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TITLE OF LESSON Emotion Puppets


Grade: Kindergarten


This activity will be reinforcing good ways of working out social issues. During early childhood,
children make great strides in their social and emotional development. They are becoming
increasingly self-aware and better at communicating and understanding the thoughts and
feelings of others, their skill at interacting with peers improves rapidly (Berk, 2012, p.372).
This activity will support their social and emotional development by providing opportunities for
them to model how ones face looks when displaying a given emotion. They will be able to do
this both through showing the emotion on their own faces and when they draw their puppets
face. Those students who have enough time to construct a story or situation around their
puppet and why it is feeling that certain emotion will have an extended opportunity to support
their development in this area.


OBJECTIVES AND ASSESSMENT

Developmental Objectives Assessment
1. The students will make facial
expressions that correspond to the
emotion that we are discussing.
As we review which different emotions we know through a group
discussion, I will ask students if they can demonstrate the emotion
we are talking about through their facial expression. I will watch to
see how well their expression relates to their emotion. I will record
this information on the attached data collection instrument.
2. The students will write their names
on their puppets.
I will watch as students write their names to see their letter
formation, spelling accuracy and legibility. I will record this
information on the attached data collection instrument.
3. Students will draw a face for their
puppets that accurately represents
their chosen emotion.
I will observe students as they draw their puppet faces. I will refer to
what emotion the students chose and see how well the facial features
they draw convey that emotion. I will record this information on the
attached data collection instrument.


RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

English: Oral Language K.1: The student will demonstrate growth in use of oral language.
c) Participate in creative dramatics.
English: Writing K.10: The student will print his/her first and last names
Visual Arts: Visual Communication and Production K.2: The student will express ideas and feelings
through creation of works of art.
Visual Arts: Aesthetics K.18: The student will discuss thoughts, experiences, and feelings expressed in
works of art.


MATERIALS NEEDED

White paper bags
Brown paper bags
Crayons
Markers
Introduction Buckets (to facilitate students introducing their puppets to one another)


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PROCEDURE

Preparation of learning environment- This activity will be set up on the rectangle table
nearest to the sink. I will have removed the chairs and we will all be standing around the
table. A stack of white and a stack of brown paper bags will be in the middle of the table.
There will be a container of markers and crayons on either side of the paper bags. When
students arrive at the station, they will take spots around the table so that everyone is
evenly spaced. (Photo of activity set up will be included below).
Engagement and introduction of the lesson- To welcome the students, I will say: Hi
Boys and Girls! At this station we are going to be doing an art project today. I will then ask
students to take a look at their materials on the table and make some predictions about
what we will be making. After students make their predictions I will say, We are going to
use these paper bags and our markers and crayons to make puppets.
Implementation of the lesson- I will ask students to choose their bag. I will explain that
students will choose an emotion that their puppet will be feeling. They will then follow the
instructions on the cards to make puppets whose face shows the emotion they chose. As an
example, I will say: So, if you choose the emotion mad, what might your puppet face look
like? and listen to their responses. I will ask students what other emotions they can think
of and will also ask them to show me what those emotions would look like, as well. OK
Boys and Girls, I am going to come around with my emotion basket. As soon as you choose
your emotion, you can start drawing your puppet. Begin with the card that has a 1 and go
in order. I will be coming around to each of you so you can show me your best work. As
the students make their puppets I will touch base with each one of them asking about
which emotion they chose and how they will show it on their puppets face. As students
complete their puppets, I will have them give their puppet a name and introduce it to a
neighbor, telling about how each puppet is feeling. Students will have the option to use any
materials from the information kits. I will explain to them that, Just as in our
housekeeping station, we have lots of options for objects to use that may help introduce
our puppets.
Closure- Ok Boys and Girls we are out of time. So, puppets down please. Did you enjoy
making your puppets? What was your favorite part of this activity? Well, I had fun meeting
all of your puppets! Please make a stack on the table with your puppets. I will collect them
and they will go into your folders so that you can take them home. Now you will be
moving on to Ms. Victorias activity at the Group Rug where they have another exciting
activity planned. After I gather the puppets, I will place them in the bin where student work
typically goes so that they will stay together and will not be misplaced.
Clean-up- Between groups, I will replace the paper bag stacks to the middle of the table if I
have needed to move them out of the way. I will also return any crayons or markers that
have been left out on the table to their bins. At the end of our workshop, markers will be
re-capped, returned to their boxes and placed back into their storage spot in the cubbies.
Crayons will be placed back into the table tubs. Extra paper bags will be collected and
taken away. Students puppets will be placed in their folders to be taken home at the end of
the day.

Camera
Instruction cards with following directions (and pictures of each step)
- Write name.
- Pick a feeling.
- Draw face.
- Say Hello!



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DIFFERENTIATION
One of the students in Ms. Atkins class has limited English level proficiency. His comprehension during
oral dialogues is much stronger than that of print comprehension. We also have students who may have
trouble reading the emotion words. To help with this and boost their comprehension ability, I will pair
each emotion word with an image that also represents that emotion. I will also be checking with each
student as they chose their emotions to ensure that they understand what they are drawing. For students
who finish earlier than others and need an additional challenge, I will suggest that they come up with a
story about what made their puppet feel that way.


References
Berk, L. (2012). Infants and Children: Prenatal Through Middle Childhood. Boston: Pearson Education, Inc. as
Allyn & Bacon. Pp. 372.



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Data Collection Table
Student Name Emotion Objective 1:
Student makes
facial
expression to
reflect emotions
discussed.
Objective 2:
Student writes
name
accurately and
legibly.
Objective 3:
Student draws
puppets face to
accurately show
chosen
emotion.
Behavioral
I ndicator/Comments:
1.




2.




3.




4.




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