Sample Lesson: Lion or Lamb?

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Candidate: Evelyn Flores

Title: Lion or Lamb?

Goal: Help students compare and contrast Lions and Lambs and how each represents winter and spring.


  1. Students will be able to identify the differences and similarities that exist between Lions and Lambs through the use of a Compare and Contrast Bubble Thinking Map.
  2. Students will be able to relate the various characteristics of each animal to a season, specifically winter or spring.
  3. Students will be able to write about the ways in which they relate to an animal and explain the reasons why they relate to that animal.

Intended Audience: 1st grade/ Literacy

New York State Learning Standards:

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Prerequisite Knowledge:

  • Students should be familiar with different characteristics of a lion or lamb.
  • Students should be familiar with different characteristics of the seasons winter and spring.

Materials Needed:

  • Smart board/Easel
  • Poem “Like a Lion”
  • Small paper plates
  • Markers/crayons
  • Construction paper
  • Cotton balls
  • Glue
  • Scissors


Introduction: “Boys and Girls, remember the poem we read yesterday, “Like a Lion”, today we will be talking about how this poem relates to the seasons winter and spring; and the animals Lions and Lambs”.

  1. Students should be seated at their tables. Direct students to face the smart board and read along with the teacher.
  2. Once the poem has been read together as a class, encourage students to stand up at their seats and sing along with the teacher. The words to the poem are sung to the tune “Mary Had a Little Lamb”.
  3. The teacher will then ask each table to sit on the mat at their specific seating spots next to their reading partners.
  4. Teacher will introduce the saying “If March comes in like a lion, it will go out like a lamb”.
  5. The teacher will ask students what they think this saying might mean. It is essential for the teacher to constantly guide students by asking questions and giving ideas. Ask students to turn to their partners and talk about what they think the saying means.
  6. Choose a couple of students to share their ideas. Remind students to raise their hands and to not talk while others are sharing their ideas.

“Great job Boys and Girls, those were all excellent ideas. During the month of March we experience different weather changes. The first weeks of the month begin with cold weather, but as the month ends and we come closer to April, the weather begins to get warmer.  The idea of the weather changing in the month of March relates to the idea of lions and lambs. Boys and Girls can anyone give me characteristics/qualities that describe a lion or a lamb”.

7. Encourage students to give as many characteristics/qualities for each animal. This will be done with the use of a Compare and Contrast bubble thinking map that will be filled in and displayed on the easel. The map will help students keep their ideas clear and structured, in addition to allowing students to compare and contrast both animals.

8. It is essential to begin filling the bubble map with characteristics/qualities of a lion and then those of a lamb. This will allow students to see the difference that exist amongst both animals and will also help students see the similarities. Thus allowing them to complete the comparing section of the map.

“Boys and Girls, these are all important characteristics that help us understand why the month of March comes in like a Lion, and goes out like a Lamb. Just like you all have mentioned a Lion is described as fierce, dangerous and big. A lamb, on the other hand, was described as soft and gentle. These are all important characteristics that relate to the big winds that happen in the beginning of March and the soft breeze that happen at the end of March.

9. Encourage students to think carefully about each animal and their qualities. And pose a question to them.

“Boys and Girls, we talked about all the qualities that describe a lion and a lamb. What type of animal do you think you are? Are you like a lion? Or are you like a lamb? Turn to your partner and tell them why you choose that animal”.

10.  As children are sharing their ideas with their partners, walk around and listen to student’s ideas. Allow students to share their ideas for five minutes and then get their attention. Allow students to share their thoughts.

11.  At this point, you will model how students should write their ideas on their papers, by writing your sentence on the easel.

“Boys and Girls, I like all the ideas I am hearing. I personally think I am like a lamb because I am cuddly and gentle. Children, today we will be writing about why we think we are like a lion or a lamb. You will all be getting a piece of paper, where you will write all your sentences. Make sure to use the different qualities we talked about from our Compare and Contrast map. Later on in the afternoon, we will be doing a fun activity where we will be making lions or lambs to go with our writing.

12.  Choose a child to inform you of what they will be doing.

13.  Instruct each table to go back to their seats quietly and begin writing their sentences.

14.  Students will be part of a fun ending activity that will serve as an extension, in which they make a lion or a lamb (depending on what animal they choose) out of paper plates. Their writing along with their chosen animal will be displayed on a bulletin board in either the classroom or hallway.


  • Teacher will be walking around the room providing assistance.
  • Larger text will be available for students with visual impairments.
  • Assistance will be provided for students with fine motor skills impairments.


  • Students writing will serve as the main assessment.
  • The teacher will also be walking around assessing students.






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