In the Eye of the Tiger

In the Eye of the Tiger lesson plan

Tiger poems and stories seem almost real when you make this mask. Decorate it with authentic tiger markings.

  • 1.

    Share a variety of read alouds with students focused on tigers. How are these magnificent animals described in stories, poetry, and nonfiction? Have students look closely at pictures of tigers' interesting stripes and markings. Why are tigers marked this way?

  • 2.

    To create their own decorative mask (for display, rather than to wear), students begin by sketching a tiger's head, stripes, and facial features, such as whiskers, with Crayola® Washable Markers. Use Crayola Scissors to cut out the head.

  • 3.

    Flatten white Crayola Model Magic until it is as large as each student's sketch. Students place sketches on top of the Model Magic and trace around the facial shape with a marker. Cut out the tiger mask.

  • 4.

    Students crumple up recycled newspaper to place under the mask, giving it a 3-D, rounded shape. Form ears and other facial features from Model Magic. Add or trim as needed.

  • 5.

    Add a hanging loop on the back of each mask by attaching a thick coil of Model Magic to the upper edge. Dry.

  • 6.

    Students cover their work area with recycled newspaper. Paint masks with Crayola Tempera Paints. Ask students to look closely at their sketches and pictures of tigers' faces to make them authentic. Dry and display!

  • 7.

    When children wear hand-crafted costumes and masks make sure the craft does not obstruct the child's vision or impede movement, and keep away from open flames.

Standards

  • LA: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • LA: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or plot.
  • LA: Know and apply grade-level phonics and word analysis skills in decoding words.
  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Participate in shared research and writing projects.
  • LA: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SCI: Use diagrams and physical models to support the explanation of how the external parts of animals and plants help them survive, grow, and meet their needs.
  • SCI: Record observations and communicate about the ways young plants and animals change as they grow.
  • SCI: Use information from text and other reliable media about the behaviors of parents and offspring and communicate about how those behaviors help offspring survive.
  • VA: Use visual structures of art to communicate ideas.
  • VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Adaptations

  • Possible classroom resources include: Please Don't Tickle The Tiger: Poems That Make Even Grouchy Kids Smile by Ryan Cedar; National Geographic Little Kids First Big Book of Animals by Catherine D. Hughes; Animals: A Visual Encyclopedia by DK Publishing
  • Students research all of the body of the tiger and expand their mask into a model of the entire body of the tiger. Encourage students to name their tigers. Display student models in the classroom.
  • Working in small groups or teams of two, students compose original poetry focused on some aspect of tigers, such as what type of habitat tigers live in, how they live and travel as a family with young tigers, what they eat, etc. Have students display their poetry and place their masks around the written poem.
  • Students research various species of tigers, where they live, and whether any are identified as endangered. Assist students in preparing an electronic presentation for classmates.
  • Provide students with the opportunity to investigate another animal. Students create an original mask and prepare a list of information about the animal such as what type of habitat it lives in, how it behaves socially, what it eats, etc.