Daily Lesson Plan # 4 Unit Title: Renaissance-Inspired Puppets Date: Thursday !

cto"er #rd To $no%: Declarati&e 'oca"ulary To do: Procedural

Name: Christine Long

(aterials and Resources

Students will know the expression and facial features of their puppets are very important to the puppets character. They will also know that tempera paint is a type of paint that can be built up and added too after it dries in a relatively short amount of time. Students will show an understanding of how to use tempera paint and plot diagrams. Students will identify the proper steps in painting a face and facial features for their puppet. They will also identify the exposition rising action, climax, falling action, and resolution of their storyline for their puppet show using a plot diagram.

)rt 'oca"ulary*ol+ art- art that is created by untrained and/or unknown artists who use bold color and flat designs Te,ture- the feeling of a surface or representation of the feeling of the surface -ase coat- the first coat of paint that preps a surface for another coat Tempera painta permanent, fast-drying paint made of colored pigment and other materials that dissolve in water. Plot 'oca"ulary.etting-where the story takes place /,position- the beginning of the story that introduces us to the characters, setting, time/historical period, and main problem. Rising )ctiontwo or three events that help build up the

Students will !earn proper techni"ues to manipulate tempera paint and create facial features #articipate in a class discussion about plot diagrams $ake a plot diagram on their own for their puppet show in groups %se their knowledge of painting techni"ues to paint the base coat and features of their puppet.

&rtist exemplars-images of puppets from different cultures and civili'ations, images of modern and contemporary puppets made by (an )raig, *an +eeder, and ,aama &aronson &rt materials- smocks, paint brushes of various si'es, some sort of drying system/container, newspaper -to paint on top of., cups for water, water, sharpies, tempera paint, egg cartons for storing paint, pencils, erasers, paper towels, papier m/ch0 puppets, containers to put dirty paint brushes and dirty water in +eferences - books about puppets to look at if the students finish early, various web sources about puppets/puppetry/ puppet makers1

http1//weburbanist.com/2343/35/25/paper-mache-mastersfrom-crafters-to-professionals/ http1//www.vancraig.com/ http1//en.wikipedia.org/wiki/6il76aird http1//www.tcpuppet.org/,ew8iles/Sarg.html http1//en.wikipedia.org/wiki/$arionette http1//www.welyawel.com/index.php9 act:page7detail;p7id:4<< http1//voices.yahoo.com/understanding-puppet-playsrenaissance-and-=3>?<4.html9cat:= http1//www.currentmiddleages.org/artsci/docs/)hamp76a ne7$arionette.pdf http1//www.puppetsbostonguild.org/puppetry.html http1//www.theaterseatstore.com/history-of-puppetry http1//pre'i.com/4@xadyrha=ck/history-of-puppet-shows/ http1//en.wikipedia.org/wiki/#uppetry http1//library.think"uest.org/35aug/33?A=/history.html http1//www.egyptindependent.com/node/>AA34@ http1//dictionary.reference.com

#lot diagram worksheet &rt vocabulary visual #lot diagram visual Teacher examples-for each step of painting -prototypes. as well as the final puppet

story and lead it to the Clima,the highest point of tension/drama in the story *alling )ctiontwo or three events that happen after the highest point of tension and help lead the audience to the resolution Resolution- end of the story where the problem is solved
0oal and (.C *ocus 1 0rade 2322 (.C !"4ecti&es: 4.2b- %se color, line, shape, texture, form, and space to represent ideas visually from observation, memory, and imagination <.4b- $anipulate art media, materials, and tools safely <.2a- Bdentify sources for ideas and procedures used to create artworks

Students will learn how to use paint to decorate their puppets and create facial features. They will also participate in a class brainstorm to create a script/story line for their puppet show.
/ssential 5uestions:

Cow does the si'e, shape, abstraction or realism of the puppet influence the performance9 Cow might a puppet show and the puppets in it differ based on varying audiences -children vs. adults, etc.. Bf you had to tell a story by performing a puppet show, what would it be and why9
Students will be able to use tempera paint to paint their puppets and create the storyline for their puppet show by completing a plot diagram. Students will be assessed by answering "uestions and participating during the plot diagram exercise. The students will also be observed while they are painting their puppets and checked on as they fill out their plot diagram worksheet for their puppet show in groups. The actual painted puppet and completed diagram themselves will serve as an assessment as well. Drill: -have picture of puppet with a clear character on the board- ex1 a puppet that is clearly a villain or a Dgood guyE. &sk students to look at the puppet and talk to their neighbors about anything they notice about this puppet. Then students will participate in a teacher-led discussion about the importance of expression. 5: D)an B have a volunteer tell me one thing that their partner noticed about this puppet9 ): Dit is a lady with fancy clothesE 5: DFkay, so if we look at her clothes are they darker colors or lighter colors9E ): Ddark colorsE 5: DGood. Hhat else do you notice9 Hhat do you notice about her face9E &1 DSee has big cheeksE I1 D Jes she does. *o you think that her big cheeks are drawing more

Lesson !"4ecti&e: *ormati&e )ssessment:

Preassessment6Drill: 3-#mins7

Introduction6(oti&ation6Discussion: 3-#mins7

attention to her face9E &1 DJes. She has an angry faceE I1 DThats right. &nd how can you tell she is angry9E &1 DCer eyebrows are pointing down and she is not smiling.E I1 DJes, her brow is furrowed and her mouth points downwards a little in the corners. This is what makes it look like shes frowning. Cer nose is also pointed up as if in disgust and her eyes are covered by her eyelids a little because her eyebrows are furrowed. &ll of these little details come together to give her that unpleasant expression. -Fther teachers will pass out the students sketches as B ask the previous "uestions. 5: DSo now that we know expressions are very important to our puppets, B want you to think about your puppets character and how he/she fits into your groups story. ,ow look at the sketch you made on the first day. *oes the puppets face show an expression thats appropriate for your story9 *oes it show any at all9 *oes the expression you drew in your sketch match with the one you now want to paint on your puppet9 Bf not, think about how you can change that expression while B show you the demo. 5: D,ow it is time to paint our puppets. 6efore we paint our expressions, we need to do a base coat of paint for the whole body. *oes anyone know what a base coat is9E ): DBts the first layer of paintKE 5: DGood. Bt is the main color of paint that goes on to prep the next layer which in this case is the facial features. )an everyone gather around me at the demo table for a painting demo9E DHhenever you paint, you want to start from the top and work towards the bottom. 8or our puppets, since they are <-*, we want to hold them by the spoon handle while we paint so that we can get all sides. *F ,FT put your puppet down after you have started to paint. 8irst, you want to choose one of the bigger paint brushes and the paint color you want the skin or body to be. ,ow start to paint the head with long, smooth strokes and a thin coat. Bf you have trouble getting into some of the nooks and crannies Lust wiggle your brush to get the paint in there. &fter you finish painting the head, paint the arms and the neck to Lust below the arms. ,ow you can all go back to your seats and start paintingKE -43 minutes. *uring this period students will be painting the base coat on their puppet. Bf students finish this part early they will begin the following cleanup instruction. -mid-point cleanup- <mins. DHhen you finish painting your base coat, put your dirty brush in the bucket with water labeled Ddirty brushesE and your puppet in the appropriate drying spot. Then wash your hands and go back to your seat.E -43 minutes. B will then explain the plot diagram and demonstrate how to use one on the board. Students will be asked to help me fill in the plot diagram for a story they know as a class. -Fther teachers will pass out the plot worksheets while B go over the class example. D,ow that you have shown me you understand how a great storyline is outlined, work with your group to fill out a plot diagram for your puppet show. Hhen you are done, turn your paper over and sit "uietly. $s.

Teacher Demonstration: 8-9:mins7

)cti&ity6;or+ Period: #:-#8mins7

Salke or $s. Ming will come around to collect them as you finish. &fter you have turned in your paper, come Loin me at the demo table.E NNB may not have time for this part. Bf B dont we will do the following steps the next day after Matie has shown them how to make the clothes. -A minutes. B will demo how to paint facial features on the puppet and talk about how to show expression. Then B will explain to use lighter colors and then place the darker colors on top. The last step will be to show them how to rinse off their brush and dry it to use it for another color. D,ow its time for your puppets to come alive. Iuickly go back to your tables and start paintingK +emember, you should only be using the small brushes for this part.E -4A minutes. Students will paint the facial features and any other details they want to include on their puppet. NNBf students finish early they will be asked to start cleaning up and possibly be asked to be a teachers helper to help set up other things for the lesson. Bf they finish very early, they can practice their play or start to write out a script. They can even sketch a picture representing their play on the back of one of the handouts. Bf students do not finish their painting, they will complete that during the next lesson after they make the clothes for their puppet. NN Hhile the students are working, B will be going around to see if any students need extra help with either painting or completing their plot diagram. Students will be asked to stop what they are doing and follow the following instructions for cleanup. 1 DHhen you finish painting your puppet, put your dirty brush facing up in the bucket labeled Ddirty brushesE and your puppet in the appropriate drying spot. Then wash your hands and go back to your seat, and return your smock to the smock box.E Fne student from each table will be asked to throw away the newspaper from the table and another will collect the plot diagrams from the class and give them to one of the teachers. The other teachers and B will collect the paint brush buckets, puppets, worksheets, and any other materials as well as dump out the water containers. Students that clean up early can practice their plays by pretending to be their puppets. 8or a student with special needs, they will receive extra support from the teachers and will be assessed based on effort. Bf they have trouble painting, they may start to decorate an already painted puppet with fabric and embellishments. 8or those students who are advanced, they may be asked to paint more detail on the face and arms of their puppet. They may also be asked to draw a picture to tell the story of their play. DHould anyone that made changes to their puppets face when they painted it like to show their puppet to the class and explain how you made the face better and show more emotion9E -take 4-2 more volunteers if time allows. DThats great that all of you could make adLustments after you learned more about the importance of expression for puppets. Thats what real

Clean up <8 minutes=

)ccommodations:

Closure6 .ummary: <8 minutes=

artists do. &n artist never sticks to exactly what the sketch shows because they are always trying to make things better as they learn more. Jou all are +O&! artistsKKKE D,ow lets see how much you remember about plots. *oes anyone remember the first part of a plot diagram and what it is999 Cow about the next part9E -continue asking until all the parts have been listed. DHowK Jour puppet shows are going to be &$&PB,G because you are all such experts on this information. B cant wait to watch them allKE Teacher Re>lection: Here your obLectives met9 Here the students engaged throughout the lesson9 )hoose one aspect of your lesson that you think your students really understood, why do you think they Dgot itE9 Has there a concept or specific part of the lesson that the students didnt fully understand9 Cow can you address that in your next lesson9