TITLE OF LESSON: Grade Level(s):

Ewwww: A Frog Sheds its Skin! 3rd

Subject:
Theater and Reading

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

RI1 Asks & answers questions to demonstrate TAES3.3 Acting by developing, communicating, and
understanding of text, uses text details in written
sustaining roles within a variety of situations and
responses
environments
RI2 Determines main idea & supporting details. Explains
how details support main idea

RI5 Uses features within non-fiction text to locate

information relevant to a given topic quickly & efficiently

RI7 Interprets AND uses info from words, illustrations,

diagrams, photos, captions, maps AND explains how they
help them to understand texts

RI8 Describes logical connection between particular

sentences and paragraphs in texts (comparison,
cause/effect, and first, second, third)

Lesson Procedure:
a: Hook
1) Distribute student copies of Everything You Need to Know about Frogs and Other Slippery
Creatures.
2) Remind students that up until now they have collected research on North American explorers.
3) Introduce learning target: describe how a frog sheds its skin by using text features and asking
and answering questions
b: Instructional Steps
1) Look at the pictures on pg. 12-13 and record two questions you have.
2) What do you notice about text features on this page?
3) Read aloud pg. 12-13.
4) Point out that it’s hard to see a paragraph on these pages. Where should we stop when
finding the gist?
5) Students will find the gist of pg. 12-13.
6) Distribute Sequence recording form.
7) Students will turn/talk about the four steps of a frog shedding its skin, and then write it down
on their recording form using transition words First, Next, Then, Last.
8) Review pantomime vocabulary. Model pantomiming hammering a nail into the wall.
 9) Students will pantomime the four steps of a frog shedding its skin. Ask students to work with
their reading partner. They are going to become a frog shedding its skin. Tell them that they
can use their recording form to help them with what to do. Ask: What might the first step of
this look like? Invite a student to stand up and demonstrate. Then, invite all the students to
stand up and join in. Have students work in pairs, taking turns with Steps 2-4 to show how
the frog sheds its skin.
10) Celebrate their reenactments and invite them to sit.

c: Formative Assessment
1) On their recording sheet, students will answer three questions about a frog shedding its skin,
making sure to cite evidence from the text.
d: Closing
1) Preview the work ahead. Say to students: “You did a lot of thinking in the last couple of
lessons about frogs. Remember that this is how we become experts. We keep reading to learn
more. You are all building expertise every time we read something new about frogs. In our
next lesson, we are going to learn about where different frogs live, because they live nearly
everywhere in the world, and that’s what makes many of them freaky!”

Differentiation (support/scaffolding): Key Words/Vocabulary:

Students will work in partnerships that allow for
different strength levels. Students will be provided Pantomime
with sentence starters for their writing as well as
Transitions
organizers.
Text Features
Acceleration (extension): Shed
Students will use RACE to answer the frog questions.

Resources: Ideas to present/display student

learning:

Everything You Need to Know about Frogs and Other Take photos or video of the pantomimes.
Slippery Creatures by DK Publishing

Frog Sheds its Skin sequence recording form