Or download our app "Guided Lessons by Education.com" on your device's app store.
- Students will be able to create and identify a pattern.
- Ask students what animal names start with the letter Z.
- Show students a picture of a zebra. Ask them what they notice about the animal, and write what students say on the board or on chart paper.
- Ask students what they notice about the coloring of the zebra. If students do not identify that the black and white stripes form an AB pattern, help guide them by saying black, white, black, white out loud.
- Prior to the start of the lesson, review color names. Connect to student prior knowledge by reviewing in both English and student home language (L1).
- Ask students to think about other animals with similar coloring (panda, skunk, etc.).
Explicit Instruction/Teacher modeling(5 minutes)
- Create a model of a black and white pattern with your strips of paper.
- Ask students to identify the pattern.
- If students are beyond an AB pattern, create additional patterns with the colors. Example: AAB, ABB, AAAB.
- Repeat the process of having students identify the pattern.
- As you work, identify the pattern by thinking aloud to describe it: "I am using black and white. First I use black, then white. This is called an AB pattern."
- Have students say the pattern aloud with you as you create it.
Guided Practice(5 minutes)
- Invite a student to create a pattern. Have the student say the pattern aloud.
- Repeat the process a few more times, until your students have a firm grasp on the concept.
- If this lesson is being taught in small groups, give each student materials to model patterns.
- Begin a pattern using paper and crayons (e.g. red/blue) and have students practice extending it.
- As students to turn and talk to share an AB pattern with a partner, provide materials or guidance (e.g. "Use two colors," "Use two shapes," "Use movements").
Independent working time(10 minutes)
- Give each student a the Color the Relaxing Zebras worksheet and crayons.
- Tell students that they will color the stripes in a pattern of their choosing.
- Have students tell you their patterns prior to coloring so you may check for understanding.
- As students are coloring, continue to check in with them to make sure they are completing their pattern correctly.
- Provide limitations for students (e.g. color in an AB or ABC pattern).
- Have students turn and talk to share their pattern with a partner.
Enrichment: Challenge students to create a pattern they are just learning or are unfamiliar with.
Support: Lay the pattern the student chooses out with the materials used for demonstration for the student to copy from. Put A or B in each stripe, or draw a line of each color in the stripe for the student to follow as a guide.
- Make note of whether or not students are able to create and describe a color pattern.
- Also assess students for their ability to identify the letter Z, and if they are able to identify the sound the letter Z makes.
- As students work, note if they are able to extend the pattern. Can they differentiate different kinds of patterns? If you notice major areas of confusion, consider working with a small group of students to create additional patterns.
- Ask students guiding questions about their patterns to assess their understanding: "What kind of pattern did you create?" "How do you know?" "Can you describe the pattern?" "What would come next?"
Review and closing(5 minutes)
- When the students have finished coloring, have them tell you the colors of their pattern. Example: My zebra has a purple and green pattern.
- Make sure that you ask students what letter "zebra" starts with to make the phonics connection with the lesson.
- Have students pair-share with a partner to describe their pattern.
- Create a class zoo and display all of the patterns.
- Invite several students to share their patterns with the class.