Lesson Cycle

Lesson Title/Topic: Hide and Seek

Concept: Oral Reading and presentation

Standards/Rationale: 110.22 B1 B

Learning Target: Assessment: Completed flip board

TSW will present facts on their animal with presentation.
80% accuracy.

Materials: 5 flip boards, markers, 5 animal texts, computer, projector, PowerPoint, screen, 20
printed copies of “Hide & Seek”, note cards.

Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set:
- Distribute the “Find the Animal” sheets - Find the worksheet on their desk and write
on students desks before they walk into their name.
the classroom. - Watch PowerPoint presentation and fill in
- Present different pictures of camouflaged sheet.
animals using the PowerPoint - Respond to teacher with their results.
presentation.
- Ask students how many animals they
found.
Teacher Input:
- Discuss different animals in the -Responding to teacher about animals in the
presentation presentation.
1: Fish
2: Duck
3: Spider
4: Moth
5: Frog
6: Owl
7: Gecko
8: Praying Mantis
9: Monkey & Horseshoe Crab
- Explain what camouflage is. - Actively listening to the definition and
- Camouflage: Hide or disguise a presence explanation of camouflage.
of animals. - Providing responses as to what
camouflage is.
Guided Practice:
- Hand “Hide and Seek” passage to - Receive passage and put name on article.
students.
- Ask students what they believe the - Provide prediction of the passage off the
passage is going to be about based off the header and picture.
header and picture.
- Read passage aloud and have students - Follow along with teacher as s/he reads
follow along. the passage.
- Ask students what they learned. - Provide feedback as to what they learned.
- What’s the difference between mimicry - Answer and be able to explain where it is
and camouflage? in the passage.
- Why do animals have camouflage? - Respond to the question.
Independent Practice:
- Hand out individual animal text to the 5
different groups.
- Advise students to find 6 characteristics
of their animal and draw on the flip
board.
- Provide each group with a flip board
piece of paper and markers.
- Actively walk around and monitor
students interactions.
- Have students stick up board in pre-
assigned area.
- Have one group member to stand near the
board to explain characteristics to other
groups.
- Have other 3 students walk around
together visiting each board individually.
- Each station has a timer of 2 minutes
before moving to the next.
- Walking around and actively listening to
students and what they have learned.
- Once the 3 students get back to their
original board they will take the student
who remained around to each board and
tell them about the different animals.
- At this time, each station has a 1 minute
timer.
- Teacher will put a 3x5 note card on each
students desk.
Closure:
- Stand at the door and collect note cards as
they exit.
Options:
Enrichment:
Modifications/Correctives:
- Decide who wants to read the text aloud.
- After reading, will discuss with group
different characteristics of their assigned
animal.
- Each member will be actively drawing
and discussing what to put on the paper.
- Put sticky board in assigned location.
- Decide who will be the expert and stay
and who will learn about the other
animals.
- Alternate between different groups to
listen to animal expert. Animal expert
presenting 6 drawings on their board.
- The group of 3 will take their animal
expert around to the different groups and
explain the animal characteristics through
the drawings.
-Return to seat.
- Name an animal and write 2-3
characteristics on the note card.
- Hand note card in as they exit the door.
Reteach:
References: