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Students will be able to retell stories through plays they have written, including key details and demonstrating understanding of their central message or lesson.
- Begin the lesson by asking students whether or not they have seen a puppet show before. Ask them to bring up things they remember about it.
- Tell students that in some cultures, puppet shows are used to retell famous stories and remind people of important lessons. Elaborate that lessons are sometimes called central messages.
- Inform students that they will be producing their own puppet shows today based on stories they have recently read.
Beginning: Preview the content by taking students to see a puppet show or providing puppets and a puppet show to the class, using a familiar story.
Intermediate: Provide definitions for key vocabulary used in this lesson, such as retell, puppet, act, detail, event, and character.
Explicit Instruction/Teacher modeling(5 minutes)
- Have students list some of their favorite stories. Choose enough stories as a class to break students into groups of 4-5 students.
- After choosing the stories, assign students to one of the story groups.
- Once students have been assigned to a group, ask students what things they believe will need to happen in order to have a successful puppet show.
- After students list all of the various jobs, tell them that they should write the script first as a group so that they know what characters, scenery, and props are needed.
- Explain to students that they should think about all the key characters and events in the story. Explain that key characters and events are those essential to the story’s plot. Students will know that something is key because the story would be missing something important without the person or event.
- Have students think about different ways they can make sure to include all of the key characters and events.
- Students might suggest making lists of all the characters in the story, thinking about the beginning, middle, and end of the story, drawing pictures, etc.
- Make a list of these ideas to post in a prominent place as students work on their scripts.
- Tell students that one way to make sure all of these key details are included is to make sure they have answered: Who? What? Where? Why? When? and How?
- Provide familiar read-aloud texts for students to choose from when deciding on their favorite stories.
- Pre-pick groups of students based on lingustic support and home language (L1) needed.
- Provide each group with a graphic organizer to use when planning out the parts of their play.
- Work with the groups to ensure that they are identifying and including the key events and characters as they retell their story.
Guided Practice(5 minutes)
- Using a story not assigned to one of the groups, have students help list all of the important characters.
- Direct your students to practice starting at the beginning of the story and listing all of the different locations and key events.
- Demonstrate to students that they can go back to the book to see what things were illustrated.
- Tell students this is another way to check that they have included all of the key events and people.
- As students list key characters and events, remind students that they need to tell the story in the same order the author did. Explain that it is important not to jump around or change the order of events.
- Encourage students to also think about any messages or lessons the story might have included.
- Tell students that these are important parts of a story and should be included when it is retold.
- If possible, give an example from a book not assigned to one of the groups.
- Choose a familiar story and read it aloud.
- Take note of the key events and characters in the beginning, middle, and ending of the story.
- Review the elements of a story (beginning, middle, ending, setting, characters, details, and events).
- Use chart paper to record the ideas of the class and save for future reference.
Independent working time(25 minutes)
- Show students all of the different art supplies they have to make the sock puppets and scenery.
- Ask if there are any final questions before groups begin working on their assigned story’s play.
- Give your students time to write the script and create the sock puppets and scenery for their shows.
- To save time, assign the students roles in each group.
- Model how to create a sock puppet and provide students with enough time to practice creating their puppets and working on their scripts.
- Consider having students create their sock puppets and then come back to work on their script at a later lesson.
- Provide students with visual instructions for the tasks they are expected to complete.
- Remind students when they have five minutes left and help them transition to their rehearsal.
Enrichment: Students who need a greater challenge can be assigned the role of group leader. Challenge them to design a special effect that draws attention to their favorite key detail.
Support: For students who need a little extra assistance, strategically pairing these individuals with peers that have complimentary skill sets is critical. Have your students demonstrate their understanding of key story details in any manner conducive to their skill sets. For example, students may dictate the key details they wish to include in the script to a scribe, or a student may design wardrobe/prop items that demonstrate knowledge of key story details.
- Assess your students based on the number and quality of the key details they provide in their skits.
- You can also assess your students based on their participation and contributions while preparing for the show. Level of contribution can be determined based upon reports of group mates or your observation.
- Informally assess each group by checking on their progress and asking open-ended questions such as, "What are the main events? How do you know? Who is this story about?"
- Collect student planning papers and assess if students were able to accurately capture the key events and characters in their retelling of the story.
- Have students reflect on their process with their group answering the questions, "What did I like about this activity? What do I know about main events and characters?"
Review and closing(20 minutes)
- Call students together.
- Have groups perform their puppet shows for one another.
- Ask students watching the shows what details they really liked knowing and if there were any areas of the show where they wanted more information.
- Remind students that when they are retelling stories it is important to include key details and include the central message or lesson of the story.
- Have students perform their skits in front of another group.
- Pass out index cards with the following words on them: main event, character, beginning, middle, ending. As the skits are performed, demonstrate how to hold up the matching card for students to share that they understand each part of the skit (e.g. holding up the "beginning" card at the beginning).
- Have each group note what key events, details, and characters they saw in the beginning, middle, and ending of the story using the following sentence starter: "In the beginning/middle/ending I noticed ____. The key events were ____ and ____."