Design for Learning

Activity Plan
Integrated Arts Lesson
Instructor(s): Hancock, Hughes, Freeman, and Walker
Lesson Title: Si Wons Social Studies Lesson
Curriculum Area & book connection: Social Studies
Si Wons Victory by Bill Martin Jr.

Grade Level: 1st grade

Estimated Time: 45 minutes
Arts Area: Dance

Standards Connection:
Content Area: Compare common and unique characteristics in societal groups,

including age, religious beliefs, ethnicity, persons with disabilities, and equality
between genders.
Arts Area: Identify choreographic elements in a dance.
PE: Apply rhythmic movement to games, activities, and dances.
Learning Objective(s):
Content area: Students will write one way that the Korean culture is similar to American
culture, one way that it is different, and one fact that they did not know from the lesson.
Arts Area: Students will learn a traditional Korean dance, and be able to identify the
beginning of the dance, the middle of the dance, and the end of the dance with no
misconceptions.
PE: The students will learn a dance of the Korean culture with 100% participation.
Engagement:
Today, we will be learning about the Korean culture. As an engagement, we will take a
virtual tour of Korea before reading the book Si Wons Victory. One, two, three, all
eyes on me. Ill wait until everyone is quiet and paying attention. Thank you. When I call
your table, I want you to come sit on the carpet in front of the projector. Make sure you
are making a wise choice about who you are sitting by. Today, I am very excited about
what we are learning! Has anyone ever heard of the country Korea? Here is a picture of
the country of Korea. There is a North Korea, and a South Korea. What does that sound
like? Right, it sounds like a North America, and a South America. Korea is a little
smaller, though, isnt it? We should also know that when people mention Korea, they are
talking about South Korea, because a very strict ruler called a dictator governs North
Korea. A dictator is usually very mean, and he allows his people no freedom. Has anyone
ever heard of Hitler before? He was a dictator! Anyways, just know that when we talk
about Korea, we mean South Korea. Does anyone know where Korea is? Lets look at
this picture of the world. Who can find Korea? Good job! Korea is a country in Asia.
Who would like to visit Korea? I would! Well, today, we are going to take a virtual tour of
Korea! I want everyone to get in his or her airplane, and buckle up! The students will

pretend they are in an airplane as we travel to Korea. We are here! I hope everyone is
prepared to look around and learn some new things. First, we are going to look at some
famous sights in Korea. We will look at the Seoul Tower, the Gyeongbokgung, and the
Seoraksan National Park. We will discuss how these three sights are big attractions in
Korea. First, we are going to look at the Seoul Tower. This tower is a beautiful building
that overlooks the city of Seoul. It is like a skyscraper like we would see in New York or
Chicago. Who would like to visit this? I would! Next, we are going to look at a building
called the Gyeongbokgung. Can anyone say that? Its so hard to pronounce isnt it? What
do we think this building is? Well, it is actually a palace! The king and queen of Korea
lived here at one point. This castle has many different buildings. One of the buildings is a
temple, where they would typically practice their main religion, Buddhism. Would anyone
like to live there? Yes, me too!! Finally, we are going to look at a place called the
Seoraksan National Park. This park is just like a National Park you would find in the
United States! Has anyone ever visited a national park? What did you see? Thats right.
Lots of animals and trees. Do you think, though, that this National Park would have the
same kind of animals that we find in America? No probably not! What kind of animals
would we find there? Good answers. Now, before we leave this beautiful country, we are
going to see a city where people actually live. This city is called Chungju. This city is
famous for its production of apples! We will examine some houses up close and then we
will discuss how these houses are similar or different to American homes. Finally, we will
fly back to the United States. Okay students, get back in your plane and buckle up. We
are flying back to the United States! Once the students have gotten out of their planes
instruct them to calm down. One, two, three, all eyes on me. Now, its time to read a book
about a boy from Korea who comes to the United States. He was a new student at a
school. Have you ever been a new student? Do you think that would be hard to do, if you
were a new student and from a different country? I do! Lets see what happens. I want
you to pay special attention to the aspects of Korean culture that you see in the book.
Think about if Si Won lives the same as you, or if he does things differently. Read the
book to the students. Ask important questions like Do you think it was hard for Si Won
to fit into our culture? Did the other students help him fit in? What differences did
you see in the cultures? What similarities did you see? How would you make a
student from another culture feel welcome? Once the students have answered these
questions, move to the activity.
Learning Design: (Activity)
Activity Explanation:
Since students have just talked about the differences in cultures that they see in the book,
they will fill out a Venn diagram comparing Korea with America. One circle will say
Korea, one will say America, and the overlapping circle will say both. The Venn diagram
will be displayed on the board with the document camera, and we will start by writing in
the circles, while the students copy down what the teacher writes on the board. We will
discuss the two words for each section together, and then the students will be responsible
for adding three words to each category. Once the students have completed this, then we
will discuss in further detail the different culture. We will use the word culture

education religion pride and family frequently, so we would discuss those words
beforehand.

Build Knowledge
Alright, friends, since we just talked about the similarities and differences that we
saw in the book, now we are going to put those on paper. I have displayed a Venn
diagram on the board. One category says Korea. One category says America.
And the final category, the one in the middle, says both. As a class, we are going
to think about some words, phrases, or traditions that we know about that
describe both cultures. As a class, we will put two words in each category, and
then they will be responsible for adding 3 more words, to make 5 words in total.
Lets think about some words that could describe Korea. What did we learn about
the culture from the book? What can we infer? What does that tell us about the
culture? What is different in their culture? Let the children talk with a partner and
then ask for volunteers to answer. Write two words under Korea. Now, lets think
about America. What is it like to live here? What do we like to do? What makes us
unique? Let the students talk with a partner again and call on two pairs. Once two
words are written, then move on to the last category. Now this last category in the
middle overlaps both Korea and America. Who can tell me what that means?
Thats right, it means you write down things that they both have in common. What
are some characteristics that the two cultures share? Good job! Now, its your
turn to work independently. I want you to write down three more words in each
category. You have 10 minutes to do this. If you need some more facts on the
countries, you can use your Chrome Books. Once the students have completed the
Venn diagram, we will discuss the difference in the two cultures. So now that we
have all these words on the board, we can examine the two cultures more closely.
I want us to look specifically at the difference in family life, the difference in
education, and the difference in activities First, lets talk about families. What do
you think a family in Korea would be like? Koreans place high value on the
family as a whole. They believe in large families, and a family typically all lives
together. That means grandparents, aunts, uncles, everybody! There is a great
deal of respect in the family system. The children respect the parents, and are
expected to honor them at all times. Along with this respect comes pride, and
being proud of whom you belong to. The children are also expected to take care of
the parents when they get old. Now, lets think about the American family. What
does that look like? Often times an American family can just be one parent, or
even a child living with aunts, uncles, or grandparents. Do you think the children
show respect to the parents in the United States? Unfortunately, I do not think
that is part of our culture. Do we show pride in our families here? Are you proud
of your family? Im glad! Last, often times when our parents grow old, we do
take care of them though. Are there any questions or comments? Allow students
time to voice their opinions. Okay, lets talk about education in both cultures.
What do you think the education in Korea is like? Education is very serious in

Korea. It is something to be proud of, and brings honor to the family; therefore
they take it very seriously. The schooling system is more rigorous. Who knows
what that word means? It means hard, good guessing! Lets compare that to what
we know about American education and schools. There are both private and
public schools. Do schools take education as seriously? Do families? I think that
education is something we take for granted in the United States, because we have
always had it. They have not always had it in Korea, therefore it is more special
and they value it more. I want you guys to always remember how special and
valuable school is, and to always be grateful for the education you are getting!
Allow students time to ask questions or make comments. Finally, lets talk about
the things both cultures do for fun. What do you think Koreans do for fun? What
do Americans do for fun? I bet we do many of the same things! We play sports.
Koreans play football and baseball just like Americans do. They cook and bake
just like Americans do. They also sing and dance just like Americans. However,
their dances look a little bit different than ours do. Today we are going to learn a
traditional Korean dance!

Model and create:

We are going to learn a traditional Korean dance. This dance is a traditional sword
dance, and although women typically perform it, we are all going to do it today.
When I call your table, please come up and get a cardboard sword. Remember that
these are not yours, so you should be careful with them and treat them well. You
should also remember that we do not hit anyone else with the swords. They are for
dancing only. If I see anyone who is not behaving properly, you will go back to your
seat and watch the rest of us. Now, I want us to first watch this video of the whole
dance. Then, we are going to learn the dance in sections. Have the students watch the
video of the dance. We will learn the beginning first, practice that 2 times, and then
move to the middle. Have the students watch the beginning of the dance. Model the
beginning part of the dance for the students, and then go step by step through the
dance, having them imitate you. Then, practice the beginning twice. Now, we will
learn the middle part of the dance. You will practice that two times. Have the students
watch the middle part of the dance. Model the middle part of the dance for the
students, and then go step by step through the dance, having them imitate you. Then,
practice the middle twice, and then do the dance from the beginning. Now we are
going to take what we know and do it the whole dance from the beginning. GREAT
JOB! Lets learn the end now. Model the end of the dance for the students, and then
go step by step through the dance, having them imitate you. Then, practice the end
twice, and then do the dance from the beginning. Okay, now that we know the whole
dance, lets try the whole thing together. Im going to do it at the front of the class, so
follow me if you get lost. Repeat this 2 times, and then let the students do it by
themselves the third time.

Closure
After the students complete the dance the last time, have them sit on the floor. Three, two,
one, lets see who is sitting quietly and is ready to listen. We are almost done with our
lesson today. Im so thankful for the opportunity to learn about the Korean culture
through this book that Mr. Bill Martin Jr. wrote. If authors did not choose to write
fictional stories about important themes like culture, then we might not know as much
about different cultures as we do! Lets all remember to always be thankful for people
who write and remind us about the great place we live, but also about the way that other
people live, too.
Assessment
Once students have finished with the dance and carpet time, have them return to their
seats. We just had so much fun! You guys look like real Korean sword dancers. Please
bring your swords back to the front of the room, and then return to your desk. Before we
go to lunch, I want you to write down one way that the Korean culture is the same as the
American culture, one way that it is different, and one new fact that you learned from this
lesson. Please give it to me on the way out the door. These assessments will not be
graded with a letter or number grade, but I will read them and see if there are any
misconceptions or any enlightening thoughts that the students had, and we will discuss
those the next day.
Materials and Resources: This plan should be detailed and ALL materials and
resources should be included/attached. You do not have to actually make the activity
for an example, but you would need to include the patterns.
https://www.youtube.com/watch?v=BumtnHdtLU4
This video demonstrates the dance that we will do in class.
A map of the world with Korea highlighted
A map/picture of Korea
Si Wons Victory
Document camera
Projector to display the movie
Google maps tour of Korea
Chrome books
Cardboard swords

Design for Learning

Activity Plan
Integrated Arts Lesson
Instructor(s): Hancock, Hughes, Freeman, and Walker
Lesson Title: Animal, Animal, where do you live?
Curriculum Area & book connection: Science
Panda Bear, Panda Bear, What Do You See?

Grade Level: 1st grade

Estimated Time: 45 minutes
Arts Area: Visual Art

Standards Connection:
Content Area: Describe survival traits of living things, including color, shape, size,

texture, and covering.

a. Describing a variety of habitats and natural homes of animals
Arts Area: Create works of art using a variety of techniques.

Producing three-dimensional works of art

Learning Objective(s):
Content area: Students will match the animal to its correct habitat on a worksheet with
80% accuracy.
Arts Area: Students will create a habitat in a shoebox for a specific animal, including
three specific details of that habitat.
Engagement:
Today students will learn about different animals and their habitats. Using the animals
that are in the book Polar Bear, Polar Bear, What Do You See? the students will play
Charades. They will be divided into teams, and will take turns acting out the animal. If
their team guesses the animal correctly before the time runs out, they get a point. The
team with the most points wins, and gets to visit the treasure chest. Class, today I am
very excited about what we are doing! This is one of my very favorite topics. Im not
going to tell you what were talking about just yet though, because first, we have a game
to play. I want this side of the room to line up on this side of the carpet. I want the other
side of the room to line up facing them on the other side of the carpet. Has everyone
played Charades before? Good Im glad! One member of your team is going to come up
and draw an animal from the bucket. Then, you will act it out to your team. You will have
1 minute to act it out. Remember that when youre acting out, you cannot talk!! If your
team guesses correctly in the time limit, then you get a point. If you do not guess the
animal correctly, then you will put it back into the bucket. Whichever team has the most
points at the end of the game wins, and will get a prize from the treasure chest! Once the

students have finished the game, we will read the book. Tell the students to pay close
attention to the different animals that they see, and to think about where those animals
live. Once we have read the book, we will transition to our activity.
Learning Design: (Activity)
Activity Explanation:
We will do a web quest in class about the different habitats of the animals. First we
will talk about the different animals that we saw in the book. Then we will discuss
different habitats, and how different animals thrive in different places. Then, as a
class, we will complete a web quest about similar habitats and animals that we have
talked about. The students will learn new vocabulary centered around habitats and
words related with the habitat, like jungle, tundra, forest, ocean, sky, etc.
Build Knowledge
Now that weve read about the different animals, who can tell me some of the ones
that they remember from the book? As the students list out the animals, write them on
the board until they have named all of them. When we think about these animals,
where do we picture them living? Do they all live in the same place? No, not at all!
That would be like saying that everyone in the world lives in the same place. Some
people like the cold, and some people like the hot weather. Some people prefer to be
around other people, and some people like to be out in the middle of nowhere. Some
people like the beach and the water, and some people like the trees and mountains.
Animals are very similar to this! What are some of the different places that animals
like to live? Thats right! Some live in the forest, some live in the water, and some live
in the trees. There are other places where animals live, too. A place where an animal
lives is called a habitat. Can everyone say that with me? HABITAT. Some animals
live in the desert, where it is very hot and dry. Some animals live in the jungle, where
they can camouflage and stay cool. There are many different places that animals live.
They pick these different places based on what they need. When animals pick a home,
they have to be sure that it is safe for them and their family, and that there is plenty of
food for them to eat. Would you want to live somewhere that was not safe? No you
wouldnt! Or would you want to live somewhere where you never had enough food? I
wouldnt! For example, animals that live in the forest, like birds, need trees to build
their nests and dirt so that they can eat worms. Lets look back at the animals that we
talked about in our books. Lets figure out where these animals live! Do you think that
some of these animals live in the same places? Yes, I do too! Where do we think a
panda lives? Allow students to answer. Maybe in the jungle? Thats a good
prediction. Do you think any other animals live in the same habitat as the Panda?
Yes, I think a monkey and a panther would too! Lets talk about the Bald Eagle.
Where do we think Eagles live? Let students brainstorm and think about where birds
live. In the forest where there are lots of trees?? Good thinking! What other animals
live in the forest? Thats right, a wolf! Okay, lets talk about sea turtles now. Where do
sea turtles live? Listen as they list of places. Yes of course, in the ocean! Are there
any other animals that live in or close to the ocean? Actually, a crane does. Cranes
are large birds that live by the water. What animals do you see now that go together?

Yes a penguin and a sea lion! And where do they live? In the cold, right? That is
actually called the tundra. Places like Alaska and Antarctica would be called the
tundra. Oh no, we have one last animal! What is a water buffalo? And where do they
live? Well, Ill be honest and tell you friends that even Ms. Walker did not know
where the water buffalo lived. Are there any guesses? Let the students think and throw
out some possible answers. It actually lives in muddy waters and swamps! Who
would have known?? Pass out the web quest and explain it while you are passing it
out. I am now passing out a web quest that we are going to complete as a class. I
want you all to get our your Chrome books, but do not open them until I tell you. Lets
look at this web quest together. This is like a scavenger hunt, but its online! Each
group of animals that you see on the web quest are similar to the ones we talked
about in class. Under each animal, there are the same questions to be answered. The
questions are: Where do I live? Why is this a good place for me to live? What else is
found in my home (ex: food, trees, fish, water, etc.)? We are going to do this as a
class, but I want you to use your Chrome books to go to the website listed. I will call
on you to answer questions, so make sure you are following along! As a class, we will
complete the web quest. I will ask the students questions about each animal, and we
will make the distinction that different animals live in different places. There are four
main habitats that I want the students to take away from this activity:
Jungle/rainforest, forest, ocean, and tundra. Once the students have finished the web
quest, we will transition into our art activity.

Model and Create:

Have a pre-made shoebox habitat for the students to see. Tell the students your
expectations: Today we will be making shoebox habitats, using the habitats we
just talked about! Here is a shoebox habitat that I made beforehand. It is of the
desert. When we are making our habitats, I should be able to clearly tell what
habitat it is by looking at it. Do you see how I used real sand? That gives me a
hint that its the desert. Do you see the cactus that I made? That gives me another
hint. Last, I put a camel and a lizard plastic animal in the habitat. Do you see
how those three hints helped me figure out what habitat it was? When you are
making your habitat, I want you to include three hints. The animals will be a
great hint, but I need at least two others that clue me in on what habitat you are
talking about! I have 7 shoeboxes. You will work with your table, in groups of
threes. I will assign each of you a habitat, when I come around and hand you a
shoebox. You may use any of the materials in the arts and crafts corner that you
can find. I also have some plastic animals that you can use to put in your
habitats. You may begin! Students will then create the shoeboxes working in their
groups. They will have about 20 minutes to make their habitats. Once they are
finished, we will transition to the assessment.

Assessment
Students will complete a matching worksheet, where they will match the animal on one
side to its habitat on the other side. Three, two, one. All eyes on me. I will wait until
everyone is seated quietly and I have everyones attention. The habitats are looking good!
We are going to put them away for now because we have one more thing to do. I need one

member from each table to go and put your habitat in the art corner. While they are
doing this, I will be passing out this worksheet for you to complete. Once all students
have returned to their seats, give instructions. Listen closely for directions, so you do not
get confused. There are 5 pictures of animals, and 5 pictures of habitats. I want you to
match the animal to its correct habitat by drawing a line from the animal to where it
lives. Each habitat will have ONE animal. Did everyone hear that? Are there any
questions? Okay, you may begin. If students get 4 or more correct, then they have
mastered the subject. If they get between 2 and 3 correct, then they need extra practice. If
they get 0-1 correct they will spend one on one time with teacher reviewing habitats and
working on little pieces at a time.
Closure
Once all the students have finished their matching worksheet, we will go back to the
habitats and students will have the chance to share with the class their habitats. I want
one member of each group to go and get your habitat. Bring it back to your table and sit
quietly. The table who is sitting quietly will get to show us their habitat first. Allow each
table to present their habitat, and have the class guess if they know what habitat it is.
Then, let the group tell the class about their project and the animals that live there. Ask
each table if we saw those animals in the Panda Bear, Panda Bear, What Do You See?
Then, have the children put the habitats back in the places in the art corner and return to
their seats.
Materials and Resources:
Panda Bear, Panda Bear, What Do You See?
Bucket for the Charades game
Pieces of paper with the names of animals on them (panda bear, bald eagle,
water buffalo, spider monkey, sea turtle, penguin, sea lion, red wolf, crane,
and a panther)
White board
Marker
Timer
Web quest (see next page)
Chrome books
7 shoeboxes
Art supplies for habitats: paint, sand, different colors of tissue paper,
paintbrushes, crayons, markers, construction paper, clay, play-do, glue, tape,
scissors, and string.
Plastic animals: polar bear, penguin, bird, wolf, sea turtle, fish/sea gull, panda
bear, and monkey.
Matching worksheet

Habitat Web Quest:

Directions: Using the website listed, use the information to answer the
questions.
http://kids.nationalgeographic.com/animals/
1. Spider Monkey and Panda
a. Where do I live?

b. Why is this a good place for me to live?

c. What else do I share my home with (plants, flowers, food, water, etc)?
2. Gray wolf and Bald Eagle
a. Where do I live?

b. Why is this a good place for me to live?

c. What else do I share my home with (plants, flowers, food, water, etc)?
3. Sea turtle and Flamingo

a. Where do I live?

b. Why is this a good place for me to live?

c. What else do I share my home with (plants, flowers, food, water, etc)?
4. Penguin and Sea Otter
a. Where do I live?

b. Why is this a good place for me to live?

c. What else do I share my home with (plants, flowers, food, water, etc)?

Matching Worksheet
Directions: HELP! These animals have lost their home! Help them find their way
back home by drawing a line from the animal on the left to its correct habitat on
the right. Each habitat will have ONE animal.

Design for Learning

Activity Plan
Integrated Arts Lesson
Instructor(s): Hancock, Hughes, Freeman, and Walker
Lesson Title: What Can You Describe?
Curriculum Area & book connection: ELA
Polar Bear, Polar Bear, What Do You Hear?

Grade Level: 1st grade

Estimated Time: 45 minutes
Arts Area: Theater

Standards Connection:
Content Area: Use illustrations and details in a story to describe its characters, setting, or
events. [RL.1.7]
Arts Area: Depict simple stories and situations through the use of puppetry.
Learning Objective(s):
Content area: Students will correctly match the description of an animal to its picture
with 80 % accuracy.
Arts Area: Students will accurately depict the story using the puppets.
Engagement:
We will begin by watching the puppet show of Polar Bear, Polar Bear, What Do You
Hear? While watching the puppet show, we will follow along in the book by Bill Martin
Jr. Today, we have a very fun activity to do! We are going to watch a puppet show of this
book I have right here. This book is called Polar Bear, Polar Bear, What Do You
Hear? While we are watching the puppet show, I want us also to follow along in the
book. Once the puppet show is over, we will go back and look through the book again.
We will think about each different animal, and I will ask the students how Mr. Martin
describes the animal. Now, lets look at the book again. How does Mr. Martin describe
this first animal, the polar bear? Let students throw out some ideas. He uses not only his
words, but also his pictures doesnt he? What do we know about the polar bear from this
description? Well, we know he is big and white. We know he has good hearing, because
he heard the roaring lion. Lets talk about the lion next. What do we know about him?
Continue to ask the students the same questions about each of the 10 animals. We will
think about not only the words, but also the illustrations. We will also talk about how Mr.

Martin uses the sounds to describe the animals, as well. Then, we will transition to our
activity.
Learning Design: (Activity)
In this activity, the students will practice using their describing skills to describe a famous
celebrity or Disney character to the class. They will describe their person to the class
using descriptive adjectives, like colors or personality words. They can tell the class
where the person lives, and what they like to do. They are not allowed to say, This
person is in this movie. Or this person played this character. We just talked about how
Mr. Bill Martin Jr. described his characters in detail. Now, you are going to get the
chance to describe a character to the class. When I call your table, each person will
come to the front of the class and choose a piece of paper. THIS IS A SECRET! Do not
share what it says with anyone else. If you need help reading your name, or you do not
know who it is, raise your hand and I will help you. Once everyone knows who they are
describing, you will take turns describing your character to the class. You cannot say
Oh my character is in this movie. Or my person played this character. You can
describe your character by saying what they look like, what they like to do, where they
live, and things like that. If you guess the character correctly, then it is your turn to
describe. If you are having trouble describing your character, then you may draw a
picture of them on the board. Are there any questions? Do I have a volunteer to go first?
Once students have all gotten a piece of paper, pick one student to go first. They will
describe their character to the class, like Charades, but with words. Whoever guesses the
character gets to go next. If they absolutely cannot guess the character, then the student
may draw the character on the board.
Build Knowledge
Once the students have finished describing their characters to the class, we will talk
about the importance of descriptive language, and how even illustrations can help us
when we are describing characters. So, we all found out that describing people is
pretty hard, didnt we? But why were we describing these characters? Thats right,
because we wanted people to know and understand our word! Authors describe
characters for the same reason: They want the reader to better understand them.
Authors usually do a spectacular job of describing their characters when they are
writing a book. Thats because they use descriptive words and pictures to help convey
their message, and to give a better understanding of the character. As a class, we will
compile a list of descriptive words. There will be vague words, like any kind of
colors, and more specific words, like beautiful, regal, old, smelly, new, happy, sad,
mad, jealous, big, small, tall, short, and any other words that the students come up
with. These are all very good words to describe people and characters! You can also
describe what they are wearing, or how they are feeling, and that helps people to
understand the character better. There are other ways to describe a character, too,
though. What else did we look at during the puppet show? Good job! We also looked
at the illustrations. Illustrations are important because they can show us how people
are feeling, or what people look like. They are another useful tool for describing
different characters or people. Remember in our activity how some of us had to draw
the person we were describing? And that helped us to understand what everyone was

talking about! Today, to help us describe and illustrate, we are going to make a
puppet show just like the one we watched!
Model:
Prepare a puppet ahead of the time for the students. These will be brown bag puppets
that the students can draw, paint, and glue on. Explain to them how they have to use
what the author wrote and drew to make the puppet. What do I have here? Thats
right, its a puppet of the zookeeper that we read in the book. See how I put eyes and
the hair on him, and a hat? I used the illustration in the book so that my puppet
would be similar to what we read. With your partner that is sitting across from you, I
want you each to make the puppet that you are assigned. When I give you a brown
bag, I will also tell you what animal you are making. Since we have 10 pairs, each
character in the book will be represented. Remember to use the descriptions in the
book to help you make the puppet. You may use any of the materials in the art corner
that are laid out. Are there any other questions? You may begin.
Create:
Students will create their puppets with their partners. They will have about 20 minutes to
make their puppets. Once they have finished making their puppets, they will put them
away until the end. I love all the creating and making that I am seeing! It is time to stop
now. I need one member of each group to come put your puppet on the table in the front
of the room, and then return to your seat. Then, transition to assessment.
Assessment
Students will now complete a worksheet where they have 6 description of animals, and 6
pictures. They will read the description and match the description to the animal. If they
get 4 or more right, then they have mastered the concept. If they answer 3 right, then they
need extra practice with descriptions. If they get 2 or less right, then they need more one
on one time with the teacher. One, two, three. All eyes on me. Im about to pass out a
matching worksheet. Display the worksheet on the board using the document camera. On
the first page, you have 6 descriptions. They each describe a different animal. Read the
description, and think about what animal it describes. Then, I want you to look at the
second page. There are pictures of animals, A, B, C, D, E, and F! Match the description
to its animal by writing the letter of the animal next to the words that describe it. Each
description matches exactly one animal! Are there any questions? You may begin.
Closure
Once the students have completed their assessment and turned it in, we will return to the
puppets. One, two, three. I want all eyes on me. Ill wait until everyone is quiet. We are
going to use our puppets again. I want one partner to go and get your puppet. Before we
put on the puppet show, I want each group to describe your puppet to the class. Give each
group 30 seconds to describe their puppet to the class, using the words and techniques we
discussed. Then, they will put on the puppet show as I read the book. Now, I am going to
read the book out loud. You and your partner will both participate. When its your
puppets time to shine, one partner will be the puppet. The other partner will make the

noise that the animal makes in the book. Does everyone understand? Bring out the
puppet stage, and then begin reading the book.

Materials and Resources:

https://www.youtube.com/watch?v=XxYk9SIxdyQ
Polar Bear, Polar Bear, What Do You Hear?
Bucket
Twenty characters Minion, Nemo, Dorie, Jasmine, Aladdin, Peter Pan, Tinker
Bell, Olaf, Anna, Elsa, Sven, the Pink Panther, Robin Hood, Cinderella,
Paddington, Arthur, Timon, Pumba, Mike Wazowski, and Mulan
Document camera
Whiteboard
Expo Markers
Brown bags
Art supplies for puppets: paint, sand, different colors of tissue paper, paintbrushes,
crayons, markers, construction paper, clay, play-do, glue, tape, scissors, string,
and googly eyes.
Matching Worksheet
Puppet show stage

Match Me to My Animal
Directions: Oh no! A terrible thing has happened! A mad scientist has come and stolen
all of the animals identities. Now, they have all forgotten who they are!! They need your
help to figure out who they are again. Read the description on the first page and match it
to the animal on the second page. Write the letter of the animal that matches the
description next to the description. Good luck, these animals are counting on you!

I have four legs.

I am chocolate brown.
I live on a farm.
I have four legs.
I have stripes.
I have a mane.
I am little.
I am usually green.
I like to jump.
I have fins.
I have sharp teeth.
I like to swim.
I am very fast.
I have spots.
I am a big cat.
I have wings.
I am pink.

I live by the water.

A.

D.

F.

B.

C.

E.