Puppetry and Voicework by Amanda Von Der Lohe
Objective: Students will demonstrate their ability to develop a character voice in addition to using a
puppet by making a sock puppet and performing a puppet show using an original script they have
written.
Class Level: Beginning
Main Concepts: vocal traits, creativity, puppet construction
1994 National Standards:
CONTENT STANDARD 1: Script writing by improvising, writing, and refining scripts based on personal experience and
heritage, imagination, literature, and history.
CONTENT STANDARD 2: Acting by developing, communicating, and sustaining characters in improvisations and informal
or formal productions.
Description: This unit was developed for middle school students and 45 minute long classes.
Lesson Plans
Lesson 1: Making Sock Puppets
Students will demonstrate their ability to create a character by making a sock puppet.
Lesson 2: Manipulating Puppets
Students will demonstrate their understanding of basic puppet manipulation (mouth and body) having
the puppet “talk” and “walk” in various styles across the puppet stage and say a simple phrase.
Lesson 3: Diction
Students will demonstrate their ability to use projection and diction in speaking by creating a tongue
twister and teaching it to the class.
Lesson 4: Rate and Pitch
Students will demonstrate their ability to control their voice through the use of rate and pitch by
performing in a nonsense puppet show.
Lesson 5: Don’t Take That Tone with Me
Students will connect their voice and body by participating in movement exercise and completing a
journal.
Lesson 6: Where is My Voice?
Students will demonstrate their understanding of vocal placement by creating a voice for their character.
Lesson 7: My Puppet Party
Students will demonstrate their understanding of how to create a character by filling out a worksheet and
performing in a “Puppet Party” scene.
Lesson 8: Why Else Do You Think I Have this Outrageous Accent?
Students will demonstrate their ability to use accents by performing in puppet show where their puppets
portray spies.
Lesson 9: Basic Narrative Structure
Students will demonstrate their understanding of basic narrative structure (protagonist + obstacle +
objective) by identifying protagonists, obstacles and objective of fairytale characters, as well as three
things the protagonist did to accomplish the objective.
Lesson 10: Writing a Script
Students will demonstrate their understanding of plot structure and basic playwriting format by writing a
short script as a group.
Lesson 11: Practice, Practice, Practice
Students will demonstrate their ability to use practice time wisely by using the puppet stage for five
minutes to practice their puppet show.
Lesson 12: Puppet Showtime!
Students will demonstrate their ability to use a character voice and manipulate a puppet by performing in
3-5 minute original puppet show and writing a self-critique.
Lesson 1: Making Sock Puppets
Objective
Students will demonstrate their ability to create a character by making a sock puppet.
Materials Needed
Sample sock puppets
Extra Socks (long)
Needles
Thread (various colors)
Hot Glue
Tacky glue
Glitter Glue
Felt
Pompoms
Googly eyes
Sharpie markers
Scissors
Fabric
Yarn
Feathers
Beads
Buttons
Anything artsy and crafty
Lesson Directions
Anticipatory Set/Hook
Bring out samples of sock puppets. Have a puppet talk to the students. This may be done with a puppet
stage, but doesn’t have to be.
Instruction
Step 1: Before getting out all of the art and craft supplies, demonstrate how to make the mouth. First,
prep the needle with thread. Demonstrate how to thread a needle and how to knot it. Then, they will
construct the mouth by first putting the sock on their hand and folding the toe inwards so that the hand
can comfortably manipulate it. Have them mark a spot on the puppets left “cheek” and sew it with a few
tight stitches. Repeat with right cheek. Go around and check that students are doing it correctly. Offer
assistance. Ask students to assist each other. If necessary, draw illustrations on board.
Step 2: Tell the students what to do for full credit: 1) mouths are secure, 2) have at least one (1) eye, and
3) some kind of decoration/detail. Write this on the board. Tell them that since mouths should be
secured already, they are one-third done. Show them two ways to do the eyes. First, they can cut out felt
and fabric and have the eyes lie flat on the face. Second, they can have raised eyes by using pompoms.
Tell them that it will affect how they manipulate the puppet. If you have samples of each type of puppet
show them to the students.
Step 3: Ask them for ideas on how to “decorate” their puppets. Answers include: clothing (skirt, shirt,
tie, bow, glasses, cape), hair, jewelry, patterns (polka dots, stripes), buttons, arms, ears, nose, animal
features, etc. Write these on board next to decoration. They can go further and add more detail at home
if they want. Suggestions include making it an animal (duck, cat, dog, octopus), a monster, or a person.
Step 4: Remind students to use their time wisely. Also, give them any safety instructions (i.e. don’t run
with scissors, be careful with hot glue, don’t throw things, etc.)
Step 5: Bring out the art and craft supplies. Monitor the students by walking around the classroom and
give assistance as needed.
Step 6: Have an activity prepared for students who are finished with their puppet, such as a puppet
movie or show.
Closure: Have students clean up and turn in what they have finished. Give them the option of working
on puppet at home, but they must bring it everyday and have it finished by the manipulation lesson.
Assessment
Go around room and check students’ puppets. Make sure puppets 1) mouths are secure, 2) have at least
one eye, and 3) have some kind of decoration.
Author's Notes
*Preparation: Several days (even a week) beforehand, assign students to bring in a sock. This must be a
long sock, long enough to cover most of their forearm. Start collecting their socks as soon as possible.
Add name to each sock so you can return it to the correct student on construction day.
Lesson 2: Manipulating Puppets
Objective
Students will demonstrate their understanding of basic puppet manipulation (mouth and body) having
the puppet “talk” and “walk” in various styles across the puppet stage and say a simple phrase.
Materials Needed
Sock Puppet (for demonstration)
Puppet Stage
Students’ Puppets
Lesson Directions
Anticipatory Set/Hook
Hand the students back their puppets, but don’t put them on.
Have the puppet stage already set up, ready for use. Introduce the students to the puppet stage. Entice
them if you can, by showing them its “many” features. Then tell them that before they can use the stage,
they must first master the art of manipulating their puppet.
Instruction
Step 1: Tell the students that it is important to make the puppet look and act as real as possible. First,
teach the students how to move the mouth. Have them hold their hands up and put their hand in the
correct position. Have them flap their fingers and thumb a few times. Tell them to make sure only the
thumb is moving because on a person or animal, only the lower jaw moves. Have them try talking by
keeping their lower jaw in place and only their upper jaw move. Not only is it difficult, but it is
unnatural. Moving only the thumb makes the puppet look more realistic. Use a table for practice (put
hand under table, with the back against the bottom; this way they are forced to only use the thumb.
Step 2: Now have them add words. Tell them that when they talk they don’t actually close their mouth
all the way. For a puppet, with each syllable there needs to be some slight movement, but the mouth will
not continually open and close. Tell them to have an alien conversation with a partner with just their
hand. Demonstrate this with both of your hands. This can be as simple as saying something like “Meep
meep?” “Meep meep meep!” “Meep.”
Step 3: Now tell the students they are ready to wear their puppet. Have them put the puppet on and
continue the alien conversation for a minute.
Step 4: Demonstrate for students how to hold the puppet so that it has proper body position. Arm should
be straight up and down. Puppet should not lean forward or to the side. If eye are elevated, then hand
can bend at 90 degrees with the arm. If the eyes are flat, then they will have to bend hand down more,
around 45 degrees or so with arm. Check to make sure that students are holding their puppet correctly.
You will have to continually check on this at intervals during the lesson.
Step 5: Teach students about focus. Ask the students where they think the puppeteer’s focus should be.
Answer: on the puppet. Ask the students why they think that is so. Answer: so that the audience knows
what to focus on and so that the puppeteer knows what they are doing with the puppet. This is one way
they can self-check that their puppet is in a correct body position.
Step 6: Have them start moving the head of the puppet. Demonstrate for them. Move the head left and
right, up and down. Have students do this. Have them practice moving the puppet’s body realistically.
For instance, if it is looking to the right and looks at something to the left and then wants to see it closer,
the puppet should not rapidly move across distances, but should “walk” there. Demonstrate how to walk
the puppet by bobbing it up and down and move it a distance from your right shoulder to your left. Have
the students practice this. Have them practice pacing their puppets in front of them several times. Check
to see if students are doing this properly.
Step 7: Tell the students they are now ready to use the stage. Have the students line up on stage right of
the puppet stage. Have the line swing around in front of the stage so that students can watch each other.
Tell them to have their puppet enter the stage, walk across by bobbing up and down slightly with each
step, and exiting. Demonstrate this for them. Have each person in line go once and get back in line.
Step 8: When the last person in line goes, have the students stop. Demonstrate the proper way to enter
and exit the stage. There can be no “elevator” entrances and exits (unless this is a specific style or choice
for their scene, such as a fairy god-parent appearing). Depending on the stage, entrances and exits are
different. Puppets can “walk up stairs” to enter and “walk down stairs” to exit. Walking up and down,
with each new step the puppet is one level higher or lower, respectively. Have the student walk their
puppets across the stage again, this time they must enter properly, walk across, and exit properly. Have
them go down the line again. Give immediate suggestions and feedback when necessary
Step 9: Have the students continue going one by one, having their puppets enter, move across the stage,
and exit accordingly. For instance, have them enter, have the puppet “run” (basically, a fast walk), and
exit. Each person should get back in line. When each line is done tell them to try a new way of moving.
Have them run, skip, dance, float, jump, swim, slither. Ask the students for suggestions. Also, have the
students walk across the stage the opposite direction, without changing the puppet to a new hand.
Step 10: Give the students their mini-assignment for their daily assessment (see below).
Closure: Collect all of the students’ puppets and keep them in a box or bag labeled with their period
number.
Assessment
Have the students walk their puppet onto the stage and say something like, “I like peanut butter and jelly
sandwiches made on whole wheat bread.” Watch as each student’s puppet enters, “walks,” “talks,” and
exits to make sure the student is following all guidelines regarding mouth and body manipulation. Give
immediate feedback to improve individual student performances.
Lesson 3: Diction
Objective
Students will demonstrate their ability to use projection and diction in speaking by creating a tongue
twister and teaching it to the class.
Materials Needed
None
Lesson Directions
Anticipatory Set/Hook
Have the students move their desks and get into a circle. Ask them what else is important for their
puppets besides being able to manipulate it. Answer: the voice.
Instruction
Step 1: Tell them as an actor, their voice is one of their most important tools. Memorizing Shakespeare
does an actor no good if they can’t say the line and communicate to an audience. Tell the students that
an important aspect of the actor’s voice is to project. This is why vocal warm ups before performance is
preferred. Let them know that in this lesson they will be participating in vocal warm-ups.
Step 2: Ask the students what one of the most important parts of using one’s voice is. Answer: using the
diaphragm. Ask if anyone can describe the diaphragm and what it does. Answer: it is a muscle under the
lungs that controls our breathing. Tell them that speaking from the diaphragm will make their vocal
power stronger. Have the students take in a deep breath. Tell them to make sure their stomach, not their
shoulders or chest, is moving. Tell them it’s okay to feel silly; it’s kind of like being Santa Claus, but
instead of belly of jelly, it’s air. Have them say “Ha!” several times to feel where the diaphragm is. Their
stomach should move with each “Ha.” Have them inhale and then continue saying “Ha ha ha ha ha”
until they run out of air.
Step 3: Ask them what happens if an actor is loud, but s/he mumbles? What else does an actor need to
do/use? Answer: Pronunciation, enunciation, diction, etc. Tell them that this is to warm up the other
vocal tools, the places of articulation. Have them massage their jaw and face with their hands. Then do
Lion and Mouse. For Lion, have students open their mouths wide, also open their eyes wide as if the
whole face is stretching open. Then, for Mouse have them squinch their faces close and tight as if all
their facial features are being pulled in to the nose. Mouth will pucker, eyes should close tight, even
forehead muscles should squint close. Have them repeat opening wide and closing shut tight.
Step 4: Teach them the warm up: “The teeth, the lips, the tip of the tongue, the tip of the tongue, the
teeth, the lips.” Make sure they enunciate, or even over enunciate each consonant.
Step 5: Review Peter Piper with the students. Have them feel their diaphragm throughout. Continue
through any number of tongue twisters. (These tongue twister have a repetition of sounds.) Go through
each slowly, one fragment at a time and then repeat all together. Suggestions:
Peter Piper picked a peck of pickled peppers. A peck of picked peppers, Peter Piper picked. Now, if
Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers Peter Piper picked?
Billy Button bought a bunch of beautiful bananas. A bunch of beautiful bananas, Billy Button bought. If
Billy Button bought a bunch of beautiful bananas, where’s the bunch of beautiful bananas Billy Button
bought?
Catherine Crosby kept some cuddly kittens in her closet. (And so on)
Mamy Miller made some marvelous marmalade.
Theophiles Thistle, the successful thistle sifter, in sifting a sieve full of unsifted thistles thrust three
thousand thistles through the thick of his thumb.
Step 6: Have the students get with a partner and create a tongue twister at least 10 words long. Have
them move the desks back into place and give them 5-10 minutes to prepare. Go around the classroom
and offer assistance as necessary. For example, if students are at a loss, give them a sound to work with
such as “m.”
Step 7: Have the students return to their seats, even if their partner was sitting at a different table.
Starting one table at a time, have the students get up with their partner and present their tongue twister.
They should stand at one end of the classroom with the teacher at the end. Remind them they are to
project and use diction when speaking. After presenting it once, have them teach it to the class by
reciting one fragment at a time and the class repeating it.
Closure: Have the students write their names on their tongue twisters and turn them in.
Assessment
As the students present their tongue twisters, take general notes on their projection and diction.
Lesson 4: Rate and Pitch
Objective
Students will demonstrate their ability to control their voice through the use of rate and pitch by
performing in a nonsense puppet show.
Materials Needed
Laptop/Computer
DVD or download of selected clips
Projector
PowerPoint presentation
Puppets
Copies of nonsense scene
Lesson Directions
Anticipatory Set/Hook
Play a movie clip for the students to see. I recommend something from a movie with puppets, for
example from “Star Wars: The Empire Strikes Back” the scene with Luke and Yoda. However,
something from a more serious movie would also make this lesson fun.
Instruction
Step 1: Using the DVD program controllers on the laptop, play with the different media controls of rate
(fast, slow). Tell the students that one way they can control and manipulate their voices is through the
rate at which they speak. Have the students practice saying a simple sentence, such as “I like peanut
butter and jelly sandwiches,” in a normal speech, then fast and slow speeds.
Step 2: Using the DVD program controllers on the laptop, play with the different media controls of pitch
(high, low). Tell the students that one way they can control and manipulate their voices is through pitch.
Have the students practice saying a simple sentence, such as “I like ham and cheese sandwiches,” in a
normal pitch, then high and low pitches.
Step 3: Using the DVD controllers, show the students that they can mix and match the two together. Ask
students what they want you to do to change the voice of the clip. Change it three or four times during
the clip.
Step 4: Since you already have the projector, using PowerPoint display a famous quote such as the
Gettysburg Address or Preamble to the Constitution. Have the students read it a section of it together in
their normal voices.
Step 5: Ask for two student volunteers. Tell one that they are responsible to indicate which pitch the
students will speak. They will simply say “higher” or “lower” depending on what pitch they want the
class to do. Tell the other that they will do the same with rate, saying “faster” or “slower.” Have the
class continue through the quote, with the two volunteers alternating turns and controlling the pitch and
rate at which the class speaks.
Step 6: At their tables, the students will present a nonsense scene puppet show. Describe what a
“nonsense scene” is. Pass out copies of the script and tell them that a nonsense scene is something you
wrote at 4am, so it makes no sense. Assign each table to perform the script in a different combination of
pitch and rate: Fast, Slow, High, Low, High Fast, High Slow, Low Fast, Low Slow. Give the students 5-
10 minutes to rehearse.
Step 7: Write the order of the tables presenting on the board and have the students perform their
nonsense scenes.
Closure: Have the students return their puppets. Review the terms from the unit (projection, diction, rate,
pitch).
Assessment
During their nonsense puppet shows, assess how the students incorporate pitch and rate into their
performance.
Lesson 5: Don’t Take That Tone with Me
Objective
Students will connect their voice and body by participating in movement exercise and completing a
journal.
Materials Needed
Large space to move around in
CD player or Laptop and speakers
CD with variety of music genre samples
Lesson Directions
Anticipatory Set/Hook
Have the class get out a piece of paper and a writing utensil. If the space isn’t the classroom, have the
students follow you to the space.
Instruction
Step 1: Have the students circle up. If needed, have them join hands and then step back as far as they can
to arms length and then let go.
Step 2: Conduct some physical warm ups. This can include rolling down and up, rolling the head
around, writing their name with different parts of their body (hand, foot, elbow, knee, nose, and butt are
some fun ones). Also have them do a variation of a voice and movement exercise: do a big motion and
make a sound. Have the class repeat you together. Ask for a few student volunteers to do the same or if
time go around the circle and have everyone do a sound and movement.
Step 3: Have the students start walking around in a circle. Once they are comfortable (half a rotation or
so) tell them they don’t have to stay walking in the circle. Demonstrate this by breaking away from the
circle and walking randomly around the room.
Step 4: Tell them that when music starts, they need to change the way they walk and move to match the
music. Play 60-90 seconds of a song. When the music stops, tell them to run to where they placed their
paper and they need to write a response to the music. They can write 2-3 sentences about any of the
following: what did the music make you feel inside, how did you move your body, what did your arms
do, your legs, your head, your elbows, your toes, your belly button? Give the students a minute to write
their response and then have them get up and start walking around again. Repeat this 2-3 times.
Suggestions for songs include:
“Honey” by Moby
“Mahna Mahna” – Muppet Show
“Worried About You” by Ivy
“Lose Yourself” (edited version) by Eminem
Step 4: After their last written response, have the student gather and sit in a circle. Discuss their
reactions to each song. If needed, play the first 2 seconds of each song to remind them what they were.
Ask what they did differently, what they felt.
Step 5: Instruct the students that our bodies and our voices are connected. What we feel inside and how
we talk coincide. Ask them, “What tone does your mom have if she finds out you skipped school? What
tone does your mom have I she finds out you got straight A’s? Does her voice change?” Answers: angry,
happy, yes. Tell the students that this is called tone. Tone is essentially the mood or feeling one creates
with their voice.
Step 6: Ask for other suggestions of tone/mood. Suggestions: Angry, Happy, Sad, Apathetic, Excited,
Scared, Love, Hopeful, Bored, Lazy. Have the students practice different tones by saying a simple
phrase. Ask the students for suggestions by having them fill in the blank: “I really enjoy ________,”
“My favorite weekend activity is _______,” “I really wish I could ______,” “My favorite kind of
sandwich is ______”.
Step 6: With remaining class time, have the students take out their puppets. Play some other music
samples and have them make their puppets dance to each one.
Closure: Have students return their puppets to the puppet box and turn in their responses.
Assessment
Read the students responses. Also, listen for the change in student voices during the tone practice. Give
direct feedback to students if you can (i.e. Wow! That was the angriest tone I’ve heard yet!).
Lesson 6: Where is My Voice?
Objective
Students will demonstrate their understanding of vocal placement by creating a voice for their character.
Materials Needed
Whiteboard and dry erase marker
Lesson Directions
Anticipatory Set/Hook
Ask for a student volunteer. Have them stand at a profile against the white board and draw an outline of
their body – stomach, chest, neck, chin, nose, head, etc. You can exaggerate their features if necessary
(but reassure them that’s not what they really look like :-).
Instruction
Step 1: Ask the students to list the various aspects of the voice that they have been learning about so far:
pitch, rate, diction, projection, tone. Ask them if they remember what was discussed about tone and the
body. Remind them that the voice and the body is connected and that we will demonstrate this.
Step 2: Ask the students for different areas of the body where we place the body, some different
resonators for our voice. Answers: head, nose, mouth, throat, chest, stomach. Give additional instruction
for each placement. For each one have the students practice their placement by saying a simple phrase
together for each one. Ask the students for suggestions by having them fill in the blank of a sentence.
For example: “I really enjoy ________,” “My favorite weekend activity is _______,” “I really wish I
could ______,” “My favorite kind of sandwich is ______.”
Head: also a falsetto, very high pitch.
Nose: speaking nasally, like Steve Urkel. Have students plug their nose and speak the alphabet and find
the letters/sounds that use the nasal cavity (“m” and “n”).
Mouth: what we will consider the “normal” voice.
Throat: have students practice making the “g” and “k” sounds. This is where to throw the voice. Tell
them to be careful because using the throat extensively can hurt. Their voice will sound scratchy.
Chest: have students place their hands on their chest, just below the collar bone. They can speak with
their normal voice and then lower it a little to feel the difference in vibration.
Stomach: ask students if they know of a famous person who comes around once a year giving gifts who
uses his stomach when he talks (Santa Claus). Tell students to push their voice deep down and talk as
low as they can.
Step 3: Ask if any student noticed a trend/pattern associated with placement and any other aspects of the
voice they have been learning about. Answer: Pitch, the higher you physically place your voice in your
body’s resonators, the higher the pitch and the lower you place your voice the lower the pitch. Have the
students practice this by practicing each voice placement, starting at the head and going to the stomach
repeating a sentence. Have them go in reverse.
Closure: Remind students to consider placement when they create their puppet voice. Have students
return puppets to the box.
Assessment
As students practice, listen to them and check that they are using voice placement properly. Students
have the option of using placement in creating their character voice.
Author's Notes
Preparation: During this lesson students will be talking a lot. Therefore, at the beginning of the lesson
review a classroom management strategy to quiet the students down as they practice different
placements. Suggestion: tell the students when you need them to be quiet that you will raise your hand
and count down from five with your finger and by the time you get to five, they should be quiet. Have
them practice this a couple times with you.
Lesson 7: My Puppet Party
Objective
Students will demonstrate their understanding of how to create a character by filling out a worksheet and
performing in a “Puppet Party” scene.
Materials Needed
Copies of Puppet Character Sheet
Whiteboard and dry erase marker
Lesson Directions
Anticipatory Set/Hook
Ask the students to recall the different ways they can change their voices: rate, pitch, tone, placement,
and accent. (Projection and diction are important no matter what.) Write these on the board. Review
each one. Tell the students the day has come to create a voice for their puppet!
Instruction
Step 1: Next to each category, write the following.
Accent: American
Pitch: medium/normal
Placement: mouth
Rate: medium/normal
Tone: normal
Ask the students what is wrong with using this as your character voice. Answer: it’s one’s own voice, it
isn’t different.
Step 2: Tell the students that part of creating their character voice is to use 3 of the 5 aspect of the voice.
Ask the students for suggestions on which three to change to create a character voice as a class. For
example, Accent: French, Rate: fast, Tone: Angry. Have the class practice each together.
Step 3: For those students have already created a voice for their puppet, show them how to work
“backwards” in describing the puppet voice. Speak in a character voice, or ask a student to speak in
theirs and have the class determining what aspects of the voice either you or their classmate used in the
voice. Remind the students of the relationship between pitch and placement (high pitch, high placement,
etc.)
Step 4: After practicing 3-4 voices, review the different aspects of the character worksheet. They will
describe the voice, also the type of walk the puppet will have, as well as answer several questions about
the background of the puppet (i.e. favorite color, number of siblings, age, etc). Give the students time to
work on their worksheet (this takes most students 10-15 minutes). Remind them that it is due at the end
of the class period.
Step 5: After 10-15 minutes give the students the second part of their assignment. They will get into
groups of 2-3 people each and will create a 1-2 minute puppet show in which they will portray party
guests. They must introduce themselves to each other and each must talk about three aspects of their
background from the character worksheet. They need to use their puppet voice as they described it on
the paper, as this is what they will be graded on. Tell them you will collect their worksheets before they
perform, so they may want to write what they will say on a separate piece of paper. They have 10
minutes to prepare.
Step 6: Have the students repeat the different aspect of the assignment to you. Give them 10 minutes to
practice. While they practice, go around the room and write down who is in what group
Step 7: Have the students sign up for the order they would like to perform. Students will turn in their
papers before they present their show.
Closure: Have the students return their puppets to the box. Collect character worksheets that have not
been turned in.
Assessment
As they perform their show, check that each person is using their puppet voice the way they described it
on the paper. Read through their character worksheet.
Lesson 8: Why Else Do You Think I Have this Outrageous Accent?
Objective
Students will demonstrate their ability to use accents by performing in puppet show where their puppets
portray spies.
Materials Needed
Puppet stage
Notepad
Puppets
Lesson Directions
Anticipatory Set/Hook
After passing out the puppets, have the students look at the list on the board and guess what the topic of
the day is.
Instruction
Step 1: Ask the students to suggest an accent they would like to practice. Ask the students to name
several characters or celebrities that have that type of accent (i.e. English and Harry Potter, Australian
and Steve Irwin, Transylvanian and Dracula). If you can, demonstrate the accent for the students, even if
you’re bad at it yourself. Tell the students if they have to, they can fake their way through it.
Step 2: Have the students practice their accents by saying a simple phrase together for each one. Ask the
students for suggestions by having them fill in the blank of a sentence. For example: “I really enjoy
________,” “My favorite weekend activity is _______,” “I really wish I could ______,” “My favorite
kind of sandwich is ______.”
Step 3: Ask the students for other accents they would like to practice and repeat steps 1-2 for each one.
Step 4: After practicing 5-10 accents, give the students their assignment. They will get into groups of 23 people each and will create a 1-2 minute puppet show in which they will portray spies. Since they are
spies, they must hide their identity by using an accent. In the show something has to happen, either they
must deliver a secret message or they get discovered, whatever the students decide. Not everyone has to
be a spy in the show, and not everyone needs to have the same accent, but everyone does need to have
an accent. They have 10 minutes to prepare.
Step 5: Have the students repeat the different aspect of the assignment to you. Give them 10 minutes to
practice.
Step 6: While they practice, go around the room and write down who is in what group and what accent
each person intends to use.
Step 7: Have the students sign up for the order they would like to perform. Have each group present
their show.
Closure: Have the students return their puppets to the box. Remind them that they can use an accent to
create a voice for their character.
Assessment
During their puppet shows, check to see that each student was using an accent of some kind.
Author's Notes
Preparation: Write a list of accents on the board. Suggestions: French, German, Spanish, English,
Cockney, Brooklyn, Valley Girl, Surfer, Southern, Russian, Jamaican, Irish, Scottish, Italian, Australian,
American, Southern, Canadian, Chinese, Japanese, Transylvanian
During this lesson students will be talking a lot. Therefore, at the beginning of the lesson review a
classroom management strategy to quiet the students down as they practice their accents. Suggestion:
tell the students when you need them to be quiet that you will raise your hand and count down from five
with your finger and by the time you get to five, they should be quiet. Have them practice this a couple
times with you.
Note: This can also be used as a pre-assessment for script writing to see how the students develop a
puppet show and use action in their plot.
Lesson 9: Basic Narrative Structure
Objective
Students will demonstrate their understanding of basic narrative structure (protagonist + obstacle +
objective) by identifying protagonists, obstacles and objective of fairytale characters, as well as three
things the protagonist did to accomplish the objective.
Materials Needed
Dry erase markers
Markers
Poster Board
Movie Clip
Lesson Directions
Anticipatory Set/Hook
Have the students gather around the TV. Play a short movie clip that shows a protagonist with an
objective and obstacles. When clip is over, have students return to their seats.
Suggestion: Indiana Jones and the Ark of the Covenant: the first scene where Indy is trying to get the
golden head.
Note: If possible, try to get a clip from a puppet show.
Instruction
Step 1: Write “protagonist + obstacle + objective” on the board. Ask the students what a protagonist is.
Answers will vary, but something to the effect of “main character” or the “character who drives the
action of the story.” Ask them to identify the protagonist of the clip.
Step 2: Ask them if they know what an objective is. Answer: this is something that the
protagonist/character wants, it is their goal, so to speak. Ask them what the objective was in the clip.
Step 3: Ask them if they know what an obstacle is. Answer: anything that prevents the protagonist from
achieving their objective. Ask the students to identify several objectives in the movie clip. Ask them
what the protagonist did to overcome those obstacles.
Step 4: Tell the students that “protagonist + obstacle + objective” is basically what all stories are like.
Tell them that we will now test the theory. Ask the students for suggestions of fairytales or fables. Write
their suggestions on the board. These can include, Cinderella, Sleeping Beauty, Chicken Little, Snow
White, Rapunzel, etc. Choose one fairy tale and analyze it as a class. For instance, in Jack and the
Beanstalk, Jack wants food (objective), but he doesn’t have money (obstacle). Ask the students to come
up with three ways he overcomes his obstacle: sells his cow, steals a magic hen, and kills a giant. (This
is basically modeling the assignment the students will soon be getting).
Step 5: Tell the students they will need to choose a fairytale and do the same thing: identify the
protagonist, obstacle, objective, and three things that protagonist did to overcome their obstacle. Write
this on the board for students to reference. Tell the students they will create a poster as a group to
present at the end of class.
Step 6: Have the students get into groups. Have them come up with a first and second choice for a
fairytale to analyze. As you give each group a piece of poster board and set of markers, ask them which
fairytale they want to analyze. Make sure no two groups have the same fairytale. Give the students ten
minutes to work on their posters.
Step 7: Have the students sit with their group. Remind them to be good audience members. Decide what
order the students will present in and have a representative from each group go one at a time to present
their poster.
Closure: Collect the posters.
Assessment
Students will present their posters to the class and turn in to teacher for grading. Students must have
written clearly on their poster the following: protagonist, obstacle, objective, and three things that
protagonist did to overcome their obstacle.
Lesson 10: Writing a Script
Objective
Students will demonstrate their understanding of plot structure and basic playwriting format by writing a
short script as a group.
Materials Needed
Whiteboard and dry erase marker
Lesson Directions
Anticipatory Set/Hook
Mini-lesson: the advantage of writing one page of a script verses writing one page of a book. Tell the
students that they are going to be writing scripts and that each person must write one page of the script.
Draw two rectangles in “portrait” (not “landscape”) on the board. Have one student come up and draw in
lines on one as if it were a book. Have another student come up and draw in lines in the other one as if it
were a script. Show the students that a script has a lot more blank space, so one page isn’t all that much
to write. Erase the student drawings and draw a sample scripts.
Instruction
Step 1: Review playwriting format with them.
Step 2: Have students brainstorm ways to get ideas for a script with them. For example, true stories,
fairytales, fractured fairytales, myths, character journey, etc.
Step 3: Ask students what one important thing to do in their puppet show. Demonstrate by performing a
quick, boring show with your hands where the two characters only talk. Answer: action. Ask students
how they can add action to their scripts. Answers include: fighting, gestures, wide mouth movements,
dancing, using levels, chasing, running, etc.
Step 4: Go over the requirements of the assignment:
Students will work in groups of 2-4. (Any more than this and it gets too crowded behind puppet stage.)
Students may choose their own groups.
Each group needs to come up with an outline for their script. They should begin writing their script on
lined paper (not due until next week).
Each person must contribute one page (one-sided) on lined paper in their own handwriting in
playwriting format, to receive full credit for this assignment.
Remind students that worksheets are due at the end of the period and completed scripts will be due at the
end of the class period tomorrow.
Step 5: Have the students get into groups. Write down the names of each groups’ members. Help any
students find a group and make sure absent students are assigned a group.
Step 6: Pass out worksheets and give students time to work on their scripts.
Closure: Collect worksheets and scripts.
Assessment
Read through outline to check that students have used plot structure and that their resolution reflects the
conflict they choose. Read through scripts to check how students implemented plot structure and
playwriting format and that each group member contributed their page.
Lesson 11: Practice, Practice, Practice
Objective
Students will demonstrate their ability to use practice time wisely by using the puppet stage for five
minutes to practice their puppet show.
Materials Needed
Whiteboard and dry erase marker
Students’ scripts collected from previous day
Lesson Directions
Anticipatory Set/Hook
Tell the students the time has come to practice their show! Ask them what things they think they will be
graded on. Answers: projection, diction, using a character voice, manipulation of the body and the
mouth, coordination of voice and mouth, following their script, and action.
Instruction
Step 1: Tell them that each group will get only five minutes to use the stage, so they should check out
the different aspects of the stage to see how they can incorporate action into their show. During the time
they are not using the stage, they can use the tables in the classroom. They may also preview their shows
for each other.
Step 2: Remind them that their scripts do not need to be memorized. They may make any additional
changes to the script if necessary.
Step 3: Have the students sign up for 5 minute periods, with one minute for transition between each
group. For example:
9:00-9:05___________
9:06-9:11___________
9:12-9:17___________
9:18-9:23___________
Step 4: Give the students time to practice.
Closure: Have students return their puppets to the box and collect their scripts. If they want to take them
home to work on they may, but tell them this increases the chance to lose the script.
Assessment
Students should rotate groups in a timely manner. If possible, have a TA or other student monitor the
rotation of the groups. Also, make sure groups are on task, and not sitting or standing idly.
Author's Notes
Preparation: Read through each script and offer suggestions for improvement.
Lesson 12: Puppet Showtime!
Objective
Students will demonstrate their ability to use a character voice and manipulate a puppet by performing in
3-5 minute original puppet show and writing a self-critique.
Materials Needed
Puppets
Stage
Video Camera
TV
VCR
Puppet Performance Evaluation
Lesson Directions
Anticipatory Set/Hook
Have the students sign up for the order they want to perform their puppet shows. Give students 5
minutes to review their puppet shows.
Instruction
Step 1: Students will perform their puppet shows in the order they signed up in. Begin by having each
performer introduce themselves, their puppets and the roles they play, and the title of the puppet show.
Step 2: Have the students take out a piece of paper and gather around the TV. Play the puppet shows
back for the students. Have them answer the following questions on their paper:
1) What was your favorite part of the puppet show? Why?
2) How was my manipulation of the puppet (mouth and movement)?
3) How was my voice for the puppet?
4) What could I have done better?
5) What was your favorite part of a different puppet show? Why?
Closure: Have students turn in their critiques. Tell them that they may now take their puppets home to
keep forever and always. Tell them that if any do not want theirs, you would be willing to adopt it.
Assessment
Grade the students’ performances on the following: length of show, projection, diction, character voice,
manipulation of mouth and body.
Student's reflections can also be assessed.