Tiny goal: Change one thing you want to improve in your show.
Flexible suggested 25-minute start: split, shorten, extend or stop for this group. No measured lesson duration or child outcome is supplied.
Welcome and set up · suggested 3 min
Return the child's own puppet, scene/place cue and any actual response they choose to use. Do not read later check sources. Offer one blank version card. Revisit the child's chosen purpose; a teacher's desired effect must not replace it.
Say: “Change one thing you want to improve in your show. You can choose, ask for help or pass.”
Model or preserve the fresh attempt · suggested 4 min
Use your own scene: “I want the courier to ask before changing the cloud. I'll add a question, then wait.” Try the actual revised moment. Name it as your own decision. Show that a version card alone is still a plan, and ask the child what they want to change.
Choose a way in · suggested 5 min
1. Change and try. Choose one feature of your own scene, revise it and actually play the new moment. Compare what happened with your purpose. A changed picture without a try stays a revision plan.
2. Keep with a reason. Choose to keep the existing version and explain or show one reason. Try the kept scene if desired. No forced edit; the child's reason and actual performance remain separately recorded.
3. Direct a new version. Give a willing helper a changed instruction for your own work. Watch the actual attempt and choose keep/change. Record child decisions and helper execution; an unused instruction is not a completed performance.
Make, try and respond · suggested 7 min
Child chooses one useful change to a role, place cue, action, sequence, open handover or invitation. Try the revised scene or direct an attributed helper. Compare actual versions through the child's own observation. If teaching an identified first-check need, use a new ordinary scene and record target, example, child practice, support and exposure date; leave the later source unseen.
Ask: “What would you keep? What would you change? Want to try it?”
If the child needs a next move: If the child says keep it all, accept a reason or a chosen unchanged version. If an adult suggests the edit, record that support and invite a fresh child choice. A compliant reproduction is not independently chosen revision; the child's actual work still matters.
Notice what happened · suggested 4 min
“Did your change do what you wanted? What is still unknown?” Their evaluation may be provisional. No watcher response, uptake or learning improvement is inferred from a neat finished object.
Keep and finish · suggested 2 min
Keep the version, the original or both. Ask what small thing they would like to make next.
Next teaching move: Select only an eligible unseen later check tomorrow; otherwise use an unused first or supported ordinary practice. Retain actual targeted teaching records before interpreting any later change.
Teacher evidence note: Record actual actor/action/support, the child's own idea, any source units encountered and any actual willing maker/audience. Label plan, helper action, source reasoning, rehearsal and unavailable evidence. A paper plan is not performed puppetry. Direction is a child contribution; name the actual operator separately. Do not infer emotion or understanding from gaze, pose, silence or an intended effect.
Ordinary choices · Optional home offer · Sources and item rights.