aspects of this puppetry assignment. Your comments

will be kept confidential.

Puppetry Unit: ADA 1O/2O Group Member:_______________________________

I think this group member deserves a mark of ______ because:

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

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Metacognitive Journal

Complete a journal entry addressing the following questions

What did you learn about puppetry in this unit?

What did you learn about group work in this unit?

What did you learn about yourself during the creation of your puppet?

What did you like about this unit? What didn’t you like?

What do you think Mrs. Gray should change about this unit? Why?

Not Acceptable Level 1 Level 2 Level 3 Level 4

Inquiry

Journal demonstrates no consideration of journal topics

Journal demonstrates minimal consideration of journal topics

Journal demonstrates some consideration of journal topics. Student appears to have opinions on the unit, however they are not well expressed.

Journal demonstrates journal topics have been carefully considered. Student explains opinions and suggestions clearly

Journal demonstrates careful and thorough consideration of journal topics. Student explains opinions and suggestions clearly and with detail

Knowledge

Journal demonstrates no knowledge of puppetry

Journal demonstrates minimal knowledge of puppetry

Journal demonstrates some knowledge of puppetry

Journal demonstrates knowledge of puppetry

Journal demonstrates thorough knowledge of puppetry

Communication

Journal is convoluted and does not adequately express ideas

Journal has numerous errors in mechanics and sentence structure that makes the journal difficult to decipher

Journal has some errors in mechanics and sentence structure, however they do not interfere with comprehension of ideas presented

Journal has minimal errors in mechanics and sentence structure. Ideas are expressed with no confusion

Journal is almost errorless. Sentences are well-constructed, varied, and rhythmic. Ideas are clearly with sophistication

Puppetry Unit: ADA 1O/2O

Sources

Unit Sources: The following sources were used in the development of this unit

Drama Games: http://www.primaryresources.co.uk/pshe/pdfs/dramawarmups.pdf

Relaxation: http://www.innerhealthstudio.com/relaxation-examples.html

Puppetry Rubric Sample: https://sites.google.com/a/clovisusd.k12.ca.us/golling/home/beginning-

drama-assignments/selfpuppet-assignment1

Ontario Arts Curriculum Grades 9 and 10:

http://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf

Puppetry Sources: The following sources are useful for teacher and student knowledge

History of Puppets: http://www.puppetsnow.com/history-of-puppets.html

Observations of the Historical Development of Puppetry:

http://pages.citenet.net/users/ctmw2400/chapter1.html

Relations Between the use of Puppetry in the Classroom, Student Attention and Student

Involvement: http://www.puppetools.com/amys_thesis.pdf

Puppet: http://en.wikipedia.org/wiki/Puppet

Puppet and Marionette: http://puppetmarionette.wordpress.com/category/types-of-puppets/

Types of Puppets: http://chimeronuniverse.freeservers.com/

How to Make Puppet Voices: http://www.ehow.com/how_2213398_make-puppet-voices.html

Puppetry in Education: littlerays.files.wordpress.com/2010/11/puppetry-in-education.pptx