Grade Level: 2nd - ESOL

Teacher Name: Felicia Hill

School: Clarkdale

Integrating puppetry (shadow puppets) with ELA Key Words/Vocabulary:

Shadow puppet
Habitat
Pollution
balance

Content Standard(s): Fine Arts Standard(s):

S Content Objective: ELAGSE2RI1: Ask and
answer such questions as who, what,
where, when, why, and how to
demonstrate understanding of key details
in a text.
Language Objectives:
SW create puppets to express ideas about animals
and their habitats and how habitats can change.
SW listen and repeat others
SW read text/sentences
SW ask questions about vocabulary and text using
shadow puppets
ELAGSE2SL1: Participate in collaborative conversations with
diverse partners about grade 2 topics and texts with peers and
adults in small and larger groups.
VA2.CR.2 Create works of art based on selected themes. a.
Create works of art to express individual ideas, thoughts, and
feelings from memory, imagination, and observation. b. Create
works of art emphasizing multiple elements of art and/or
principles of design.

EQ:
How do I ask and answer questions to understand text?
What can change an animal’s habitat?
How does change help or hurt animals?
 Lesson Procedure: a. Hook: discuss what students already know
a. Hook (something to get the students' attention) about puppets. What tv shows do you see
b. Instructional steps them in? Have you every made one?
c. Formative checks (progress checks throughout the lesson) Voice?
d. Summative assessment (description) b. Watch a short clip of
e. Closing (how you will end the lesson/wrap up for students) https://www.youtube.com/watch?v=n4yJT
DZKqjo
b: Instructional Steps:

Activating Activity: “I Can”, create two shadow puppets. TW model how to create. One of an animal and one showing where the animal might
live. Discuss What could

change the place where the animal could live? (pollution, fire, hurricane, etc)
Differentiation: Level 1 student responds in native language w/translation

Mini Lesson (What I do): TW set purpose for using shadow puppets in reading (voice, interest, setting); TW discuss and chart how pollution
changes a fish’s habitat.
Learning Opportunity (What kids do): SW read text about wolves how too few wolves changed the habitat. Discuss in small group. SW use
their shadow puppet to write 2-5 sentences about how their habitat changed because of the wolves. SW write it from the POV of their shadow
puppet. Did the change help the animals or hurt the animals? And How?
Level 1-2: SW use single words/list
Level 3-4: SW use phrases (with language frames provided within the game)
Level 5-6: SW use native-like fluency (language frames are provided but to be used as necessary)

Engagement thru Differentiation:

Language frames are provided within the lesson; Level 1 students respond in native language w/translation
S-students already in small group w/me:
c: Formative Assessment: observation/checklist
Ask content questions of the story. Play a game of I thought I heard you say where teacher asks
questions, the student answers, and another student repeats the answer but begins with the phrase,
“I thought I heard you say…”
d: Summative Assessment: none at this time

e: Closing: SW choose two words to summarize what we studied; Ideas to present/display student learning:
explain why you chose those words text
Differentiation : word bank and
Level 1: list or attempt sentences either in English or Spanish

Resources: REACH materials, puppets

Rubric