ECED4080 Creating Materials for Use by Young Children Sample Album of Learning Task Documentation EntryLearning Task: Finger Puppets, Retelling StoriesDescription:Students use finger puppets to representdifferent characters in a story. Fingerpuppets can also be used as the narrator whotells the story. The child moves the fingerpuppet to role-play the actions of specificcharacters. Children who are reluctant to Student Characteristics Accommodated:speak in front of others will often use their • Linguistic, kenestetic, and spatialvoice to deliver lines because it is actually intelligences are accommodated in thisthe story character that is speaking and not activity as students retell stories usingthemselves. finger puppets. • Having students identify which puppetLearning task adapted from: from an available group best wouldhttp://www.ichild.co.uk/activities/view/616/ represent each character forces them toSheep-Finger-Puppet This learning task is review the features and nature of thebased on the original design of Safa Ahmed character.Said AL-Hinai. • Children only engage in this activityAge Group: when they have been attentive to3 to 6.5 years stories and can identify several aspects of a story’s narrative scaffolding.Subject Area:Language Student Learning Outcomes:Subject Strands: Reading:Reading • identifies favourite books and retells familiar stories – (This isSubject Topic: retelling NOT reading)(Has aRetelling stories preliminary understanding of narrative scaffolding: characters,Background Information: setting, time occurred, problem ofChildren absolutely love finger puppets. plot and solution)They can use them to characterize storyevents by moving the puppets in different Prerequisite Concepts, Skills, & Values:ways and directions. Rolls from hair curlers • follows class routines for selecting,make a great start for a finger puppet. You using and returning individual learningcan easily give it a little character with tasksscraps of felt, yarn, material, fun foam, • adopts class routines for obtainingpaper, buttons, etc. Finger puppets also help teacher support to demonstratewith developing fine motor skills by which learning tasks and to obtain assistancechild can write or print. In this learning • has listened to many stories read aloud.task, the child is actually using a finger • recognizes settings and characters inpuppet made by the teacher. stories • recognizes events within stories. • controls fine motor skills to be able to move the finger puppet • eye-hand coordination
ECED4080 Creating Materials for Use by Young ChildrenLearning Theory & Instructional Strategy: Preparation: • the activity is based on the cognitive- • Choose a brush roller that behavioral approach. Puppets get accommodates your fingers size. access to the childs thoughts and • Roll the felt on the brush roller. behaviors. You could roll it twice to have • the child can practice some social thicker finger puppet and to skills that he/she has demonstrated make it looks nicer. While you through play in a context of a role- are rolling, keep additional felt to play situation using puppets. Child cover the puppets head. can build appropriate social skills • Cut the felt piece that you have with puppet assistance. rolled. Then fix it nicely on the • finger puppet helps with language brush roller using glue. development. • Cut the outline of the character’s • have the child distinguish between various parts (ears, legs, nose and real and imaginary mouth), and then add it to your finger puppet using glue.Introduction of the Learning Task: • Do not forget to put on eyes. • It is best to introduce this activity during story time while children are grouped together in a circle. • Show children the finger puppets and give an additional explanation of how they are used. • Describe when they are to be used to represent characters in a story. • At this time, allow individuals to put a puppet on and attempt to move the puppet and speak as a story character. • Ensure that the puppet fits well and that the child can move the puppet as they tell the story. • Show children the place where the Tools Needed: activity is kept so that they can have • Felt the access to it within the individual • Brush Roller learning time. • Wool • Show children how to move the puppet in a real world manner so that • Storybook it seems to become alive. Extension Activities:Checklist of Tray Items: • A story can be acted out by a • Tray or box containing finger group of children. Each one has puppets a finger puppet of a character to characterize its actions/role in the • Storybook. story. • Finger puppets can be used for other functions such as modeling classroom routines, helping to teach other children a new song.
ECED4080 Creating Materials for Use by Young ChildrenEnrichment Activities:1. The teacher can help children to make their own finger puppet using similar materials. The child can choose any character that they like from a favorite story. This helps a child to understand and interact more with the story than Evaluation Rubric: when puppets are made or purchased by 1. Does not remember traits and a teacher. actions of the story character to2. Students can create more advanced use the finger puppet to retell finger puppets with more obvious facial expressions using other materials. even small parts of the story.3. Children could retell a story through 2. Is able to tell parts of the story computer animation characters using using finger puppets to speak , applications such as Kid Pix 3D. but does not move the puppet in conjunction with the wordsAssessment Techniques: spoken. • Teacher observes child while playing 3. Retells the complete story with with the finger puppet (use of fine only a few omissions. Causes motor skills, eye-hand coordination) finger puppets to act and speak and provides formative feedback. dialogue very close to that in the • Teacher listens to the language used by original story. the child. In addition, notices whether 4. Retells a story without error the child able to express the emotions using finger puppets to interact of the character through changes in with one another. Use creative voice. voice inflection to distinguish • The teacher makes anecdotal notes about what is observed. which character is speaking. • Child self-corrects the story details as he/she is moving the puppet. Vocabulary: Finger puppet, felt, character, story, retell,Feedback Suggestions: voice • Please have your finger fitting well References: within the brush roller so that the http://www.ichild.co.uk/activities/view/616/ puppet does not droop. Sheep-Finger-Puppet • Show me how you can make the finger puppet speak. Comments, Hints, & Suggestions: • How can you help your character to • The teacher should become familiar come on-stage without just popping with puppet movements and actions up? such as entering the stage, facing the • Try to move the puppet body and audience when talking, and making head as it is speaking so that the various gestures. audience understands who is talking. Key Words: • Tell me, which character from the Finger puppet, character, retell, roller, felt, story your finger puppet is playing. story, glue, woll • Tell about an event in the story where your character is – sad/happy/
ECED4080 Creating Materials for Use by Young Childrenexcited/afraid etc?