# SUPER STUFFY PUPPET – Form, Colour, Pairs

In this 2-part lesson students learn about pairs as they create a stuffed paper puppet using markers, crayons and glitter glue.

40 Minutes

Language Arts
Mathematics
Visual Arts

colour form pair

#### Materials

Drawing Paper - 22.9 cm x 30.5 cm (9" x 12") Markers Crayons Glitter Glue White Glue Scissors Paper Towel Rolls Paint Brushes Paper Clips

## Steps

### Step One

1. Draw a picture of your character on the paper.
2. Make it fill the page.
3. Add colour and glitter glue.

### Step Two

1. Draw an outline around your character.
2. Paper clip your picture to another piece of paper that is the same size.
3. Cut along the outline.
4. Make sure you are cutting through both pieces of paper.
5. When you have finished cutting it out, remove the paper clips.

### Step Three

1. Squeeze glue around the outer edges of the back of the puppet.
2. Do NOT put glue along the bottom edge.

### Step Four

1. Remove the paper clips.
2. Place the blank shape on top of the glued shape.
3. Press the pair of shapes together.

### Step Five

1. Paper clip the 2 shapes together while the glue dries.
2. Crumple up the paper scraps and stuff them into the puppet.

### Step Six

1. Squeeze glue along the bottom inside edge of the puppet.
2. Insert the paper towel roll into the puppet.
3. Leave about 4 cm of the roll sticking out of the bottom.
4. Press the glued edges of the paper together and around the paper towel roll.
5. Add glue to make sure the paper roll is fastened on both sides.
6. Hold the paper in place for a few seconds to make sure it sticks.

### Step Seven

1. Remove the paper clips.
2. Use your puppet to tell a story.

## Learning Goals

Students will be able to:

• draw a character with lots of details;
• cut out a pair of shapes;
• create a stuffed puppet using a pair of paper shapes;
• work independently and self-regulate;
• use their puppet to tell a story;
• demonstrate a sense of accomplishment.

## Extensions

Have children:

• play with the puppets exploring and sharing ways to express different emotions with them;
• record a story, including sound effects and then play their recording as they act out the story with their puppets;
• share their puppet stories with their peers.

## Prepare

1. Set up a centre so students can explore the concept of pairs, for example, place a variety of pairs of objects in a bin and have students:
- select pairs of objects from the bin;
- place them in order;
- explain why they are pairs;
- draw what they see.
2. Gather and share books about pairs and shapes such as, A Pair of Socks, by Stuart J. Murphy; What's a Pair? What's a Dozen?, by Stephen R. Swinburne; More Than One, by Miriam Schlein, and Donald Crews; Double the Ducks, by Stuart J. Murphy, and Valeria Petrone; and Circus Shapes, by Stuart J. Murphy, and Edward Miller.
3. Set up an art centre with paper, markers, crayons, glitter glue, scissors, paper towel rolls, paper clips and glue.
4. Make an unfinished sample to demonstrate the construction process.

## Introduction

1. Conduct a read-aloud with a book such as A Pair of Socks, by Stuart J. Murphy.
2. Ask students to share a pair of objects they found in the pairs bin.
3. Have students explain why they think the 2 objects are a pair.
- two identical or similar objects that are meant to be used together
4. Introduce the art centre.
5. Introduce the challenge.

## Activities

### The Challenge

1. Draw a character with lots of details.
2. Cut out a pair of paper shapes.
3. Create a stuffed puppet using your pair of paper shapes.
5. Use your puppet to tell a story.

### The Process

1. Ensure that students understand the challenge.
2. Establish success criteria with your students, for example,
I know I am successful when I:
- use my own ideas to make my puppet
- draw a character with lots of details
- cut out a pair of paper shapes
- glue the pair of shapes together
- stuff the shapes with scrap paper
- make a puppet that is in good condition
- use my puppet to tell a story
3. Guide students through the steps outlined in the lesson plan.
4. Observe students as they work.
5. Provide individual assistance and encouragement.

## Sharing

1. Gather students to view and discuss their puppets. Ask students to share:
what they learned about making a puppet
- what they like best about their puppets
- what kind of sounds their puppet can make
2. Provide time for students to work in small groups or with a partner to tell a story using their puppets.

## Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their artworks – speaks with a clear voice, looks at audience while speaking, holds puppet to the side, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.