How To Make Shadow Puppets
This is thirteenth lesson in a series of fifteen.
I then give students time to explore making shadows both with their hands and other objects. Here's how I do it!
Multi-Media in Common Core
We see multi media addressed throughout Common Core. As our students get older and we prepare them for college and career, it will be important for them to be comfortable with different forms of media. We also want them to be able to listen for information and be actively engaged through media. Presenting the story through video meets all of those needs!
I like to have ushered prepared on a word card with a picture to illustrate it. Ask students to stand with a partner and to pantomime actions as you say each word. I say: Ushered means when you help someone to get to a certain place. You might walk with them or guide them by the arm. Watch me USHER Joanna to the red square. I gently guide Joanna to a red square on our carpet. Now you USHER your partner somewhere in the room.
Today we will hear that word in our story. I want you to listen for it and pay attention to who is ushering whom.
3rd Read-Last half of story
We continue on with the story, reading the second half of it today. Each stopping point allows us to add to our T chart, recording what we’ve read that is either real or fantasy. At each stopping point I ask: Did we read about or see anything that is REAL on these pages? Did we read about or see anything that is fantasy on these pages?
pp. 20-22 Real-fox Fantasy-cutting off a shadow
pp. 23-26 Real-racoon Fantasy-soaking off a shadow
I ask: How is Rabbit like Bear in Bear Shadow. (they were both trying to get rid of their shadow)
I ask: What did both Bear and Rabbit learn about their shadows? (they couldn't get rid of their shadow)
Add to the Map
Our sight words for this week are ‘this’ and ‘it.’ Show the students both words on word cards and practice reading them. Students will be making shadow pictures again in their journals. We review the circle map from yesterday with “This is a ___. It is (color).” in the middle. I ask: Does anyone have any ideas that we can add to the map? We add new ideas.
I draw a picture for each word so students can identify which one they want to write.
Write off the Map
I model in my journal: I think I want to write "This is a fox. It is brown." I want to draw our character from the story! Boys and girls, watch me as I write from the center circle out. I refer to the circle map as I write "This is a."
I continue: What does /f/ /f/ 'fox' start with? (f) That's right. Can anyone find the word 'fox' on our map for me? I choose one student to come touch the word 'fox.'
I always emphasize the initial sound in a word by making the sound in isolation two times before I say the word. It helps the kids to focus on that first sound and letter.
I say: I am going to copy that word 'fox' exactly on my line after my words "This is a." You tell me the letters as I write them. Students call out the letters in 'fox' as I write them.
I continue: Now I am going to put a period to finish my sentence. Now I need to write my second sentence. Watch me as I write from the center circle out. I refer to the circle map as I write "It is a"
I prompt: Now I need to find the color word for 'brown' which is the color of my fox. Who can touch our color word 'brown' on our color wall. I choose a student to touch the word 'brown' on our color word wall.
I say: I am going to copy that word 'brown' exactly on my line after my words "It is" to tell the color of the fox. You tell me the letters as I write them. Students call out the letters in 'brown' as I write them.
I finish: Now let's read the sentences that I wrote in my journal. I touch, you read. As I track the words, students read them
Release of Responsibility(You do)
Students are released to their seats and write at their desks. I post the circle map on the board so students can copy the words they do not know how to write. I also refer students to the word wall for sight words.
Students must write the word of their picture and then write a color word for what color the item is. They can also write ‘black’ as the color of the shadow.
As students are writing, I monitor and assist where necessary.
I will write words in highlighter for students to trace if they are extremely low, but in general, I try to plan for extra time these first few weeks so that students get practice in writing the entire sentence themselves
Reading Our Writing
I always have students read their writing back to me. We do this every day, so students are familiar with the procedure. I have them read back to me so that I can see how they are applying sight word knowledge, letter/sound and blending knowledge and tracking. This particular writing piece also allows me to see if they understand the return sweep.
If students are struggling, I have them echo me and I help them to track by using hand over hand and moving their finger along as we read.